European Lifelong Guidance Policy Network Database, ELGPN Database

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Name of the good/interesting practice/initiative/policy

CMS in a University in Portugal



I am proposing that this example will be published also in the KSLLL database


1. Background

What makes this an example of good/interesting practice/initiative/policy?
- The motivation of the initiative (What is the history/background of the policy?)
- Linkages with LLG policy priorities (Please add references to other national/EU policies or documents)
- Participants

Aims and targets
- Objectives of the initiative (What did the policy set out to achieve?)
- Target group
- Methods applied to reach the objective (technological and /or pedagogical)
Target groups consist of undergraduate students, PhD students and research grant-holders.

2. Implementation

Strategy and actions (Please describe the approach adopted to make the reform work and any actions taken.)
- Level of implementation (national, regional etc.)
- Implementation (description)
A Career Self-Management Seminar (CSMS, forms A and B) has been developed and implemented by psychology teachers and researchers of the Career Guidance and Counselling Centre at the University of Minho. CSMS-A is intended to support career self-management of undergraduate students (career exploration, goal set¬ting, design and implementation of action plans, monitoring and feedback). It consists of eight sessions of 120 minutes each, developed weekly in a classroom environment or at the career centre, with small groups of students from different majors (n = 8–10). CSMS-B is intended to support PhD students and research grant-holders from the same institution, also in the acquisition or development of career strategic behaviours. It consists on seven sessions of 90 minutes each, developed weekly in the career centre, with small groups of participants from different scientific domains (n = 6–8).

Both forms of the SCMS are structured into three main blocks of sessions, in an attempt effort to address three components of the career construction process: vocational personality, career adaptability, and life themes. However, special emphasis is given to career adaptability resources.

Monitoring and evaluation
- What has been put in place for monitoring and evaluation?
- What actors are involved?
The process and results of this career intervention model are assessed through the use of checklists, questionnaires and structured interviews.

Successful participants in the CSMS-A can apply to be a Career Self-Management Mentor of younger students at the university. The Career Self-Management Mentorship Programme is a complementary initiative developed by the same team of psychology scholars and includes continued supervision of SCSM Mentors by the team. SCSM Mentors are recognised by the University of Minho for purposes of the Diploma Supplement (DS). The DS is recommended by the Bologna Declaration, and has become one of the main tools to facilitate the mobility and employ¬ability of graduates. The aim of the DS is to provide enough data free from any value-judgments to pro¬mote the international transparency and fair aca¬demic and professional recognition of qualifications (diplomas, degrees, certificates).

3. Outcomes

Achievements (Please describe the main outcomes/results according to the following headings. Each option can be answered - up to 50 words)
- Specific results
- Cost effectiveness
- Budget
- Innovative aspects

Success factors (What key success factors have led to or prevented success?)
- Lessons learnt
- Unintended impacts (Have there been any unintended impacts? Positive or negative?)

Strengths and weaknesses
- What areas of the policy can we learn lessons from?
- Are there still challenges ahead?

4. Additional narrative description of the policy/practice/initiative


Additional information

Name of contact

Role (in policy initiative)

Organization name





Website address

Documents and publications

Attached files


This information was provided/updated by:
Marjo Halmiala

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good practice, initiative, interesting practice, policy, vocational personality, career adaptability, life themes, career self-management, higher education, guidance in schools, Portugal