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A Governação das Instituições de Ensino Superior pós Bolonha
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O Processo de Bolonha veio trazer um conjunto de transformações importantes às Instituições de Ensino Superior (IES), num compromisso transversal que minimize diferenças entre instituições. No âmbito da governação, é de salientar uma consolidação de uma nova abordagem ao papel das IES nas Sociedades e um repensar do papel do Estado. A ideia central é as IES deixarem de ser vistas como entidades fechadas, passando a sua atividade a ser diretamente valorizada pela Sociedade, mantendo níveis de autonomia e prestação de contas que lhes permita abordagens competitivas. Uma perspetiva que tem tido impacto nas novas abordagens às estruturas internas de governação, que para além de assumirem maiores responsabilidades nos destinos das IES, têm de assegurar maior partilha dessas responsabilidades, numa lógica de gestão baseada na abordagem dos stakeholders. Em Portugal, essa perspetiva consubstanciou-se na criação do Conselho Geral, órgão de topo das IES Públicas Portuguesas, que integra membros internos, externos e estudantes. O presente artigo procura contribuir para a problemática da governação nas IES pós Declaração de Bolonha, desenvolvendo um quadro conceptual e analisando a experiência portuguesa no que se refere à integração de elementos externos nos processos de tomada de decisão das IES.
The Bologna Process has brought a set of important changes to Higher Education Institutions (HEIs), in a transversal commitment that minimizes differences between institutions. In terms of governance, it is worth highlighting the consolidation of a new approach to the role of HEIs in Societies and a rethinking of the role of the State. The central idea is HEIs no longer seen as closed entities, becoming their activity directly valued by Society, maintaining levels of autonomy and accountability that allow them to have competitive approaches. A perspective that has had an impact on new approaches to internal governance structures, which, in addition to having to assume greater responsibilities in the destinations of HEIs, have to ensure a greater sharing of these responsibilities, in a management logic based on the stakeholders approach. In Portugal, this perspective was embodied in the creation of the General Council, a top body of Portuguese Public HEIs that includes internal, external members and students. This article seeks to contribute to the issue of governance in HEIs after the Bologna Declaration, developing a conceptual framework and analyzing the Portuguese experience regarding the integration of external elements in the decision-making processes of HEIs.
The Bologna Process has brought a set of important changes to Higher Education Institutions (HEIs), in a transversal commitment that minimizes differences between institutions. In terms of governance, it is worth highlighting the consolidation of a new approach to the role of HEIs in Societies and a rethinking of the role of the State. The central idea is HEIs no longer seen as closed entities, becoming their activity directly valued by Society, maintaining levels of autonomy and accountability that allow them to have competitive approaches. A perspective that has had an impact on new approaches to internal governance structures, which, in addition to having to assume greater responsibilities in the destinations of HEIs, have to ensure a greater sharing of these responsibilities, in a management logic based on the stakeholders approach. In Portugal, this perspective was embodied in the creation of the General Council, a top body of Portuguese Public HEIs that includes internal, external members and students. This article seeks to contribute to the issue of governance in HEIs after the Bologna Declaration, developing a conceptual framework and analyzing the Portuguese experience regarding the integration of external elements in the decision-making processes of HEIs.
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Governação Ensino Superior Governance Higher Education
Citation
Lourenço, R. T. (2020). A Governação das Instituições de Ensino Superior pós Bolonha. TMQ – Techniques, Methodologies and Quality, Especial, 69-88.