| Employability deconstructed: perceptions of Bologna stakeholders C Sin, G Neave Studies in higher education 41 (8), 1447-1462, 2016 | 168 | 2016 |
| Academics’ and employers’ perceptions about responsibilities for employability and their initiatives towards its development C Sin, A Amaral Higher Education 73 (1), 97-111, 2017 | 88 | 2017 |
| Accepting employability as a purpose of higher education? Academics’ perceptions and practices C Sin, O Tavares, A Amaral Studies in Higher Education 44 (6), 920-931, 2019 | 51 | 2019 |
| Lost in translation: the meaning of learning outcomes across national and institutional policy contexts C Sin Studies in Higher Education 39 (10), 1823-1837, 2014 | 50 | 2014 |
| Who is responsible for employability? Student perceptions and practices C Sin, O Tavares, A Amaral Tertiary Education and Management 22 (1), 65-81, 2016 | 45 | 2016 |
| The policy object: a different perspective on policy enactment in higher education C Sin Higher Education 68 (3), 435-448, 2014 | 45 | 2014 |
| Academic understandings of and responses to Bologna: A three‐country perspective C Sin European Journal of Education 47 (3), 392-404, 2012 | 45 | 2012 |
| The quality of teaching staff: higher education institutions’ compliance with the European Standards and Guidelines for Quality Assurance—the case of Portugal S Cardoso, O Tavares, C Sin Educational Assessment, Evaluation and Accountability 27 (3), 205-222, 2015 | 44 | 2015 |
| Academics’ perceptions of the impact of internal quality assurance on teaching and learning O Tavares, C Sin, P Videira, A Amaral Assessment & Evaluation in Higher Education 42 (8), 1293-1305, 2017 | 41 | 2017 |
| Epistemology, sociology, and learning and teaching in physics C Sin Science Education 98 (2), 342-365, 2014 | 38 | 2014 |
| The impact of programme accreditation on Portuguese higher education provision C Sin, O Tavares, A Amaral Assessment & Evaluation in Higher Education 42 (6), 860-871, 2017 | 37 | 2017 |
| European policy implementation and higher education C Sin, A Veiga, A Amaral Analysing the Bologna Process, 2016 | 37 | 2016 |
| Student mobility in Portugal: Grappling with adversity C Sin, O Tavares, G Neave Journal of Studies in International Education 21 (2), 120-135, 2017 | 33 | 2017 |
| Teaching and learning: A journey from the margins to the core in European higher education policy C Sin The European Higher Education Area, 325-341, 2015 | 32 | 2015 |
| Attracting international students to semi-peripheral countries: A comparative study of Norway, Poland and Portugal C Sin, D Antonowicz, J Wiers-Jenssen Higher Education Policy 34 (1), 297-320, 2021 | 26 | 2021 |
| Inbreeding and research productivity among sociology PhD holders in Portugal O Tavares, C Sin, V Lança Minerva 57 (3), 373-390, 2019 | 25 | 2019 |
| Shifting institutional boundaries through cross-border higher education A Amaral, O Tavares, S Cardoso, C Sin Journal of Studies in International Education 20 (1), 48-60, 2016 | 22 | 2016 |
| The Bologna master degree in search of an identity C Sin European Journal of Higher Education 2 (2-3), 174-186, 2012 | 22 | 2012 |
| Internal quality assurance systems in Portugal: what their strengths and weaknesses reveal O Tavares, C Sin, A Amaral Assessment & Evaluation in Higher Education 41 (7), 1049-1064, 2016 | 21 | 2016 |
| Middle managers’ experience of policy implementation and mediation in the context of the Scottish quality enhancement framework M Saunders, C Sin Assessment & Evaluation in Higher Education 40 (1), 135-150, 2015 | 21 | 2015 |
Orlanda TavaresCeiED Interdisciplinary Research Centre for Education and DevelopmentVerified email at ulp.pt
