http://hdl.handle.net/10174/652 2026-04-03T21:22:38Z 2026-04-03T21:22:38Z Fialho, Ana Ventura, José Correia, José Casas Novas, Jorge Guerreiro, António http://hdl.handle.net/10174/40585 2026-01-26T01:11:49Z 2025-03-01T00:00:00Z

Title: MBA para Gestores e Engenheiros (3ª Edição) - Cap. 8 A Contabilidade e a Informação Económica e Financeira Authors: Fialho, Ana; Ventura, José; Correia, José; Casas Novas, Jorge; Guerreiro, António Editors: Machado, Carolina; Davim, J. Paulo Abstract: São apresentados os conceitos fundamentais, métodos e técnicas necessários à compreensão das demonstrações financeiras obrigatórias, de acordo com o normativo legal em vigor, assim como os da análise financeira e, ainda, os respeitantes à contabilidade de gestão. A abordagem adotada é simplificada dado que é orientada para profissionais com formações em distintas áreas. O capítulo inicia-se com os objetivos, a identificação dos utilizadores e o enquadramento normativo da informação produzida da contabilidade financeira, seguindo-se a apresentação dos conceitos indispensáveis à análise financeira, técnicas e rácios, e termina com as noções básicas e as metodologias da contabilidade de gestão. A exposição dos conceitos é acompanhada de exemplos ilustrativos e casos práticos exemplificativos.

2025-03-01T00:00:00Z Rolo, Ana Saraiva, Margarida Leandro, Gracieth Nogueiro, Teresa Alves, Rui http://hdl.handle.net/10174/40559 2026-01-19T22:27:50Z 2024-04-30T23:00:00Z

Title: A Comparative Study of Service Quality in Portuguese and Angolan Higher Education Institutions Authors: Rolo, Ana; Saraiva, Margarida; Leandro, Gracieth; Nogueiro, Teresa; Alves, Rui Editors: Reis, João; Pinho, Tiago; Barbosa, Vitor; Barreto, Luis; Moreira, Sandrina B.; Pardal, Pedro; Nabais, João; Mata, Carlos; Mendes, Ana Abstract: Quality in education is a passionate topic, which is reflected in the educational levels of a society. Many studies consider students as stakeholders, however, families, employers and society, in general, can also be considered stakeholders in this educational process. This article addresses the issue from an international perspective, that results from a collaborative work carried out by Portuguese and Angolan researchers. The aim is to study service quality in two Higher Education Institutions (HEIs), one in Portugal and one in Angola. The study was based on the HEISQUAL model, a modern approach to measuring the quality of service in higher education institutions. This survey follows a convenience sampling technique. It was possible to conclude that, for the institutions under study, the HEI located in Angola presents lower values than those obtained from the Portuguese HEI regarding the points attributed by the respondents for the evaluation of the different items, for which a 5-point Likert scale was used. Based on these results, the items that should be further worked on were identified and good practices to be implemented were identified. In addition to the scientific component, this work is based on a greater concern, namely the contribution of this study to Sustainable Development Goal (SDG) 4 – Quality Education. It is expected that the application of good practices will result in the improvement of the quality of education perceived by the students.

2024-04-30T23:00:00Z Nogueiro, Teresa Saraiva, Margarida Rolo, Ana http://hdl.handle.net/10174/40556 2026-01-19T22:25:49Z 2024-04-30T23:00:00Z

Title: Erasmus+ 2021–2027 in Higher Education: Contributions to the 2030 Agenda and to the Sustainable Development Goals Authors: Nogueiro, Teresa; Saraiva, Margarida; Rolo, Ana Editors: Reis, João; Pinho, Tiago; Barbosa, Vitor; Barreto, Luis; Moreira, Sandrina B.; Pardal, Pedro; Nabais, João; Mata, Carlos; Mendes, Ana Abstract: The 2030 Agenda for Sustainable Development, approved by all UN member states in 2015, includes the 17 Sustainable Development Goals (SDGs), which are seen by Boeren (Int Rev Educ 65:277–294, 2019) as a program of actions not only for people but also for the planet and prosperity. These goals are essentially intended to help nations work together to build a cleaner world and a fairer global society while safeguarding the environment and are aligned with those advocated by the Erasmus+ program. Both the program and the SDGs have goals to be achieved and associated indicators that should be used as tools to achieve these goals that corroborate those outlined in the 2030 Agenda. This work aims to find out to which SDGs contribute most the Erasmus+ program. To this end, we used a qualitative analysis of the regulation that led to the creation of the Erasmus+ program for the period 2021–2027 and the 17 SDGs. It was concluded that the most relevant SDGs are 4, 5, 8, 9, 10, 13, 16, and 17 and that the Erasmus+ program seems to have a strong potential to drive and mobilize sustainable development in the world through the participation of people and the projects implemented and developed. It was also concluded that SDG4 contributes directly or indirectly to the other selected SDGs, but no SDG contributes to SDG4.

2024-04-30T23:00:00Z Chaleta, Elisa Saraiva, Margarida Semedo, Carla Nogueiro, Teresa http://hdl.handle.net/10174/40549 2026-01-19T22:24:16Z 2025-03-31T23:00:00Z

Title: Sustainable Development Goals in Health Courses in Higher Education Authors: Chaleta, Elisa; Saraiva, Margarida; Semedo, Carla; Nogueiro, Teresa Editors: Machado, Carolina; Davim, J. Paulo Abstract: The fact that health is responsible for about 4.4% of global greenhouse gas emissions led us to analyse the mapping of the SDGs in the Health courses of a higher education institution in order to find out whether the concern is present in the type of SDGs marked by teachers. The data presented refer to the SDGs marked by teachers in the course units, with the exception of SDG4 (Quality Teaching) previously marked by the university. The results showed that the objectives most marked by teachers in all courses were SDG3 (Ensure healthy lives and promote well-being for all at all ages) and SDG10 (Reduce inequality within and among countries). We found that there are no differences between the SDGs reported in the three study cycles and that the data indicate the need for greater awareness of those involved in undergraduate and postgraduate training with a view to training models more focused on sustainability.

2025-03-31T23:00:00Z