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A literatura indica que a formação em empreendedorismo facilita a aquisição de competências, revelando-se um instrumento essencial, que permitirá aos indivíduos enfrentarem os desafios colocados pela sociedade atual, tornando-os mais competitivos, criativos e geradores de riqueza. As Instituições do Ensino Superior (IES) têm uma responsabilidade acrescida nesta tarefa de fomentar o empreendedorismo, por isso cabe-lhes introduzir conteúdos e disciplinas relacionadas no currículo dos diferentes cursos superiores. A presente investigação pretende apresentar um estudo sobre a influência da educação para o empreendedorismo nos alunos do ensino superior português, estando organizada em dois blocos: a perspetiva dos professores que ensinam empreendedorismo e a perspetiva dos empresários que tiveram contacto com a(s) disciplina(s) de empreendedorismo, aquando da sua formação.
Tendo em vista o cumprimento do objetivo central desta investigação, que consiste em analisar se os empresários portugueses que criaram negócios entre 2010-2017, foram influenciados pela existência da educação para o empreendedorismo na sua formação, e pelas aprendizagens e conhecimentos obtidos durante o percurso académico, foram, numa primeira fase, recolhidos dados referentes aos professores (n=51) que lecionam ou lecionaram disciplinas de empreendedorismo ou conexas e, numa segunda fase, foram recolhidos dados junto de empresários portugueses (n=206). De ressalvar que se trata da realização de dois estudos independentes com o intuito de, por um lado, perceber como é lecionada a disciplina de empreendedorismo (perspetiva dos professores) e, por outro lado, perceber se o ensino para o empreendedorismo, recebido ao longo da sua aprendizagem, influenciou os empresários na sua decisão de criar um negócio.
Em ambos os estudos, a recolha de dados foi realizada através de um inquérito por questionário e análise documental. A análise da evidência foi feita com base em técnicas estatísticas (análise fatorial, teste t-student, teste qui-quadrado, teste Fisher e tabulações cruzadas). O primeiro estudo mostrou que os professores inquiridos valorizam menos as competências ligadas à literacia financeira, valorizando mais outras habilidades, como a criatividade, a perseverança e as relações externas. Constatou-se que o plano de negócios, as aulas expositivas e o contacto com as incubadoras são as estratégias pedagógicas mais utilizadas pelos professores para fomentar competências empreendedoras. Apesar de 98% dos professores considerar que as estratégias a que recorrem influenciam positivamente os alunos na criação de negócios, não conseguem mensurar com exatidão o número de alunos que efetivamente criou o seu próprio negócio. O segundo estudo mostrou que não existem diferenças significativas na forma como as competências adquiridas, através da formação em empreendedorismo, são valorizadas quer para os empresários que criaram empresas, quer para os outros indivíduos, que apesar de frequentarem unidades curriculares no âmbito do empreendedorismo não criaram o seu próprio negócio. Verificou-se, também, que não existem diferenças significativas, na forma como homens e mulheres valorizam as competências empreendedores, tendo-se verificado o mesmo relativamente aos empresários de diferentes áreas de formação. Por outro lado, constatou-se que os empresários graduados no ensino politécnico desenvolvem mais competências empreendedoras do que os graduados no ensino universitário, particularmente, as que dizem respeito às competências ligadas à autonomia na resolução de problemas e na tomada de decisões. Por último, aferiu-se que os empresários com familiares detentores de negócios apresentam um maior interesse para o empreendedorismo, do que os empresários que não têm qualquer familiar com negócios.
The literature indicates that training in entrepreneurship makes the acquisition of knowledge easier, which is essential for individuals to face challenges proposed by the actual society. This makes them more competitive, creative and generates wealth. The Higher Education Institutions (HEI) have an increasing responsibility in this task of promoting the entrepreneurship by introducing new contents and disciplines that are related with the curriculum of different high school courses. The present research aims to study the influence of entrepreneurship education in university Portuguese students. This research is divided in two parts: the perspective of teachers that teach entrepreneurship and the perspective of managers that had contact with disciplines of entrepreneurship during their degree. The main aim of this research is to analyze if the Portuguese managers that created a business between 2010 and 2017 were influenced by entrepreneurship education and by the knowledge achieved during their academic background. In the first stage, data from professors that were teaching disciplines related to entrepreneurship (n=51) was collected. In a second stage, data from Portuguese managers (n=206) was gathered. It should be noted that we carried out two independent studies aiming, on the one hand, realizing how the course of entrepreneurship is taught (from the perspective of the teachers) and, on the other hand, realizing whether the entrepreneurship education, received throughout learning, influenced entrepreneurs in their decision to create their business. In both studies, the collection of data was done through survey by questionnaire and documentary analysis. The analysis of data was performed by recurring to statistic techniques. The first study showed that the inquired teachers valued less the competences related to financial literacy. They value more other skills, like creativity, perseverance, and external relations. It was found that the business plan, the expository classes and the contact with incubators are the most used pedagogical strategies to foster entrepreneurial skills. Despite 98 % of teachers consider that their strategies influence the students in business creation, they do not know how many students effectively created their own business. In the second study it was found that there are not significant differences in the way how skills were developed through entrepreneurship classes, either by managers that created business or other individuals. It was also found that there are not significant differences between how men and women value the entrepreneurship skills. On the other hand, it was found that graduated managers in the polytechnic education develop more entrepreneurial skills than graduated in universities. The main differences are in the autonomy and problem-solving skills. At last, it was assessed that managers with family in the business are more interested in entrepreneurship than other managers that do not have business in the family.
The literature indicates that training in entrepreneurship makes the acquisition of knowledge easier, which is essential for individuals to face challenges proposed by the actual society. This makes them more competitive, creative and generates wealth. The Higher Education Institutions (HEI) have an increasing responsibility in this task of promoting the entrepreneurship by introducing new contents and disciplines that are related with the curriculum of different high school courses. The present research aims to study the influence of entrepreneurship education in university Portuguese students. This research is divided in two parts: the perspective of teachers that teach entrepreneurship and the perspective of managers that had contact with disciplines of entrepreneurship during their degree. The main aim of this research is to analyze if the Portuguese managers that created a business between 2010 and 2017 were influenced by entrepreneurship education and by the knowledge achieved during their academic background. In the first stage, data from professors that were teaching disciplines related to entrepreneurship (n=51) was collected. In a second stage, data from Portuguese managers (n=206) was gathered. It should be noted that we carried out two independent studies aiming, on the one hand, realizing how the course of entrepreneurship is taught (from the perspective of the teachers) and, on the other hand, realizing whether the entrepreneurship education, received throughout learning, influenced entrepreneurs in their decision to create their business. In both studies, the collection of data was done through survey by questionnaire and documentary analysis. The analysis of data was performed by recurring to statistic techniques. The first study showed that the inquired teachers valued less the competences related to financial literacy. They value more other skills, like creativity, perseverance, and external relations. It was found that the business plan, the expository classes and the contact with incubators are the most used pedagogical strategies to foster entrepreneurial skills. Despite 98 % of teachers consider that their strategies influence the students in business creation, they do not know how many students effectively created their own business. In the second study it was found that there are not significant differences in the way how skills were developed through entrepreneurship classes, either by managers that created business or other individuals. It was also found that there are not significant differences between how men and women value the entrepreneurship skills. On the other hand, it was found that graduated managers in the polytechnic education develop more entrepreneurial skills than graduated in universities. The main differences are in the autonomy and problem-solving skills. At last, it was assessed that managers with family in the business are more interested in entrepreneurship than other managers that do not have business in the family.
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Keywords
Empreendedorismo Educação para o empreendedorismo Competências empreendedoras Criação de negócios