Suchergebnisse

"Die Untersuchung, welche die Grundlage dieses Artikels ist, soll zu einem besseren Verständnis der Dimensionen beitragen, die bei dem Prozess der beruflichen Eingliederung von Hochschulabsolventen eine Rolle spielen. Was die theoretische und begriffliche Ebene anbelangt, so greifen wir auf Beiträge aus verschiedenen Disziplinen (jedoch vorwiegend aus den Wirtschaftswissenschaften und der Soziologie), unterschiedlichen Strömungen und theoretischen Bezugsrahmen zurück und versuchen, die Verschmelzung von Sichtweisen zu fördern, die unabhängig voneinander entwickelt wurden und bisher in keinerlei Beziehung zueinander standen. Was die empirische Ebene betrifft, haben wir uns für eine Fallstudie entschieden, die den Prozess der beruflichen Eingliederung von Hochschulabsolventen untersucht. Die Ergebnisse dieser Studie stellen wir als Synthese und als Vergleich mit den Daten anderer nationaler und internationaler Erhebungen mit der gleichen Thematik dar. Am Ende des Artikels werden einige Forschungsansätze vorgestellt, die unseres Erachtens weiter verfolgt werden sollten, und die durch den europäischen Vergleich wie auch durch die Verschmelzung theoretischer und fachlicher Perspektiven weitergebracht werden könnten." (Autorenreferat)

"Die Untersuchung, welche die Grundlage dieses Artikels ist, soll zu einem besseren Verständnis der Dimensionen beitragen, die bei dem Prozess der beruflichen Eingliederung von Hochschulabsolventen eine Rolle spielen. Was die theoretische und begriffliche Ebene anbelangt, so greifen wir auf Beiträge aus verschiedenen Disziplinen (jedoch vorwiegend aus den Wirtschaftswissenschaften und der Soziologie), unterschiedlichen Strömungen und theoretischen Bezugsrahmen zurück und versuchen, die Verschmelzung von Sichtweisen zu fördern, die unabhängig voneinander entwickelt wurden und bisher in keinerlei Beziehung zueinander standen. Was die empirische Ebene betrifft, haben wir uns für eine Fallstudie entschieden, die den Prozess der beruflichen Eingliederung von Hochschulabsolventen untersucht. Die Ergebnisse dieser Studie stellen wir als Synthese und als Vergleich mit den Daten anderer nationaler und internationaler Erhebungen mit der gleichen Thematik dar. Am Ende des Artikels werden einige Forschungsansätze vorgestellt, die unseres Erachtens weiter verfolgt werden sollten, und die durch den europäischen Vergleich wie auch durch die Verschmelzung theoretischer und fachlicher Perspektiven weitergebracht werden könnten." (Autorenreferat, IAB-Doku)

Much has been said about Participatory Budgeting. Still, how to make it a successful and long-lasting experience remains open for debate. Studies have advanced in analyzing many PB "features", discussing its capacity to promote transparency, empowerment and accountability. However, little was said about its capacity to maintain continuity over time. With the increasing number of experiences all over the world we can observe that not always the numeric growth represent the emergency of strong and stable experiences. Many Participatory Budgeting experiences are implemented but after a short time disappear from the local political agenda. In this paper we analyze the Portuguese Participatory Budgeting panorama discussing the phenomenon of fragility and volatility that many PB have faced in this country. We argue that the explanatory power of some apparently important variables, such as ruling party change, is very limited. Finally, based on the empirical discussion we propose an analytical model that may help to understand the dynamics of this phenomenon in Portugal and other countries. We think that identifying "fragility" points is an important step for enhancing Participatory Budgeting experiences.

I am grateful for the support given by my doctoral supervisor, Profa. Mariana Gaio Alves, and for NOVA Lisbon University support. ; Since the implementation of the Bologna process and the Lisbon strategy, there has been an increase of the interest in higher education and in doctoral education in Europe. This political process aims to create not only a European area of higher education, but also research European area. Doctoral education is considered to be one of the keys to innovation and to the development of societies. The implementation of the proposals that emerged from the meetings of the ministers responsible for higher education (MMHE) and the European association universities (EUA), brought a new look to the third cycle (Dublin descriptor, 2004; Bergen framework of qualifications, 2005), and to the Doctoral education and supervision (ten principles of Salzburg, 2005). Within this context elements such as doctorate completion time, student's profile, skills and competence acquired in that period and mobility between institution assumed a greater importance (London Communique, 2007; Leuven Communique, 2009). In Portugal, it was only during the last decade that researchers began to publish papers whose object study is doctoral education, the quality of supervision of doctoral research, supervisor and student profile and relationship. In this context, these research article pretend to characterize and analyse how the two aspects of doctoral education, monitoring and evaluation, are institutionally implemented in the third cycle at NOVA Lisbon University (UNL) and what implications may have on the success rate and completion time. The regulations of the third cycle in the nine schools that constitute the UNL and public annual reports will be analyses enabling to highlight some data. ; publishersversion ; published

Much has been said about Participatory Budgeting. Still, how to make it a successful and long-lasting experience remains open for debate. Studies have advanced in analyzing many PB "features", discussing its capacity to promote transparency, empowerment and accountability. However, little was said about its capacity to maintain continuity over time. With the increasing number of experiences all over the world we can observe that not always the numeric growth represent the emergency of strong and stable experiences. Many Participatory Budgeting experiences are implemented but after a short time disappear from the local political agenda. In this paper we analyze the Portuguese Participatory Budgeting panorama discussing the phenomenon of fragility and volatility that many PB have faced in this country. We argue that the explanatory power of some apparently important variables, such as ruling party change, is very limited. Finally, based on the empirical discussion we propose an analytical model that may help to understand the dynamics of this phenomenon in Portugal and other countries. We think that identifying "fragility" points is an important step for enhancing Participatory Budgeting experiences.

Much has been said about Participatory Budgeting. Still, how to make it a successful and long-lasting experience remains open for debate. Studies have advanced in analyzing many PB "features", discussing its capacity to promote transparency, empowerment and accountability. However, little was said about its capacity to maintain continuity over time. With the increasing number of experiences all over the world we can observe that not always the numeric growth represent the emergency of strong and stable experiences. Many Participatory Budgeting experiences are implemented but after a short time disappear from the local political agenda. In this paper we analyze the Portuguese Participatory Budgeting panorama discussing the phenomenon of fragility and volatility that many PB have faced in this country. We argue that the explanatory power of some apparently important variables, such as ruling party change, is very limited. Finally, based on the empirical discussion we propose an analytical model that may help to understand the dynamics of this phenomenon in Portugal and other countries. We think that identifying "fragility" points is an important step for enhancing Participatory Budgeting experiences.

DOI: http://dx.doi.org/10.5007/2175-7984.2015v14n31p17Considerar analiticamente quaisquer áreas de investigação é um exercício que faz emergir questões de natureza conceitual, epistemológica e remete para lutas travadas em determinado campo científico para a legitimação de uma estrutura, de agentes, capitais e posições em jogo. Tal compreensão serviu de sustentáculo para o presente artigo, que tem como objectivo geral contribuir para um conhecimento mais amplo da Sociologia da Educação em Portugal. Para tal, a supracitada área foi tomada a partir de sua faceta enquanto área de docência em cursos de mestrado e doutoramento no âmbito das Ciências da Educação. A conjugação aqui realizada entre um apanhado sócio histórico, de um lado, e a caracterização actual a partir dos cursos supracitados, de outro, permitiu-nos compreender melhor o que é hoje legitimado como Sociologia da Educação, bem como o lugar que ela ocupa no espaço das Ciências da Educação.

Over recent years, lifelong learning has been a central and guiding principle in the formulation of European educational policies. Within this general framework, the authors have been developing a research project that allows them to approach the theme of lifelong learning and European educational policies, taking into account four levels of analysis, namely: the supranational, the national, the institutional and, finally, the individual level of analysis. This methodological strategy reflects a theoretical understanding of policy as the result of the actions of a diversity of actors at different levels. This article focuses on the supranational level of analysis, drawing on data from an analysis of European educational policy documents. First, the authors clarify the methodological issues raised by the research findings presented. Second, they discuss the results concerning the process of definition of European educational policies. Third, the authors briefly revisit the evolution of the idea of lifelong learning and discuss the results regarding its plurality of meanings and conceptualizations within the documents considered for analysis. ; info:eu-repo/semantics/publishedVersion