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Abstract(s)
Enquadramento: A área que genericamente se denomina de “Letras” é tradicionalmente vista como estranha à ideia de negócio ou, pelo menos, difícil de produzir riquezas tangíveis a partir dos seus conhecimentos, no seguimento de uma ideia pré-concebida que parece considerar inevitavelmente opostos e inconciliáveis o gosto pela cultura e a capacidade de a partir daí produzir dinheiro.
Talvez por essa razão, são poucos os estudos referentes ao empreendedorismo na área das Letras, mesmo ao nível internacional. Quanto ao nível nacional, não conhecemos qualquer investigação ou atividade em torno deste tema, por muito que a falta de perspetivas de obter retorno material seja considerada uma causa que afasta de alguns destes cursos os candidatos ao ensino superior e torna dramática a subsistência de um certo número deles.
Objetivos: Conhecer, em relação aos alunos de uma Faculdade de Letras, as intenções empreendedoras e os fatores que as podem influenciar e saber se existem diferenças nestes aspetos entre os alunos dos seus diversos cursos. Simultaneamente,verificar a aplicabilidade de um modelo baseado na Teoria do Comportamento Planeado (Planned Behaviour Theory) no que respeita a este tipo de estudantes.
Metodologia:Estudo de natureza quantitativa desenvolvido através de inquérito aplicado a Estudantes da Faculdade de Letras de Coimbra. Para além da estatística descritiva, foram utilizadasa ANOVA e o teste do Qui-quadrado para comparar as respostas entre os diferentes cursos de Letras e a Regressão Logística para determinar o peso na intenção empreendedora de vários fatores que a literatura sugere como a podendo influenciar e, em particular os referidos por Ajzen com base na Teoria do Comportamento Planeado.
Resultados e Discussão: Foram recolhidos 226 questionários válidos, 43.7% de estudantes do género masculino e 56.3% do feminino. Os estudantes de Letras mostram, no geral, um grau moderado de Intenção Empreendedora e um grau moderado de Atitudes Empreendedoras, tendo uma perceção pouco favorável quanto à Norma Subjetiva sobre o empreendedorismo. Em sentido contrário, mostram-se bastante confiantes nas suas próprias qualidades para ser empresário, elemento ao qual onde não será estranho a existência de perguntas sobre criatividade, capacidade de comunicação, etc. Na comparação entre os Cursos de Letras, foram observadas diferenças em diversos parâmetros com potencial implicação prática, nomeadamente no que concerne às políticas de fomento e Ensino do Empreendedorismo.
Em relação ao modelo de comportamento planeado, nesta população particular confirma-se a influência da Atitude Empreendedora na Intenção Empreendedora, uma tendência para influência da Norma Subjetiva e uma razoável independência da auto-avaliação favorável das suas capacidades empreendedoras. Tal como se encontra descrito, observou-se que o contacto com ações que fomentam o Empreendedorismo aumentam a Intenção Empreendedora, mas não se conseguiu provar qualquer influência do género, ao contrário do que foi observado noutros estudos semelhantes.
A intenção empreendedora nos estudantes de Letras foi observada apesar de um razoável desconhecimento da atividade, instituições e organizações empresariais, bem como uma pequena incidência de formação em empreendedorismo (muito pequena, se olharmos a formação mais sistematizada). Vistos em conjunto, diversos dados deste estudo podem sugerir a importância de incrementar a Educação formal para o Empreendedorismo na área das Letras e ainda que essa formação tenha características adaptadas às especificidades de cada uma das suas áreas.
Background: Humanities are traditionally seen as strange to business ideas or, at least, difficult to produce tangible goods from the knowledge acquired in the university, according to a widespread idea that point to an inevitably opposition, not susceptible to conciliation, between the love for culture and the ability to reach money from it. Internationally, studies concerning entrepreneurship in humanities are few and we did not found any research done in Portugal about this topic, although the lack of expectations of tangible benefits is generically considered a cause that puts candidates away from these kind of academic courses. For these reasonswe developedthis study, in general conceived to evaluate entrepreneurial intentions and attitudes of the students of a major Portuguese Humanities School, the role that formal Entrepreneurship teaching plays in the development of successful projects from these areas of university education. Objective: To evaluate in students of a Portuguese Faculty of Humanities, the entrepreneurial intentions and the role of attitudes and other factors in these entrepreneurial intentions and simultaneously the applicability of a model based on the Planned Behaviour Theory to predict them in this specific type of students. Methodology: Quantitative study based on a questionnaire fulfilled by Students of the Faculty of Humanities of the University of Coimbra. In addition to descriptive statistics, we used ANOVA and Chi-Square test to compare the responses between different courses of Humanities, and Logistic Regression to determine the weight of each factor suggested in literature as influencing entrepreneurial intention and particularly those stressed by Ajzen related to the Theory of Planned Behaviour. Results and Discussion: 226 valid questionnaires were collected, 43.7% of male and 56.3% of female. Students of Humanities showed, in general, a moderate degree of Entrepreneurial Intention, associated with a moderate degree of Entrepreneurial Attitudes, having an unfavourable perception of Subjective Norm on Entrepreneurship. In opposite, they showed a quite self-confidence in their own abilities to be an Entrepreneur, probably because several questions were asked about creativity, communication skills, etc. Regarding the Planned Behaviour Theory, in this specific population we confirmed the influence of Entrepreneurial Attitudes on Entrepreneurial Intentions, a tendency to an influence of Subjective Norm, and an independence from the self-assessment of their own abilities. As previously described by others, it was observed that the contact with Entrepreneurship Education increase Entrepreneurship Intentions but we were not able to demonstrate any influence of gender, unlike what was found in similar studies in students. The moderate degree of entrepreneurial intention is found in spite of a low incidence of entrepreneurship training (very small, if we look only to systematic formal training) and a lack of knowledge on institutions and business organizations, as well on business incentives. In comparisons among different areas of the Humanities, we observed differences in several parameters with potential practical implications, particularly in relation to funding policies and Teaching Entrepreneurship. Putting together the findings of this study, they cansuggest the importance of an increase in formal Education for Entrepreneurship in the field of Humanities and that such Education may probably be adapted in a certain degree to the specificities of each particular area.
Background: Humanities are traditionally seen as strange to business ideas or, at least, difficult to produce tangible goods from the knowledge acquired in the university, according to a widespread idea that point to an inevitably opposition, not susceptible to conciliation, between the love for culture and the ability to reach money from it. Internationally, studies concerning entrepreneurship in humanities are few and we did not found any research done in Portugal about this topic, although the lack of expectations of tangible benefits is generically considered a cause that puts candidates away from these kind of academic courses. For these reasonswe developedthis study, in general conceived to evaluate entrepreneurial intentions and attitudes of the students of a major Portuguese Humanities School, the role that formal Entrepreneurship teaching plays in the development of successful projects from these areas of university education. Objective: To evaluate in students of a Portuguese Faculty of Humanities, the entrepreneurial intentions and the role of attitudes and other factors in these entrepreneurial intentions and simultaneously the applicability of a model based on the Planned Behaviour Theory to predict them in this specific type of students. Methodology: Quantitative study based on a questionnaire fulfilled by Students of the Faculty of Humanities of the University of Coimbra. In addition to descriptive statistics, we used ANOVA and Chi-Square test to compare the responses between different courses of Humanities, and Logistic Regression to determine the weight of each factor suggested in literature as influencing entrepreneurial intention and particularly those stressed by Ajzen related to the Theory of Planned Behaviour. Results and Discussion: 226 valid questionnaires were collected, 43.7% of male and 56.3% of female. Students of Humanities showed, in general, a moderate degree of Entrepreneurial Intention, associated with a moderate degree of Entrepreneurial Attitudes, having an unfavourable perception of Subjective Norm on Entrepreneurship. In opposite, they showed a quite self-confidence in their own abilities to be an Entrepreneur, probably because several questions were asked about creativity, communication skills, etc. Regarding the Planned Behaviour Theory, in this specific population we confirmed the influence of Entrepreneurial Attitudes on Entrepreneurial Intentions, a tendency to an influence of Subjective Norm, and an independence from the self-assessment of their own abilities. As previously described by others, it was observed that the contact with Entrepreneurship Education increase Entrepreneurship Intentions but we were not able to demonstrate any influence of gender, unlike what was found in similar studies in students. The moderate degree of entrepreneurial intention is found in spite of a low incidence of entrepreneurship training (very small, if we look only to systematic formal training) and a lack of knowledge on institutions and business organizations, as well on business incentives. In comparisons among different areas of the Humanities, we observed differences in several parameters with potential practical implications, particularly in relation to funding policies and Teaching Entrepreneurship. Putting together the findings of this study, they cansuggest the importance of an increase in formal Education for Entrepreneurship in the field of Humanities and that such Education may probably be adapted in a certain degree to the specificities of each particular area.
Description
Keywords
Educação Empreendedora Humanidades. Intenção Empreendedora. Atitude Empreendedora. Teoria do Comportamento Planeado.