|CEF.UP+NIPE (average of all rankings) (2012)||14.88||309/501|
|Australian RC (2010)||75.0||75/479|
|Carlos III (2010)||10.0||109/153|
|Ideas discounted recursive impact factor (2012)||2.84||149/396|
|Source Normalized Impact per Paper (SNIP) (2011)||11.04||225/476|
|SJR - Scimago (2021)||0.57||329/558|
|SJR - Scimago (2019)||0.54||329/549|
The Effectiveness of Remedial Courses: New Evidence from Undergraduate Students in Industrial Engineering
vol. 30, 2022, p. 320-337.
Gender Gaps in Different Grading Systems
Catarina Angelo, Ana Balcão Reis
vol. 29, 2021, p. 105-119.
Student Selection and Performance in Higher Education: Admission Exams vs. High School Scores
Pedro Luis Silva, Luis Catela Nunes, Maria do Carmo Seabra, Ana Balcão Reis, Miguel Alves
vol. 28, 2020, p. 437-454.
An Empirical Investigation of the Financial Value of a College Degree
Bento J. Lobo, Lisa A. Burke-Smalley
vol. 26, 2018, p. 78-92.
Participation in Lifelong Learning in Portugal and the UK
Hilary Ingham, Mike Ingham, José Adelino Afonso
vol. 25, 2017, p. 266-289.
Overeducation Dynamics and Personality
Santiago Budría, Maite Blázquez
vol. 20, 2012, p. 260-283.
Education and Gender Wage Differentials in Portugal: What Can We Learn from an Age Cohort Analysis?
Pilar González, Luís Delfim Santos, Maria Clementina Santos
vol. 17, 2009, p. 263-278.
What a Quantile Approach Can Tell Us about Returns to Education in Europe
Juan Prieto-Rodriguez, Carlos Pestana Barros, José Cabral Vieira
vol. 16, 2008, p. 391-410.
School Outcomes: Sharing the Responsibility between Pupil and School
Emmanuel Thanassoulis, Maria Conceição Silva Portela
vol. 10, 2002, p. 183-207.