ACADEMICS’ PROFILE IN PORTUGUESE HIGHER EDUCATION INSTITUTIONS

The promotion of continuous improvement in Higher Education Institutions (HEI) constitutes a primary objective of the national Portuguese Agency for Assessment and Accreditation of Higher Education (A3ES), namely in what concerns quality assessment and accreditation of institutions and study cycles. With such concerns in mind, the models that analyze the legal compliance of these objectives are pondered according to several indicators based on data collected from the academics of all national HEI. In this context, while at the university level the Statutes of the University Academic Career (ECDU) prevails, at the polytechnic level the Career Statutes for Teaching Staff in Higher Polytechnic Education (ECPDESP) is the reference document.

Motivated by the empirical evidence on Portugal provided by the first and only ever conducted national census on degrees' accreditation, the present study describes and analyses the academics of all Portuguese HEI based on the current legislation. The data involves a total of 34,902 academics, 105 institutions and 22 scientific areas. The indicators used in this analysis encompass personal, academic, scientific research and professional experience profiles. To allow for a more specific knowledge of each study area, the Portuguese National Classification of Education and Training Areas (CNAEF), was additionally consulted. Therefore, besides the global characterization of academics, this study is also organized according to CNAEF reference categories in 2 digits, i.e. one for each of the 22 existing areas, identified by the highest degree accomplished by the academic. The collected elements were based on the information found in the academics’ curricular files of the Study Cycles Self-Assessment Script provided by A3ES.

Globally, the results concerning the different profiles highlighted that some statutes’ requirements are still far from being accomplished and the collected data seem to reinforce HEI's need to overcome this issue. Results from this data analysis generate additional considerations on the multidimensional facets of the changes currently taking place in higher education and on the need to reassess the ideal conception of a Portuguese academic profile.

We also consider that the social implications of this work may echo in higher education officials by calling attention to the potential impact caused by the models and legal formalities envisaged for this sector. On the other hand, although the academic career issue may be oriented by a common thread in each scientific area, current circumstances encourage diversity of competences, leading to a reformulation of scientific areas by a broad number of academics.