معرفی
Patrícia Rosa Sousa Alves is a Researcher at the Center for Research and Intervention in Education (CIIE) within the Faculty of Psychology and Education Sciences and at CINTESIS, Health Technology and Humanization Research Center of the Faculty of Medicine, both at the University of Porto, Portugal. She is currently pursuing her PhD in Educational Sciences at the Faculty of Psychology and Education Sciences while holding a doctoral scholarship.
- Master in Human Resource Management, School of Economics and Management, University of Minho (2012)
- Degree in Psychology, Faculty of Psychology and Education Sciences, University of Porto (2004)
Her research concentrates on doctoral education systems, higher education policy, and pedagogical innovation. She investigates critical issues including doctoral student retention, the societal value of PhD programs, academic identity formation, and the alignment of doctoral training with labor market demands. Her interdisciplinary approach bridges educational theory with health sciences, particularly through studies on biomedical informatics education and health data science training frameworks.
Analysis of her recent publications reveals consistent focus on doctoral education's evolving role in higher education ecosystems. Her work examines systemic challenges like funding impacts, massification pressures, and the research-practice gap across social and health sciences. She emphasizes doctoral education as a public service with significant implications for university social responsibility and knowledge democratization.
Alves actively contributes to major research initiatives including the Geração XXI birth cohort study (2005-2007), which tracked 8,500 newborns in Porto to analyze developmental determinants, and a national chronic pain prevalence study (2007-2008). Her collaborative work spans institutions like ARS Norte and Grunental S. A. Portugal.
She maintains active affiliations with CoPIn, PCEP (Participation, Communities and Political Education), and IDEAFor (Identity, Democracy, School, Administration and Training) networks. These engagements focus on academic identity development, democratic education practices, and institutional leadership in higher education contexts.