Learning transitions of three doctoral students in a Portuguese higher education institution facilitated by the use of ICT

Author(s):  
Betina Da Silva Lopes ◽  
Maria Joao Macario ◽  
Mariana Pinto ◽  
Maria Helena Ança ◽  
Maria Joao Loureiro
2017 ◽  
Vol 15 (1 (65)) ◽  
pp. 129-150 ◽  
Author(s):  
Maria Isabel Barreiro Ribeiro ◽  
◽  
António José Gonçalves Fernandes ◽  
Paula Sofia Alves Cabo ◽  
Alda Maria Vieira Matos ◽  
...  

Author(s):  
Filomena Sobral ◽  
Teresa Sofia Gouveia ◽  
Maria Cristina Azevedo Gomes ◽  
Nídia Salomé Morais ◽  
Sónia Ferreira

2019 ◽  
Vol 8 (11) ◽  
pp. 303
Author(s):  
Lopes ◽  
Lourenço

The significance of ‘identity’ in doctoral studies is widely acknowledged. Nevertheless, despite much research on what is involved in the process of identification with/as a researcher, very little attention has been devoted to understanding the effects of the internationalization of higher education in promoting feelings of belonging to a researcher community that goes beyond the national space. This qualitative case study aims to understand whether and how doctoral students in the Humanities and Social Sciences develop a ‘European’ or ‘international’ researcher identity during their doctoral studies. To address this aim, in-depth semi-structured interviews were conducted with twelve home and international doctoral students from a Portuguese higher education institution. Results from thematic analysis suggest that although the dichotomy ‘European’/‘international’ was not always clear in participants’ minds, those students who undertook mobility experiences or took part in international research networks or supervisory teams were more likely to regard themselves as ‘international’ or ‘European’ researchers. The implications of these findings for doctoral programs in an era of internationalization are highlighted.


2021 ◽  
pp. 175797592098422
Author(s):  
Maria Piedade Brandão ◽  
Pedro Sa-Couto ◽  
Gonçalo Gomes ◽  
Pedro Beça

Background: The World Health Organization and the International Labour Organization recognize that workplace health is not only affected by occupational hazards, but is mainly affected by social determinants and individual factors. An accelerated rise in noncommunicable diseases has fostered the importance of creating supportive environments and encouraging healthy behaviours. Therefore, an operational approach to making workplaces healthy and sustainable is needed. This paper describes the development of an e-Health monitoring program entitled ‘Integrated eHealth Monitoring System for Health Management in Universities’ (e.cuidHaMUsTM) as a possible solution to that operational approach. Methods: We developed the program e.cuidHaMUsTM that proposes to detect risk behaviours related to noncommunicable diseases and to implement problem-solving measures by establishing a health-promoting workspace in a Portuguese higher education institution. Based on the ‘I-Change’ conceptual model, our program provides personalized feedback; improves health-related knowledge, attitude and good practices; and encourages actions to promote healthy lifestyles through individual health capacitation. Focusing on evaluation as an activity that generates knowledge, the e.cuidHaMUsTM program aggregates all the relevant health information, shares the results with decision-makers and evaluates health-related policy changes in the workplace. Discussion: This paper presents the design of the e.cuidHaMUsTM program, the development of an eHealth web platform to share information between the different stakeholders, and a questionnaire to evaluate the health status of higher education institution workers (e.cuidHaMUs.QueST®). Also, the procedures for data collection and analysis are outlined. The e.cuidHaMUsTM program can enhance health surveillance through cross-sectional and longitudinal studies and provide scientific evidence to support the envisioned interventions and promotions of healthy lifestyles. This program is an effort to incorporate a holistic culture of health-promoting workspace in higher education institution policies.


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