Percorrer por autor "Leal, Susana"
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- Are the sustainable development goals being implemented in the Portuguese higher education formative offer?Publication . Aleixo, Ana Marta; Azeiteiro, Ulisses M.; Leal, SusanaPurpose: The study aims to examine the vertical integration of the sustainable development goals (SGDs) in Portuguese public higher education institutions, namely, at the level of undergraduate and master’s degrees, and the extent to which Portuguese higher education institutions (HEI) are preparing for the United Nations’ call to promote SDGs. Design/methodology/approach: A content analysis of the designations and objectives of the 2,556 undergraduate and master’s degrees (in 33 Portuguese public higher education institutions) was done to determine whether they promote at least one SDG. Findings: The results show that 198 courses directly address at least one SDG; on average, each higher education institution (HEI) has six courses that explicitly address at least one SDG; universities have more courses in SDG areas than in polytechnics; more master’s degrees embrace SDGs than undergraduate degrees; and most of the courses addressing SDGs are from the social sciences and humanities areas and from natural and environmental sciences. Originality/value: This paper serves to raise the awareness of Portuguese HEIs of their role and responsibility in furthering SGDs.
- Conceptualization of sustainable higher education institutions, roles, barriers, and challenges for sustainability: an exploratory study in PortugalPublication . Aleixo, Ana Marta; Leal, Susana; Azeiteiro, UlissesHigher Education Institutions play an important role in the promotion of sustainability and an increasing number of stakeholders expect them to be sustainable organizations. However, this can only be achieved when barriers are faced and challenges overcome. This exploratory study aims to investigate how the main stakeholders (leaders, faculty, staff, students, and external stakeholders) of Portuguese Public Higher Education Institutions perceive: the concepts of sustainability and sustainable higher education institutions, the role of higher education for sustainable development, and the barriers, challenges and obstacles to implementing sustainable initiatives in Portuguese Public Higher Education Institutions. Through a qualitative approach, using semi-structured interviews and content analysis procedures, this article explore the perspectives of twenty stakeholders from four Portuguese Public Higher Education Institutions. The results suggest that, although aware of the concept of sustainability, the different stakeholders are not familiar with the concept of sustainable higher education institutions. The lack of financial resources due to the decline in funding for higher education and falling numbers of Portuguese university students is perceived as the main barrier to sustainable development in higher education (i.e. practices are still associated with spending financial resources). This research highlights the importance of a conceptual and organizational change in higher education institutions, notably through identifying new sources of financing, more flexible organizational forms, more comprehensive mission statements, more tailored educational offers, life-long learning and commitment to internationalization, and more strategic human resource management. The paper contributes to the literature by reflecting on how higher education institutions can promote sustainability, how higher education for sustainable development is understood and can be improved in Portuguese Higher Education Institutions.
- Defining clinical conditions in long-term healthcare as a first step to implement Time-Driven Activity Based Costing (TDABC)Publication . Querido, Ana; Sargento, Ana; Santos, Isa; Carvalho, Henrique; Reis, Catarina; Frederico, Manuela; Maximiano, Marisa; Oliveira, Sandra; Leal, SusanaBackground Increasing healthcare costs is a concern of all developed countries. In Long-Term Healthcare (LTH) this is reinforced by population ageing and corresponding prevalence of chronic diseases. Thus, it is fundamental to accurately measure costs and outcomes in healthcare, improving value created for patients, i.e., patientcentred health outcomes per monetary unit of cost [1, 2]. TDABC methodology applied to healthcare allows identifying the cost for each clinical condition in the full cycle of care, mapping processes, activities, resources and allocated time [3–5]. It has been mostly applied in acute-care settings, partly due to complexity of defining chronic condition [6]. Objective This paper focuses on the cost component of a larger on-going research project (CARE4VALUE), aiming to enhance value creation in LTH providers and applied to a partner LTH unit. Specifically, the main objective is to define clinical conditions in the context of LTH, as a first step in the implementation of TDBAC. Methods Mixed qualitative and quantitative methods were applied, including: 1) three focus groups conducted with the health team of the LTH unit (physician, nurses, physiotherapist, psychologist, social assistant) to select, discuss and validate the criteria to define clinical conditions; 2) construction of a composite indicator and testing it over a sample of anonymized clinical data from 21 patients; 3) structured observation of processes taken throughout the full cycle of care of patients in different conditions. Qualitative data was submitted to content analysis and validated among participants. Quantitative data used in the composite indicator, based on validated scales, was subject to normalization, aggregation and sensitivity analysis. Results One consensual outcome of the focus groups was that, in LTH, the disease or cause of entrance is less relevant to costs than the overall complexity of the patient, entailing psychical, social, spiritual and psychic-mental dimensions. Accordingly, a multidimensional classification model of patients in four complexity levels was delivered, after being validated and receiving consensus from the LTH team. Additionally, it will include a logging tool and dashboard to integrate separate patient-centred information and aid patient classification in complexity conditions. BMC Health Services Research 2018, 18(Suppl 2):684 Page 75 of 183 Conclusions The completion of this step allowed progressing in the design and implementation of the cost model, which, in turn, will support value measurement, and enhancing of the focus LTH unit. Besides, all involved professionals stated that their engagement in this phase of the project generated exceptional opportunities for interdisciplinary meetings and debate, contributing to closer ties between different areas of LTH.
- Higher education students’ perceptions of sustainable development in PortugalPublication . Aleixo, Ana Marta; Leal, Susana; Azeiteiro, UlissesHigher education institutions play an increasingly important role in advancing sustainable development. Various studies have demonstrated the key contribution made by teachers to achieving sustainable development. However, few works have addressed students’ perceptions in this regard and given that the students of today will be the main influencers and decision-makers of the future, a greater understanding of their beliefs and attitudes towards sustainable development should be gleaned. The aim of this research is to analyse the perceptions of sustainable development held by students at Portuguese public higher education institutions. To this end, a descriptive and exploratory study was conducted by administering an online questionnaire. The sample is made up of 1257 students from different Portuguese public higher education institutions (68.6% women; average age 24.96 years). The results show that although the students recognise the importance of sustainable development and most of them have already heard about the sustainable development goals (16% never heard about them), they believe that the higher education institutions could and should give more training on this matter. Most students state that they would accept a lower salary from a company with a good social and environmental performance in some circumstances. The majority also have pro-sustainability habits and behaviours. Most of the students are concerned about climate change, most speak of some reusing, reducing and recycling practices, but fewer students contribute to sustainable development by participating in activities (e.g., environmental or community volunteering) organised by environmental organisations or the higher education institution. Differences in the behaviours and habits related to sustainability were observed between the students of different genders, ages and scientific areas. The results further present four clusters of students regarding their perception of sustainable development and related practices. The largest cluster (about 45%) includes students who are more concerned about climate change, actively contribute to sustainable development with reuse, reduction and recycling practices, and participate in organised activities to promote the protection of the environment or society. The smallest cluster (about 8%) includes students who are still sceptical about climate change and therefore adopt less environmentally friendly practices. Five years after the publication of the sustainable development goals, students feel that sustainability is starting to be integrated in education. However, the impact on their behaviours and attitudes remains moderate.
- A implementação dos objetivos do desenvolvimento sustentável no ensino superior portuguêsPublication . Aleixo, Ana Marta; Azeiteiro, Ulisses M.; Leal, SusanaA educação para o desenvolvimento sustentável (DS) encontra-se no centro da Agenda 2030 para o DS (Nações Unidas, 2015) e dos seus dezassete objetivos (Leicht, Heiss & Byun, 2018). A meta 4.7 dos objetivos do desenvolvimento sustentável (ODS), que visa que todos os estudantes adquiram os conhecimentos e competências necessárias para promover o DS, realça o contributo que as instituições de ensino superior podem ter no alcance dos ODS (UNESCO, 2017). Este trabalho estuda a implementação dos ODS no ensino superior público português, e tem por objetivos analisar: (a) como os ODS têm sido integrados nas instituições de ensino superior públicas portuguesas, nomeadamente ao nível dos cursos de licenciatura e mestrado, e (b) se as instituições de ensino superior públicas portuguesas estão preparadas para responder ao repto lançado pelas Nações Unidas (2015) para a promoção do desenvolvimento sustentável. Através de uma análise de conteúdo das designações e objetivos dos cursos de licenciatura e mestrado investigou-se se a oferta formativa de ensino superior pública portuguesa está alinhada com os ODS definidos em 2015. Considerou-se na análise os 2556 cursos (957 licenciaturas e 1599 mestrados) registados na oferta formativa pública das 33 instituições de ensino superiores portuguesas (14 universidades e 19 politécnicos). Os cursos de doutoramento e os cursos técnicos superiores profissionais não foram contemplados na análise. Os resultados mostram que: (a) menos de 10% dos 2556 cursos de licenciatura e mestrado abordam diretamente pelo menos um ODS; (b) as universidades, quando comparadas com os politécnicos, apresentam mais cursos que abordam de forma explícita pelo menos um ODS; (c) existem mais cursos de mestrado a abordar explicitamente os ODS do que licenciaturas; e (d) a maioria dos cursos que abordam os ODS são das áreas das ciências sociais e humanidades, e das ciências naturais e do ambiente. Nas universidades, os ODS mais frequentemente considerados nos seus cursos de licenciatura e mestrado são: (a) ODS 7 – Energias Renováveis e Acessíveis (n:22; 1,4% do total dos cursos de licenciatura e mestrado nas universidades); (b) ODS 15 – Proteger a Vida Terrestre (n:22; 1,4%); (c) ODS 6 – Água Potável e Saneamento (n:18; 1,1%). Nos politécnicos, os ODS mais frequentemente considerados nos seus cursos de licenciatura e mestrado são: (a) ODS 15 – Proteger a Vida Terrestre (n:15; 1,6% do total dos cursos de licenciatura e mestrado nos politécnicos); (b) ODS 7 – Energias Renováveis e Acessíveis (n:14; 1,5%); (c) ODS 4 – Educação de Qualidade (n:13; 1,4%). Nos cursos de licenciatura, os ODS mais frequentemente considerados são: (a) ODS 7 – Energias Renováveis e Acessíveis (n:13; 1,4% do total dos cursos de licenciatura no ensino superior público português); (b) ODS 15 – Proteger a Vida Terrestre (n:11; 1,1%); (c) ODS 6 – Água Potável e Saneamento (n:9; 0,9%). Nos cursos de mestrado, os ODS mais frequentemente considerados são: (a) ODS 15 – Proteger a Vida Terrestre (n:26; 1,6% do total dos cursos de mestrado); (b) ODS 7 – Energias Renováveis e Acessíveis (n:23; 1,4%); (c) ODS 3 – Saúde de Qualidade (n:22; 1,4%). Este trabalho contribui para aumentar a sensibilização das instituições de ensino superior quanto ao seu papel e responsabilidade na promoção do desenvolvimento sustentável. Os resultados mostram que apenas uma reduzida parte dos cursos de licenciatura e mestrado estão explicitamente alinhados com os ODS, o que sugere a necessidade das políticas públicas portuguesas, na área do ensino superior, reforçarem o desenvolvimento dos ODS através da sua oferta formativa.
- Inclusão da Agenda 2030 e dos ODS na estrutura curricular dos cursos no ensino superiorPublication . Aleixo, Ana Marta; Leal, Susana; Azeiteiro, Ulisses
- As perceções sobre desenvolvimento sustentável dos estudantes de ensino superior em PortugalPublication . Aleixo, Ana Marta; Leal, Susana; Azeiteiro, Ulisses
- Rankings and sustainability in Portuguese higher education institutions: a descriptive analysisPublication . Aleixo, Ana Marta; Leal, Susana; Leal Filho, Walter; Mendes, Susana; Azeiteiro, UlissesThe issue of ranking in Higher Education Institutions (HEIs) has produced a growing body of literature at an international level that is focused on metaanalysis. However, there is still comparably little discussion on the subject of Higher Education (HE) in Portugal. This paper strives to fill this gap. This research was conducted using the Portuguese public HEIs websites and presents a critical review of HEIs rankings in Portugal. These are the types of Higher Education Institution (HEI) rankings that are concerned with the promotion of sustainable development rankings. The links between rankings and institutional commitment, advanced sustainability or the promotion of a positive image are discussed. This work results in the preliminary discussion of a proposal for an alternative ranking for Sustainable Development (SD) in HEIs. An alternative ranking would take the system and subsystem activities of HEIs into consideration, and would constitute a starting point for further discussion when it comes to the development of the ranking for sustainability in HEIs in responding to the issue of holistic and integrated sustainability in Portuguese public HEIs.
- A student perspective on sustainable development in Portuguese higher education institutionsPublication . Aleixo, Ana Marta; Azeiteiro, Ulisses M.; Leal, SusanaThis study presents a descriptive and exploratory research about the understanding of sustainable development (SD) among public higher education institutions’ students, in Portugal. It explores the student’s perspectives about SD through the analysis of their attitudes, skills and experiences on the theme. Their knowledge about sustainable development goals (SDGs) and their opinion about the importance of SD as future professionals were also under consideration. The research design of the study follows a descriptive and exploratory approach with a quantitative reporting of results. It was used an on-line questionnaire, adapted, majority, from the National Union Students (2018), to obtain the data. A sample of 1257 students from the Portuguese public higher education institutions (HEIs) was obtained. Students consider that HEIs can do more in terms of education for SD, namely: (i) offer free SD courses/workshops; (ii) streamline/develop actions on SD; (iii) encourage volunteer actions in the community, and (iv) promote student participation in practical on-campus actions. Students also consider that secondary education was the educational path that most encouraged to think and act in ways that help the environment and people. Most students already have heard about SDGs and know what they are, however, only a small number of students are actively involved in activities organized by their HEI. This research has a national scope and the results should be interpreted only in the Portuguese context. Future studies should include a larger range of institutional actors within the faculty. The research aimed to better understanding student’s attitudes, skills and experiences of SD and SDG´s. This study provides valuable insights for future implementation processes supporting the integration to sustainability in HEIs. The results could be used by HEIs to introduce the SD topics in formal and informal education, as well as to improve it integration on campus activities.
- Students’ perspectives on sustainable development goals in Portuguese higher education institutionsPublication . Aleixo, Ana Marta; Leal, Susana; Azeiteiro, UlissesIn this paper, we present a research about the understanding of sustainable development (SD) among students of public higher education institutions, in Portugal. It explores the students’ perspectives about SD through the analysis of their attitudes, skills and experiences on the theme. Their knowledge about sustainable development goals (SDGs) and their opinion about the importance of SD as future professionals were also under consideration. The research design of the study follows a descriptive and exploratory approach with a quantitative reporting of results. It was used an on-line questionnaire, adapted from the National Union Students (2018), Chuvieco et al. (2018) and Dagiliūtė et al. (2018). A sample of 1257 students from the Portuguese public higher education institutions (HEIs) was obtained. In general, the results show that students have knowledge about environmental issues. Students study, at different degrees, subjects related to SD and SDGs, however participation and involvement is lacking. It is urgent to introduce SD education in all curricula. In addition, most students already have heard about SDGs and know what they are, however, only a small number of students are actively involved in activities organized by their HEIs. Students also consider that secondary education was the educational path that most encouraged to think and act in ways that help the environment and people. Students consider that HEIs can do more in terms of education for SD. From a global perspective, this study corroborate the three previous studies, namely the factors associated to more pro-environmental attitudes and behaviours are still poorly understood. This research has a national scope and the results should be interpreted only in the Portuguese context. Future studies should include a larger range of institutional actors within the faculty. The study helps to better understand the students’ perceptions about SD and the role of HEIs to improve it, namely in Portugal where the studies about the theme are scarce. The results could be used by HEIs to introduce the SD topics in formal and informal education, as well as to improve it integration on campus activities.