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Export Reference (APA) 
Costa, A., Marçal, G. & Branco, M. C. (2020). Modes of standardisation for postgraduate teaching in economics in a semi-peripheral country: The case of Portugal. International Journal of Pluralism and Economics Education. 11 (4), 391-409
Export Reference (IEEE) 
A. C. Costa et al.,  "Modes of standardisation for postgraduate teaching in economics in a semi-peripheral country: The case of Portugal", in Int. Journal of Pluralism and Economics Education, vol. 11, no. 4, pp. 391-409, 2020
Export BibTeX 
@article{costa2020_1715942763494,
	author = "Costa, A. and Marçal, G. and Branco, M. C.",
	title = "Modes of standardisation for postgraduate teaching in economics in a semi-peripheral country: The case of Portugal",
	journal = "International Journal of Pluralism and Economics Education",
	year = "2020",
	volume = "11",
	number = "4",
	doi = "10.1504/IJPEE.2020.116490",
	pages = "391-409",
	url = "https://www.inderscienceonline.com/doi/abs/10.1504/IJPEE.2020.116490"
}
Export RIS 
TY  - JOUR
TI  - Modes of standardisation for postgraduate teaching in economics in a semi-peripheral country: The case of Portugal
T2  - International Journal of Pluralism and Economics Education
VL  - 11
IS  - 4
AU  - Costa, A.
AU  - Marçal, G.
AU  - Branco, M. C.
PY  - 2020
SP  - 391-409
SN  - 1757-5648
DO  - 10.1504/IJPEE.2020.116490
UR  - https://www.inderscienceonline.com/doi/abs/10.1504/IJPEE.2020.116490
AB  - Since the first postgraduate program in economics was created in Portugal in 1978, there has been a marked standardisation in the provision of this training. A narrowing of the curricula took place around an increasingly restricted number of courses that may be called 'core', excluding or relegating a wide variety of courses to peripheral areas of economics or to other fields, reducing the chances of pluralist teaching in economics. As this process happened throughout the world, we examine how it took place in Portugal through interviews with those responsible for the said programs. Classifying the modes of dissemination into emulation, coercion, and normative we conclude that imitation of what are considered the best practices in the Anglo-Saxon world can best explain the initial stage of standardisation. Recently, as institutions sought national and international recognition for postgraduate programs, coercion and normative followed in the form of assessment and certification processes.
ER  -