Details for ISEG
Type of Organization
Type of Education
Undergraduate, Post Graduate, Doctoral, Executive
Institution is part of
Sign Up Date to PRME
24 Jul 2014
Current Sharing Information on Progress Report Submission
09 Dec 2016
Sharing Information on Progress (2016)
Period Covered: Jan 2014 to Dec 2015
ISEG has followed a strategy of fruitful interaction with the community, both in terms of research and teaching. Ethical issues and the problematic of sustainability are taught and discussed in our programs, and the PRME Principles are solidly represented in our mission. Over the past few years, ISEG has been working hard to incorporate these principles in its activity. The report presents detail accounts of our activities, achievements and objectives from the last few years and for the future.
Achievements Curriculum Integration in the Field of Corporate Responsibility and Sustainability
* We have several courses in corporate responsibility in undergraduate and graduate levels (Bachelor, MBA);
* We have a Post graduate Program in Sustainability Management - (http://www.idefe.pt/programas/pos-graduacoes/estrategia-empreendedorismo/gestao-da-sustentabilidade/)
ISEG maintains a strong commitment to responsible education in management and research and to developing graduates and postgraduates who are committed to ethical principles and to carrying out active citizenship.
For more than a century ISEG has educated generations of leaders, managers and specialists who have developed their skills in business and economic decision making, some of whom served in governments and as board members in leading companies. This commitment to educating people who have strong ethical principles, with the capacity to contribute to the socio-economic development of society is a common denominator of ISEG’s mission during its history, resulting in one of the most distinctive features of its cultural makeup.
1. Values and Principles
The commitment to responsible education in management and research and to developing graduates and postgraduates who are committed to ethical principles, constitutes one of the cornerstones of ISEG’s activity, which is incorporated in the current mission statement and values. ISEG’s mission is to contribute to the advancement of scientific knowledge in the areas of economics and management and supporting fields, to aid in the social and economic development of the country and to contribute to its international affirmation, by educating, training and preparing the required human resources, by pursuing the path of scientific research, by providing services to the community and by facilitating the scientific and cultural exchange of students, academic staff and researchers. By ensuring the accomplishment of its mission, ISEG promotes a pluralistic approach to teaching and research, encourages the development of synergies between scientific areas, pursues a culture of leadership, innovation and entrepreneurship, and develops common activities with other national, foreign and international universities and research entities, based upon ethical principles and socially responsible values.
ISEG’s values are important guidelines that underpin all the university’s activities and decisions. These values are formally recorded and are communicated not only internally, but also to its closest partners and to the community as a whole. This commitment to providing education and research, which is governed by high ethical standards, is reflected in its Mission Statement and Values, which are presented below:
• Integrity - ISEG takes the student and staff codes of ethics very seriously. Intellectual honesty and copyright are valued and protected, fraud and plagiarism are prevented, and any proven cases are strongly punished.
• Individual Freedom - ISEG promotes freedom of thought, speech, teaching, learning, and academic tutoring. ISEG promotes academic diversity and its academic staff belong to different schools of thought. This enhances the possibility of critical thinking by students.
• Search for Excellence - At ISEG, merit and effort are essential ingredients for excellence in education and research, and incentives are used to promote these values.
• Solidarity - ISEG acknowledges that not all students share the same ability to master the Portuguese language, or have the same financial security or other characteristics that may contribute to success. Equal opportunity for all is valued, even if this results in some form of positive discrimination for those who are at a disadvantage with regard to the learning process.
• Cooperation and Reciprocity - Cooperation within the university (departments, research centres and between academic staff) is a key to success. Reciprocal behaviour contributes to the evolution of cooperation, whereas myopic competition would destroy the social capital which is so highly valued at ISEG.
• Efficiency and Good Governance – The efficient use of scarce resources is valued at ISEG. Additionally, we also give great importance to the governing bodies (The Dean’s Office, the University Board, the Scientific and Pedagogic Committees and Faculty Departments), which are characterised by a clear segregation of powers and responsibilities, yet they jointly guarantee good governance through working together in a structured fashion.
2. Integration in Curricula and in Academic Activities
As a means of guaranteeing a strong ethical component and a continuous focus on active citezenship, ISEG established various Learning Objectives (LO), which are directly related to its ethical commitment and are transversally incorporated in the curricular plans of ISEG degrees (1st Cycle, 2nd Cycle and 3rd Cycle). It is important to mention that 30% of the Masters degrees include a course unit which is on the specfic subject of ethics and social responsibility. Undergraduate degrees also include similar elective course units and some obligatory course units are centred on the same theme. In parallel, ISEG organises conferences, seminars and workshops, which aim to share case studies and the relevant experiences of companies and civil society organisations that promote social responsibility and sustainability.
From a strategic point of view, ISEG opted to reinforce the perspective of ethics, corporate responsibility and sustainability in all of its curricular plans, and it can be seen that these values are amply incorporate in the following Learning Objectives:-
1 – To reinforce ethical conscienceness and behaviour at both an individual and a professional level:-
a) Reinforce ethical consciousness and behaviour at both an individual and a professional level – This LO will be acheived through the discussion of ISEG’s Mission Statement and Values during lectures and through the possibilty for academic staff or students to present a proposal for alteration to this document. In this case, a formal declaration of intent will be prepared and signed by the students involved;
b) Knowledge of the rules and ethical professional conduct – In order that students may learn the codes of professional conduct, they will analyse the codes related to the core subjects of the Masters degrees (only applicable to the 3rd Cycle of Studies at ISEG);
c) To be conscious of the ethical implications of decision making – The most relevant theories will be debated during lectures, in order that students learn the most relevant ethical theories and are able to analyse the ethical implications of decision making;
d) For the particular case of academic integrity, students must read and sign a declaration of understanding of the “Disciplinary Rules and Regulations” and the “Code of Behaviour and Best Practice ” of ULisboa.
2 – Enable the incorporation of ethical behaviour in decision-making:-
a) Reinforce ethical consciousness in decision-making – Our students are able to use analytical techniques for the identification of the possible ethical implications of a situation and/or a decision. To this end, students analyse a case study and/or an ethical dilema, and they are then asked to identify the different underlying ethical perpectives and to analyse the conflicting interests;
b) Reinforce an ethical behaviour/attitude in decision-making – In the face of an ethical dilema, our students are able to equate the ethical implications of a decision and can propose fundamental solutions. For this purpose, a lecture is dedicated to the analysis of a case study and/or an ethical dilema, and they are then asked to present a proposal with justifiable, fundamented solutions;
c) A particular case: corruption – Our students are trained to identify cases of corruption and know how to act. To this end, they analyse the anti-corruption document (Global Compact) and then identify the challenges presented and the measures that must be taken in cases of corruption.
3 – Develop Social Responsibility and Sustainability:-
a) Individual and corporate responsibility in the face of the challenges of society – Students should be able to critically appraise the challenges that the planet is facing in the 21st century and individual responsibility, as well as that of companies/organisations. To achieve this, during lectures, analysis and debate is carried out of the social challenges facing humanity in terms of its sustainability (economic, social and environmental);
b) Strategies for sustainability – Our students know practices and initiatives designed to promote sustainability. For this purpose, analysis and debate is carried out regarding the initiatives and supportive organisational practices or barriers for sustainability;
c) A particular case: social responsibility practices at ISEG – In this context, students should be able to propose iniatives and solutions for sustainability at ISEG and for private businesses, public organisations and the tertiary sector.
Thus, ISEG graduates will understand the importance of ethical values in their professional lives; will be able to identify ethical dilemmas and will be able to apply their values when making decisions and when proposing solutions.
3. Academic Activities and Liaison with the Community
In this area, existing initiatives are reinforced and are organised more systematically, which will be done in three ways:- i) by stimulating voluntary work and community service, ii) by making students aware through their participation in conferences and seminars, and iii) by reinforcing ISEG’s social responsibility, in its role as an organisation dedicated to teaching and research. Outlined below are some of the activities that are in progress and/or are being developed:-
a) Voluntary service day – Reinforce existing voluntary activities and concentrate many of them into one dedicated day for voluntary service at ISEG;
b) Provide support to the community through ISEG Junior Business Consulting;
c) Create an internal improvement suggestions competition for students called “A Thousand Ideas for Sustainability”;
d) Participate in the “Award for Research in Social Responsibility” competition which is organised by Grace;
e) Promote the organisation of scientific conferences in the areas of Ethics, Social Responsibility and Sustainability;
f) The Alumni Solidarity programme – Ensure the continuity of this initiative and reinforce the scope of the current programme;
g) Implement environmental best practice at ISEG, by way of the analysis and assessment of environmental impact studies, through to more structured initiatives designed to reduce CO2 levels.
4. Partnerships and Dialogue with Stakeholders
This area involves the commitment to principles and the implementation of partnership agreements that are already negotiated or are in the process of being so:-
a) Proposal for adopting the PRME principles
b) Membership of the European Business Ethics Network (EBEN)
c) Membership of the Portuguese Social Responsibility Network - RSO.pt,
d) The participation in the Inter-Universities Project – organised by Grace – “O Grupo de Reflexão e Apoio à Cidadania Empresarial,
e) Continue the existing cooperation with WBCSD Portugal (BCSD) and enable new partnerships.
5. Established Commitment
In order to help gain a clear understanding of how the concept of ethics is incorporated in degree programmes, ISEG organized an internal survey to assess the degree to which “the student understands well the importance of ethical values in conducting his/her professional life, and is able to identify an ethical dilemma and make use of his/her values to defend a solution”. A summary of the replies is as follows:
a) 86.4% of academic staff replied that such an ethical perspective was present in the course unit that they teach, whereas 6.2% stated that it was not, and 7.4% replied that it was to some extent implicitly considered in the study programme.
b) Our academic staff share the opinion that the incorporation of the ethical perspective is essential, not only in terms of economics and finance, but also in terms of professional, social and environmental behaviour.
c) Several pedagogical means exist for incorporating this perspective in degree programmes. In some course units this perspective is explicitly present, such as Auditing, Accounting, Financial Calculus, Tax, Leadership and Entrepreneurship, Real Estate Management (RICS Accredited), Law, Organization and Study Methods, Sociology, and Business and Economic History. Some of these degrees recommend books on ethics and professionalism (for example, The Harvard Business Review and The Journal of Business Ethics) and others make use of oral presentations that make reference to historical examples, case studies and specific exercises where such issues are studied.
There is evidence that both the academic staff and students behave in an ethically correct manner. Amongst students this can been seen in the way that they approach their studies - with discipline and determination, in order to achieve their proposed goals, through mutual cooperation between students and by the respect for ethical principles when sitting an exam, or writing a paper (plagiarism and fraud). As for the academic staff, they are obliged to comply with such principles.
Most academic staff do not assess the ethical perspective in the degrees that they teach. Out of the 70 lecturers that answered this question, 44.3% said that the ethics perspective, although part of their lectures, was not evaluated in a continuous and systematic way. Those lecturers who answered positively, indicated the following methodologies of assessment: when lecturing for the degree; by placing specific questions in the final exam; through group study and presentations which are debated during lectures; specific exercises; continuous assessment of students and; by observing student behaviour during lectures;
d) Some lecturers declared that there is room for the introduction of such a perspective in course units and during their assessment procedures. This perspective could be incorporated by the following means:- the reformulation of course units in such a way as to include specific chapters on ethics and professionalism; specific sessions on ethics which are common to all programmes and are coordinated by a specialist in this field; specific exercises; and the recommendation of specific literature, followed by debate on the subject.
In conclusion, ISEG gives great importance to the ethical dimension of teaching and learning, in line with its Mission Statement, and in general, it incorporates best practice in this perspective in all degree programmes. To support this commitment, a more structured and formal approach is being developed to generalise norms of conduct and to reinforce the ethical perspective, corporate responsibility and sustainability throughout the university, as well as to incorporate value-driven initiatives in the student support plan and in the implementation of the learning goals in the programmes.
Achievements Research Development in the Field of Corporate Responsibility and Sustainability
Research activity at ISEG, which is very diverse, is characterised by the large number of study areas that are directly, or indirectly related to ethics, corporate social responsibility and sustainability. Just as an example, this can be seen in the following published papers:-
Peer Reviewed Journal Articles
• Albuquerque, P.; Arcanjo, M.; Escária, V.; Nunes, F. e Pereirinha, J. (2010). Retirement and the Poverty of the Elderly: The Case of Portugal, Journal of Income Distribution 19, 3-4, 41-64
• Arcanjo, M., Bastos, A., Nunes, F. e Passos, J. (2012). Child poverty and the reform of family cash benefits, Journal of Socioeconomics 43, 11-23
• Barros, C P; Antunes, O S (2011). Performance assessment of Portuguese wind farms: Ownership and managerial efficiency, Energy Policy, Vol. 39, 3055-3063
• Bastos, A.; Machado, C, and Passos, J. (2010). The profile of income-poor children, International Journal of Social Economics 37 / 12, 933 – 950
• Bastos, Amélia e Nunes, Francisco (2009). Child Poverty in Portugal - Dimensions and Dynamics, Childhood - A Global Journal of Child Research, Vol. 16 1, 67-87
• Bastos, Amélia, Machado, Carla (2009). Child Poverty - A Multidimensional Measurement, International Journal of Social Economics, Vol. 36, 237-251
• Belbute, José e Brito, Paulo (2008). On sustainable endogenous growth under intertemporally dependent preferences, ICFAI Journal of Environmental Economics Vol. VI , 7-28
• Casaca, Sara Falcão (2009). Reflexões em torno de um novo contrato de género e de uma sociedade mais inclusiva, Sociedade e Trabalho 38, 71-87
• Cerdeira, M C (2009). A perspectiva de género nas relações laborais portuguesas, Sociologia, Problemas e Práticas, Nº 60, 81-103
• Coelho, M., Filipe, J. & Ferreira, M. (2011). Environmental Sustainability as a Dimension of Corporate Social Responsibility: The Case of CGD - Caixa Geral de Depósitos / Portugal, International Journal Of Academic Research, Vol.3 (1), Part II, 610-617
• Coelho, M; Dominguez, M (2013). Energy policy and forest sustainability: A reflection on the new Brazilian Forest Code, Int Jou of Latest Trends in Fin & Eco Sc, Vol. 3 (4), 618-625
• Coelho, M; Filipe, J; Ferreira, M (2012). Modelling the sustainability of natural resources, Journal of Economics and Engineering, Vol. 3, Nº 2, 15-20
• Dias, João and Magriço, Vítor Mendes (2011). The impact of resource conditions and environmental uncertainty on inter-firm alliance strategies, Applied Economics, 43:6, 757-765.
• Eugénio, T., Lourenço, I. and Morais, A. (2010). Recent developments in social and environmental accounting research, Social Responsibility Journal 6 (2), 286-305
• Eugenio, T., Lourenco, I. e Morais, A. (2013). Sustainability strategies of the company Timor L: extending the applicability of legitimacy theory, Management of Environmental Quality: an International Journal 24 (5), 570-582
• Faustino, Horácio C., Vali, Carim (2013). The Effects of Globalization and Economic Growth on Income Inequality: Evidence for 24 OECD Countries, Argumenta Oeconomica Vol. 1(30), 13-31
• Faysse, N., Rinaudo, J.-D., Bento, S., Richard-Ferroudji, A., Errahj, , Varanda, M., Imache, A., Dionnet, M., Rollin and Garin, P. et al. (2012). Participatory analysis for adaptation to climate change in Mediterranean agricultural systems: possible choices in process design, Regional Environmental Change, 14, 57-70
• Filipe, J., Coelho, M., Ferreira, M. & Figueiredo, I. (2011). Social Responsibility and Environmental Sustainability: The case of Caixa Geral de Depósitos (Portugal) and VALE (Brazil), Chinese Business Review, Vol. 10 (5), 352-375
• Jerónimo, Helena Mateus e Garcia, José Luís (2011). Risks, alternative knowledge strategies and democratic legitimacy: the conflict over co-incineration of hazardous industrial waste in Portugal, Journal of Risk Research 14 (8), 951-967
• Oliveira F., Pintassilgo, P., Mendes, I., Silva, J. A. (2010). Planning Forest Recreation: Environmental Economic Instruments and the Public Participation, WIT Transactions on Ecology and the Environment 139, 467-479
• Pereirinha, J.A. (1996). Welfare states and anti-poverty regimes: The case of Portugal, South European Society and Politics, Volume 1, Issue 3, 198-218
• Rodrigues, Carlos Farinha e Andrade, Isabel (2011). Monetary Poverty, Material Deprivation and Consistent Poverty in Portugal, Notas Económicas 35, 20-40
• Sousa Galito, Maria (2010). “Poverty in the European Portugal of the XXI Century.”, Lusofona University of Humanities and Technologies, March 15th, N.º 5&6 (2009-2010), 1-20.
• Sousa Galito, Maria (2012). Cooperação Global e Desenvolvimento, Instituto de Estudos Académicos Para Seniores (IEAS), Academia das Ciências de Lisboa, 1-27
• Bastos, Amélia (coord.), Machado, Carla, Passos, José (2011). Números com esperança. Abordagem estatística da pobreza infantil em Portugal: da análise às propostas de actuação, Lisboa, Almedina
• Bastos, Amélia, Fernandes, Graça Leão, Passos, José, Malho, Maria João (2008). Um Olhar sobre a Pobreza Infantil. Análise das Condições de Vida das Crianças, Lisboa, Almedina
• Dias, Rita Almeida (2008). Sustentabilidade, Competitividade e Equidade Ambiental e Social, Lisboa, Almedina
• Filipe, J., Coelho, M. e Ferreira, M. (2007). O Drama dos Recursos Comuns. À procura de soluções para os ecossistemas em perigo, Lisboa, Editora Sílabo
• Jerónimo, Helena Mateus (2010). Queimar a Incerteza: Poder e Ambiente no Conflito da Co-incineração de Resíduos Industriais Perigosos, Lisboa, Imprensa de Ciências Sociais
• Pereirinha, José (coord.), Nunes, Francisco, Bastos, Amélia, Casaca, Sara Falcão, Fernandes, Rita, Machado, Carla (2008). Género e Pobreza: Impacto e Determinantes da Pobreza no Feminino, CIG - Comissão para a Cidadania e Igualdade de Género
• Rodrigues, Carlos Farinha (2008). Distribuição do Rendimento, Desigualdade Pobreza: Portugal nos anos 90, Coimbra, Almedina
• Abreu, A. (2012). Desigualdade, in VV.AA. (2012) Alfabeto do Desenvolvimento¸ ACEP, IN LOCO, Lisboa, CESA, pp. 20-21
• Abreu, A. (2012). Qualidade do Desenvolvimento, in VV.AA. (2012) Alfabeto do Desenvolvimento, ACEP, IN LOCO, Lisboa, CESA, pp. 72-73
• Casaca, Sara Falcão e Damião, Sónia (2011). Gender (In)equality in the labour market and the Southern European Welfare States, in Addis, E.; Villota, P.; Degavre, F.; Eriksen, J., Gender and Well-Being: The Role of Institutions from Past to Present, London, Ashgate, pp: 184-199
• Cerdeira, Maria da Conceição e Dias, João (2012). Precariousness and Sustainable Development: an Analysis of the Portuguese Case, in Francesco Garibaldo/Dinghong Yi, Labour, Education and Society 26, Hamburg, Peter Lang International Academic Publishers
• Kovács, Ilona, Lopes, Margarida Chagas (2012). Employment and sustainable development: education, training and R&D in the regulation of the labour market, in Francesco Garibaldo/Dinghong Yi, Labour, Education and Society 26, Hamburg, Peter Lang International Academic Publishers, pp. 453 - 470
• Matsaganis, Manos, O’Donoghue, Cathal, Levy, Horacio, Coromaldi, Manuela, Mercader-Prats, Magda, Rodrigues, Carlos Farinha, Toso, Stefano and Tsakloglou, Panos (2007). Child Poverty and Family Transfers in Southern Europe, in A.Spadaro(ed), Microsimulation as a Tool for the Evaluation of Public Policies: Methods and Applications, Fundación BBVA, pp. 293-321
• Mosca, João (coord.) e Selemane, Tomás (2012). Mega-projectos no meio rural. Desenvolvimento do Território e Pobreza, in Brito, Luís de, Castel-Branco, Carlos Nuno, Chichava, Sérgio, Francisco, António (orgs.), Desafios para Moçambique 2012, Maputo, IESE, pp. 231-255
• Nunes, Ana Bela, Valério, Nuno (2007). Ecology versus market capitalism: a threat for the 21st century?, in Rasselet, Gilles (dir.) Dynamique et transformations du capitalism, L'Harmattan, Paris, pp. 248-267
• Rodrigues, Carlos Farinha (2010). Exclusão e Pobreza, Segurança e Protecção sociais, Eduarte Paz Ferreira et al., IDEFF-FDL, Lisboa, Almedina, pp. 129-141
• Rodrigues, Carlos Farinha (2010). Outros olhares sobre os indicadores de pobreza, in Instituto Nacional de Estatística (INE), Sobre a pobreza, as desigualdades e a privação material em Portugal, Lisboa, pp. 115-125
• Sangreman, Carlos e Rodrigues, Ricardo (2012). Construção de conhecimento e inovação na cooperação para o desenvolvimento, in Melhor Cooperação Melhor Desenvolvimento, ACEP, Lisboa, pp. 91-100
• Silva, R. & Santos, M. (2011). Responsabilidade Social e Capital social. O Caso das Pequenas e Médias Empresas., in Domingos, I., Responsabilidade Social Organizacional - Desenvolvimento e Sustentabilidade, Porto, Edições Ecopy
• Sousa, L. & Santos, M. (2010). Gestão Estratégica da Responsabilidade Social Empresarial como Base para a Inovação, in A. Costa, M. Santos, M. Seabra, & F. Jorge, Responsabilidade Social - Uma Visão Ibero-Americana, Afrontamento, pp. 579-596
Refereed Conference Papers
• Barroso, Maria de Nazaré; Ferreira, Luís Vasconcelos; Abranches, Carla (2010). Microcredit as a tool for improving life for those facing poverty and social exclusion in Portugal, Recent debates on poverty and inequality, coord. Aurora A. C. Teixeira; Sandra Silva; Pedro Teixeira, Academic Press
• Coelho, M. & Oliveira, M. (2010). Forest Policy and Territorial Planning: An Application to the Case of Alentejo/Portugal, Actas do Congresso, PLURIS 2010, IVth Luso-Brazilian Conference on Urban, Regional Integrated and Sustainable Planning, Univ. Minho, Univ. Algarve, Univ. São Paulo, Univ. Federal São Carlos, CD-R
• Coelho, M. Filipe, J. & Ferreira, M. (2010). Responsabilidade Social e Sustentabilidade Ambiental: O Caso da Caixa Geral de Depósitos, CD de Proceedings do Fórum Nacional Empresas, Empresários e Responsabilidade Social: Os Percursos em Portugal, 1st Iberoamerican Conference on Social Responsability, Centro Estudos Sociais/Univ. Coimbra, SOCIUS/ISEG, nº 27, 31 pgs
• Coelho, M., Borges, M., Filipe, J. & Ferreira, M. (2010). Responsabilidade Social das Empresas em Portugal: A Sustentabilidade Ambiental enquanto pilar da RSE, Actas do 16º Congresso da APDR - Associação Portuguesa de Desenvolvimento Regional, APDR, Universidade da Madeira, pp. 1272-1291
• Coelho, M., Filipe, J. & Ferreira, M. (2011). Applications of Game Theory to Natural Resources Management: The case of High Seas Fisheries, Proceedings of the 10th International Conference on Applied Mathematics - APLIMAT 2011, APLIMAT, Slovak University of Technology in Bratislava, pp. 1521-1532
• Jerónimo, Helena (2008). A Peritagem Científica nas Decisões Políticas: o impasse no conflito do tratamento dos resíduos perigosos em Portugal, VI Congresso Português de Sociologia, “Mundos Sociais: Saberes e Práticas”, APS
• Oliveira, M. & Coelho, M. (2009). Política Florestal e Ordenamento do Território: Uma Aplicação ao Caso do Alentejo/Portugal, Proceedings do 15º Congresso da APDR (Associação Portuguesa de Desenvolvimento Regional), 1º Congresso de Desenvolvimento Regional de Cabo Verde, 2º Congresso Lusófono de Ciência Regional, 3º Congresso de Gestão e Conservação da Natureza, APDR, pp. 3684-3705
• Santos, M. & Bittencourt, B. (2008). Exercício de Responsabilidade Social e Desenvolvimento Sustentável: o Caso do Voluntariado Empresarial em Portugal, Actas da XXXII ENAPAD, ANPAD - Associação Nacional de Pós-Graduação e Pesquisa em Administração, pp. 1-13
• Stigter, T., Bento, S. Varanda, M., Nunes, J. P. , Hugman, R. (2013). Comparative assessment of climate change versus socio-economic development as drivers of freshwater availability in the South of Portugal, TWAM2013 International Conference & Workshops, CESAM – Department of Environment & Planning, University of Aveiro
• Varanda, M. & Bento, S. (2012). Alterações climáticas e circulação do saber entre ciência e prática: uma via de um sentido, dois sentidos ou um beco sem saída, 2ª Jornada Ciêntifica da Rede MUSSI “Redes e processos info-comunicacionais : mediações, memórias, apropriações”, ANAIS 2012, Rio de Janeiro
• Varanda, Marta; Bento, Sofia (2013). Scientists and stakeholders: can two separate worlds be joined for sustainable water management?, TWAM 2013 International Conference & Workshops, Proceedings, CESAM – Department of Environment & Planning, University of Aveiro
• Vieira, Luís Manuel Ribeiro (2007). A atenção ao económico, ao social e ao ambiente através das páginas internet do poder local, in Ramiro Gonçalves, Flavia Maria Santoro, Pedro Isaías e José María Gutiérrez, IADIS Ibero Americana Conference WWW/Internet, pp. 67-74