*3.2.3 Research and internationalization*

In relation to research, there is the funding aspect that has increased and diversified in the last decades and also the pressure for publication, which is felt to be a difficult aspect to achieve. Internationalisation emerges as an important aspect at the level of cooperation networks and scientific dissemination intertwined with the research component.

*The financing of research (S3).*

*Increased emphasis on the research component and valuing the quantity of research products without providing effective conditions for lecturers to be able to do so (at the University where I work, in particular) (S10).*

*The most significant aspect for me is networking, both at the research level and at the level of seminars in which we participate (S3).*

#### *3.2.4 New technologies*

The new technologies are one of the aspects mentioned by teachers, the most relevant aspect being the ease of communication in the context of the scientific community and greater ease of access to knowledge.

*The changes introduced by the new communication technologies, which have created new opportunities… and facilitate communication between colleagues (S9).*

*On the other hand, technological advancement has brought improved communications and access to knowledge (S10).*

#### *3.2.5 Institutional affiliation*

From the teachers' discourse, we can infer some feeling of isolation, lack of appreciation of the work done, lack of cooperation within the institution and even institutional identification or affiliation. This view may be linked to the teacher

evaluation component introduced in the last decade and to a more competitive perspective that materializes in terms of career progression, but this is not explicit in the teachers' discourse.

*The growing non 'wearing of the UÉ jersey' (of too important a part of the employees, teaching and other) (S4).*

*The relationship of the teacher with the institution, not the institution itself (S6).*

*No support for cooperative work (S7).*

*The responsibility to deepen knowledge to be able to promote its continuous construction in dialogue based in the institution does not seem valued (S8).*
