Contemporary capitalist societies have undergone important and significant transformations in recent decades, the last of which was marked by the aftermath of a financial, economic and social crisis, with different consequences for labour markets and the organisation of work in various countries worldwide, and in which the present has been cut across by a pandemic crisis, on a global level, with evident impacts on work, the scope of which still needs to be appraised. While theliterature on the labour market, especially on precariousness and flexibility is extensive (Kalleberg 2009; Castel 2009), literature focussing on models ofmanagement and organisation of work and labour relations is scarce (Lundin et al. 2015). Among these models, project work stands out. By project work we meana temporary structure for organising work which has specific impacts on work relationships and individual performances. In some economic sectors andprofessions, such as architecture and scientific research, it constitutes the main historical mode of organising work (Boutinet 1990; Greer, Samaluk and Umney2019), but in other areas it has been increasingly adopted as a mechanism for furthering more flexible work modalities, work relationships and worspaces (Eftaxiopoulos 2022). This research aims to analyse modes of projectification (Lundin et al. 2015; Kuura 2011; 2020) and the way in which they are part of renewed modalities for the organisation of contemporary capitalist societies and have spread to a wide range of sectors of economic activity and professions. The spread of projects as a means of organising work has been effective for a variety of reasons: the development and implementation of models of work organisation that link management rationales, leadership styles, procedures and structures of work relationships which have been specifically designed to make project work effective; the availability of digital and technological resources, enabling continuous online communication reg...

Doctoral education in Portugal has undergone structural and institutional changes, resulting in new and diverse educational and research designs. Doctoral education in Portugal has undergone structural and institutional changes, resulting in new and diverse educational and research designs. These changes have affected doctoral programmes significantly. Some of the main debates regarding recent changes revolve around tailor-made programmes for individuals versus compulsory, pre-structured courses; basic research skills versus transferable skills; degree duration and expected completion times; different forms of financial support; innovative support practices and programmes; types of academic guidance and training opportunities; and the impact of digitalisation. Other trends include the expansion of collaborative partnerships and international exchanges, such as university-industry partnerships, cooperation with other sectors of society, and international associations between similar universities. These changes are centred around students' motivations, experiences, purposes, and achievements. It is also necessary to consider their future orientation, taking account to doctorate education elsewhere.

The objective of this project is to identify and characterize the impact of the international partnership programs (IPS) on Portuguese universities. This program was created in 2006-2007 by inviting several American universities (MIT/CMU/UTA) to help develop selected universities. The lead universities were selected on the basis of their area of expertise (engineering, information technology and later medicine and business), the quality of their research, their degree of internationalization and their links with industry. Our research question is what impact did this have on 1) organizational change (including non-selected research teams) 2) curriculum innovation 3) staff development 4) student mobility 5) industry-university collaborations.

The project’s goal is to conduct research on the professional identities and discourses of school teachers in Portugal. It seeks to research how the identities and discourses of teachers and their associations are remolded as a result of changes in the context of public educational systems.