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A publicação pode ser exportada nos seguintes formatos: referência da APA (American Psychological Association), referência do IEEE (Institute of Electrical and Electronics Engineers), BibTeX e RIS.

Exportar Referência (APA) 
Abrantes, B. F. (2020). Governance of academic laboratories and the capabilisation of higher education students. International Journal of Management in Education. 14 (2), 135-157
Exportar Referência (IEEE) 
B. T. Abrantes,  "Governance of academic laboratories and the capabilisation of higher education students", in Int. Journal of Management in Education, vol. 14, no. 2, pp. 135-157, 2020
Exportar BibTeX 
@article{abrantes2020_1734956244980,
	author = "Abrantes, B. F.",
	title = "Governance of academic laboratories and the capabilisation of higher education students",
	journal = "International Journal of Management in Education",
	year = "2020",
	volume = "14",
	number = "2",
	doi = "10.1504/IJMIE.2020.10026013",
	pages = "135-157",
	url = "https://www.inderscience.com/jhome.php?jcode=ijmie"
}
Exportar RIS 
TY  - JOUR
TI  - Governance of academic laboratories and the capabilisation of higher education students
T2  - International Journal of Management in Education
VL  - 14
IS  - 2
AU  - Abrantes, B. F.
PY  - 2020
SP  - 135-157
SN  - 1750-385X
DO  - 10.1504/IJMIE.2020.10026013
UR  - https://www.inderscience.com/jhome.php?jcode=ijmie
AB  - Several education theorists advocate a capabilisation model based upon two pillars: professional emancipation and activation for citizenship comprised a balanced delivery of technical and research competences (TRC) and cross-disciplinary competences (CDC). Hence, this research makes a theoretical review of education governance literature and tests the capabilisation at Higher Education Institutions (HEI) in Denmark confined to a subset of educational support infrastructures - academic laboratories (ALs) - to grasp their contribution to HES capabilisation, which constitutes a fairly unexplored research gap. The empirical paradigm consists of an iteration along a purposive sample of 15 HEIs. Results uncover a mismatch among national policies, universities/colleges' governance and firm expectations on graduate's competencies. A capability-gap is acknowledged concerning budgetary expenditure to education versus budgetary efficiency in graduate employment rates (GER); and between firm's capability-requirements (CR) and HES capability-delivery (CD) to the industry. The latter suggests the notion of capability-fitness, which constitutes the micro foundation for the balanced model of higher education student's capabilisation (BHESC) design. 
ER  -