Premium
Why is it Difficult to Grasp the Impacts of the P ortuguese Quality Assurance System?
Author(s) -
Veiga Amélia,
Rosa Maria João,
Dias Diana,
Amaral Alberto
Publication year - 2013
Publication title -
european journal of education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.577
H-Index - 45
eISSN - 1465-3435
pISSN - 0141-8211
DOI - 10.1111/ejed.12040
Subject(s) - portuguese , higher education , corporate governance , legislation , context (archaeology) , hofstede's cultural dimensions theory , quality assurance , centralisation , political science , public administration , public relations , sociology , management , social science , business , economics , law , marketing , paleontology , philosophy , linguistics , biology , service (business)
This article analyses the impacts of the P ortuguese quality assurance system on academic cultures, using the Cultural Theory proposed by D ouglas (1970, 1982) and developed by T hompson, E llis and W ildavsky (1990) as an explanatory framework for Portuguese academics' preference formation in relation to quality assessment. The P ortuguese higher education system has been undergoing a change of paradigm by moving from traditional collegial system to a legal framework influenced by N ew P ublic Management. The former institutional context, where academic collegiality was the basis of democratic decision, promoted the egalitarian way of life, where the group dimension is stronger. However, recent legislation has promoted two different logics. On the one hand it has decreased the influence of the group dimension by favouring individualistic values and beliefs. On the other, it has reinforced the grid dimension through greater centralisation of power and separation of roles of universities and polytechnics, thus promoting the hierarchic way of life. The new legislation framework has produced changes that have strongly modified traditional governance structures and mechanisms and are likely to affect academics' perceptions of quality assurance processes and impacts as much as they influence the development of beliefs and values.