Action Plan 2010/2014

Action ProgrAmme

Election for President of the Polytechnic Institute of Porto

rosário gambôaJanuary 2010

IPP Um Novo Conceito 1

Action ProgrAmme

Election for President of the Polytechnic Institute of Porto

rosário gambôa

2 Politécnico do Porto 2010


A new concept for the polytechnic institute of porto1. iMpleMentinG A Vision set on fiVe principles2. GuiDelines for stAtutory Action3. A Joint coMMitMent4. the role of the presiDent

iMpleMentinG A new MoDel for the polytechnic institute of porto Positioning

1. the institute As An enGine for eDucAtionAl, sociAl, culturAl AnD econoMic DeVelopMent1. Promoting IPP as an active institution in the city and in the region, culti-

vating and managing a network of relationships and partnerships2. Setting IPP as a reference in the area of reflection and participation of

the construction of public policies 3. Repositioning IPP as a creative space for culture and citizenship

2. An institute thAt QuAlifies teAchinG focuseD on the stuDents AnD inteGrAteD in the europeAn hiGher eDucAtion AreA (eheA)1. Deepening and consolidating Bologna2. Refocusing education on learning skills through student participation 3. Strengthening and diversifying the pedagogical offer4. Internationalizing the curricula5. Course assessment and accreditation6. Reorganizing the academic services

3. the institute As A reseArch proMoter AnD A scientific AnD technoloGicAl Booster.1. Supporting and diversifying R&D units, encouraging enterprise, leader-

ship and quality2. Articulating R&D activities with the community3. Internationalizing R&D

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4. An institute thAt serVes the people, cApABle of proMotinG eQuity AnD VAluinG Merit4.1. Valuing and connecting IPP graduates4.2. Valuing teaching4.3. Monitoring and evaluating teacher performance 4.4. Upgrading and qualifying non-teaching staff 4.5. Promoting and improving social welfare and the student area

5. An institute set upon A systeM of shAreD GoVernAnce AnD on efficient, cleAr, AnD MoDern MAnAGeMent5.1. Creating a shared budget5.2. Setting up a multiannual cohesion pact 5.3. Increasing effective revenues5.4. Implementing a new dynamic in the accounting-financial management5.5. Accountability5.6. Reorganizing and simplifying procedures5.7. Supporting E-institute: information society and systems5.8. Rethinking, adjusting and creating new spaces and facilities5.9. Conveying the image and information by increasing recognition


IA neW concePt For tHe

PoLYtecHnic inStitUte oF

Porto



1. IMPLEMENTING A VISION SET ON FIVE PRINCIPLES

The Polytechnic Institute of Porto (IPP) is about to complete an important stage of its life as an institution, one that has been characterize by the succession of steps taken to achieve full conformity with the new Legal Framework For Higher Education Institutions (RJIES – Portuguese acronym)

Upon the approval of the Statutes of IPP and of its Schools and the taking of office of the General Council, the election of the President represents the end of a process that undoubtedly sets course for a new development cycle.

The challenge of a promising future lies before us. We look upon this chal-lenge as crucial to redesign the governance model of IPP and of its organizational culture, as we strive for a participated model open to the IPP community and to society, and attentive to the demands of a global society where knowledge, train-ing, and innovation are the key for development and independence.

Higher education Institutions must currently rethink their stance and posi-tioning as to their capacity to create, disseminate, and transmit knowledge. This ability, which is by no means intrinsic, but rather created and constantly devel-oped and improved, should promote a renewed, progressive, and modern basis of social value.

It is within this dimension and the strategic framework set for Higher Education (where we must have a more active and assertive participation), which includes the Bologna Process, the Legal Framework for Higher Education Institutions, and the European Higher Education and Research Area, that the Polytechnic Institute of Porto has, perforce, to know how to:

p Integrate, without exclusion but with exigency;p Aggregate, within the same spirit, history, tradition, modernity and

vanguard;p Intervene within society in a solid, sustained and recognizable manner;p Overcome challenges, create opportunities and lead projects and ideas;p Build stability, cooperation and cohesion.Achieving this vision based on these five guiding principles deserves and

requires a strong commitment, calling for each and all to embrace it. The future is built by promoting union, never through division.

Within this framework, the Polytechnic Institute of Porto must be able to challenge the boundaries of knowledge and to break free from the current man-agement model, in order to change the attitude and the internal and external posture hitherto adopted.


2. GUIDELINES FOR STATUTORY ACTION

The new statutory reality that resulted from RJIES allowed IPP to define general action guidelines, which should be respected and enforced. The new legal frame-work quite rightly:p Ensures the highest possible internal representation, providing so that all

Schools have a voice within the General Council;p Adopts clear and unequivocal steps for an efficient, flexible and less bureau-

cratic management;p Clarifies and strengthens the powers and the relationship of the General

Council with the President of the Institute;p Consecrates the pedagogical, scientific, cultural and administrative auton-

omy of the Schools and the participation of the academic community in the election and constitution of the management bodies;p Creates the Academic Council – a management body whose functions

include the “cooperation and coordination between the Schools, by encour-aging their mutual development and cooperation, according to the strat-egy set for the Institute, and promoting synergies and the efficient use of resources”;p Values autonomy and collegiality as principles and methods of government,

organization and coexistence.These statutory marks should trigger a broader, more contemporary look, on

the management model to build, as they demonstrate a particular conception of organization and institutional culture. The new dynamic between the President and the General Council of IPP implies an attitude of active cooperation, trans-parency, and accountability. Given the composition of the General Council, it also calls for an opening to the wider community, in the daily harmonisation of our projects and activities with the vision and the concerns of civil society.

This constitutes the first platform for permanent cooperation, and a demanding challenge for dialogue, that we set ourselves to meet. Accordingly, we support a close cooperation relationship between the Schools and between these and the Presidency of IPP. Cooperation shall be the path for achieving responsible commitment and development.


Thus, we believe that the statutory changes previously mentioned should be supported by three new ideas, which are cross-cutting features of a new way of being and acting:p To dignify the governing bodies of the Institute and the Organisational

Units, and establish participation as a fundamental rule;p To adopt and promote open and efficient governance;p To bestow centrality and elevation upon the Institute’s intervention in

society.We therefore endorse a new concept for the Polytechnic Institute of Porto.

We will be bold and assertive in defending the interests of the Institute and of a quality Higher Education, consistent with our project, one that is both robust and balanced, to meet all challenges.

This is the reason and the purpose of this candidature.


3. A JOINT COMMITMENT

One of the most distinctive traits of the Polytechnic Institute of Porto is the diver-sity of its Schools, all of which have a history and an identity of their own. The awareness and respect for this diversity are fundamental conditions for building a real cohesion, rooted in plurality, institutional solidarity, in cooperation and accountability.

The joint commitment, upon which the genuine feeling of cohesion is based, can only arise and be developed by the mutual (re)cognition of the ben-efits of each other’s differences, and by sharing interests and motivations, setting courses, strategies, and drawing strength from each accomplished action. Real convergence requires real dialogue.

The option for a participated management model means, as such, the search for a way of being and doing consistent with the previously stated principles, and the awareness that the choice of the path or method is the essential means of achieving the desired objectives.

In democratic institutions, change is set in an atmosphere of debate and participation, and consensuses are (re)built everyday and continuously updated. Accordingly, the present action program that we hereby submit, as a course and a pillar for the future of IPP, is based on clear positions regarding the various core dimensions, reflecting our view, informed (particularly through the assess-ment and prospective documents on IPP, such as the 2007 European University Association Report or the 2008 Strategic Plan), but to be completed by the redefi-nition of its meaning to each and every one of IPP Schools and other stakeholders, in a continuous process.

The election of the President of IPP does not end with the conclusion of the process itself. On the contrary, the election of the President of IPP is renewed in daily actions and in the interaction with the General Council and the Schools; in the implementation of a programme; by respecting the duties and responsibili-ties entailed, and also by looking towards the future.

Throughout its existence, IPP has demonstrated its capacity to adapt and to reinvent itself in crucial moments. The strength and sustainability of an insti-tution rests on the quality of its people, their tenacity, creativity and openness. We rely on people, as the agents of a history of credibility, to reinvigorate IPP as an institutional persona, and to have a voice before the State, public authorities, fellow institutions, and social partners, as a reference institution nationally and internationally.


4. THE ROLE OF THE PRESIDENT

None of the Schools of IPP have financial autonomy, with the exception of the School of Engineering (ISEP), as provided by RJIES and ascertained by the Statutes of IPP (recognized by the Supervising Ministry).

However, the Statutes of IPP express the clear choice of its authors and endorsers by not only granting educational, scientific, cultural and administra-tive autonomy to the Schools, as provided by law, but also by encouraging the use of such autonomy, promoting conditions for effective leadership and decision-making capacity, when providing, in Article 42nd, the assignment, by the General Council, of a budget to those Schools that do not have financial autonomy. Hence, each School is given the competence to conduct management according to its own criteria, and also to manage its own income. It is thus clear that the manage-ment and administration of each School is the duty of its management bodies, in compliance with the strategic directions, activity plans and budget approved by the General Council.

This does not in any way suggest a minimalist reading of the duties and responsibilities of the President of IPP, who is responsible for core decisions, such as the definition of the key management documents (strategic plan, activity plan and report, and budget, to be submitted to the General Council), for the func-tions of external representation, as well as, among others, for the approval, estab-lishment or discontinuation of degree awarding study-cycles. Instead, we have a clear understanding of its framework and action model, which we consider vital and comprehensive: cooperation and permanent dialogue with the General Council and IPP Schools.

It is for the President to supervise and regulate processes that may ensure the effective completion of the mission and tasks of IPP, in accordance with guide-lines approved by the General Council. Still, in the Schools lies the true poten-tial for implementation and change: the Schools make IPP, and are themselves made by teachers, students and staff. The Presidency and the Central Services are structures for planning, coordination, integration, support, and the promo-tion of development actions and mutual collaboration between Organisational Units, encouraging synergies, talent, ideas, and projects, and the rational use of resources.

In this context, our understanding of the role of IPP, and the previously mentioned option for a model of participatory management and democratic decision, configures a mode of governance based on two types of legitimacy:


1) statutory legitimacy, as provided by law, 2) political legitimacy of the ruler - with the ideological options being reflected in the way the President interprets the spirit of freedom and critical thinking that nurture the democratic life of a Higher Education institution.

This model of governance is, of course, the crucial platform to understanding and conducting the action program that we hereby submit.

The guiding axis, which we will latter introduce, express a vision and a path, reflecting the responsibilities of a candidature, but do so, as previously mentioned, indicating, as the matrix for performance, a continued appeal for dialogue, a serious commitment to achieve common grounds through respect and encouragement of the principles of institutional solidarity, cooperation and accountability. These principles attest, simultaneously, the respect for the auton-omy and identity of IPP Schools, and the growth of common interest reflected in a strong and enthusiastic cohesion.

Therefore, rather than setting up static measures, we seek to think based on development critical factors (European, national, ours), strategic options, and directions that might allow us to review the conjuncture, by finding new ways to challenge it, to aggregate interests, to link actions, to provide local support, and to build and mobilise new resources for the future.

It is this enhancement of senses that we believe to include one of the core duties of the President of IPP “as the highest body of government and external representation of the Institute (No. 1 of art. 20, Statutes of IPP): the ability to mediate, to connect people and purposes, by enhancing internal communication and widening the external area of intervention and influence of IPP.

The pursuit of excellence in the core business of the IPP mission requires, unavoidably, the ability to generate a strict vision of work and of responsibility of each and every one of us, in a systemic, connected view of the duties of the Institute that cherishes the values of participation and citizenship as pillars of a free and creative community.

The General Council, as a collegiate body, has a crucial role in the joint adop-tion of strategies, plans, and actions for the implementation of decisions taken by the central bodies of government, contributing decisively to institutional cohe-sion. Therefore, the choice of President of IPP must lay on a clear proposal that provides a basis for a governance commitment.


IIimPLementing A neW modeL

For tHe PoLYtecHnic inStitUte oF

Porto


POSITIONING

Higher Education Institutions are now at a particular moment of transition between a past, still very much alive in some interpersonal visions and in some areas of organization, and the challenges inherent to its integration in the European Area of Higher Education and Research.

It is a singularly critical stage, when we must consolidate and deepen paths already started (the adequacy to Bologna), and face, in our own particular way, the challenges and tasks that provide the structure for a new concept of Higher Education.

We should, however, in the context of the reformist effort hovering over Higher Education, distinguish between the need for renewal and innovation as the most effective response to the values and principles of a democratic and accountable Public Higher Education with regard to its ideals and the personal and professional training of citizens, and the pressure from a technocratic reform, under the commitment for a simplistic compliance to market demands, drawn poorly and uniformly, despite the mystification provided by a rhetoric of excel-lence and efficiency.

The history and identity of Higher Education require a critical analysis, con-ducted with autonomy and responsibility, resisting the dominance of quick and seemingly definitive solutions. We believe that this exercise calls, unavoidably, for a comprehensive systematic reflection to rediscover and deepen the mission and vision of IPP, which, while not ignoring national and transnational policies and strategies for Higher Education, the new mapping of the market, work, science, and training, should be able to find its own profile, adequate to its area of inter-vention and influence.

The EUA Conference (European University Association, Lisbon, 2007) high-lighted diversification as a major vector for Higher Education in the next 10 years. The EUA postulated, at the time, according to a performance-oriented and prag-matic principle, that diversity should be sought, not on inputs but on outcomes. In this sense, universities are no longer regarded by what they are or how they are called, but by what they do and how they do it.


It is important, based on this awareness that shapes the designs of the European Area of Higher Education and Research, to ask ourselves about the paths of diversity / identity, seeking, in the analysis of the conjuncture, for the symptoms of a way of being and doing that should be amended, so that the identity may be recognized and continually take place as the true road to self-affirmation.

The new imperatives of knowledge-based societies, already reflected in 2000 in the Lisbon Strategy, and updated and developed in the successive Spring Meetings of the European Councils, are rooted in the assumption that “education and training are prerequisites for a fully functional triad of knowledge (educa-tion - research - innovation), playing, as such, “a key role in boosting growth and employment “(European Council Conclusions, Brussels, March 2007).

Thus, the Higher Education System sees its mandate as co-responsible for developing and promoting economic and social cohesion, which are essential for the European social policy (Nice, December 2000), renewed, opening, as such, new training and research responsibilities and opportunities, with particular emphasis on an attractive high quality vocational training, lifelong learning, and knowledge transference.

This rescaling of the vocation and the social integration of Higher Education Institutions (HEIs) implies a change; not only on how they behold their future, but also in the way they organize themselves and interact with their surround-ing community. Thus, one of the main current challenges is the ability of Higher Education Institutions to assume increasing responsibilities, making their own strategic decisions, in order to configure a profile adjusted to their area of influ-ence and intervention, in line with the specificities of their surroundings.

Increased accountability and more diversity are guidelines that require stra-tegic changes supported by an internal reflection and an opening to society, to culture, and to the world of work - conditions which are consecrated and encour-aged by the new governance model for HEI (RJIES) and by the Statutes of IPP.


1. THE INSTITUTE AS AN ENGINE FOR EDUCATIONAL, SOCIAL, CULTURAL AND ECONOMIC DEVELOPMENT

Higher education institutions are currently under an obligation to define a strat-egy for a full and responsible development of the surrounding community.

This development, which integrates various dimensions, must be achieved by the continuous activation of a network of partnerships and relationships, by the construction of ideas and policies, by the dissemination of cultural creativity, and by the creation of a new space for citizenship.

Internationalisation and liaison with the business world is a core line of the development of IPP, a priority action axis in the revitalization of our project, by activating networks or international cooperation agreements and the effective involvement in the community. For all the reasons stated above, our proposal specifies a vision of IPP as a platform that captures and stimulates the debate with the stakeholders, intersecting teaching and research with the real interests of society. This will not be a one way intersection, according to a service ren-dering paradigm, but rather one that integrates the perspectives of market and work key players, and of civil society, in training and research policies. The quality and pertinence of IPP educational portfolio and the attractiveness of projects and study-cycles depends on such an attitude, which configures a new positioning.

Like other HEIs, IPP is now confronted with new and permanent requests pertaining to new knowledge and culture paradigms, which, along with the demands for diversification and specialization, enhance the importance of con-templating open fields of research, where interdisciplinary is the keyword and networking is the mode of construction and operationalisation. Further invest-ment in research is undoubtedly crucial for the effective participation of IPP in knowledge networks, clusters and in research associations in the areas of study of the Institute. However, this participation relies, essentially, on IPP ability to overcome the current state of blockade, to redefine its role and responsibility as a public institution, opening channels for dialogue with fellow national and local institutions, with local government and other civil society organizations, showing ideas and projects, foreseeing and managing opportunities for partner-ships and networks of influence, conceiving and projecting the Institute as an agent for development, innovation, culture and entrepreneurship.

The first condition for a dialogue with society and stakeholders will be the pooling of interests in the areas of science, culture and social intervention between the Schools of IPP, in a process of internal dialogue. This dialogue should


become a reality through an internal information, knowledge, and resources network – between Schools and within Schools – , where sharing is the key concept that will carry us beyond the walls of our own back yard and open up the horizon of the world before us. It is through the intersection of languages and methods, such as those that combine Art-Science-Technology, that the inno-vation happens and creation takes place. It is, therefore, important to create meeting points and opportunities for the joint discovery of who we are and what we do, transversal challenges (between people, knowledge and Schools) that will paving the way for the emergence of projects that promote communication, crea-tivity and transformation. The management of IPP will have the responsibility to trigger these ideas, moderate dialogue, and programme actions to strengthen a solid and rich identity, built on diversity, and nourished by diversity.

We also believe that, in this area, along with the initiatives of the Schools, IPP Foundation and OTIC (Knowledge and Technology Transfer Unit) may play a role in the dissemination of key projects and products, connecting interests and attracting sponsorship for culture, research and technology transfer.

ACTION LINES 1. Promoting IPP as an active institution in the city and in the region, cultivating and managing a network of relationships and partnerships

The Polytechnic Institute of Porto, the biggest Polytechnic in Portugal, must be able to present itself as a key player in a network of local, regional, national, and international partnerships (specific to its own mission), standing as a prestige and reference institution in the area.

The main activities of the Institute take place in a space (the Oporto metro-politan area) shared with several major Higher Education institutions, research institutes, public organizations, and companies. This is also one of the main reasons why the Institute has an obligation to have a stronger voice in the cities where the Schools are settled, in order to be regarded as a key partner of develop-ment and positive differentiation of the territory.

However, the overall size of the Institute also requires the establishment and management of partnerships at national and international level, to create a network capable of competing for the best projects and programmes, to attract audiences, leverage development, display and disseminate the value accumu-lated in IPP.


MEASURESp Developing partnerships with institutions of the city and the region, espe-

cially with the municipalities where the Schools are located.p Reinforcing links with other Higher Education institutions, particularly

with the University of Oporto, reinforcing the existing bridges, transform-ing those bridges into cooperation and partnership relations in scientific, cultural and social support areas.

p Strengthening cooperation in research, technology transfer, and services, establishing a meaningful dialogue with key business associations, and with major national companies, especially those settled in the north of Portugal.

p Implementing a culture of accountability, as a means of promoting the institution before its partners, through the preparation of periodic reports / studies for information and dissemination of results that may promote the creation a true channel of communication and information exchange, to maximize and profit from emerging opportunities.

p Enhancing partnerships with secondary education institutions, through workshops, research projects, and initiatives such as Summer School or prac-tice showcases held at IPP.

p Promoting cooperation with Portuguese Speaking Countries (CPLP – Portuguese acronym), resuming contacts and influences, and initiating pro-grammes and agreements.

p Building cultural liaisons, in cooperation with Embassies and Consulates, to promote experimental arts - research / action - cultural dissemination, and scientific projects, in conjunction with advanced training activities.

ACTION LINES 2. Establishing IPP as a reference institution in the area of reflection and partici-pation in the construction of public policies

The Institute, through its value, must have the ability to be heard in the processes of definition of public policies. It is necessary to set a new attitude, based on the quality of our proposals and interventions, that portraits a strong prestigious position in the definition of central policies (both nationally and internation-ally), not only regarding Higher Education and Research, but also Engineering, Education, Health Technology, Arts, and Business Studies - all the areas where


the Institute is considered a reference.The Institute cannot wait to be heard any longer. IPP must be heard, through

the internal support of its management bodies and through partnerships with other institutions (national or foreign), merging positions of common interest, discussing and proposing policy guidelines and strategies, action lines and con-crete measures.

MEASURESp Strengthening the network of cooperation with other polytechnics, actively

participating in the Coordinating Council of Polytechnic Higher Education Institutions (CCISP – Portuguese acronym) in the definition of public policies and operational decisions of common interest.

p Participating actively in international networks and organizations, enabling IPP to attract the organization of international events, thus attracting to our sphere of influence and analysis the discussions and issues that make the European agenda for Higher Education.

p Organising debates and forums of public discussion on the issues regarding Higher Education, involving external entities and the governing bodies of IPP in this discussion: the General Council, students, faculty, staff and other stakeholders.

p Investing on the promotion of national sectorial networks promoting meetings, joint projects, and exchanges, which potentially lobby for public policies.

ACTION LINES 3. RESETTING IPP AS A CREATIVE SPACE FOR CULTURE AND CITIZENSHIP.

This is a double-scope target through which the Institute fulfils one of the dimensions of its mission - the creation and dissemination of knowledge and culture, for the service of the community – and simultaneously showcases and renews itself exposing products to external scrutiny and critical judgment, in a dialogical process.

It is necessary to point out that this dialogue should ensure the commit-ment of IPP to a chart of political and social values such as democracy, equity and social justice, through the deliberate and independent exercise of participa-


tion in social construction. This attitude must be interdependent with an ethical culture that promotes a concept of active citizenship in which the domains of argumentative, critical competences, enable, or not, the players to participate in the social and cultural discussion / creation. Cultural and social participation also means awareness of the rights of each and all – the Human Rights as uni-versal reference - critical awareness and solidarity with other peoples, with the environment, and with development, sustained in a global connected vision of the world, its problems and solutions.

It is therefore necessary to undertake a series of new actions to promote internal and external enrichment and the recognition of the institution as a socially responsible entity, able to create and transmit positive and shared values (internal and externally), an institution looked upon as an agent of knowledge, culture and development.

MEASURESp Strengthening participation in artistic and cultural activities, as an active

institution and as a space for creativity and culture.p Cooperating with organizations / structures, such as: Youth Foundation,

Serralves Foundation, São João National Theatre, Soares dos Reis Museum, Portuguese Photography Centre, Casa da Música, with particular involve-ment in the areas of education, performing arts, music, cinema, photography, and audiovisual.

p Promoting cultural tools as links to the Community, namely the Helena Sá e Costa Theatre, the School of Music and Performing Arts’ Symphonic Orchestra, to name but a few, according to strategically designed program-ming criteria, in accordance with the goals pursued by both IPP and its Schools.

p Implementing the development project of the Parada Leitão Museum, in order to change it into a living museum for scientific dissemination and to see it fully included in the city’s cultural facilities.

p Organizing the heritage of the Magistério Primário (Primary Teaching Institution) and analysing the possibility of locating it, as a document research trust, at the Museu de Parada Leitão.

p Developing, in collaboration with the Schools, an annual cultural programme for IPP, open to society, favouring the flow of exhibits and creations, encour-aging the development of mutual understanding and common interests.


p Promoting transversal initiatives, by exploring intersections in specific activities of the Schools, and retrieving strong ideas and projects, such the Politema publishing and Polifonia record label.

p Analysing the creation of an IPP Film Club, in line with an educational project for new audiences, for the dissemination of cultural creation and opening up the activities to the city.

p Encouraging a policy of provision of services to society, through intervention in local communities and participation in social solidarity networks.

2. AN INSTITUTE THAT QUALIFIES TEACHING FOCUSED ON THE STUDENTS AND INTEGRATED IN THE EUROPEAN HIGHER EDUCATION AREA (EHEA)

In June 1999, the Bologna Declaration announced a core goal “to establish, by 2010, a European Higher Education Area consistent, compatible, competitive and attractive to European students and to those from other countries, to promote European cohesion through knowledge, mobility, and the employability of gradu-ates, in order to ensure a better performance of Europe within the world.”

Over the past four years, IPP, in accordance with the guidelines provided by the Higher Education Qualifications Framework (Decree no. 74/2006), carried out the process of adapting 1st and 2nd cycle courses to the Bologna directives. However, such an important and complex process need to be completed, expand-ing the principles and procedures of Bologna to the various levels of training offered at IPP, e.g. the use of the European Credit Transfer and Accumulation System (ECTS). One of the key aspects of Bologna is the implementation of an education system focused on skill development, and not only on the acquisition of knowledge and skills. To adopt an educational model focused on skills devel-opment requires refocusing education on the learning process by giving the stu-dents new roles and duties in academic activities, and requires, therefore, the teachers to find a new management model for pedagogical activities. This is a difficult challenge which must be supported and valued, establishing, in the dif-ferent features of the curriculum and, particularly, in teaching/ learning meth-odologies, which is already included in the curricula.

It is within this spirit of continuous search for quality and excellence that we intend to tread; a spirit that we believe should oversee the forthcoming chal-lenge: submission to the Higher Education Assessment and Accreditation Agency


(A3ES, DL No. 369/2007, of November 5th) of IPP degree portfolio. IPP Schools are responding with the utmost commitment to this procedure, fully aware that the outcome of the process will determine which study cycles will be allowed to function and the corresponding funding allocation.

The Institute should proceed with its joint effort of reflection and need anal-ysis, focused on quality programming devices that may enable an independent monitoring and reformulation of our study cycles, according to criteria defined by and agreed upon by all. This process can and should be seen as an opportunity to improve the institutional cohesion of IPP, to implement a spirit of dialogue, cooperation and collaboration between the Schools, and, hence to the progressive affirmation of IPP as a reference institution in Higher Education.

Polytechnics were only allowed to offer Master’s degrees in 2006, only then expanding and diversifying postgraduate training in this new format. This expansion enhanced communication between academic courses and advanced vocational training, hence boosting the exchange of products and innovations between the business and the academic world, each responding to the other’s requirements. It is necessary to deepen and further this path, rethinking and rationalizing the educational portfolio, increasing the degree of insertion and application in the labour market, redefining guidelines in partnership with national and international businesses, educational, and research institutions.

Also in the wake of the Bologna Model, the mobility of teachers, researchers, and, above all, of students is the ground basis of the European Higher Education Area (EHEA), designing and supporting the policies agreed in academia and inputting a crucial asset to the economic, political, and social context. It is a fact that meeting other cultures through student mobility programmes is determi-nant in the construction of a comprehensive citizenship, rooted in the values of tolerance and inclusion, crucial to Europe’s social cohesion, to the development of democracy and peace in a context of justice, and to be able to face the ever-changing requirements of a precarious and uncertain labour market. The ability to adapt and respond flexibly to change helps, and is enhanced by, cultural, pro-fessional and personal enrichment. This is the path we lay down for our stu-dents and teachers, by designing our courses in an European and international dimension.

The new Statutes of IPP have provided, and well, for an Academic Council. This body coordinates the scientific and academic activities of the institute, and includes, in addition to the President, the Vice Presidents and the Administrator of IPP, the Presidents of all management bodies of the Schools and the Presidents


of Students’ unions. This is a key management body for the conjunction of policies and the agreement on pedagogical and institutional self-evaluation strategies, carrying an important voice in the design and management of the educational portfolio. In this sense, we believe that an effective and participatory management involves the frequent activation of the Academic Council, ensur-ing its key role in the construction and implementation of proposals, such as those we present as action lines, without prejudice of specific connection with the Schools.

ACTION LINES1. DEEPENING AND CONSOLIDATING BOLOGNAThe paths of Bologna, which we have started to take, are ongoing processes. Bologna takes place daily in a complex conjunction of dimensions - curricula, teaching methodologies, internationalization, ... - which require constant atten-tion to the conditions it requires in order to succeed.

The creation of a European Higher Education Area consistent, compatible, “(...) that promotes European cohesion through knowledge, mobility and the employability of graduates,” necessarily entails the convergence of European education systems, ensuring efficiency and validity/recognition of mobility by the acknowledgment of previous studies and lifelong learning. It is there-fore necessary to build tools to support the transparency and legibleness of international studies programmes, such as the European Credit Transfer and Accumulation System (ECTS), and the Diploma Supplement, and the visibility of the skills inherent to different levels of qualification, for it is based on the skills promoted by the training programmes that comparability is processed.

Simultaneously, the internal quality of IPP study-cycles and its congru-ence in the identity of a shared universe require the redefinition and creation of support documents to ensure the sustainability of processes and activities.

MEASURESp Consolidating the training portfolio according to the principles, methodolo-

gies and approaches inherent to the Bologna Process.p Readjusting internal regulations for a more efficient implementation of the

legislation, by adapting procedures at IPP in articulation with the diversity of the Schools and the duties of the management bodies.


p Developing procedures for the recognition of skills through a system of ECTS accreditation.

p Retrieving the certification of the Diploma Supplement Label (2003/2008) and endeavour to obtain the ECTS Label, submitting the appropriate applica-tions to the European Commission.

ACTION LINES 2. REFOCUSING THE EDUCATIONIONAL PROCESS ON LEARNING THROUGH STUDENT PARTICIPATION

One of the milestones of the Bologna paradigm is, consistently, the focus on the central role of students in the management of their own learning and development.

A greater student involvement means the collaborative thinking of curricu-lum development and a more effective involvement in academic activities (as a consequence of the repositioning of the methodologies of the teaching / learn-ing process). Furthermore, it also means greater accountability for students, in the organization of their autonomous and cooperative study and work sched-ules. The active central role of students should be the preferred means by which they are trained to develop soft and self-learning skills, necessary to the full exercise of citizenship and for lifelong personal and professional development. This is a new academic culture that urges to be promoted, revisiting the roles of both teacher and student in the construction, transmission, and dissemination of knowledge, and in the ethical responsibility that defines them as social actors.

MEASURESp Promoting, within the Academic Council, reflection on student participa-

tion in academic activities opened up by Bologna, by supporting the use of methodologies that encourage their involvement and autonomy, and by cultivating habits of research, active cooperation, and teamwork.

p Prioritising, in each study-plan, different groups of curricular units, to facili-tate both the definition of individual study plans based on the recognition and accreditation of previously acquired skills, as well as the involvement of students in the design of the school curriculum, by choosing optional course units.


p Rethinking ways to better coordinate and strengthen the different learning situations resulting from contact hours and autonomous work.

p Valuing student participation in the processes of assessment and accredita-tion of study-cycles, making this a permanent feature of the institutional culture.

p Listening to and encouraging student participation in the process and devel-opment of norms and regulations.

p Encouraging, in cooperation with the management bodies of Schools and of the Institute, students’ participation in research, technology transfer and provision of services, cultivating entrepreneurship by facilitating the trans-fer of skills acquired to diverse training contexts.

ACTION LINES3. STRENGTHENING AND DIVERSIFYING THE EDUCATIONA OFFER

The evolution of knowledge, technical requirements and changes of job profiles bring HEIs new concerns and increased opportunities for life-long learning. The Higher Education student profile has changed: on the one hand the new Student extends his training, seeking further levels of qualification, while, on the other hand, the decrease market demand and increase in professionalization require-ments drive adults to Higher Education institutions in search of further training that may enable broader skills for the job market.

IPP offers a wide, diversified and qualified educational portfolio, which includes courses that have a high demand rate (IPP ranks third amongst national Higher Education institutions in 1st year student applications). This ranking, of which we are proud, must be regarded as a situation under study and continuous adjustment, bearing in mind market trends and evolution, graduate placement, and personal and social fulfilment, in a prospective analysis.

Enhancing the polytechnic nature of the institute should be accomplished through a growing involvement with the community, emphasizing the practi-cal component of the portfolio, and investing in a solid scientific technical, and cultural education of its graduates to sustain their ability to become the true change and innovation engines that companies, organizations, and society need. This will allow us to establish a direct link between the employability of our graduates can thus be linked to a well-established institutional image of quality.


Therefore, together with an effort to rationalize the educational portfolio of the Schools (as provided for in art. 64 of the Statutes of IPP, as one of the duties of the General Council), constant and continuous attention should be paid to the nature of the study-plans, by enhancing the flexibility of the curricula and their the vocational orientation, by encouraging the articulation between Higher Education and business and the development of social and professional skills necessary for an entrepreneurial proactive attitude.

MEASURESp Increasing the lifelong learning portfolio tailored to the needs of previously

acquired knowledge updating in graduate, specialized and postgraduate training programmes, with a flexible orientation attentive to the transition between the different levels of training.

p Creating advanced specialization courses (post-graduate specialization and Masters), strengthening the links between teaching and research and their commitment to solving emerging problems of the national and local community.

p Studying the inter-Schools postgraduate offer, with special emphasis on interdisciplinary knowledge areas or on new frontier areas, optimizing the valences of Research and Development (R&D) and the human resources of IPP.

p Promoting the creation of special training courses in the form of advanced studies programmes (Master Business Administration - MBA) on specific areas of excellence, particularly targeting senior technicians in a lifelong learning perspective.

p Enhancing the post-secondary specialized educational portfolio (techno-logical specialization courses - CET) in priority training areas, emphasizing those courses that result from the protocols or from partnerships between the School and business organizations or the surrounding community.

p Developing diverse lifelong learning training programmes for new target groups (working-student, the over 23 age-group, unemployed professionals and others) through flexible and innovative methods that suit their needs, such as, for example, specialization actions, open courses for obtaining a degree through cumulative credit units, free courses and distance learning.

p Resetting the pedagogical processes with particular focus on learning, pro-moting the development of professional skills in the curriculum, through the


encouragement of autonomous work, and other learning situations such as projects, internships, nurturing an entrepreneurial attitude.

p Strengthening the pedagogical component by promoting the use of learning modes based on new technologies (e-learning, blend learning).

p Encouraging the inclusion in the curricula of integrative course units based on multidisciplinary projects focused on research and practical problem solving that promote knowledge transfer and the graduates’ adaptability and employability.

p Increasing the supply of extra-curricular and optional activities, studying the inter-Schools offer at IPP, offering more flexible curricula, with links to professional activities.

ACTION LINES4. INTERNATIONALIZATION OF THE CURRICULA

The construction and promotion of the European Higher Education Area is rooted in the creation, dissemination and development of knowledge and culture in an international perspective of education and professions, cultivating the values of tolerance and coexistence among people and cultures.

In this framework, the internationalization of curricula is a challenge to the qualification of Higher Education through the creation of knowledge and coop-eration networks for the design of curricula, contents, and methods, understand-ing and updating professional profiles and corresponding skills.

MEASURESpImproving the quality of programmes of courses through the exchange of expe-

riences and good practices amongst IPP Schools and other European HEIs, encouraging the establishment of partnerships within the international cooperation programmes.

p Improving the quality of exchange programmes and increase the oppor-tunities for the mobility of students, teachers and researchers, widening the network of bilateral agreements and extending IPP participation in EU (Erasmus Mundus, Tempus, Alfa) and non-EU programmes (Atlantis, Fulbright).


p Encouraging the collaboration with international partners in the function-ing of the study-cycles, through mobility programmes, as well as through the design and development of European study-cycles or modules, under the Lifelong Learning Programme (LLP) for multilateral or bilateral projects.

p Encouraging the development of integrated study programmes compris-ing full study-cycles leading to joint double degrees /diplomas with other European HEIs, or, even still, the joint organization of 2nd cycle programmes with Latin-American HEIs, benefiting from the opportunity of cooperation programmes like ALFA.

p Promoting cooperation with professional and business world to increase student and graduate placement in European companies and organizations, under Erasmus and Leonardo da Vinci mobility programmes, allowing stu-dents to carry out their work training with real projects, thus increasing employability.

p Reorganizing the process of collection of international contacts, creating a repository of institutions and cooperation possibilities.

p Improving the quality of internal advertisement on programmes and projects of international cooperation through direct diffusion at the Schools, to students, and recent graduates, and externally by increasing participation in international fairs, motivating the presence of different organizational units, projects and actors.

p Reinforcing IPP publicity material in English, considering the possibility of creating a digital English newsletter for mobility and international collabo-ration purposes.

p Increasing the use of the English language in IPP courses / curricular units, by providing, for that purpose, intensive English courses.

p Improving and expanding the availability of Portuguese language courses for foreigners, promoting the Portuguese language and culture and con-tributing to the promotion of linguistic diversity as a value of intercultural dimension of European society

ACTION LINES5. COURSE ASSESSMENT AND ACCREDITATIONThe evaluation and accreditation of study cycles is of the utmost importance for the life of Higher Education institutions, as it determines the granting of the Ministerial license for offering each study-cycle, as well as State funding


(Law-Decree no. 369/2007). The main objectives of this process are to improve the quality and relevance of the educational offer, to promote mobility and inter-nationalization, to increase School autonomy, to develop a culture of account-ability, to enhance partnerships between national and foreign institutions, and to establish an internationally recognized quality assurance system.

However, the objectives underlying the creation of the Higher Education Assessment and Accreditation Agency, currently beginning its functions, pose challenges to the Presidency of IPP, namely, the clarification of criteria and proc-esses that support the Evaluation of IPP study-cycles, in an effort to analyse and recognise differences that, without exacerbating particularities, may provide the basis for building and disseminating a culture of good practices shared and adopted by the whole community, enhancing constructive and sustained self-assessment mechanisms.

The measures proposed below are based on three fundamental aspects: quality, dialogue and cooperation. We will endeavour to transform the accredi-tation and evaluation process of our courses into an aggregator to all IPP Schools.

MEASURESp Activating a Committee of the Academic Council for Evaluation and Quality

in Teaching that will set guidelines and general procedures upon consulta-tion with the Schools, in order to clarify procedures and criteria, thus ena-bling the exchange of ideas and perspectives that encourage demand and circulation of best practices.

p Promoting, within that committee, the monitoring of the study-cycles Assessment and Accreditation procedures, facilitating the dialogue between the Schools and the Higher Education Assessment and Accreditation Agency (A3ES – Portuguese acronym), the analysis and integration of results, and the promotion of improvement measures.

p Implementing an effective shared information system capable of covering the different dimensions of the evaluation and accreditation dossiers, sup-porting the reliability and credibility of the processes.

p Setting, within the Commission of the Council for Academic Assessment and Quality, the guidelines and general procedures for the quality of non-graduate training, extending the culture of evaluation throughout IPP.

p Improving the System of Evaluation of the Teaching / Learning Process (SAPEA – Portuguese acronym).


ACTION LINES6. RECONFIGURING THE ACADEMIC SERVICES

The role of the central “Academic Services” must focus on providing a proactive support and operational assistance, on coordination and monitoring measures and actions, and on seeking common guidelines for the entire academic area of the Institute. The new model reserved for the academic area of the Institute shall be operated in two dimensions: close to customers - students, teachers and pro-spective students (each school must have a space dedicated to academic service providing and be able to manage all academic and teaching activities); support and direct assistance to the Schools’ Academic Services (this aspect of the aca-demic area is dependent on the Presidency of IPP).

The transfer of the Academic Services to the organisational units resulted of a strategic option that should have empowered the Schools and improve the service provided to the students (particularly in those Schools located outside Porto). However, today we find some discrepancies and gaps that result of some less effective operation options.

For all these reasons, it is our belief that excellence and customer satisfac-tion (internal and external) is only possible to if we conduct a significant change in the culturally installed operating mode and in the processes established over time.

MEASURESp Promoting an efficient and effective back-office attitude in the academic

area that will work within the Presidency of IPP, which will provide direct support to the academic services of the Schools in order to reduce the need for face-to-face customer service.

p Specialising and investing in the skills of the core team, to meet the needs of Schools, particularly regarding current legal norms and regulations.

p Defining and implementing a policy of dialogue and support in developing transversal academic regulations.

p Defining, in collaboration with the Schools, cooperative strategies to create joint and consistent guidelines and procedures for all academic stakehold-ers, thus promoting equity, rationalization and optimization of the best prac-tices identified.


p Supporting and promoting the necessary conditions for the implementa-tion of the resolutions and instructions defined, by promoting a permanent link between the academic services of the Schools, to ensure continuous improvement.

p Continuing the process of implementation of new technologies, by improv-ing them and using them to facilitate, strengthen and render flexibility to the means of contact between the whole IPP community.

p Encouraging collaboration with the IT Service to restructure the “Portal” (intranet) and all pertaining procedures to maximize its use by the Schools and ensuring it fulfils its role as an asset to academic management and as a liaison between the units, internal and external customers, and the Polytechnic community.

3. THE INSTITUTE AS A RESEARCH PROMOTER AND A SCIENTIFIC AND TECHNOLOGICAL BOOSTER

In recent years we have witnessed a growing concern of the leading nations in the promotion of scientific research and development (R&D). In a world in con-stant change, with new emerging powers, R&D based creativity and innovation are essential advantages. As an European country, and thus unable to compete based on low wages, Portugal also feel this need to create innovative products and services, which has led to increased investment in R&D.

We are aware of the structural R&D handicaps of Polytechnic Higher Education Institutions, starting with the limitations imposed by legislation (for example, the refusal to allow 3rd cycle courses). But we must not forget that this sector of Higher Education has a higher employability rate than the University sector. It is exactly here that the national science policy has failed: there must be a stronger focus on research in Polytechnic Higher Education, so that our gradu-ates can be the lever that businesses and other organizations need in order to have sustained innovation and creativity.

However, we cannot escape the discourse of structural difficulties. IPP must be proactive. We intend to place IPP within the group of institutions with the highest national scientific performance level, encouraging initiative, involvement and leadership of IPP in R&D activities. It is therefore crucial, to promote accuracy and precision as guides to achieving quality result, in accordance to indicators unequivocally accepted by the scientific community.


ACTION LINES 1. SUPPORTING AND DIVERSIFYINGR&D UNITS BY ENCOURAGING ENTREPRENEURSHIP, LEADERSHIP AND QUALITY

In the past, even without a major institutional focus on R&D, the emergence of the first recognized and the Foundation for Science and Technology (FCT – Portuguese acronym) funded research units was possible (first in 1994, with one unit, and about ten years later, with three new units, all belonging to the scien-tific field of Engineering). Such R&D units are an important asset that we must reinforce.

According to IPP 2006 self-evaluation report during the institutional assess-ment process conducted by the EUA, in the field of research, the Institute was facing a triangular challenge: “i) excellence in consolidated research areas ii) the impulse in underachieving research areas still, and iii) the promotion of inter-disciplinary research. “

Regardless of the efforts made in recent years by the Schools, teachers, and researchers, we can consider that the evaluation made then remains up to date. It is therefore urgent to consolidate and expand the areas where results exist and, simultaneously, take action, to create the conditions for R&D emergence at the Schools of IPP in core scientific areas, such as Education, Management, Mathematics, Music and Performing Arts, Health Technology, to name a few. All efforts endeavoured to the creation and recognition of such R&D units will be largely compensated, for they are crucial for the qualification of education and a mandatory demonstration indicator in the numerous processes of evalu-ation and accreditation that we must endure in the future. We all know that in all national or international rankings on academic institutions the most R&D equipped invariably obtain higher positions, and thus higher funding.

Simultaneously, and given the diversity of Schools either in terms of matu-rity of research activities, or in the variety of knowledge areas they comprehend, is in every way paramount to combine research interests around inter-School research projects, enhancing its relevance and impact. Such initiatives boost the design of a multidisciplinary platform that generates innovation and promotes ambitious initiatives in borderline.

However, the recognition of a new research unit, or the renewal of that recognition by the FCT requires an important work of preparation, which we intend to monitor and support, always bearing in mind to consider the indica-tors accepted by the scientific community, namely: publication in the best sci-


entific journals, the ability to capture projects, internationalization, the link to businesses and Society, the involvement of students, and the ability to train new doctorates.

The scientific policy of IPP will aim to strengthen all these indicators, with programmes geared to this end, always bearing in mind that what we seek is to host research in our Schools and encourage, wherever possible, leadership by our institution. The programmes to be created will not constitute an alternative to existing national and international programmes, but rather strive to enhance the best performances from IPP researchers in the latter as their key purpose.

MEASURESp Positioning IPP and the Schools within the group of institutions with the

highest national scientific performance by encouraging initiative, involve-ment and leadership in R&D activities.

p Creating conditions for the affirmation of R&D in key scientific fields, which are not yet properly covered and recognized, preparing and supporting the emergence of new research groups in the Schools of IPP, or of inter-Schools groups that may arise from synergies within common scientific areas.

p Steering by the achievement of quality results, according to indicators une-quivocally accepted by the scientific community.

p Promoting the involvement of students and alumni in R&D activities, strengthening the links between education and research (particularly advanced research) and through specific mechanisms such as their accept-ance as fellows in research centres.

p Providing direct support to research and education through the reorgani-zation of IPP Library Network, optimizing resource management and the implementation of new methodologies and technologies in documentary systems (on location / digital / virtual) and the creation of the Digital Library, facilitating access to the catalogue and repository of IPP, to bibliographic or full text databases, like B-on, by providing free scientific resources, namely, among others: e-books, electronic editions, dissertations.

p Creating an integrated program to support R&D projects and activities aiming at:

• The training of a technical infrastructure to support teachers and researchers initiatives, that, along with local initiatives by the Schools, facili-tates, among other things, information for instructing application processes,


exploring partnerships and funding opportunities ; • The demand for scientific patronage and other sources of financing; • Support the publication in high quality scientific journals; • Support IPP R&D units that have been subjected to external evaluation,

or those belonging to key or transversal scientific areas in Schools that not having any recognized R&D units thus far, commit to prepare submission to external evaluation.

ACTION LINES2. ARTICULATING R&D WITH THE COMMUNITY

Polytechnic Higher Education has an additional obligation to provide a direct connection to the business and society. At IPP, the development, essential, of this dimension requires, firstly, the identification of the existing skills, so that we may communicate them to businesses and other partners. In this area, as else-where, we must strengthen our internal communication to better coordinate and direct our external communication. Simultaneously, a new set of special-ised human resources should be established to identify opportunities for col-laboration between IPP and the surrounding community. IPP “Knowledge and Technology Transfer Unit” (OTIC – Portuguese acronym) is to be an essential tool in this strategy, consistent and complementary with some of the initiatives that the Foundation IPP may also develop in this area. We must assume a proactive stance, seeking partnerships for contract research programmes that may bring more added value creating innovative projects with clear visibility.

IPP must give a clear sign of support to innovation and entrepreneurship, both from our researchers, as from our students. The support of spin-offs should be a latent concern. Helping transform good ideas into successful businesses is something we cannot neglect, not because of a sheer mercantilist revenue quest, but because of our conviction in its value, as the intangible benefits may be much more interesting. Moreover, we should be able to protect our intellectual property, also supporting the creation of patents (indicator where our country has shown poor results).


MEASURESp Strengthening and supporting the OTIC in the promotion, collection and dis-

semination of expertise found in our Schools and in the identification of the best channels to support the connection to the surrounding community.

p Surveying the best mechanisms to support and fund new ideas.p Promoting the exploration of the main R&D results by creating innovative

products and services, of technology transfer and cultural dissemination, protecting those assets through the creation of patents.

p Promoting a culture of entrepreneurship and innovation.p Disseminating R&D from specific audiences (students, alumni, second-

ary school students, media, etc…), by devising, for that purpose, specific materials.

ACTION LINES 3. INTERNATIONALISING R&D

In an increasingly globalized world, the internationalization of R&D is an ines-capable imperative. The same applies to the implementation of a proactive stance. If, on the one hand, we must mobilize our network of contacts, on the other hand, we also have to take a more interventionist role, seeking new part-ners and supporting the identification of the best frameworks for the inter-nationalization of R&D activities. The mobility of teachers, researchers and students, is, as already pointed out, a key link in the construction of the European Higher Education and Research Area (EHEERA), a space of circulation of ideas and projects that can and should be boosted by measures such as attracting foreign researchers to bring added value to our R&D.

The active and recognized involvement in scientific networks of unquestion-able credibility must be one of the guidelines in the internationalization strat-egy for R&D. Therefore, we should look beyond the geographic areas identified as naturally and culturally suitable (EU and the Portuguese Speaking Countries Community – CPLP: Portuguese acronym), and consider other areas, such as those consisting of established world powers (U.S., Canada, Japan), and large (BRIC) or medium size emerging powers (like some dawning Asian countries). However, the internationalization policy for R&D should not be a world apart, but rather connected with the strategy for the internationalization of education, and thus maximizing a wider coverage by strengthening established relation-


ships and enhancing the impact of various measures through their interaction.The internationalization of research and the establishment of interna-

tional cooperation agreements can still be an important means to overcome the limitations imposed upon us, like offering 3rd cycle degrees (training our own researchers and teachers and, consequently, maximizing in the institution’s capital, the surplus resulting from research produced), providing conditions for the attendance of doctoral and postdoctoral programmes to the teachers of IPP.

MEASURESp Encouraging and supporting participation in international projects, pro-

grammes, and cooperation networks.p Establishing international cooperation agreements that, in addition to

national offers, will allow researchers and teachers to have further alterna-tives for obtaining their doctorate and to conduct post-doctoral programmes. This measure could attract other audiences that will help to develop R&D activities at IPP.

p Creating an internationalization support infrastructure, which should seek to disseminate our R&D internationally, and identify opportunities for taking part in applications to programmes and projects.

p Organising reference international scientific conferences, promoted by IPP, by the Schools, or by research units, bringing to the institution the most recent state of the art results and world renowned researchers.

4. AN INSTITUTE THAT SERVES THE PEOPLE, CAPABLE OF PROMOTING EQUITY AND VALUING MERIT

The change in IPP model is to be carried out by the people, with the people and for people. The centrality and importance of teaching staff, non-teaching staff and students in institutional life must guide the design and implementation of all policies.

It is necessary, in this segment, to break up the inertia installed and adopt active, transparent, stable, evaluative, demanding, and capable of transforming guidelines.

We have recently witnessed major changes in legislation (the Statute of the Polytechnic Teaching Career; Tenures, Careers and Public Wages) regarding the


relationship between teaching, and non-teaching staff to Higher Education insti-tutions. Much of the changes require a huge effort in promoting equity of access and entry and in valuing merit. A strong institution has, perforce, to know how to find and attract the best (domestic or foreign). In this sense, it is essential to start including international experts of recognized merit in the current practice of IPP, which may, in various areas (education, research, administrative activi-ties), help to improve our performance by changing installed conceptions.

It is important to devise a set of mechanisms, provided by law, to support a harmonious performance appraisal of teachers and non-teaching staff through-out the Schools. These evaluation processes must be seen in light of a global, and almost self-powered, system of assessment of the institution.

It is also necessary to make a huge effort in training and development the skills of teaching and non-teaching staff, who are key players at IPP, with specific functions, but functionally complementary and integrated. The importance of this integration justifies programming training activities where sharing of views and objectives may occur.

The Institute must promote a set of positive policies directed at students, who are part of a human institution. These shall include a set of actions related to student social welfare, housing, sports, medical assistance, and even the ability of the Institute to provide assistance during their integration in the pro-fessional market, in an effort to provide equal opportunities.

In parallel, we should learn to value and incorporate the participation of students (either through students’ unions, artistic groups, or other collective or individual forms) in the various decisions of the Institute.

ACTION LINES1. VALUING AND CONNECTING IPP GRADUATES

We need to revitalize actions that promote the integration of IPP graduates in the labour market not only through internships, already referenced, but also through a structure that promotes direct dialogue between employers and graduates.

In addition, the creation and promotion of a social IPP Alumni network, in partnership with Schools and Students’ unions, should constitute a privileged facilitating channel in the relationship between IPP, the graduates, and the labour market.


As members of a social alumni network, the graduates should be considered strategic partners in the promotion of the good reputation of IPP, in achieving partnerships with the labour market, and in the development of internal actions of reference and consequence for current students.

IPP should know how to assert itself among its graduates as a teaching and research agency that monitors and promotes their career, by providing relevant updated training in a lifelong learning perspective.

MEASURESp Registering graduates through the identification of ways to contact them

and collection of data on their professional route and current situation, immediately providing them with a set of potentially interesting features and information.

p Promoting a set of benefits / advantages in the use of some services / facili-ties of the Institute (access to the libraries’ network; alumni card; access to IPP services; an online magazine for alumni; special conditions on access to the training portfolio; to name but a few).

p Monitoring the insertion and career paths of the graduates and, through a permanent analysis of educational needs, providing and advertising timely and appropriate lifelong learning and training opportunities, through flex-ible training programmes.

p Promoting regular contacts between the graduates and the institution, the exchange of contacts between former students, disseminating and seizing opportunities, in a dynamic link with the business and society.

p Supporting the participation of graduates in the life of IPP, both by submit-ting ideas and proposals, and through the involvement in research, technol-ogy transfer, culture, social welfare activities, among others.

ACTION LINES2. VALUING TEACHING

Higher education in Portugal still shows structuring traces of a tradition centred on the transmission of knowledge, according to a lecture-based, teacher-centred model, rooted in a dichotomous view of the teaching profession, according to which research and teaching are regarded as independent overlapping dimen-sions. There is clearly a gap between “the institutional academic culture and the


nature of the professional task entrusted to university education” (Formosinho, Foster, & Machado, 2000, p. 347), in other words, a clear breach between a culture centred on the passive acceptance of knowledge, and the imperatives of reinter-pretation and creative reconstruction of knowledge of the and civic vocational training the actors of the knowledge society.

The paradigm shift introduced by Bologna, as previously mentioned, focus chiefly on the reconfiguration of the training processes, depicted by the invest-ment in flexible integrating learning models to promote the reconciliation between the dimensions of teaching and learning, a logic of knowledge build-ing and self-regulation by the student himself, with clear definition of learning outcomes. This is a challenge that involves a redefinition of curricular organi-zation, a new concept / management of learning content that recover the lost links between teaching and research. Concerns about the process of building and communication of knowledge acquire a new significance, entrusting the teacher with the responsibility for the acquisition of skills by the students, as well as for their professional development.

In this context, and within the promotion of a policy of quality assurance in education / training, IPP shall organize, based on internal or external resources, annual programmes to support the professional development of the teaching staff, providing them knowledge and pedagogical tools necessary to a more effectively performance and, consequently, to improve the teaching/learning processes.

Another challenge facing our teachers regards advanced training and con-comitant enhancement of the faculty of IPP. Thus, in order to facilitate the access and attendance of our teachers and researchers to doctoral or post-doctoral pro-grammes, and simultaneously stimulate research at other levels that are not directly related to the achievement of a degree, we believe that, along with pro-grammes like PROTEC, it is essential to establish agreements with national and international institutions for the development of doctoral programmes.

MEASURESp Building and implementing instruments for the collection and analysis

of training needs expressed by teachers, in close collaboration with the Pedagogical and Technical Scientific Councils.


p Constructing an annual training program focusing on the aspects high-lighted in the needs assessment, completing with pressing dimensions of the teaching / learning process in Higher Education, such as, planning of teaching / learning methodologies and assessment tools, using the Information and Communication Technology (ICT), and methods of moni-toring and supervision of student learning.

p Promoting, in collaboration with the Pedagogical Councils of the Schools, seminars, meetings, round tables for the exchange of ideas and dissemina-tion of good practices, involving students as a co-protagonists of the process.

p Facilitating, through agreements with universities, the offer of PhD Programmes in IPP facilities and at the Schools, particularly through the teaching of curricular units of the doctoral programmes and the develop-ment of the practical components at the laboratories and research units of IPP and the Schools.

p Supporting the supervision or co-supervision of PhD theses and the teach-ing of the curricular units of doctoral programmes by IPP teachers and researchers.

p Establishing protocols for a significant reduction of doctoral programmes’ tuition fees for teachers and researchers from IPP and R&D units

ACTION LINES3. MONITORING AND EVALUATING TEACHER PERFORMANCE

The new Statute of the Higher Education Teaching Career (Decree No. 207/2009 of 31st August) increases the complexity of the role of teachers, further demand-ing periodic and compulsory evaluation for all polytechnic teachers. The tasks required comprise four key areas, namely: education, research, extension and dissemination activities, and management. The institution must define the general criteria for assessing teacher performance, a duty that we face with a great sense of responsibility. Thus, the principles we find to be essential for this process to provide an incentive to the increased excellence of the faculty of IPP are: equity, transparency, consistency, coherence, impartiality and flexibility.

The first four derive from the law and are essential to any is reliable, fair, and effective evaluation process; as for the principle of flexibility, it appears to us to be crucial to the universe of IPP, given the diversity of knowledge, skills, and talents that the teaching of our extensive and differentiated educational


offer requires. In this sense, we argue that the general criteria for evaluating teacher performance, to be submitted to the approval of the Academic Council of IPP, must, first and foremost, be a guiding and facilitating tool for the techni-cal-scientific councils of the Schools (who are to prepare the internal rules and regulations applicable to recruitment, promotion and renewal of contracts), and for the pedagogical councils (responsible for conducting the pedagogical evalu-ation of the teachers).

MEASURESp Presenting a comprehensive system of performance appraisal to the General

Council, to ensure the impartiality of the process and consistency of criteria and evaluation grids.

p Establishing mechanisms that ensure the transparency of the evaluation process, including criteria, grids and assessment results.

p Including the academic, scientific and professional particularities of the teaching staff of each School, without sacrificing the objectivity of the evalu-ation process.

ACTION LINES4. UPGRADING AND QUALIFYINGNON-TEACHING STAFF

The current situation in IPP does not allow for an integrated management of non-teaching staff. It is therefore important to create a set of interlocked mech-anisms that allow the consistent development, qualification and appraisal of non-teaching staff.

The Performance Assessment System should be regarded as an instrument which is part of a global mechanism designed to appreciate the career, skills and achievements of staff. The creation of conditions for attending, whenever necessary, appropriate training for the functions that each employee performs, shall be given no less importance. In fact, the policies of recognition and qualifi-cation of non-teaching staff need to go beyond the normal standards of human resources departments: they must simultaneously achieve, establish, and imple-ment an effective and equitable management of human resources.


MEASURESp Creating the necessary conditions, within the Evaluation Coordinating

Council, for the consistent and timely application of the Public Administration Integrated Performance Assessment System (SIADAP – Portuguese acronym).

p Defining basic parameters for the objectives, within each given professional category, in order to define similar degrees of demand and difficulty to the entire IPP universe.

p Proposing the implementation of a comprehensive policy for the manage-ment of non-teaching staff, particularly with regard to recruitment, career, and the definition of a human recourses map that can promote inner balance and equity.

p Developing a training program, suited to the professional needs, linked to SIADAP, and with new strategies.

p Incorporating Erasmus mobility as a decisive factor for institutional training and sharing of experiences.

p Creating conditions for the attendance of vocational, graduate or postgradu-ate training, at IPP.

ACTION LINES5. PROMOTING AND IMPROVING SOCIAL WELFARE AND THE STUDENT AREA

It is important to promote the creation, development and improvement of activities that by their very nature, fall within the scope of social welfare or the Student Area - “area” here as a broad and generalist area, without the current space constraint.

The policies and actions to be implemented should provide for the satis-faction of the right to equal opportunities for access, attendance and academic success, integration and enhancement of educational and academic courses, regardless of the socioeconomic status of students.

Thus, the Institute has to go further and promote a set of services increas-ingly more comprehensive and of close proximity, both general and attentive to the specificity of the student body. In parallel, we must dignify and sustain all student structures that support the process and the educational path of the students.


MEASURESp Promoting, in collaboration with the Student s’ Unions, IPP Student Welfare

Services (SASIPP – Portuguese acronym), and the Student Area, the initia-tive and more effective participation of students in sports and in scientific and cultural activities, that nurture the development of extracurricular skills through collective and social participation.

p Promoting internal sports practice through the diversification of activities, with the central objective of attracting more students (the mass factor), and the understanding of sport as an integrator and disseminator of a sense of belonging.

p Monitoring national and international students’ living conditions, by defin-ing proactive measures to combat dropout, failure or the decrease the attrac-tiveness of IPP, including emergency aid.

p Reviewing policies for housing displaced students (national) and mobility students (national and visiting) in student accommodation facilities and through other supported housing options (housing rental).

p Defining and improve the period of analysis for the attribution of SASIPP awarded scholarships.

p Creating social, sports and cultural merit scholarships, through a Fund for Academic Support.

p Supporting artistic and cultural groups formed by student initiative, encour-aging their activities through internal and external advertising, and increas-ing, at that level, innovative synergies.

p Supporting Student s’ Unions as integrating agents in the academic life of IPP, highlighting their role in the civic development of students, in particular through promotion of behaviours of effective participation in society.

p Consolidating and improving the services provided by the Student Area – the Blue Line (a low rate direct telephone line) and the Student Office – particularly regarding psychological counselling and the aspects already defined in the Employment Area (workshops in soft-skills), stimulating the Online Employment Market, and the Vocational and Professional Guidance.

p Supporting the Volunteer program sponsored by the Student Area, by enhancing the involvement in some teaching / training activities of the Schools and in IPP partnerships social network.


p Promote, within the Student Area and in collaboration with the Students’ Unions and other student organizations, the effective integration of stu-dents in IPP, ensuring their connection to the community and the develop-ment of a sense of belonging.

p Ensuring access and attendance to students with special educational needs.

5. AN INSTITUTE SET UPON A SYSTEM OF SHARED GOVERNANCE AND ON AN EFFICIENT, CLEAR, AND MODERN MANAGEMENTPortuguese Higher Education and its institutions have been recurrently ques-tioned about their activities and the way they conduct them. In this regard, the challenges faced by a Higher Education institution require a rigorous and thor-ough diagnosis of the real situation of IPP. These challenges, which lie mainly in the openness of the knowledge society, in innovation and technology, in globali-zation and massification, in equity, in the strength of numbers and ratios, and in the ability to increase quality, must also be weighed in light of a new form of governance and management.

The atmosphere is currently, and duly so, deeply marked by social political and, economic pressure on Higher Education institutions. However, this pressure forces and reinforces the need to adopt a new way of being and acting charac-terised by transparency, openness, accountability, and responsibility in planning, implementing and evaluating the activities of Higher Education institution – this requires knowing where we want to go and trace the paths to get there.

It is therefore crucial to consider the system of governance of a Higher Education institution as an essential and unique tool to meet targets that need be realistic and yet ambitious. This system has, necessarily and indubitably, to be shared and based on the extensive use of the duties of existing statutory bodies and units. Thus, all decision-making and management actions must be carried out by the competent statutory bodies, but in close connection with each other and based on shared policies and resources.

Concurrently, it is crucial to implement a more efficient, transparent and modern management. To begin with, based on a network governance and man-agement, to stimulate conjunctural or structural adjustments, depending on the nature and extent of the issue, and promote mutual cooperation between the various actors, focused on people, and with a broad sensitivity for social and envi-ronmental responsibility of the Institute.


This new form of management will face the key challenges of overcom-ing budgetary constraints that have occurred in recent years, the limited focus and internal stability of the Presidency support services, the lack of operabil-ity of IT infrastructures and, moreover, the limitations in internal and external communication.

It is still necessary to rethink the way, currently quite inharmonious, of allocating resources, qualification, and the expansion of spaces. Associated with these challenges, the Polytechnic Institute of Porto will have to know how to revi-talize and strengthen its image, not only in the way it acts, as mentioned before, but also in the way it presents itself internally and externally.

Some decisions, particularly those involving large investments, require swift decisions by the General Council on the process of rationalization of the Schools - one of the statutorily provided tasks (Article 64), the ruling of which must be taken within a maximum of one hundred and ninety days after the inauguration of Council. To us, this is indeed an imperative requirement — to decide, together, which road to travel.

ACTION LINES1. CREATING A PARTICIPATED BUDGET

One of the most important issues concerning the management of IPP concerns the definition and internal distribution of the budget. Thus, we defend the use of realistic, transparent, understandable, sustainable, tested (the nationally or internationally) criteria, based on accountability and management efficiency, thus enabling the Schools to develop and ensure a quality and excellence service.

The budget of a Higher Education institution, namely that of IPP, comprises, basically, a state budget component and contributions from families (fees). We are aware that IPP, like most institutions, is heavily dependent on the funding formula and criteria set by the Ministry. The total annual budget of IPP today represents more than 60 million Euros, of which approximately 45 million cor-responded to public funding. However, much of this budget is first and fore-most committed to salaries and permanent costs, a situation that has to be re-weighted.

The recurrent use of the “frozen” balances, in particular those of the General Pensions Fund, cannot be considered normal nor sustainable.


Planning, implementation and financial control should consolidate the accounts of Schools of IPP. Of course, this new approach also means a new com-munication and a new contract with the Government, and, therefore, a clear objective and balanced inter-party commitment.

MEASURESp Creating a continuous process of interaction and dialogue during the prepa-

ration of the Budget, between all stakeholders (schools), under advice and compliance with the general guidelines adopted by the General Council, resulting in this way, in the involvement and information of all members and in the definition a participatory budget.

p Completing the budget allocation based on criteria of transparency and equity, with national and internationally accepted benchmarks, zero-based budgeting (minimum operating budget) for each institution, the previous year’s budget, the specific development and investment plans, and the policy guidelines set and approved, ensuring the continuity required for stable and sustainable operation.

p Defining an active action, by the bodies of central government, by ensuring efficient services and institutional cohesion, enabling a response to emer-gency situations, promoting joint projects and programmes of the Institute, and providing the Presidency with the capacity to implement a coherent and consistent presidential program (the reserve fund and the common valuation fund).

p Applying an allocation of financial resources that should be based on princi-ples that promote accountability from all parties involved, rather than dys-functional, inconsistent and random management.

ACTION LINES2. SETTING A MULTIANNUAL COHESION PACT

The development of a multiannual Cohesion Pact, during the definition and dis-tribution the budget will achieve a healthier financial situation and sustain the Institute’s major investment decisions at medium term (four years).


This line is, and will be, dependent on the attitude and policy set by the Supervising Ministry. Therefore, we will claim the contracting of a multiannual funding for the Institute. It is not possible to continue to reward an inefficient and spendthrift management. It is not possible to continue to confuse financial equity with merit and management capacity. It is not possible to go on ignoring beforehand what method of calculation and annual budget allocation will be applied to each institution. This issue has to be addressed and discussed with the Supervising Ministry.

The Cohesion Pact we hereby propose should sustain and plan the major investment decisions to be taken by the Institute during a multi-year period. It is, therefore, a key tool for internal management of the Institute, allowing disclosing all the major developments and investment choices to be made. The preparation of this document will thus enable us to improve the profitability of investments and the implementation of strategic structuring projects involving considerable financial assets, which would otherwise be unviable.

The establishment of the Cohesion Pact requires the construction of a broad internal consensual agreement, not only with Schools but also with the General Council. Moreover, the statutory powers bestowed upon the General Council require a strong and attentive involvement of this body, and the ability to promote and adopt an attitude of internal accountability.

Increasing the quality and financial sustainability of investments also implies to build commitments and collaborative strategies.

MEASURESp Developing a financial sustainability plan for the Schools, combined with

the definition of a shared system of resources (material and human); fore-seeing that, upon negotiation with the Government, a part of the existing reserve funds may be used.

p Developing a multi-annual investment plan that will allow IPP to implement the necessary strategic and structuring projects.

p Promoting restraint and judicious management of resources, while keeping the institution focused on a wider access to Higher Education, on the promo-tion of success and educational efficiency; on enhancing the quality of train-ing and research activities, and on the commitment to a continual quest for excellence in Higher Education.


ACTION LINES3. INCREASING EFFECTIVE REVENUES

In conjunction with the development of a multi-year Cohesion Pact, it is neces-sary to review our self-generated revenue policy, as well as modify and adjust it to the new reality the benchmarks underlying demand and distribution, regard-less of the instruments and means used. The implementation of this line pre-sumes, however, the change in the installed mentality and culture. Increased funding, especially through greater openness to private sector requires, always, an effective and efficient system that responds fully to the needs.

MEASURESp Capturing revenues (research projects, services, new areas of intervention,

professional fund raising strategies, scientific and cultural patronage, etc.), by creating an appropriate internal structure.

p Changing the model of management of IPP Foundation, by creating struc-tures and mechanisms for increasing the volume of revenue in the IPP universe.

p Designing and submitting to the Council General a coherent, yet accurate and unifying model, supported by a cost structure, proposal for setting IPP tuition fees.

p Increasing strategic partnerships and protocols (national and international companies, state agencies, and Local Authorities) to allow for new product development and implementation of specialized services.

ACTION LINES4. IMPLEMENTING A NEW DYNAMIC IN THE ACCOUNTING-FINANCIALMANAGEMENT

There is urgent need to implement a capable system of internal control and evaluation and, concomitantly, to develop cost accounting under a full-costing regime. Promoting internal control and initiating the process of effective the cost accounting, associated with other instruments, will enable a more effective management.


Given the high complexity of resources, responsibilities, functions and activities involved, conditions should be created to meet the training costs, gather information for analysis and management control, and the indicators of effectiveness and efficiency. This cycle is completed through a combination of attitude and activity of assessment and preventive control.

MEASURESp Adopting and starting the implementation of cost accounting under the

full costing regime, which will enable to us: to know the actual costs struc-ture; support the efficient allocation of resources; support the strategic deci-sions based on a better understanding of the investment made; identify and analyze the cost drivers; monitor and correct the deviations between esti-mated and actual costs; promote cost reductions, and thus contribute to the financial sustainability of the institution;

p Implementing open management procedures, based on objectives, and result disclosure.

p Conducting outcomes assessment, allowing for the comparison between objectives and achievements, as well as the evaluation of the legality, effi-ciency and effectiveness of the processes (e.g. internal and external audits).

p Adopting a permanent system of internal financial control covering all the Schools and the analysis of deviations (in line with the cost accounting system) and correcting them in due time.

ACTION LINES 5. ACCOUNTABILITY

The accountability and responsibility of the policies defined and of the actions implemented are of enormous relevance to the institutional life of the Porto Polytechnic. It’s not sustainable to maintain a closed system, where there are several obligations, from state funding to the design and implementation of sci-entific and pedagogical policies, with no place to the right to understand what has been done, how it was done and what were the results achieved.

This attitude must change. Besides complying with the legal obligations, we must create, but mostly congregate, different instruments and ensure account-ability at all levels. It is therefore our intention to launch what we consider to


be a pioneer challenge to the bodies of IPP and the Schools: to set together a few instruments of accountability. This way, we will not only be able to analyse indicators and situations in an integrated and comparable way, but this to also provide any information useful to the student, teacher, researcher, non-teaching staff, a member of the governing body or to the general community (whereas levels and areas of interest are distinct).

This new figure is inherent to public bodies’ management processes, and it is linked to institutional transparency, which means that it is necessary to promote an institutional system of accountability.

Furthermore, it is important to further assessment practices that empha-size a systemic vision, particularly reflected on an external look, continuing the institutional evaluation process conducted by external national or international agencies (European University Association).

MEASURESp Providing timely account to all those who IPP has an impact on or, in reverse,

to those whose actions can impact on IPP (stakeholders), through the use of, on the one hand, the most modern means of communication technologies, and, on the other hand, by holding meetings with all bodies of IPP and the Schools, and establishing, in partnership with the Presidency of the Schools, plenary sessions, whether global or sectorial – The Principle of Inclusion and Participation.

p Defining, in accordance with the statutes and all management bodies, the issues that are relevant to IPP, by ensuring universal access to information, plans and reports, statistics, and studies produced by the Presidency– The Principle of Relevance and Information.

p Implementing, after the process of accountability, a new capability to respond to problems, ideas and solutions raised by stakeholders, which implies the (re)establishment of new policies, aims and objectives and the adjustment of the model of management, systems, processes and Action Plans – The Principle of Responsiveness.

p Resuming and strengthening the model and process of institutional assess-ment conducted by national or international bodies.


ACTION LINES6. REORGANISING AND SIMPLIFING PROCEDURES

We consider it essential to review the organizational support structure of the Institute. The concept of Central Services is outdated, as is the very name of President Support Services. The new organizational paradigm must have two main focus of development: the first on shared resources, joint services in direct support to Schools, and the second, on the support to the management and/or decision of the Institute. To achieve this, it is also important to accompany this reorganization with a widespread procedural simplification throughout IPP.

MEASURESp Improving procedure accuracy (preparation, implementation, monitoring

and evaluation) and the gradual expansion of the universe and timeliness of information (e.g. budget execution), thus contributing to greater quality and credibility.

p Adjusting and making current processes more flexible, especially in the financial area, by following best practices and exploring the potentialities of ICT, particularly through automation, verification, and validation processes within a robust workflow, allowing for more flexible, integrated, modular, automated and streamlined processes.

p Reformulating human resources and financial management policies; devel-oping program budgeting; creating a framework for multi-annual spend-ing (especially investment); encouraging the simplification of processes and the autonomy of management, whose resulting positive impact on budget-ary discipline should contribute to the sustainability and transparency of finances.

p Establishing, after the necessary negotiations, a Centre of Shared Resources and Services to support all Schools / Services and all bodies of government of the Institute.

p Creating a Purchase Central Service to increase our collective negotiating power and obtain greater advantages (price, delivery time, quality).


ACTION LINES7. SUPPORTING THE E-INSTITUTE: INFORMATION SOCIETY AND SYSTEMS

Interconnection is the keyword for the processes associated with the new Network Economy. The idea of the E-Institute lays on the growing prosperity of Information Technology, whether supporting the revolution of existing proc-esses, whether in the way they communicate and work. The most important concept that should be guiding all the action is that of E-Government, whose aims are to improve the lives of citizens, reducing the operating costs of Public Administration and creating economic wealth, comprehensively speaking.

The achievement of these objectives must, however, go through the con-solidation of a climate of stability and, once more, of agreed policies. A radical change in systems and solutions, whenever changes in senior management positions occur, undermines the normal functioning of the Institute. Thus, any solutions we seek to implement must be solid and widely accepted, albeit differ-entiated, since at educational level, for example, reality across IPP is very diverse; they have, however, to communicate and respond to existing needs.

MEASURESp Creating inter / intra-support management support systems communica-

tion network (accounting, human resources, acquisitions, academic manage-ment and teaching, among others), making partial (School) and global (IPP) information available.

p Evaluating existing solutions to support the teaching and academic man-agement (integrated computer services in eu.ipp.pt - national initiative and eu- Virtual Campus), by creating a restructuring plan that responds to global and specific needs and follows best existing practices in the Institute. However, it is a priority to organise the beginning of academic year 2010/2011 in all the Schools.

p Developing activities to promote global de-bureaucratisation (interactive systems) at IPP, namely through the adoption of a document management system in all organisational units.

p Creating conditions for all Schools / Services to have access to videoconfer-ence systems and good levels of access to the wireless network of IPP.

p Developing or purchasing decision support systems for the management bodies of IPP and the Schools.


ACTION LINES8. RETHINKING, ADJUSTING AND CREATING NEW SPACES AND FACILITIES

Recent years have seen stagnation in the rehabilitation of existing buildings and spaces, or in the construction of new ones. Such a situation would be justified if the facility requirements were fully met. We should say, however, that this does not correspond to reality. It is true that the Institute building assets are wide, but they became manifestly insufficient to meet the mission of IPP, in addition the necessity to rethink the structure and distribution.

When rethinking the existing structure, we must, before all, understand if the current situation fits the current needs, find out the degree of progression of some activities and see if, some compromises can be made, for the greater good, regarding, spaces and facilities. Nevertheless, the greatest effort that the Institute has to suffer is, given the budget constraints, to attract funding (public or private, national and European), and to learn to set priorities.

We should add that any asset recovery and growth policy should be based on sustainable development and, since we are well aware of the social respon-sibility inherent to an institution like ours, to sustain that IPP may play an important, and even pioneer, role. At first glance, IPP serves as a platform where several thousand people, teachers, staff and especially students, move, one that is renewed every year. Moreover, IPP interacts with a large number of entities, for example, suppliers and service providers. With this broad view of IPP, it should be easy to have a glimpse of the impact that an integrated environmental and energy management policy may cause, taking into account the several installa-tions of IPP, namely, the Schools, and also considering ifs outreach, to establish and adopt good practices that will help build a more sustainable world.

MEASURESp Physically integrating the courses of Audiovisual Communication

Technology and Multimedia Communication Technology in ESMAE, thus freeing space in the building of the former Central Library and the School of Education (ESE). This measure may involve the construction of a new building.

p Re-qualifying all buildings that do not meet the minimal safety conditions for students, particularly with regard to spaces equipped with laboratories, e.g. building G, at ISEP, attached to the Department of Chemical Engineering.


p Re-qualifying or extending the teaching areas, including those of the School of Education (ESE), the School of Allied Health Sciences (ESTSP), the School of Management and Industrial Studies (ESEIG), and the School of Management and Technology of Felgueiras (ESTGF).

p Re-qualifying, through specific support funds, the building where the Parada Leitão Museum may be installed.

p Defining with the School of Accounting and Administration (ISCAP) and in conjunction with other Schools and the General Council, the future of the building of Entreparedes Street (former ISCAP facilities).

p Readjust ing the overall structure, particularly with regard to the ratio between Schools / Students / Services; Schools / Shared Services, Social Welfare / Students; IPP / Asprela Campus; IPP / Foundation.

p Providing IPP facilities (spaces) with the means and tools to implement a sustainable, cost-effective environmental plan.

ACTION LINES9. CONVEYING THE IMAGE AND INFORMATION BY PROMOTINGRECOGNITION

The Institute must improve internal and external channels of communication. Communication should be comprehensive and focus on the promotion and dis-semination of the most relevant activities from and throughout IPP. Moreover, the image associated with the Institute must portray its real size, giving visibil-ity to all aspects of its activity.

MEASURESp Approving, in accordance with IPP Statutes and the General Council, the

institutional image that shall support the activities of the Institute and the Schools.

p Publicising all events of the Institute, particularly in digital form and, where necessary, through hard copies.

p Establishing an internal protocol for privileged access to the media.p Collecting and disseminating the contents of the daily press on issues rel-

evant to IPP.


p Investing in communication via media platforms and social networks as the preferred way of promoting the visibility of IPP and the initiatives and work of Schools.

p Cooperating with organizations / structures, such as: Youth Foundation, Serralves Foundation, the São João National Theatre, Soares dos Reis Museum, Portuguese Photography Centre, Casa da Música, with particular focus on the areas of education, performing arts, music, cinema, photogra-phy, and audiovisual.

Polytechnic Institute of Porto

Action Plan 2010/2014

Documents

statutes of ipp

repositioning ipp

ipp graduates4

new model

new dynamic

new spaces

ia new concept

new legal framework