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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) 
Rodrigues, M. L. & Guerreiro, M. D. (2023). Universities. policies for science and higher education . In Francisco José Leandro and Roopinder Oberoi (Ed.), Disentangled vision on higher education: Preparing the generation next. (pp. 171-182). New York: Peter Lang.
Exportar Referência (IEEE) 
M. D. Rodrigues and M. D. Guerreiro,  "Universities. policies for science and higher education ", in Disentangled vision on higher education: Preparing the generation next, Francisco José Leandro and Roopinder Oberoi, Ed., New York, Peter Lang, 2023, pp. 171-182
Exportar BibTeX 
@incollection{rodrigues2023_1765116514576,
	author = "Rodrigues, M. L. and Guerreiro, M. D.",
	title = "Universities. policies for science and higher education ",
	chapter = "",
	booktitle = "Disentangled vision on higher education: Preparing the generation next",
	year = "2023",
	volume = "",
	series = "",
	edition = "",
	pages = "171-171",
	publisher = "Peter Lang",
	address = "New York",
	url = "https://www.peterlang.com/document/1266828"
}
Exportar RIS 
TY  - CHAP
TI  - Universities. policies for science and higher education 
T2  - Disentangled vision on higher education: Preparing the generation next
AU  - Rodrigues, M. L.
AU  - Guerreiro, M. D.
PY  - 2023
SP  - 171-182
CY  - New York
UR  - https://www.peterlang.com/document/1266828
AB  - Envisaging universities of the future requires taking into account the speed of change and faster
transformational processes that characterise contemporary societies. To succeed in such a scenario,
individuals must have the ability to continue learning throughout life. Lifelong learning is closely
dependent on a general, broad, non-specialised initial training. Higher education and science
institutions face the ongoing challenge of the pedagogical and curricular organisation of their
courses and training programmes, responding both to the need for generalist vs. specialised skills,
and the need for lifelong training. At the root of such dynamics are the principles of autonomy and
freedom to teach and undertake research, followed by a virtuous balance of openness to society
and the incorporation of certain issues on the scientific agenda (social, economic, technological,
public health, etc.). Taking the multilevel impact of the current COVID pandemic as a starting
point, this chapter reflects on universities of the future and their role within the 2030 Sustainable
Development Goals framework.

ER  -