Ana Vitoria Baptista
Queen Mary, University of London, Library, Department Member
- Education, Higher Education, Learning And Teaching In Higher Education, Scholarship of Teaching and Learning, Doctoral Supervision, Doctoral education, and 37 moreNon-traditional adult students in Higher Education, Postgraduate research supervision, Undergraduate and postgraduate research, Linking teaching and research, Learning and Teaching, Pedagogy, Teaching and Learning, Undergraduate Research, Quality, Non-Traditional Students, Doctorate, Academic Success, Pedagogical Strategies, Evalation, Evaluation, Evidence Based Practice, Problem Based Learning, Teacher Education, Teachers' professional development, Widening Participation in Higher Education, Widening Participation, Increasing and Widening Participation, Bologna Process, Supervision in doctoral education, Creativity, Lifelong learning and adult education, Adult Education, Lifelong Learning, Teaching and Learning In Adult and Higher Education, Career Development, Higher Education Policy, Adult learning, Quality assurance in Higher Education, Assessment, Competences, Assessment in Higher Education, and Student Motivation And Engagementedit
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Resumo: O presente trabalho tem o propósito de caracterizar, sob vários pontos de vista, o primeiro grupo de estudantes Maiores de 23 que se matriculou na Universidade de Aveiro, no ano lectivo 2006-07. Como enquadramento teórico... more
Resumo:
O presente trabalho tem o propósito de caracterizar, sob vários pontos de
vista, o primeiro grupo de estudantes Maiores de 23 que se matriculou na
Universidade de Aveiro, no ano lectivo 2006-07. Como enquadramento teórico deste estudo, abordamos algumas temáticas, tratadas de forma articulada, para melhor podermos analisar e problematizar os dados que recolhemos no contexto específico da Universidade de Aveiro. Assim, iniciaremos por esboçar um contexto mais geral e transversal, onde reveremos algumas características dos tempos de hoje. Seguidamente, trataremos de forma mais aprofundada tópicos como: o Ensino Superior e o Processo de Bolonha, a Aprendizagem ao Longo da Vida e a Estratégia de Lisboa. Ao relermos vários documentos teremos em consideração a análise de aspectos ligados à abertura do Ensino Superior a novos públicos e à equidade, assim como à criação de novas oportunidades. Para terminarmos a primeira parte deste trabalho, faremos uma primeira aproximação à caracterização dos estudantes adultos não-tradicionais, a nossa população-alvo, sob o ponto de vista teórico. Na segunda parte, realizaremos a descrição do nosso estudo empírico. Depois de nos debruçarmos sobre a metodologia da investigação, analisaremos e discutiremos os dados, recolhidos através de questionários, cartas de motivação e entrevistas semi-orientadas. Recorrendo a métodos de análise de cariz quantitativo e qualitativo, entrecruzaremos os dados colectados com o objectivo de discutirmos a temática escolhida, sobre vários pontos de vista, e chegarmos a conclusões credíveis. Tencionamos que este seja um primeiro contributo para caracterizar o estudante adulto não-tradicional Maior de 23 da Universidade de Aveiro.
Abstract:
The main purpose of this work is to characterise, according to several points of view, the first group of the students over 23 years old, enrolled at the University of Aveiro in the academic year of 2006-07. The theoretical framework of this study will be explored in an articulated manner, in order to better analyse and discuss the data, collected in a specific context: the University of Aveiro. Therefore, in the first part, we will start to design a more general and transversal context, based on the ideas of the complexity and ‘supercomplexity’ of today’s world, to delineate the demands of our society. Then, we will focus on certain topics, such as: Higher Education and the Bologna Process, Lifelong Learning and the Lisbon Strategy, taking into account their main principles which may be dialogued. When reflecting about certain documents, we will approach them according to themes such as: the openness of Higher Education to new publics, the emphasis put on equity, and the creation of new opportunities. Also, we will make a first approach to the characterisation of non-traditional adult students, our target population, considering a theoretical perspective, based on the literature review. In the second part, we will describe our empirical study. After describing the research methodology, we will analyse and discuss the results collected through questionnaires, motivation letters and semi-oriented interviews. Quantitative and qualitative methods will be used. The data will be intersected with the main goal of discussing this subject through different but interconnected perspectives, so that we can reach credible conclusions. This may be a first contribute to characterise the group of non-traditional adult student over 23 years old at the University of Aveiro."""
O presente trabalho tem o propósito de caracterizar, sob vários pontos de
vista, o primeiro grupo de estudantes Maiores de 23 que se matriculou na
Universidade de Aveiro, no ano lectivo 2006-07. Como enquadramento teórico deste estudo, abordamos algumas temáticas, tratadas de forma articulada, para melhor podermos analisar e problematizar os dados que recolhemos no contexto específico da Universidade de Aveiro. Assim, iniciaremos por esboçar um contexto mais geral e transversal, onde reveremos algumas características dos tempos de hoje. Seguidamente, trataremos de forma mais aprofundada tópicos como: o Ensino Superior e o Processo de Bolonha, a Aprendizagem ao Longo da Vida e a Estratégia de Lisboa. Ao relermos vários documentos teremos em consideração a análise de aspectos ligados à abertura do Ensino Superior a novos públicos e à equidade, assim como à criação de novas oportunidades. Para terminarmos a primeira parte deste trabalho, faremos uma primeira aproximação à caracterização dos estudantes adultos não-tradicionais, a nossa população-alvo, sob o ponto de vista teórico. Na segunda parte, realizaremos a descrição do nosso estudo empírico. Depois de nos debruçarmos sobre a metodologia da investigação, analisaremos e discutiremos os dados, recolhidos através de questionários, cartas de motivação e entrevistas semi-orientadas. Recorrendo a métodos de análise de cariz quantitativo e qualitativo, entrecruzaremos os dados colectados com o objectivo de discutirmos a temática escolhida, sobre vários pontos de vista, e chegarmos a conclusões credíveis. Tencionamos que este seja um primeiro contributo para caracterizar o estudante adulto não-tradicional Maior de 23 da Universidade de Aveiro.
Abstract:
The main purpose of this work is to characterise, according to several points of view, the first group of the students over 23 years old, enrolled at the University of Aveiro in the academic year of 2006-07. The theoretical framework of this study will be explored in an articulated manner, in order to better analyse and discuss the data, collected in a specific context: the University of Aveiro. Therefore, in the first part, we will start to design a more general and transversal context, based on the ideas of the complexity and ‘supercomplexity’ of today’s world, to delineate the demands of our society. Then, we will focus on certain topics, such as: Higher Education and the Bologna Process, Lifelong Learning and the Lisbon Strategy, taking into account their main principles which may be dialogued. When reflecting about certain documents, we will approach them according to themes such as: the openness of Higher Education to new publics, the emphasis put on equity, and the creation of new opportunities. Also, we will make a first approach to the characterisation of non-traditional adult students, our target population, considering a theoretical perspective, based on the literature review. In the second part, we will describe our empirical study. After describing the research methodology, we will analyse and discuss the results collected through questionnaires, motivation letters and semi-oriented interviews. Quantitative and qualitative methods will be used. The data will be intersected with the main goal of discussing this subject through different but interconnected perspectives, so that we can reach credible conclusions. This may be a first contribute to characterise the group of non-traditional adult student over 23 years old at the University of Aveiro."""
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This article explores the meaning of originality in doctoral studies and its relationship with creativity and innovation. Doctoral theses are expected to provide an original contribution to knowledge in their field all over the world.... more
This article explores the meaning of originality in doctoral studies and its relationship with creativity and innovation. Doctoral theses are expected to provide an original contribution to knowledge in their field all over the world. However, originality is not well defined. Using the literature on concepts of originality as a foundation, this article shows that originality is not a concept commonly understood. Creativity introduces a focus on the production of knowledge, which is not just novel but also meaningful. Innovation is becoming of increasing importance in doctoral theses with the societal shift
to knowledge-based economies and introduces the requirement of immediate relevance for economic purposes in doctoral education. While the three elements appear to be
substantial building blocks of the potential contribution doctoral work can make in the 21st century, it is unclear the extent to which doctoral theses fulfill these expectations. The
article discusses this problem with a focus on implications for doctoral education.
to knowledge-based economies and introduces the requirement of immediate relevance for economic purposes in doctoral education. While the three elements appear to be
substantial building blocks of the potential contribution doctoral work can make in the 21st century, it is unclear the extent to which doctoral theses fulfill these expectations. The
article discusses this problem with a focus on implications for doctoral education.
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With this paper we aim to reflect about the competences doctoral students should have and enhance throughout the research and supervision process. Considering doctoral supervisors’ voices, gathered through focus groups, we will... more
With this paper we aim to reflect about the competences doctoral students should have and enhance throughout the research and supervision process. Considering doctoral supervisors’ voices, gathered through focus groups, we will nevertheless focus on the metaphors they used to approach certain competences. Thus, after drawing the pertinence and purpose of this reflection, briefly revisiting some conclusions of international studies on this matter and presenting the methodology, we will discuss the ‘power’ of metaphors – a linguistic and cognitive phenomenon - as well as their value in what concerns doctoral students’ competences.
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With this paper, the author has a great objective: to reflect about the implications that non-traditional adult students’ growing presence may bring to Higher Education (HE) institutions. This reflection is even more important to be... more
With this paper, the author has a great objective: to reflect about the implications that non-traditional adult students’ growing presence may bring to Higher Education (HE) institutions. This reflection is even more important to be considered since many countries are starting to deal with an increasing number of non-traditional adult students’ entering for the first time in HE, namely at undergraduate level. This is the case of Portugal. Consequently, this fact is raising several questions, particularly in what concerns the demands and roles that HE institutions need to assume when facing diversity and heterogeneity. The author intends to do a theoretical approach to this issue.
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