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- Tendências do mercado de trabalho: o que esperam as empresas das gerações Millennials e ZPublication . Filipe, Luís Pereira; Aleixo, Ana MartaO enfoque no sucesso profissional dos recém-diplomados e o papel das Instituições de Ensino Superior (IES) para esse desígnio tem vindo a ganhar destaque devido às transformações ocorridas nas últimas décadas. Face ao exposto, é imperativo que as IES se esforcem para melhorar a empregabilidade dos seus diplomados, num esforço de correspondência entre as características das novas gerações e necessidades das empresas. Deste modo, e por forma a dar sequência a um primeiro estudo dirigido a empresas na área do turismo, pretende-se identificar as práticas de recrutamento e seleção e as competências transversais requeridas aos candidatos, por empresas das áreas das engenharias e serviços. Foi possível perceber que as empresas recorrem essencialmente à internet e às redes sociais para procurar os seus candidatos, que utilizam essencialmente o modelo Europass de CV, que se preocupam bastante com as competências e com a experiência profissional adquirida, e que consideram as competências transversais como tão importantes como as técnicas, com destaque para a aprendizagem, o trabalho de equipa e o comportamento ético, em detrimento da persuasão, da cultura geral e da liderança. Com estes dados é possível ajudar os diplomados a melhorarem a sua empregabilidade, levando-os a desenvolver ferramentas e estratégias adequadas, incentivando essencialmente a uma postura ativa de procura de oportunidades e de melhoria constante do seu percurso académico e profissional.
- 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.
- As perceções sobre desenvolvimento sustentável dos estudantes de ensino superior em PortugalPublication . Aleixo, Ana Marta; Leal, Susana; Azeiteiro, Ulisses
- Students’ perspectives on sustainable development goals in Portuguese higher education institutionsPublication . Aleixo, Ana Marta; Leal, Susana; Azeiteiro, Ulisses
- Toward sustainability through higher education: sustainable development incorporation into Portuguese higher education institutionsPublication . Aleixo, Ana Marta; Azeiteiro, Ulisses; Leal, Susana
- 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.
- UN decade of education for sustainable development: perceptions of higher education institution’s stakeholdersPublication . Aleixo, Ana Marta; Azeiteiro, Ulisses; Leal, SusanaThe purpose of this study is to investigate how the main stakeholders of Portuguese Higher Education Institutions (HEIs) perceive the commitment of HEIs related to: (a) teaching sustainable development Sustainable Development (SD) across all courses, (b) encouraging research and dissemination of SD knowledge, (c) implementing green campuses and supporting local sustainability efforts, and (d) engaging and sharing information with international networks (as defined in Higher Education Sustainability Initiative, United Nations). Through a qualitative approach (semi-structured interviews and content analysis), we explore the perspectives of twenty stakeholders from four Portuguese public HEIs (leaders, faculty, staff, students, and external stakeholders). The results show that all stakeholders see teaching SD across all courses as a necessity, but they have different visions about how to implement it. Concerning the research and dissemination of SD knowledge, they defend that both should be encouraged and transversal to all HEIs. About implementing green campuses and supporting local sustainability efforts, stakeholders agree that is important, but the practical results, in the Portuguese HEIs analysed, fail to achieve an acceptable degree. As a long term objective, the motivation for engaging and sharing information with international networks is latent.
- Unveiling the research landscape of sustainable development goals and their inclusion in higher education institutions and research centers: major trends in 2000–2017Publication . Bautista-Puig, Núria; Aleixo, Ana Marta; Leal, Susana; Azeiteiro, Ulisses; Costas, RodrigoThe Sustainable Development Goals (SDG) have become the international framework for sustainability policy. Its legacy is linked with the Millennium Development Goals (MDG), established in 2000. In this paper a scientometric analysis was conducted to: (1) Present a new methodological approach to identify the research output related to both SDGs and MDGs (M&SDGs) from2000 to 2017, with the aimof mapping the global research related to M&SDGs; (2) Describe the thematic specialization based on keyword co-occurrence analysis and citation bursts; and (3) Classify the scientific output into individual SDGs (based on an ad-hoc glossary) and assess SDGs interconnections. Publications conceptually related to M&SDGs (defined by the set of M&SDG core publications and a scientometric expansion based on direct citations) were identified in the in-house CWTS Web of Science database. A total of 25,299 publications were analyzed, of which 21,653 (85.59%) were authored by Higher Education Institutions (HEIs) or academic research centers (RCs). The findings reveal the increasing participation of these organizations in this research (660 institutions in 2000–2005 to 1,744 institutions involved in 2012–2017). Some institutions present both a high production and specialization on M&SDG topics (e.g., London School of Hygiene & TropicalMedicine andWorld Health Organization); and others with a very high specialization although lower production levels (e.g., Stockholm Environment Institute). Regarding the specific topics of research, health (especially in developing countries), women, and socio-economic issues are the most salient. Moreover, it has been observed an important interlinkage in the research outputs of some SDGs (e.g., SDG11 “Sustainable Cities and Communities” and SDG3 “Good Health and Well-Being”). This study provides first evidence of such interconnections, and the results of this study could be useful for policymakers in order to promote a more evidenced-based setting for their research agendas on SDGs.
- 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.
- 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.