Docente
Sónia Cardoso

Resume

I am a social scientist with a strong academic background, holding bachelor's and master's degrees in Sociology from the University of Coimbra, Portugal, as well as a PhD in Social Sciences, from the University of Aveiro, Portugal. Currently serving as an Assistant Professor at Lusófona University, I am deeply involved as a full researcher at its Interdisciplinary Research Centre for Education and Development – CeiED. At CeiED, I am also an integral member of its Executive and Scientific Boards, serving as one of the coordinators of the research community on Public Policies and Governance in Education (PPGE), a member of OP.Edu (Observatory for Education and Training Policies), and a researcher representative on the Doctoral College’s coordinating committee. Additionally, I contribute as an external collaborator researcher at the Centre for Research in Higher education Policies – CIPES, affiliated with the Universities of Porto and Aveiro. My research journey is driven by a strong interest in higher education (HE) policies and institutional and organisational analysis. I delve into understanding the impact of policies in HE institutions’ structures, processes, practices, and the experiences of key-actors, notably students and academics. Exploring the intricate dynamics within institutions, I have extended my focus to include gender issues and doctoral education into my research. In my recent exploration of doctoral education studies, I initially emphasised the structural transformations of the doctorate. Over time, my inquiry has evolved to encompass specific dimensions of doctoral education, with a keen interest in aspects such as supervision. As an expert in the field of doctoral education, I have provided advice to the Education and Science Commission of the Portuguese Republic Assembly. This input pertained to the evaluation of a legislative initiative concerning potential delivery of doctorates by the polytechnic higher education institutions, through the amendment to the Educational System's Basic Law and the Legal Regime of Higher Education Institutions. My extensive research experience in higher education research predates the completion of my PhD in 2009, secured with a FCT PhD scholarship. This research experience is reflected in my multifaceted research roles, including participation as a research member in nationally and internationally competitively funded projects, institutionally sponsored international studies, and privately funded national studies. I have also taken leadership roles as Principal Investigator (PI) and Co-PI in privately funded studies and contributed as a research consultant to studies and analyses supported by various national and international bodies/agencies. With a prolific publication record, I have authored over sixty peer-reviewed academic works, spanning national and predominantly international publications. These include 2 books, 16 book chapters, 2 book editions, 33 journal articles, 8 articles in conference proceedings. My involvement extends to other publications, such as 12 study reports, 2 opinion articles, and 1 glossary. The volume and credibility of my research outputs can be verified through various scientific IDs, including Orcid (0000-0001-6504-8468), Scopus (38360973100), Web of Science (1509195) Google Schoolar, or Research Gate (researchgate.net/profile/Sonia-Cardoso). Beyond my individual contributions, I actively engage in academic communities, holding membership in esteemed organisations such as the Portuguese Sociological Association (APS), the Consortium of Higher Education Researchers (CHER), the Society for Research into Higher Education (SRHE), including the SRHE Postgraduate Issues Network. I am also part of COST ACTION CA20137, contributing to the initiative “Making Young Researchers' Voices Heard for Gender Equality (VOICES)”.

Graus

• Mestrado
  Mestrado em Sociologia
• Doutoramento
  Doutorameto em Ciências Sociais
• Licenciatura
  Sociologia

Publicações

Artigo em revista

• 2024-01-31, The transformation of doctoral education: Responding to the needs and expectations of society and candidates, Teaching in Higher Education
• 2024-01, The changing concept of doctoral education: an insight from Portuguese universities, JOURNAL OF FURTHER AND HIGHER EDUCATION
• 2023-09-08, The internationalisation of doctoral education and the strategies to achieve it: the perspectives of Portuguese universities and doctoral students, Studies in Graduate and Postdoctoral Education
• 2023-05-23, SMART-QUAL: A dashboard for quality measurement in higher education institutions, International Journal of Quality & Reliability Management
• 2022-09-21, Researching higher education in Portugal, European Journal of Higher Education
• 2022-06-30, Educação doutoral em Portugal: Mapeamento do Cenário, Revista Portuguesa de Educação
• 2022-06, Gender (im)balance in the pool of graduate talent: the portuguese case, Tertiary Education and Management
• 2022-04-18, Tales of Doctoral Students: Motivations and Expectations on the Route to the Unknown, Education Sciences
• 2022-01-07, The transformation of doctoral education: a systematic literature review, Higher Education
• 2020, Enrolling in higher education: The impact of regional mobility and public-private substitution effects, Journal of Economic Issues
• 2020, Atração e recrutamento de estudantes internacionais em Portugal: políticas nacionais e institucionais, Revista Lusófona de Educação (RLE)
• 2019-12-22, Is It Still Worth Working In Academia? The Views from Portuguese Academics, Higher Education Policy
• 2019-11-15, Portuguese Institutions’ Strategies and Challenges to Attract International Students, Journal of International Students
• 2019-09-08, Is accreditation ‘on the right track’? The views of Portuguese academics, Tertiary Education and Management
• 2019-08-12, Can you judge a book by its cover? Industrial doctorates in Portugal, Higher Education, Skills and Work-Based Learning
• 2019-01, Assessing the quality of third mission activities in Portuguese universities, Revista Espaço Pedagógico
• 2018-10-03, Internal quality assurance: A new culture or added bureaucracy?, Assessment & Evaluation in Higher Education
• 2018, Academics’ participation in quality assurance: does it reflect ownership?, Quality in Higher Education
• 2017, Internal quality assurance systems: “tailor made” or “one size fits all” implementation?, Quality Assurance in Education
• 2016, Shifting Institutional Boundaries Through Cross-Border Higher Education, Journal of Studies in International Education
• 2016, Graduates' Perceptions about Labour Market Competencies: Does the Type of Institution and Programme Make a Difference, Higher Education Policy
• 2015, Why is quality in higher education not achieved? The view of academics, Assessment and Evaluation in Higher Education
• 2015, The quality of teaching staff: higher education institutions’ compliance with the European Standards and Guidelines for Quality Assurance—the case of Portugal, Educational Assessment, Evaluation and Accountability
• 2015, Portuguese academics' perceptions of higher education institutions' governance and management: a generational perspective, Studies in Higher Education
• 2014-10, Academic inbreeding in the Portuguese academia, High Educ
• 2014, The EUA institutional evaluation programme and the development of an internal quality culture, Journal of the European Higher Education Area
• 2014, Ascribing meaning to quality cultures in the portuguese context, Quality Assurance in Education
• 2013, Enrolment choices in Portuguese higher education: do students behave as rational consumers?, Higher Education
• 2013, Different academics' characteristics, different perceptions on quality assessment?, Quality Assurance in Education
• 2012, The social representations of students on the assessment of universities' quality: The influence of market- and managerialism-driven discourse, Quality in Higher Education
• 2012, The impact of quality assessment in universities: Portuguese students' perceptions, Journal of Higher Education Policy and Management
• 2011, The EUA institutional evaluation programme: An account of institutional best practices, Quality in Higher Education
• 2011, Students in higher education governance: The Portuguese case, Tertiary Education and Management
• 2011, From Students to Consumers: reflections on the marketisation of Portuguese higher education, European Journal of Education
• 2010, As atitudes dos estudantes face à avaliação das instituições de ensino superior, Avaliação (Campinas)

Tese / Dissertação

• 2009-03-27, Doutoramento, Students’ Social Representations on Public Higher Education Institutions Quality Assessment (translated title)
• 2002-12-02, Mestrado, Social Representations on Eating Disorders: empirical study with ex-patients, their relatives and health technicians (translated title)
• 1997-10-01, Licenciatura, The relationship between children’s reading habits and the use of personal computer (translated title)

Livro

• 2016, Que Perceções têm os Portugueses sobre o Valor da Educação? , Amaral, A.; Magalhães, A.; Caramelo, J.; Cardoso, Sónia Cristina Miranda; Rocha, C.; Sin, C.; Tavares, O.; et al, Fundação Belmiro de Azevedo
• 2014, Académicos no sistema de ensino superior português , Cardoso, Sónia Cristina Miranda; Carvalho, T.; Santiago, R.; Sousa, S.; Tavares, O., A3ES

Capítulo de livro

• 2023, Post-graduate studies: From early Middle Ages to the research-based doctorate, Handbook on Higher Education Management and Governance, Elgar Handbooks in Education
• 2022, From the analysis of student voices to contributions to higher education policies [Da análise das vozes dos estudantes a contributos para políticas do ensino superior]. , Researching, studying and living across languages and cultures: voices of international PhD students at the University of Aveiro [Investigar, estudar e viver entre línguas e culturas: vozes de estudantes internacionais de doutoramento na Universidade de Aveiro] , UA Editora
• 2020, Quality assurance of doctoral education: current trends and future developments, Structural and Institutional Transformations in Doctoral Education: Social, Political and Student Expectations, Palgrave MacMillan
• 2020, Institutional policies to attract international academics in an adverse context, International Faculty in Asia, Africa, Europe and the United States, Springer
• 2020, Conclusion: The transformations in doctoral education: a comprehensive and critical approach, Structural and Institutional Transformations in Doctoral Education: Social, Political and Student Expectations, Palgrave MacMillan
• 2019, Internal quality assurance: A political process challenging academics’ professionalism?, Under pressure? Higher education institutions coping with multiple challenges, Brill Sense
• 2018, Introduction, European Higher Education and the Internal Market: Tensions between European policy and national sovereignty , Palgrave MacMillan
• 2018, European Policy Implementation: Challenges for Higher Education Quality Assurance, European Higher Education and the Internal Market: Tensions between European policy and national sovereignty , Palgrave MacMillan
• 2017, Students’ Drop Out, Higher Education, Encyclopedia of International Higher Education Systems and Institutions, Springer Netherlands
• 2017, Student participation in quality assurance: A partnership?, Collaboration, communities and competition: International Perspectives from the Academy , Sense Publishers
• 2015, Gender in higher education: A critical review, The Palgrave International Handbook of Higher Education Policy and Governance , Palgrave Macmillan {UK
• 2014, Mapping Portuguese Institutional Policies on Access Against the European Standards and Guidelines, Global Challenges, Local Responses in Higher Education. The contemporary issues in national and comparative perspective, {SensePublishers
• 2014, Changes in the institutional context and academic profession - a case from Portugal, (Re)Searching scientific careers , IHST, RAS, Nestor-Historia, SSTNET & ESA
• 2012, Students' Perceptions of Quality Assessment: Is There an Option Besides Treating Them as Consumers?, Managing reform in universities: The dynamics of culture, identity and organisational change , Palgrave Macmillan {UK
• 2011, The increasing role of market forces in HE: Is the EUA Institutional Evaluation Programme playing a role? , Public Vices, Private Virtues? Assessing the effects of marketization in Higher Education , Sense Publishers
• 2009, Avaliação institucional na melhoria dos cursos e do ensino da universidade: a visão dos estudantes, Avaliação participativa e qualidade. Os atores locais em foco , Sulina; IPAMETODISTA//UFRGS/CNPq

Edição de livro

• 2020, Palgrave MacMillan
• 2018, Palgrave MacMillan

Artigo em boletim informativo

• 2023-08-28, Are Portuguese doctoral candidates on board with changes to supervision? , The Doctoral Debate - EUA-CDE
• 2023, COVID-19 et changements dans la politique d'accès à l'enseignement supérieur au Portugal. , Cahiers Pédagogiques. L'école ailleurs.

Relatório

• 2022-03-01, Compiled report of the research project Talking about doctoral education: The perspectives of Portuguese universities and doctoral students, https://www.edulog.pt/storage/app/uploads/public/622/b72/69d/622b7269d955e056615600.pdf.
• 2016, Analysis of the perceptions about the value of education [translated title]
• 2016, Mobility Patterns of Higher Education Students
• 2014, Nutritionists and Dietitians professional groups’ identity configuration (translated title)
• 2014, A twenty-year contribution to institutional change: EUA’s Institutional Evaluation Programme
• 2013, QUEST for quality for students - Survey on students’ perspectives
• 2012, QUEST for quality for students - Going back to basics
• 2012, Ibar Project - Quality and Teaching Staff – The Portuguese Case, http://www.ibar-llp.eu/
• 2011, Ibar Project - Quality and Access – The Portuguese Case, http://www.ibar-llp.eu/
• 2010, Students’ Participation in the Assessment of Portuguese Higher Education Institutions: a contribution to its definition.
• 2010, Performance Indicators to Support the Evaluation and Accreditation Processes of the Study Cycles
• 2010, Comparative Analysis of the European Processes of Evaluation and Auditing of the Internal Quality Assurance Systems

Recurso online

• 2011, Higher Education Evaluation and Accreditation Glossary, https://a3es.pt/sites/default/files/Gloss%C3%A1rio%20A3ES.pdf

Artigo em conferência

• ‘Men are from Mars, and Women are from Venus’? Doctoral Students’ Perspectives on Doctoral Education, 6th International Conference on Gender Research
• Reinventing doctoral education through university-industry collaboration: the case of industrial doctorates in Portugal, 13th annual International Technology, Education and Development Conference
• DOCTORAL EDUCATION IN PORTUGAL: MAPPING THE LANDSCAPE
• Changes in higher education institutions: do female academics see the glass half full?, 12th Annual International Technology, Education and Development Conference
• Barriers to adults’ continuing education, 10th annual International Conference of Education, Research and Innovation
• Are industrial doctorates capable of overcoming skills mismatch?, 11th annual International Conference on Education and New Learning Technologies
• 2021-07, WHO IS WHO? PUBLICATION PROFILES OF PORTUGUESE ACADEMICS
• 2019, Quality assurance of doctoral education in Portugal: a retrospective of the first accreditation cycle, 11th annual International Conference on Education and New Learning Technologies