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Queirós, A., Carvalho, T., Rosa, M. J., Biscaia, R., Manatos, M. J., Videira, P....Mendes, R. A. (2022). Academic engagement in Portugal: The role of institutional diversity, individual characteristics and modes of knowledge production. Studies in Higher Education. 47 (11), 2239-2252

A. Queirós et al.,  "Academic engagement in Portugal: The role of institutional diversity, individual characteristics and modes of knowledge production", in Studies in Higher Education, vol. 47, no. 11, pp. 2239-2252, 2022

@article{queirós2022_1765180496589,
	author = "Queirós, A. and Carvalho, T. and Rosa, M. J. and Biscaia, R. and Manatos, M. J. and Videira, P. and Teixeira, P. N. and Diogo, S. and Melo, A. I. and Figueiredo, H. and Mendes, R. A.",
	title = "Academic engagement in Portugal: The role of institutional diversity, individual characteristics and modes of knowledge production",
	journal = "Studies in Higher Education",
	year = "2022",
	volume = "47",
	number = "11",
	doi = "10.1080/03075079.2022.2042241",
	pages = "2239-2252",
	url = "https://www.tandfonline.com/journals/cshe20"
}

TY  - JOUR
TI  - Academic engagement in Portugal: The role of institutional diversity, individual characteristics and modes of knowledge production
T2  - Studies in Higher Education
VL  - 47
IS  - 11
AU  - Queirós, A.
AU  - Carvalho, T.
AU  - Rosa, M. J.
AU  - Biscaia, R.
AU  - Manatos, M. J.
AU  - Videira, P.
AU  - Teixeira, P. N.
AU  - Diogo, S.
AU  - Melo, A. I.
AU  - Figueiredo, H.
AU  - Mendes, R. A.
PY  - 2022
SP  - 2239-2252
SN  - 0307-5079
DO  - 10.1080/03075079.2022.2042241
UR  - https://www.tandfonline.com/journals/cshe20
AB  - Higher Education Institutions (HEIs) play a crucial role in knowledge society by providing and disseminating knowledge. In this regard, academics have been encouraged to collaborate with society, leading to the emergence of new modes of knowledge production. Several institutional and individual factors have been identified as determinants of the academic engagement. Hence, using data from a survey delivered to a representative sample of Portuguese academics, this paper analyses the influence of different modes of knowledge production, institutional diversity and individual characteristics on distinct dimensions of academic engagement (Formal Research Collaboration; Informal Dissemination of Knowledge; Commercialization of Knowledge; and Teaching-related Activities and Supervision of Students). We propose as research hypotheses the existence of an influence of individual academics’ values, identity and types of knowledge on the engagement with society, addressing them using a linear regression. Results suggest the influence of CUDOS, (i.e. communalism, disinterestedness and organized scepticism) and PLACE, (i.e. proprietary, local, authority, commissioned and expert) on academic engagement, although this influence differs according to distinct dimensions. The findings also reveal differences according to the type of institutional affiliation. Moreover, the study confirms the relevance of individual characteristics in explaining different forms of academic engagement, such as gender, discipline and seniority. Since the results do not align entirely with the theory, this paper may be of particular relevance to launch a discussion around the type of engagement higher education institutions intend to promote and how far their own characteristics and those of their academics may influence such engagement.
ER  -