Eva Gonçalves

At the end of the Curricular Unit, students should be able to:
LO1 - Identify the guidelines and operational forms of qualitative, quantitative and mixed methodologies, considering the advantages and limitations of each type of approach, adapting them to the research objectives.
LO2 - Identify the main research designs, considering the advantages and limitations of each type, adapting them to the research objectives.
LO3 - Mobilise information-gathering tools competently and appropriately for the research objectives, considering their advantages and limitations.
LO4 - Manage empirical information by following the appropriate procedures when collecting, analysing, systematising and communicating, to find the answers to the research objectives.
LO5 - Define the correct samples for selecting cases according to the research objectives and the methodological approach defined.
LO6 - Carry out research in accordance with recommended ethical principles.

PC1 - Types of research methodologies:
1.1 The stages of a research process by methodological approach,
1.2 Objectives, advantages and disadvantages of each approach.
PC2 - Types of research design:
2.1. Objectives and procedures of each type of research design,
2.2 Advantages and disadvantages of each type of research design.
PC3 - Data collection and analysis tools by methodological approach:
3.1 Types and procedures of data collection instruments, and their respective analysis instruments,
3.2 Advantages and disadvantages of each instrument,
3.3 Sources of information (primary and secondary).
PC4 - Case selection and sampling by methodological approach:
4.1. Types of samples and results and relationship with data analysis methods.
4.2. Guidelines and procedures for selecting cases and sampling.
PC5 - Main ethical issues in education research.

The assessment system for this Curricular Unit is designed to measure student progress comprehensively throughout the semesters and covers both methods of assessment in the General Regulations for the Assessment of Knowledge and Competences:
1. Assessment Throughout the Semester, which includes the instruments listed below with their respective weightings for calculating the final grade (between 0 and 20 points):
- Attendance and Participation (10%): students are advised to attend classes regularly so that they can acquire the necessary skills, not only to apply in their professions, but also to be able to design and carry out their doctoral theses.
- Individual assignments (40%): Each student will have to submit a minimum of three individual assignments via moodle over the course of the two semesters, which will be proposed each week by the lecturer and selected according to the students' tastes and time. These assignments consist of analyses of studies in the field of education, specifically school administration and management, or mini essays on the programme contends of the Curricular Unit (with a maximum of 2 pages for each individual assignment). Students who wish to do so may complete more individual assignments than the minimum number to obtain the grade for the assessment instrument; the teacher will give individualised feedback on all the work submitted via moodle. The grade for this instrument will be calculated from the arithmetic mean of the three assignments submitted via moodle with the highest marks.
- Group work (50%): Critical reflection essay on the methodological chapter of a doctoral thesis in the field of education, specifically in school administration and management, with presentation and discussion in class, before final submission on a date to be determined (maximum 12 pages).
The assessment process throughout the semester, known as continuous assessment, is aligned with the feedback process, to promote progressive and continuous learning, and which is expected to take place informally, in the participatory and active components of the classes, and formally, in individual work and in the presentation and group essay/work.
Continuous assessment requires a minimum mark of 7 in each assessment instrument for approval.
2. Assessment by Exam (100%): for students who opt for this form of assessment or who do not meet the minimum criteria in the Semester-long Assessment, the Final Exam will last 2 hours and will cover all the syllabus content taught over the two semesters.

Valter Victorino Lemos

In the scope of the PhD in School Administration and Management, it is intended that students update and deepen methodological skills that allow them to conduct a rigorous and innovative investigation, in order to present a doctoral thesis of quality. The program will identify authors and recent investigations with impact in the educational field of national and international scope. From a perspective centered on the methodological strategy of each one of these works, the theoretical and methodological resources will be presented and discussed, the instruments and the strategies of data collection, as well as the data analysis methods and the presentation modes of the results. Their potentialities and inherent limits will also be discussed.

Based on a methodological strategy of reference works (exemplars), national and international, the main elements of research on school administration and management will be presented and discussed. The Program is organized as follows:
1.Great research in education: theoretical, methodological and epistemological considerations.
2. The use of secondary data and official statistics in the analysis of school organizations and educational systems.
4. Theoretical and methodological environment, identified in the great studies in education. The combination of qualitative and quantitative methodologies.
5. Extensive international studies. Challenges of comparability: sampling, instruments for gathering information and results.

The assessment of the students is based on two elements: a presentation in class, prepared and presented in groups, on one of the reference works (30%) and an individual essay, the size of which should not exceed 10 pages (about 20000 characters ).

Susana da Cruz Martins

This curricular unit is intended to be a contribution to the development of research in the field of educational policies and school administration. To achieve this, these PhD students must acquire competences in the following areas:
1. identify different conceptions and modes of production of education policies and their evolution in the last decades. Know the relationship between the different levels of decision and political action;
2. to identify the fundamental characteristics of the structure and functioning of education systems in European and global terms;
3. to know the evolution of educational policies in light of the reform of the State model;
4. to acquire skills in the collection, selection and interpretation of relevant information in the field of education policies and their applicability in specific realities.
5. apply the skills and learning in the analysis of concrete cases and of interest to this matter, namely those that may be related to its research topic.

n this CU the following programmatic points will be discussed and developed:
1. Conception, implementation and regulation of educational policies: concepts, approaches and debates
2. The origins of the school model and the development of models of governance
3. The State and the construction of education and training systems: institutions and actors
4. Education policies: axes of analysis and discussion:
a. Globalization and Europeanization
b. Obligation, expansion and universality
c. Administration and regulation of the education system
d. Compensatory and intervention policies on educational and social inequalities
5. Analysis of educational policies: debates and theoretical and methodological contributions

The assessment throughout the semester has the following elements and weights:
1) presentation of a research and analysis text (15-20 min, 30%) and discussion of the presented texts.
2) elaboration of an individual written essay with the maximum extension of 10 A4 pages (space 1.5, margins of 3cm) (70%).

João Sebastião

a) Develop skills to design a thesis project in Administration and School Management;
b) To prepare a thesis proposal that contributes to the advancement of knowledge about School Administration and Management.

The program will have the following points:
1- What is a research project in School Administration and Management?
2 - The components of a research project. The relationship between theory, methodological strategies and empirical research.
3 - Types of research and research strategies. Exemplary cases.
4 - The problems of operationalization: familiarity, detachment and interference.
5 - The explanation in social sciences.
6 - The ethical principles of scientific work.

This curricular unit is assessed through personal consultation and autonomous research of the bibliography aimed at preparing a research project for a doctoral thesis. This process includes the presentation of three intermediate papers, their joint presentation and debate in class and a final written project according to the FCT model.
Assessment focuses on: a) participation in and presentation of the set of documents for defining the doctoral thesis development project (25 %); b) preparation of a research project for the doctoral thesis (75 %), presented in a written document according to the FCT model.


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The evaluation shall focus on: a) participation and presentation of project (15); b) the elaboration of a research project for doctoral thesis (85%), presented in written document according to FCT model.

Luís Capucha

Research and practice in school management imply mastery of a number of central themes, the domain of which can only be achieved through discussion around these themes with recognized experts. Thus, the objective of this UC is to present in-depth expert visions of master lines of administration and school management to students, while promoting among these competences of debate based on knowledge about these same master lines.

The syllabus consists of eight Thematic Sessions, each of which lasts two hours, the first of which is dedicated to the presentation of a theme by an expert, and the second to the debate with and among the students. The eight themes are as follows:
- School autonomy and curriculum management
- Financial management of school organizations within the framework of the Public Administration rules
- Criteria and policies for selection, recruitment, evaluation and management of staff, including teachers, within the framework of the Public Administration rules
- Network management and school partnerships
- The rolle of Schools and the role of Local Authorities in the decentralization of education
- Management of internal and external communication of school organizations
- School Project, strategic management and organizational culture
- Leadership styles and knowledge management

The assessment of student?s performance consists in attending the eight seminars and the level of enrolment in the debates. As a result of this participation, students should submit a summary (in writing) for each session.

Susana da Cruz Martins

Alexandre Daniel Duarte Carvalho Calado

Learning objectives are:
- Acquisition of advanced theoretical and methodological knowledge about the relationship between planning and evaluation and education policies, educational projects and development of school organizations;
- Acquisition of methodological and technical-operational knowledge on the methods and contents of the main phases of a strategic planning methodology.
- Acquisition of methodological and technical-operational knowledge on the main procedures that must precede the design of an evaluation exercise;
- Acquisition of knowledge on advanced methods to support the analysis of the different components of the evaluation exercises.

CP1. Foundations of Planning and Evaluation of Programs and Projects in Education
1.1. The concept (s) of Planning and Evaluation
1.2. Definition of the object, objectives and resources
1.3. Generic types of planning and evaluation
1.4. Planning, evaluation and participation
1.5. Ethics and public service in planning and evaluation practice
1.6. The role of theory in planning and evaluation

CP2. Methodological Options in Planning and Evaluation
2.1. Formulation and use of objectives and evaluation questions
2.2. Methodological approaches in planning and evaluation
2.3. Tools to support planning and evaluation
2.5. Methods of support to strategies of communication of results and involvement of partners and recipients

CP3. General quality criteria in planning and evaluation
3.1. Relevance and pertinence
3.2. Coherence
3.3. Effectiveness
3.4. Efficiency
3.5. Results and impact

- Group presentation in the class of a work on critical analysis of evaluation and planning projects in education, based on reading reports and other documents made available by the teacher (40%);

- Completion of a final individual written work on the program contents, with a maximum length of 10 pages (not including cover, index and bibliography) (60%). The essay must articulate the dissertation project to be prepared (or another topic that the student chooses to work on) with the program topics. The essay must also include a theoretical-methodological framework (related to the UC's bibliographical references) and an empirical application. An oral discussion may be requested, in addition to the written component.

The learning objectives are as follows:
1. Identify and analyze critically problems and scientific results in the area of School Administration and Management;
2. To construct a problematic and theoretical framework according to its subject and object of investigation;
3. Plan and conduct scientific research in accordance with international quality criteria;
4. Produce and present relevant and original research that contributes to the advancement of knowledge and merits national and international dissemination in publications with scientific evaluation;
5. to carry out work within ethical and quality rules and principles in research.

The topics of syllabus will be approached in the context of the presentation and discussion of the work done by students in the sessions of the doctoral seminar.
-Bibliographical research, literature review and state of the art
-Definition of the problem, the analysis model and operational proposal
-Presentation and justification of the methodology
-Selection and application of methods and techniques for collecting information
-Treatment and analysis of empirical data
-Writing the thesis
These programmatic contents will be thematically adjusted according to the research projects presented by the doctoral students. Its operation will include a) a tutorial component provided by its supervisors b) a seminar component based on the presentation of intermediate results of doctoral researches, discussed and commented on by teachers and colleagues c) a presence and participation component in high-level scientific conferences presented by national and foreign researchers and reference scholars

Students annually present an intermediate text of their research process to the doctoral research seminar and receive feedback from colleagues and teachers. They also present a progress report annually, which is evaluated by the supervisor and other teachers appointed by the doctoral scientific committee. Participation in the international cycle of doctoral conferences is monitored. In the end, the thesis is discussed publicly and evaluated by a scientific jury.