More and more higher education courses in this country are being organized on the sandwich principle of alternate periods of academic study and industrial training. But the educational implications of such courses have been comparatively little investigated. From a survey of the existing literature and an empirical study of thick sandwich courses at the University of Bradford, it is argued that the ideal of an integrated education in two environments is not being attained at present, and may, in fact, be unattainable. There are undoubted benefits, both educational and political, which accrue from such courses, but these must be set against the evident disadvantages. The time is ripe for a re‐appraisal of the role of sandwich courses.
Higher education institutions are increasingly concerned with the professional insertion of graduates in the labour market and with the design of institutional mechanisms to facilitate students’ transition from higher education to work, particularly given the context of scarcity of financial resources and the rise of graduate unemployment. This issue has been addressed, inter alia, through the creation of study programmes with internships. Despite the public discourse encouraging the use of such strategies, there is a general consensus regarding the absence of empirical studies on the professional value of these strategies. This article aims to assess two interrelated questions: the extent to which measures of graduate unemployment rate tend to decrease after the introduction of internships in Portuguese study programmes; and the extent to which this effect applies to the different institutions that comprise the Portuguese tertiary education landscape. It also seeks to contribute to the debate on the rele...
ABSTRACTUNC-45A is an ubiquitously expressed protein highly conserved throughout evolution. Most of what we currently know about UNC-45A pertains to its role as a regulator of the actomyosin system...