Magda Lalanda Mira Nico

Graça Índias Cordeiro

Helena Carvalho

Nuno de Almeida Alves

The learning objectives are:
LO1 | Know the main research methods: qualitative, quantitative and mixed
LO2 | Mobilize the methods of collection of data and of data analysis in a competent and adequate manner, applying to the nature of the data, to the objective and to the object of the research
LO3 | integrate the main ethical principles and debates of the area of studies in the design and development of the project
OA4 | Know the variety of literature analysis and apply this knowledge to the area of studies of the project
OA5 | Acquire knowledge and practical competencies of content analysis, namely developed with software (MaxQda).
LO6 | Acquire knowledge and practical competencies of collection, graphicalization and interpretation of statistic indicators and other data.

1. Panoramic view on the main research methods
2. Transversal ethical debates and principles
3. Literature Analysis: types and practices
4. Analytical units, angles and approaches
5. Mixed methods: an introduction
6. Ethnography and Auto-Ethnography
7. Field Diary
8. Interviews and Interaction
9. Content Analysis:
10. Organization od qualitative data with MaxQda
11. Qualitative Data analysis with MaxQda
12. Collection, production and analysis of statistic indicator
13. Statistical Analysis: dependency models and multivariate analysis
14. Individual presentations of the methodological component of the projects

The assessment implies the following modalities:
- Presentation and discussion in class of the methodological strategy designed for the research project in the area of the PhD (30%, individual presentation)
- A document with the detailed presentation of the methodological strategy designed for the research project (70%, individual work). Model of "work plan" is provided in advanced.
The evaluation of this CU does not contemplate a final written exam.

It is expected that the students produce original work, based on criteria of responsible authorship, and they are the ones producing the text that puts together and in order the ideas they intend to transmit. Their essays will be evaluated with the authorship and bibliographical rigour, and the code of ethical conduct (https://www.iscte-iul.pt/assets/files/2022/01/24/1643046250963_Code_of_Ethical_Conduct_in_Research_ISCTE.pdf) in mind.

Susana Batel

By the end of this curricular unit the students should be capable of:
1. Identifying and understanding the main environmental contemporary challenges from the perspective of environmental sciences;
2. Developing competences to adopt an interdisciplinary perspective between environmental sciences and the social sciences and humanities of the environment for the resolution of current environmental problems;
3. Developing a critical and interdisciplinary perspective to intervene in existing environmental issues and to diagnose new environmental challenges.

This curricular unit will work based on seminars with invited experts from STEM disciplines (Life sciences, Technologies, Engineering, Mathematics) and from different sectors (academia, industry, NGO’s) who are specialists in the areas of contemporary environmental challenges to be focused. These areas will include challenges such as climate change and heatwaves, lifecycle analysis and waste management, energy poverty and efficiency, air pollution, invasive species and biodiversity conservation, microplastics and the sustainability of the oceans, urban regeneration and territorial planning.

The assessment is performed throughout the semester and composed by three elements:
a) 20% of the evaluation is made based on attendance to classes [minimum grade 10];
b) 80% of the evaluation is made based on an individual essay for which the students have to choose one of the covered environmental sciences’ challenges and to critically analyse it from an interdisciplinary perspective, that integrates environmental sciences with social sciences and humanities of the environment [minimum grade 10]

Nuno Miguel da Costa Bento

The course has the following learning outcomes:
1.To develop the students ability to reflect upon their research.
2.To promote the students ability to develop their own arguments and ideas.
3.To improve the students communication skills, both oral and written.
4.To internationalize the doctoral program by organizing research seminars with national and international lecturers that will address recent advances in the field of sustainability transition.

This course will work in a system of seminars with invited experts in research or practice on contemporary challenges linked to sustainability. Areas covered include climate change, energy transition, circularity, digitalization, development and well-being, among other topics crucial to sustainability transition. Through these seminars, students will be trained to reflect and critically analyze these challenges from an interdisciplinary and integrated perspective, in the context of major shifts in industries, socio-technical systems and societies towards sustainability.

• 20% of the assessment - Attendance in classes [minimum grade 10];
• 80% of the assessment - Individual written work: choosing one of the challenges of the transition to sustainability focused on in classes and interdisciplinary critical analysis of this challenge, integrating the perspective of sustainable transitions with other social and natural sciences approaches [minimum grade 10].
The course assessment does not include a final exam.

Cristina de Sousa

The student who successfully completes this UC will be able to design a doctoral thesis project in Sustainability Transitions, which contributes to the advancement of scientific knowledge, namely:
LO1. Identify the requirements and key components of a research project, according to strict academic parameters in terms of quality and ethics;
LO2. Conceive, justify, design and operationalize scientific research on Transitions to Sustainability;
LO3. Develop research questions and define objectives and hypotheses;
LO4. Use tools to compose the literature review for a research project
LO5. Define and describe a methodological research strategy, taking into account the research objectives and hypotheses;
LO6. Plan the development of research in a consistent, feasible and adjusted way to the period of time available for the realization of the doctoral thesis;
LO7. Present and discuss research projects.

S1. Introduction: Research in Sustainability Transitions - interdisciplinarity, objectives, results and contributions.

S2. Elaborating a research project on Transitions to Sustainability
2.1 From idea to research problem 2.2. Research questions and objectives 2.3. Literature review: search, selection, organization and writing up
2.4 Analytical framework, variables and hypothesis construction
2.5 Types of research and research strategies
2.6 Methodological strategies
2.7 Ethical issues in research
2.8 Drawing up a work plan and timetable

S3. Communicating scientific work

Assessment throughout the semester:
The assessment process comprises the following elements:
1. participation in discussions - 10%
2. Elaboration of a research project for a doctoral thesis, respecting the model provided (thesis project) - 60%
3. presentation and defense of the research project before a jury - 30%
The research project must be an original document, authored by the students, in accordance with Iscte's academic code of conduct.
This course has no exams due to its nature. There is no resit season for this course.

To promote the research by students aiming the preparation and conclusion of PhD thesis.

The program contents will be adjusted yearly to the research projects presented and carried out by PhD students. They will include
a) a tutorial component, with specific topics for each student and introduced by their supervisors;
b) a seminar component, with a discussion of topics of common interest on research and analysis on problems and issues in the area of environment and sustainability, based on the presentation of intermediate results of Ph.D. student's research and comments by the teachers;
c) a component of conferences with debates on research and analysis of high scientific quality carried out by leading researchers and scholars, national and from abroad.

Each year Ph.D. students present a mandatory research paper to the doctoral research seminar and receive feedback from colleagues and teachers. Each year they also present a progress report that is evaluated by the supervisor and other professors appointed by the doctorate's scientific committee. Their participation in international conferences doctoral cycle is monitored through the delivery of a report on the sessions. In the end, the thesis is publicly discussed and evaluated by a scientific jury.

First year of doctoral programme completed, or equivalence. Doctoral thesis project approved and registered.

The program contents will be adjusted yearly to the research projects presented and carried out by PhD students. They will include
a) a tutorial component, with specific topics for each student and introduced by their supervisors;
b) a seminar component, with a discussion of topics of common interest on research and analysis on problems and issues in the area of environment and sustainability, based on the presentation of intermediate results of Ph.D. student's research and comments by the teachers;
c) a component of conferences with debates on research and analysis of high scientific quality carried out by leading researchers and scholars, national and from abroad.

Each year Ph.D. students present a mandatory research paper to the doctoral research seminar and receive feedback from colleagues and teachers. Each year they also present a progress report that is evaluated by the supervisor and other professors appointed by the doctorate's scientific committee. Their participation in international conferences doctoral cycle is monitored through the delivery of a report on the sessions. In the end, the thesis is publicly discussed and evaluated by a scientific jury.