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|Title:||Ensino-aprendizagem de empreendedorismo: perceções de estudantes universitários|
|Citation:||Fernandes, S., Costa-Lobo, C., & Regueiro, A. (2018). Ensino-aprendizagem de empreendedorismo: Perceções de estudantes universitários. In R. M. Lima, V. Villas-Boas, A. L. Aquere, J. Mello (eds.), Proceedings of the PAEE/ALE’2018, 10th International Symposium on Project Approaches in Engineering Education (PAEE) and 15th Active Learning in Engineering Education Workshop (ALE), University of Brasília, Brasília, Brazil -28 Febr.-02.Mar.2018 (pp. 466-475). Disponível no Repositório UPT, http://hdl.handle.net/11328/2522|
|Abstract:||Aware of the challenges of today's society, the Portucalense University (UPT) has implemented a curricular unit (UC), called "Entrepreneurship", transversal to all curricula of the first cycle courses of its training offer. This UC, placed in the 3rd year of undergraduate courses, is based on a project-based learning methodology, which takes place over a period of 1 semester, in a total of 17 sessions, which can take different pedagogical formats: lectures, mentoring, seminars and pitchs. The students, from different study programmes of UPT undergraduate degrees, make teams of four students (maximum). Each team aims to develop an innovative business idea that demonstrates economic and financial viability. This study seeks to analyse students’ perceptions about the curricular unit of Entrepreneurship. To do this, in the 2016/2017 academic year, a questionnaire was applied to the students (N = 131). The questionnaire included a set of 40 questions, structured according to the Likert scale model, resulting from an existing conceptual framework in the field of PBL and evaluation practices already developed in the context of Higher Education. The questionnaire covers topics such as learning and skills developed by the students, teamwork, the role of the teacher, the evaluation process of the students and, in general, the evaluation of the project as a teaching and learning methodology. The questionnaire also includes a final question about the compulsory or optional nature of this curricular unit. The results are discussed, exploring the pedagogical implications for Higher Education intervention, suggesting the need for a greater reflection and discussion about the relevance and the nature of the projects for each one of the different areas of specialization of the students, the support given by the teachers during the development of the project, the structure and organization of the semester, as well as the assessment moments and elements of the UC of Entrepreneurship.|
|Appears in Collections:||INPP - Comunicações a Congressos Internacionais / Papers in International Meetings|
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