Academic engagement in Portugal: the role of institutional diversity, individual characteristics and modes of knowledge production

Detalhes bibliográficos
Autor(a) principal: Queirós, Anabela
Data de Publicação: 2022
Outros Autores: Carvalho, Teresa, Rosa, Maria João, Biscaia, Ricardo, Manatos, Maria João, Videira, Pedro, Teixeira, Pedro, Diogo, Sara, Melo, Ana I., Figueiredo, Hugo, Mendes, Rui Amaral
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10773/39955
Resumo: Higher Education Institutions (HEIs) play a crucial role in knowledge society by providing and disseminating knowledge. In this regard, academics have been encouraged to collaborate with society, leading to the emergence of new modes of knowledge production. Several institutional and individual factors have been identified as determinants of the academic engagement. Hence, using data from a survey delivered to a representative sample of Portuguese academics, this paper analyses the influence of different modes of knowledge production, institutional diversity and individual characteristics on distinct dimensions of academic engagement (Formal Research Collaboration; Informal Dissemination of Knowledge; Commercialization of Knowledge; and Teaching-related Activities and Supervision of Students). We propose as research hypotheses the existence of an influence of individual academics’ values, identity and types of knowledge on the engagement with society, addressing them using a linear regression. Results suggest the influence of CUDOS, (i.e. communalism, disinterestedness and organized scepticism) and PLACE, (i.e. proprietary, local, authority, commissioned and expert) on academic engagement, although this influence differs according to distinct dimensions. The findings also reveal differences according to the type of institutional affiliation. Moreover, the study confirms the relevance of individual characteristics in explaining different forms of academic engagement, such as gender, discipline and seniority. Since the results do not align entirely with the theory, this paper may be of particular relevance to launch a discussion around the type of engagement higher education institutions intend to promote and how far their own characteristics and those of their academics may influence such engagement.
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spelling Academic engagement in Portugal: the role of institutional diversity, individual characteristics and modes of knowledge productionAcademic engagementModes of knowledge productionUniversityPolytechnicCommercialisationHigher Education Institutions (HEIs) play a crucial role in knowledge society by providing and disseminating knowledge. In this regard, academics have been encouraged to collaborate with society, leading to the emergence of new modes of knowledge production. Several institutional and individual factors have been identified as determinants of the academic engagement. Hence, using data from a survey delivered to a representative sample of Portuguese academics, this paper analyses the influence of different modes of knowledge production, institutional diversity and individual characteristics on distinct dimensions of academic engagement (Formal Research Collaboration; Informal Dissemination of Knowledge; Commercialization of Knowledge; and Teaching-related Activities and Supervision of Students). We propose as research hypotheses the existence of an influence of individual academics’ values, identity and types of knowledge on the engagement with society, addressing them using a linear regression. Results suggest the influence of CUDOS, (i.e. communalism, disinterestedness and organized scepticism) and PLACE, (i.e. proprietary, local, authority, commissioned and expert) on academic engagement, although this influence differs according to distinct dimensions. The findings also reveal differences according to the type of institutional affiliation. Moreover, the study confirms the relevance of individual characteristics in explaining different forms of academic engagement, such as gender, discipline and seniority. Since the results do not align entirely with the theory, this paper may be of particular relevance to launch a discussion around the type of engagement higher education institutions intend to promote and how far their own characteristics and those of their academics may influence such engagement.Taylor & Francis2022-01-01T00:00:00Z2022-01-01T00:00:00Z2022info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10773/39955eng0307-507910.1080/03075079.2022.2042241Queirós, AnabelaCarvalho, TeresaRosa, Maria JoãoBiscaia, RicardoManatos, Maria JoãoVideira, PedroTeixeira, PedroDiogo, SaraMelo, Ana I.Figueiredo, HugoMendes, Rui Amaralinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-02-22T12:17:58Zoai:ria.ua.pt:10773/39955Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T03:09:58.314315Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Academic engagement in Portugal: the role of institutional diversity, individual characteristics and modes of knowledge production
title Academic engagement in Portugal: the role of institutional diversity, individual characteristics and modes of knowledge production
spellingShingle Academic engagement in Portugal: the role of institutional diversity, individual characteristics and modes of knowledge production
Queirós, Anabela
Academic engagement
Modes of knowledge production
University
Polytechnic
Commercialisation
title_short Academic engagement in Portugal: the role of institutional diversity, individual characteristics and modes of knowledge production
title_full Academic engagement in Portugal: the role of institutional diversity, individual characteristics and modes of knowledge production
title_fullStr Academic engagement in Portugal: the role of institutional diversity, individual characteristics and modes of knowledge production
title_full_unstemmed Academic engagement in Portugal: the role of institutional diversity, individual characteristics and modes of knowledge production
title_sort Academic engagement in Portugal: the role of institutional diversity, individual characteristics and modes of knowledge production
author Queirós, Anabela
author_facet Queirós, Anabela
Carvalho, Teresa
Rosa, Maria João
Biscaia, Ricardo
Manatos, Maria João
Videira, Pedro
Teixeira, Pedro
Diogo, Sara
Melo, Ana I.
Figueiredo, Hugo
Mendes, Rui Amaral
author_role author
author2 Carvalho, Teresa
Rosa, Maria João
Biscaia, Ricardo
Manatos, Maria João
Videira, Pedro
Teixeira, Pedro
Diogo, Sara
Melo, Ana I.
Figueiredo, Hugo
Mendes, Rui Amaral
author2_role author
author
author
author
author
author
author
author
author
author
dc.contributor.author.fl_str_mv Queirós, Anabela
Carvalho, Teresa
Rosa, Maria João
Biscaia, Ricardo
Manatos, Maria João
Videira, Pedro
Teixeira, Pedro
Diogo, Sara
Melo, Ana I.
Figueiredo, Hugo
Mendes, Rui Amaral
dc.subject.por.fl_str_mv Academic engagement
Modes of knowledge production
University
Polytechnic
Commercialisation
topic Academic engagement
Modes of knowledge production
University
Polytechnic
Commercialisation
description Higher Education Institutions (HEIs) play a crucial role in knowledge society by providing and disseminating knowledge. In this regard, academics have been encouraged to collaborate with society, leading to the emergence of new modes of knowledge production. Several institutional and individual factors have been identified as determinants of the academic engagement. Hence, using data from a survey delivered to a representative sample of Portuguese academics, this paper analyses the influence of different modes of knowledge production, institutional diversity and individual characteristics on distinct dimensions of academic engagement (Formal Research Collaboration; Informal Dissemination of Knowledge; Commercialization of Knowledge; and Teaching-related Activities and Supervision of Students). We propose as research hypotheses the existence of an influence of individual academics’ values, identity and types of knowledge on the engagement with society, addressing them using a linear regression. Results suggest the influence of CUDOS, (i.e. communalism, disinterestedness and organized scepticism) and PLACE, (i.e. proprietary, local, authority, commissioned and expert) on academic engagement, although this influence differs according to distinct dimensions. The findings also reveal differences according to the type of institutional affiliation. Moreover, the study confirms the relevance of individual characteristics in explaining different forms of academic engagement, such as gender, discipline and seniority. Since the results do not align entirely with the theory, this paper may be of particular relevance to launch a discussion around the type of engagement higher education institutions intend to promote and how far their own characteristics and those of their academics may influence such engagement.
publishDate 2022
dc.date.none.fl_str_mv 2022-01-01T00:00:00Z
2022-01-01T00:00:00Z
2022
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dc.identifier.uri.fl_str_mv http://hdl.handle.net/10773/39955
url http://hdl.handle.net/10773/39955
dc.language.iso.fl_str_mv eng
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10.1080/03075079.2022.2042241
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dc.publisher.none.fl_str_mv Taylor & Francis
publisher.none.fl_str_mv Taylor & Francis
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
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