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  • Item type: Item , Access status: Acesso aberto ,
    The pedagogy of failure in experimental art processes: Cyanotype and monotype as methods to foster creativity and build up artistic confidence
    (2025) Andrade, H. S.; Nunes, J.
    This paper explores experimental methodologies in art education, highlighting how error and unpredictability foster creative development. By prioritising process over final outcomes, these approaches encourage artistic confidence, risk-taking, and adaptability. The study analyses two sessions from the Cri_Lab project, an experimental creative laboratory focused on alternative image-making techniques. The first session introduced cyanotype, a historical photographic process that fosters tactile engagement and experimentation, encouraging students to embrace creative accidents and shift their focus from technical precision to critical observation. The second session explored monotype, a printmaking technique that generates unique, uncontrolled results, challenging students to engage with abstraction and spontaneous mark-making. Both sessions demonstrated that when freed from rigid expectations, students became more willing to experiment, accept mistakes, and refine their artistic decisions. This study emphasises the pedagogical value of error-friendly methodologies, where failure is transformed into a generative force. The integration of cyanotype and monotype into art education fosters process-based learning, encouraging discovery, expressive freedom, and material interaction, where the unexpected becomes an essential element of creativity.
  • Item type: Item , Access status: Acesso aberto ,
    Sustainability under pressure?: The role of corporate social responsibility in promoting organizational citizenship behaviour: The mediating role of affective commitment and the moderating effect of labor intensity
    (2025) Duarte, A.P.; Simões, L. M.; Santos, Fernando Jorge; Torres, João Vítor; Amoroso, José; Branquinho, Luís; Oliveira, Maria Adelaide; Faria, Maria Inês; Ferreira, Maria Regina; Correia,Marisa; Rosa, Marta; Fernandes, Renato; Albaroado, Tiago; Zymbal, Vera Lúcia
    Sustainable development goals (SDGs) bring additional challenges to organizations. As key players in promoting sustainable development, organizations must integrate social, environmental, and economic considerations into their daily activities and business strategies. Encouraging companies to adopt these principles is essential for the success of the 2030 Agenda, but the path forward is often complex (European Commission, 2011; Turker, 2009). Promoting and implementing corporate social responsibility (CSR) practices can help organizations promote organizational citizenship Behaviour (OCB) by fostering affective commitment (AC) among employees. This study explores the relationship between CSR, AC, and OCB, with labor intensity acting as a moderating variable. CSR is proposed to increase AC, which, in turn, enhances OCB. Furthermore, labor intensity is accessed as a factor that can weaken the strength of this mediated relationship, highlighting the challenges associated by high-intensity work environments. A correlational study was conducted with 280 employees from various organizations, using a time-lag survey with three waves over three weeks. The first wave measured CSR (Turker, 2009), the second wave captured AC (Meyer & Allen, 1997) and work intensification (Kubicek et al., 2015), and the third wave measured OCB (Organ, 1997). The variables showed a strong reliability, and data were analyzed through multiple regression using Process for SPSS, specifically Model 7, to test the moderated mediation model. The results show that CSR indirectly influences OCB through AC, but this effect is weakened in environments with high labor intensity. The index of moderated mediation confirmed that labor intensity significantly moderates the AC-OCB link. These findings emphasize the need to consider contextual factors, such as labor intensity, when evaluating the impact of CSR initiatives. For managers, this suggests that while CSR can enhance employee affective commitment and OCB, its efficacy may drop in labor-intensive environments, requiring more custom-made strategies to maintain positive outcomes.
  • Item type: Item , Access status: Acesso aberto ,
    Promoting critical thought through university curriculum decolonising: Insights from a semi-systematic literature review
    (2025) Muhr, T.; CrithinkNet – Rede Portuguesa de Pensamento Crítico
    Since the 2015/2016 #RhodesMustFall and #FeesMustFall student protests in South Africa, higher education decolonisation has become a global movement and rapidly growing field of study. In this, university curriculum decolonising (UCD) assumes centrality, as one (and only one) strategic moment in intersectional (class, gender, race) struggles for social and epistemic justice, inclusiveness and liberation, for decolonising academia, knowledge and society at large. Framed by critical sociology of education, this presentation reports findings from my semi-systematic review of global UCD literature, conducted in 2023/2024 as part of a larger FCT-funded research project. The Electronic Library Online (SciELO), Scopus and Web of Science databases were searched using an English/Portuguese search string. This systematic search yielded 463 unique journal articles and book chapters published up to 2022 inclusive and was complemented by purposive search. While universities worldwide engage with UCD, no evidence of visible engagement with UCD in Portugal’s university sector emerged. This does not necessarily mean non-engagement. However, this finding is surprising considering Portugal’s coloniser history and ongoing neo-colonial engagement via, for example, the Community of Portuguese Language Countries (CPLP) as a pool for international student recruitment. Key findings generated through thematic analysis will be reported in three categories: (i) theoretico-conceptual framings of UCD (‘decolonisation’; ‘decoloniality’; ‘coloniality of power’); (ii) the politics of UCD (‘add-on’, ‘institutional-transformist’ and ‘systemic’ approaches); and (iii) methodical challenges in decolonial university curriculum analysis (quantitative proxy indicators vs qualitative thematic analysis). On this basis, this presentation speaks to the need for engaging with UCD in Portugal, with the explicit aims of conscientising and provoking critical thought and decolonial action within Portuguese higher education, and beyond.