Amélia Veiga
Biographic Data
| ID | 3935751 |
|---|---|
| NAME | Amélia Veiga |
| GIVEN NAMES | Amélia |
| FAMILY NAME | Veiga |
| SIGNATURE | VEIGA A |
| AFFILIATIONS | Universidade do Porto |
| ORCID | 0000-0002-5220-4019 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Coping with the flow – state mediation in European higher education
Perspectives of guardians/parents in Portugal: Interpreting the inclusive education policy through lived school practices
Introduction In Portugal, the Legal Framework for Inclusive Education (Decree-Law 54/2018) replaced the Legal Framework for Special Education (Decree-Law 3/2008), which applied exclusively to students with permanent difficulties in accessing the curriculum. The new framework introduced changes to school organization aimed at addressing the diversity of needs of all students. These changes align with the personalization of the educational process,…
Reconfiguration of Allied Health Education in Portugal: Perspectives from Professionals, Professors and Researchers
In 2013, Portugal implemented a major restructuring of Allied Health (AH) education by merging multiple separate first-cycle degree programmes into a smaller number of broader qualifications. The reform was designed to streamline curricula, increase efficiency, boost graduate employability, and align national qualifications with international standards. This study examines how Portuguese AH professionals, academics, and researchers perceive these…
Transforming Local Knowledge(s) into European Recommendations: A Methodological Approach to Co-Creating Policy Briefs for Educational Inclusion
This article explores the process of developing policy briefs (PB) as strategic tools to translate knowledge stemming from the analysis of local educational practices into inclusive European policy recommendations. This paper highlights how educational practices from eleven partner institutions across Denmark, Norway, Poland, Portugal, and Spain informed recommendations to prevent early leaving from education and training (ELET) and to enhance yo…
European higher education: Alternative forms of learning and teaching during and after the Covid-19 pandemic
The shift to remote learning during the pandemic posed significant challenges for lecturers and higher education institutions in maintaining student engagement. In this research, two interconnected aspects are explored: first, what were the pre-existing conditions that either facilitated or hindered the integration of technology in European higher education during the pandemic. Second, how did these conditions shape Portuguese students’ perceptio…
The effects of the Covid-19 pandemic on higher education governance in Europe
Universities, as public organisations, exemplify three competing institutional logics regarding governance. First, the state wields considerable control over universities through a Weberian bureaucratic logic. Second, university managers have been granted increased autonomy under a neoliberal, managerial logic. Third, a traditional academic logic involves a high degree of self-regulation and peer control. The country-specific ways in which this b…
Inclusive Education in Portuguese Higher Education: A Study on the Conceptual (In)Definition of Students in Institutional Documents
Over time, inclusive education has evolved in the search for more appropriate designations for its target audience, aiming to promote inclusive language and combat prejudiced and discriminatory behavior. More current paradigms, such as the Universal Design for Learning and the Multilevel Approach, propose completely abandoning the use of designations for students (1). This qualitative study uses a documentary analysis to examine how the statutes …
Inclusive Education Systems: The Struggle for Equity and the Promotion of Autonomy in Portugal
The universalization of schooling has triggered issues about the organization and management of more inclusive education systems. Several transnational organizations have produced guidelines that have contributed to the concept of inclusive education being incorporated into national educational policies. To identify the ideas underpinning this concept, we mobilized a policy cycle theoretical–methodological proposal. From a thematic analysis of (i…
Part 4: Universities in the Knowledge Economy
In this section, participants in the Universities in the Knowledge Economy project (UNIKE 2013–2017) and European Universities – Critical Futures (2019–2022) write about the distinctive features of these projects, their contribution to contemporary debates about the reform of higher education, and how Sue's ideas and ways of working influenced their own research and practice
The futures of cooperation in European governance: Brexit and the European knowledge policies
This paper analyses the purposes of cooperation as they challenge the European governance of higher education. Using Brexit to analyse meanings of cooperation and conveying secondary data analysis of ten case studies undertaken in the framework of the exploratory research project titled Brexit and higher education in the UK and Europe: Towards a cross‐country investigation , this study identifies a plurality of meanings of cooperation . These mea…
Challenges for research in higher education: The Case of Internationalization Between the Explanandum and the Explanans
A key issue in higher education research is that its nature is shaped by the contexts within which it is produced, in response to agendas that reflect more policy coordination demands than disciplinary concerns. The research problematiques are construed mostly out of the theoretical framework of the disciplines, which, in turn, are diluted within an applied research mode. Internationalisation, quality, and access, for instance, tend to be explore…
Unthinking the European Higher Education Area – differentiated integration and Bologna's different configurations
Differentiated integration was conceived of as a political methodology and as a technology to achieve a European “union” in the field of knowledge policies. However, the non-achievement with regard to the political goals of the European Higher Education Area has highlighted the limitations of this approach to promote furthering the EHEA. In this paper, unthinking is both a research strategy aiming to question those limits and a pedagogical tactic…
The changing role of external stakeholders: From Imaginary Friends to Effective Actors or Non-Interfering Friends
Recent shifts in university governance have relied on increased autonomy. Within this context, the enhanced role attributed to governance boards at the expense of academic bodies and the role of external stakeholders has gained momentum. With the aim of understanding the extent of the influence of external stakeholders at the institutional level, the perceptions of Rectors and Senate members from 26 European higher education institutions were ana…
The European Standards and Guidelines for Quality Assurance in the European Higher Education Area in Portugal and the Czech Republic: Between the Worlds of Neglect and Dead Letters
Differentiated Integration and the Bologna Process
The aim of this article is to discuss the contribution of the theory of differentiated integration to understanding Bologna as an instrument for building up the European Higher Education Area (EHEA), and to learn from that analysis what can be used to enrich the theory of differentiated integration. The analysis uses secondary data to grasp the national and the institutional appropriation of the Bologna process and to identify the dimensions that…
Governance and Institutional Autonomy: Governing and Governance in Portuguese Higher Education
Governance and Institutional Autonomy: Governing and Governance in Portuguese Higher Education
The changing role of external stakeholders: From Imaginary Friends to Effective Actors or Non-Interfering Friends
Recent shifts in university governance have relied on increased autonomy. Within this context, the enhanced role attributed to governance boards at the expense of academic bodies and the role of external stakeholders has gained momentum. With the aim of understanding the extent of the influence of external stakeholders at the institutional level, the perceptions of Rectors and Senate members from 26 European higher education institutions were ana…
Differentiated Integration and the Bologna Process
The aim of this article is to discuss the contribution of the theory of differentiated integration to understanding Bologna as an instrument for building up the European Higher Education Area (EHEA), and to learn from that analysis what can be used to enrich the theory of differentiated integration. The analysis uses secondary data to grasp the national and the institutional appropriation of the Bologna process and to identify the dimensions that…
Governance and Institutional Autonomy: Governing and Governance in Portuguese Higher Education
Differentiated Integration and the Bologna Process
The aim of this article is to discuss the contribution of the theory of differentiated integration to understanding Bologna as an instrument for building up the European Higher Education Area (EHEA), and to learn from that analysis what can be used to enrich the theory of differentiated integration. The analysis uses secondary data to grasp the national and the institutional appropriation of the Bologna process and to identify the dimensions that…
The European Standards and Guidelines for Quality Assurance in the European Higher Education Area in Portugal and the Czech Republic: Between the Worlds of Neglect and Dead Letters
The changing role of external stakeholders: From Imaginary Friends to Effective Actors or Non-Interfering Friends
Recent shifts in university governance have relied on increased autonomy. Within this context, the enhanced role attributed to governance boards at the expense of academic bodies and the role of external stakeholders has gained momentum. With the aim of understanding the extent of the influence of external stakeholders at the institutional level, the perceptions of Rectors and Senate members from 26 European higher education institutions were ana…
Unthinking the European Higher Education Area – differentiated integration and Bologna's different configurations
Differentiated integration was conceived of as a political methodology and as a technology to achieve a European “union” in the field of knowledge policies. However, the non-achievement with regard to the political goals of the European Higher Education Area has highlighted the limitations of this approach to promote furthering the EHEA. In this paper, unthinking is both a research strategy aiming to question those limits and a pedagogical tactic…
Challenges for research in higher education: The Case of Internationalization Between the Explanandum and the Explanans
A key issue in higher education research is that its nature is shaped by the contexts within which it is produced, in response to agendas that reflect more policy coordination demands than disciplinary concerns. The research problematiques are construed mostly out of the theoretical framework of the disciplines, which, in turn, are diluted within an applied research mode. Internationalisation, quality, and access, for instance, tend to be explore…
The futures of cooperation in European governance: Brexit and the European knowledge policies
This paper analyses the purposes of cooperation as they challenge the European governance of higher education. Using Brexit to analyse meanings of cooperation and conveying secondary data analysis of ten case studies undertaken in the framework of the exploratory research project titled Brexit and higher education in the UK and Europe: Towards a cross‐country investigation , this study identifies a plurality of meanings of cooperation . These mea…
Inclusive Education Systems: The Struggle for Equity and the Promotion of Autonomy in Portugal
The universalization of schooling has triggered issues about the organization and management of more inclusive education systems. Several transnational organizations have produced guidelines that have contributed to the concept of inclusive education being incorporated into national educational policies. To identify the ideas underpinning this concept, we mobilized a policy cycle theoretical–methodological proposal. From a thematic analysis of (i…
Part 4: Universities in the Knowledge Economy
In this section, participants in the Universities in the Knowledge Economy project (UNIKE 2013–2017) and European Universities – Critical Futures (2019–2022) write about the distinctive features of these projects, their contribution to contemporary debates about the reform of higher education, and how Sue's ideas and ways of working influenced their own research and practice
Inclusive Education in Portuguese Higher Education: A Study on the Conceptual (In)Definition of Students in Institutional Documents
Over time, inclusive education has evolved in the search for more appropriate designations for its target audience, aiming to promote inclusive language and combat prejudiced and discriminatory behavior. More current paradigms, such as the Universal Design for Learning and the Multilevel Approach, propose completely abandoning the use of designations for students (1). This qualitative study uses a documentary analysis to examine how the statutes …
Perspectives of guardians/parents in Portugal: Interpreting the inclusive education policy through lived school practices
Introduction In Portugal, the Legal Framework for Inclusive Education (Decree-Law 54/2018) replaced the Legal Framework for Special Education (Decree-Law 3/2008), which applied exclusively to students with permanent difficulties in accessing the curriculum. The new framework introduced changes to school organization aimed at addressing the diversity of needs of all students. These changes align with the personalization of the educational process,…
Reconfiguration of Allied Health Education in Portugal: Perspectives from Professionals, Professors and Researchers
In 2013, Portugal implemented a major restructuring of Allied Health (AH) education by merging multiple separate first-cycle degree programmes into a smaller number of broader qualifications. The reform was designed to streamline curricula, increase efficiency, boost graduate employability, and align national qualifications with international standards. This study examines how Portuguese AH professionals, academics, and researchers perceive these…
Transforming Local Knowledge(s) into European Recommendations: A Methodological Approach to Co-Creating Policy Briefs for Educational Inclusion
This article explores the process of developing policy briefs (PB) as strategic tools to translate knowledge stemming from the analysis of local educational practices into inclusive European policy recommendations. This paper highlights how educational practices from eleven partner institutions across Denmark, Norway, Poland, Portugal, and Spain informed recommendations to prevent early leaving from education and training (ELET) and to enhance yo…
European higher education: Alternative forms of learning and teaching during and after the Covid-19 pandemic
The shift to remote learning during the pandemic posed significant challenges for lecturers and higher education institutions in maintaining student engagement. In this research, two interconnected aspects are explored: first, what were the pre-existing conditions that either facilitated or hindered the integration of technology in European higher education during the pandemic. Second, how did these conditions shape Portuguese students’ perceptio…
The effects of the Covid-19 pandemic on higher education governance in Europe
Universities, as public organisations, exemplify three competing institutional logics regarding governance. First, the state wields considerable control over universities through a Weberian bureaucratic logic. Second, university managers have been granted increased autonomy under a neoliberal, managerial logic. Third, a traditional academic logic involves a high degree of self-regulation and peer control. The country-specific ways in which this b…
Coping with the flow – state mediation in European higher education
Higher education (13 works) · Political science (12 works) · Higher Education Governance and Development (8 works) · Sociology (8 works) · Global Educational Policies and Reforms (7 works) · Higher Education Learning Practices (5 works) · Law (5 works) · Psychology (5 works) · Autonomy (4 works) · Business (4 works)