| Table of Contents | |
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Introduction [s. n.] |
7-13 |
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Bologna process and the rethinking of the role of higher education: teaching strategies focused on students’ skills achievement Melo, Ana Souto e |
15-49 |
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Quality as politics and as policies and the importance of instruments Veiga, Amélia; Magalhães, António |
51-75 |
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The concept of quality within the European Higher Education Area (EHEA): dimensions and discourses Díaz López, Sandra Milena; Pinheiro, Maria do Rosário; Barreira, Carlos Folgado |
77-102 |
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The human factor as a differential in the teaching learning relationship: sense built on the Bologna Process in higher education Moreira, Eliana Nubia |
103-137 |
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The influence of Bologna process and Lisbon strategy on the rhetoric change in government’ programs in Portugal Lameiras, Jorge |
139-177 |
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The training of educators and teachers in Portugal in the framework of the European space for education and training: (2007-2018) Ferreira, António Gomes; Mota, Luís |
179-198 |
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The antinomies of post Bologna’s higher education: critical appraisals on the “social dimension” of the reform Albuquerque, Cristina Pinto; Arcoverde, Ana Cristina Brito |
199-235 |
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Profiles of mobility students Moreira, Liliana; Gomes, Rui |
237-263 |
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Making Bologna really work! Sterken, Elmer |
265-282 |
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