Educação para empreender: um estudo da relação entre práticas didáticas, aprendizagem e intenção empreendedoras
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
dARK ID: | ark:/26339/001300000jpv5 |
Texto Completo: | http://repositorio.ufsm.br/handle/1/20508 |
Resumo: | his study aimed to analyze the process of entrepreneurial education and its stimulus for the development of entrepreneurial intention in undergraduate students of an institution of higher education, considering their didactic practices and entrepreneurial learning. A qualitative and quantitative, exploratory, descriptive study was carried out based on theoretical-empirical research and data triangulation. In the qualitative approach, interviews with semi structured scripts were carried out with students and professors of the subjects of Entrepreneurial Attitude of UFSM. To analyze the interviews, the content analysis method was used (BARDIN, 2014). The categories of analysis defined a priori were: didactic practices, entrepreneurial learning and entrepreneurial intention. In the quantitative approach, the data were collected through the application of the Questionnaire of Entrepreneurial Intention, developed by Liñán and Chen (2009) in the students of that disciplines. As a result, from the reports, it was possible to identify the use of eleven (11) didactic practices, divided into the subjects of Entrepreneurial Attitude. From the evidenced didactic practices, one can perceive abilities developed in the students such as: Sensitization / vision, opportunity search, planning, critical sense, strategy, initiative / proactivity, risk taking, innovation, leadership and motivation. In addition to these characteristics cited by the students, others were evidenced from the interpretation of the lines, such as: Entrepreneurial behavior and personal development. In addition, the results of the quantitative stage showed that the means of the QIE factors in the collection at the end of the course were higher than those found at the beginning. The association of the two approaches was performed by the data triangulation technique. The relationship between the skills developed from the entrepreneurial learning process and the relevant behaviors and raised in each of the questions of the Entrepreneurial Intent (EI) were analyzed. As a result, it can be observed that the didactic practices adopted have effectively generated positive results in the students and are evidenced by the development of the skills, perceived by the students through their reports and the instrument for the measurement of the entrepreneurial intention, and by the researcher based on the analysis performed. As limitations of this research, it can not be said categorically that the results found here were exclusively the didactic practices used by the teachers. As well as, it can not be said categorically that what was developed was due to the discipline, however, the results found make it clear that the practices and the disciplines, in fact, contributed to this development As a suggestion for future studies, it is expected that research in this sense will occur continuously in higher education institutions, allowing to verify the evolution and development of both students 'and teachers' behavior. |
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Educação para empreender: um estudo da relação entre práticas didáticas, aprendizagem e intenção empreendedorasEducation to endeavor: a study of the relationship between teaching practices, learning and entrepreneurial intentionEducação empreendedoraPráticas didáticasAprendizagem empreendedoraIntenção empreendedoraEntrepreneurial educationDidactic practicesEntrepreneurial learningEntrepreneurial intentionCNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAOhis study aimed to analyze the process of entrepreneurial education and its stimulus for the development of entrepreneurial intention in undergraduate students of an institution of higher education, considering their didactic practices and entrepreneurial learning. A qualitative and quantitative, exploratory, descriptive study was carried out based on theoretical-empirical research and data triangulation. In the qualitative approach, interviews with semi structured scripts were carried out with students and professors of the subjects of Entrepreneurial Attitude of UFSM. To analyze the interviews, the content analysis method was used (BARDIN, 2014). The categories of analysis defined a priori were: didactic practices, entrepreneurial learning and entrepreneurial intention. In the quantitative approach, the data were collected through the application of the Questionnaire of Entrepreneurial Intention, developed by Liñán and Chen (2009) in the students of that disciplines. As a result, from the reports, it was possible to identify the use of eleven (11) didactic practices, divided into the subjects of Entrepreneurial Attitude. From the evidenced didactic practices, one can perceive abilities developed in the students such as: Sensitization / vision, opportunity search, planning, critical sense, strategy, initiative / proactivity, risk taking, innovation, leadership and motivation. In addition to these characteristics cited by the students, others were evidenced from the interpretation of the lines, such as: Entrepreneurial behavior and personal development. In addition, the results of the quantitative stage showed that the means of the QIE factors in the collection at the end of the course were higher than those found at the beginning. The association of the two approaches was performed by the data triangulation technique. The relationship between the skills developed from the entrepreneurial learning process and the relevant behaviors and raised in each of the questions of the Entrepreneurial Intent (EI) were analyzed. As a result, it can be observed that the didactic practices adopted have effectively generated positive results in the students and are evidenced by the development of the skills, perceived by the students through their reports and the instrument for the measurement of the entrepreneurial intention, and by the researcher based on the analysis performed. As limitations of this research, it can not be said categorically that the results found here were exclusively the didactic practices used by the teachers. As well as, it can not be said categorically that what was developed was due to the discipline, however, the results found make it clear that the practices and the disciplines, in fact, contributed to this development As a suggestion for future studies, it is expected that research in this sense will occur continuously in higher education institutions, allowing to verify the evolution and development of both students 'and teachers' behavior.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESEste estudo teve como objetivo analisar o processo da educação empreendedora e seu estímulo para o desenvolvimento da intenção empreendedora, em alunos de graduação de uma instituição de ensino superior, considerando-se suas práticas didáticas e aprendizagem empreendedora. Foi realizado um estudo qualitativo e quantitativo, do tipo exploratório, descritivo, baseado em pesquisa teórico-empírica e triangulação dos dados. Na abordagem qualitativa, entrevistas com roteiros semiestruturados foram realizadas com alunos e professores das disciplinas de Atitude Empreendedora da UFSM. Para análise das entrevistas, empregou-se o método de análise de conteúdo (BARDIN, 2014). As categorias de análise definidas a priori foram: práticas didáticas, aprendizagem empreendedora e intenção empreendedora. Na abordagem quantitativa, os dados foram coletados por meio da aplicação do Questionário de Intenção Empreendedora, desenvolvido por Liñán e Chen (2009) nos alunos das referidas disciplinas. Como resultado, a partir dos relatos, foi possível identificar a utilização de onze (11) práticas didáticas, divididas nas disciplinas de Atitude Empreendedora. A partir das práticas didáticas evidenciadas, pode-se perceber habilidades desenvolvidas nos alunos tais como: Sensibilização/visão, busca de oportunidade, planejamento, senso crítico, estratégia, iniciativa/proatividade, correr riscos, inovação, liderança e motivação. Além destas características citadas pelos alunos, outras foram evidenciadas a partir da interpretação das falas, como: Comportamento empreendedor e desenvolvimento pessoal. Além disso, os resultados da etapa quantitativa evidenciaram que as médias dos fatores do QIE na coleta no final da disciplina foram maiores do que aquelas encontrados no início. A associação das duas abordagens foi realizada pela técnica de triangulação de dados. Constatou-se a relação entre as habilidades desenvolvidas a partir do processo de aprendizagem empreendedora, e os comportamentos pertinentes e suscitados em cada uma das questões do instrumento de Intenção Empreendedora (QIE). Em função disso, aparentemente, pode-se constatar que as práticas didáticas adotadas, efetivamente geraram resultados positivos nos alunos e se evidenciam pelo desenvolvimento das habilidades, percebidas pelos acadêmicos por meio de seus relatos e do instrumento para a mensuração da intenção empreendedora, e pela pesquisadora com base na análise realizada. Como limitações desta pesquisa, não se pode afirmar categoricamente que os resultados aqui encontrados foram exclusivamente das práticas didáticas utilizadas pelos professores. Bem como, não se pode afirmar categoricamente que aquilo que foi desenvolvido, se deu em função da disciplina, porém, os resultados encontrados deixam claro que as práticas e as disciplinas, de fato, contribuíram para esse desenvolvimento Como sugestão para futuros estudos, recomenda-se que pesquisas neste sentido ocorram de forma continuada nas instituições de ensino superior, permitindo verificar a evolução e o desenvolvimento, tanto do comportamento dos alunos, quanto dos docentes.Universidade Federal de Santa MariaBrasilAdministraçãoUFSMPrograma de Pós-Graduação em AdministraçãoCentro de Ciências Sociais e HumanasMinello, Italo Fernandohttp://lattes.cnpq.br/4814569149407147Nassif, Vania Maria JorgeXXXXXXXXXXXXXXXEstivalete, Vania de Fátima BarrosXXXXXXXXXXXXXXXXXXBürger, Rafaela Escobar2021-04-08T18:27:07Z2021-04-08T18:27:07Z2018-02-09info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/20508ark:/26339/001300000jpv5porAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2021-04-09T06:00:31Zoai:repositorio.ufsm.br:1/20508Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2021-04-09T06:00:31Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Educação para empreender: um estudo da relação entre práticas didáticas, aprendizagem e intenção empreendedoras Education to endeavor: a study of the relationship between teaching practices, learning and entrepreneurial intention |
title |
Educação para empreender: um estudo da relação entre práticas didáticas, aprendizagem e intenção empreendedoras |
spellingShingle |
Educação para empreender: um estudo da relação entre práticas didáticas, aprendizagem e intenção empreendedoras Bürger, Rafaela Escobar Educação empreendedora Práticas didáticas Aprendizagem empreendedora Intenção empreendedora Entrepreneurial education Didactic practices Entrepreneurial learning Entrepreneurial intention CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO |
title_short |
Educação para empreender: um estudo da relação entre práticas didáticas, aprendizagem e intenção empreendedoras |
title_full |
Educação para empreender: um estudo da relação entre práticas didáticas, aprendizagem e intenção empreendedoras |
title_fullStr |
Educação para empreender: um estudo da relação entre práticas didáticas, aprendizagem e intenção empreendedoras |
title_full_unstemmed |
Educação para empreender: um estudo da relação entre práticas didáticas, aprendizagem e intenção empreendedoras |
title_sort |
Educação para empreender: um estudo da relação entre práticas didáticas, aprendizagem e intenção empreendedoras |
author |
Bürger, Rafaela Escobar |
author_facet |
Bürger, Rafaela Escobar |
author_role |
author |
dc.contributor.none.fl_str_mv |
Minello, Italo Fernando http://lattes.cnpq.br/4814569149407147 Nassif, Vania Maria Jorge XXXXXXXXXXXXXXX Estivalete, Vania de Fátima Barros XXXXXXXXXXXXXXXXXX |
dc.contributor.author.fl_str_mv |
Bürger, Rafaela Escobar |
dc.subject.por.fl_str_mv |
Educação empreendedora Práticas didáticas Aprendizagem empreendedora Intenção empreendedora Entrepreneurial education Didactic practices Entrepreneurial learning Entrepreneurial intention CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO |
topic |
Educação empreendedora Práticas didáticas Aprendizagem empreendedora Intenção empreendedora Entrepreneurial education Didactic practices Entrepreneurial learning Entrepreneurial intention CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO |
description |
his study aimed to analyze the process of entrepreneurial education and its stimulus for the development of entrepreneurial intention in undergraduate students of an institution of higher education, considering their didactic practices and entrepreneurial learning. A qualitative and quantitative, exploratory, descriptive study was carried out based on theoretical-empirical research and data triangulation. In the qualitative approach, interviews with semi structured scripts were carried out with students and professors of the subjects of Entrepreneurial Attitude of UFSM. To analyze the interviews, the content analysis method was used (BARDIN, 2014). The categories of analysis defined a priori were: didactic practices, entrepreneurial learning and entrepreneurial intention. In the quantitative approach, the data were collected through the application of the Questionnaire of Entrepreneurial Intention, developed by Liñán and Chen (2009) in the students of that disciplines. As a result, from the reports, it was possible to identify the use of eleven (11) didactic practices, divided into the subjects of Entrepreneurial Attitude. From the evidenced didactic practices, one can perceive abilities developed in the students such as: Sensitization / vision, opportunity search, planning, critical sense, strategy, initiative / proactivity, risk taking, innovation, leadership and motivation. In addition to these characteristics cited by the students, others were evidenced from the interpretation of the lines, such as: Entrepreneurial behavior and personal development. In addition, the results of the quantitative stage showed that the means of the QIE factors in the collection at the end of the course were higher than those found at the beginning. The association of the two approaches was performed by the data triangulation technique. The relationship between the skills developed from the entrepreneurial learning process and the relevant behaviors and raised in each of the questions of the Entrepreneurial Intent (EI) were analyzed. As a result, it can be observed that the didactic practices adopted have effectively generated positive results in the students and are evidenced by the development of the skills, perceived by the students through their reports and the instrument for the measurement of the entrepreneurial intention, and by the researcher based on the analysis performed. As limitations of this research, it can not be said categorically that the results found here were exclusively the didactic practices used by the teachers. As well as, it can not be said categorically that what was developed was due to the discipline, however, the results found make it clear that the practices and the disciplines, in fact, contributed to this development As a suggestion for future studies, it is expected that research in this sense will occur continuously in higher education institutions, allowing to verify the evolution and development of both students 'and teachers' behavior. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-02-09 2021-04-08T18:27:07Z 2021-04-08T18:27:07Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/20508 |
dc.identifier.dark.fl_str_mv |
ark:/26339/001300000jpv5 |
url |
http://repositorio.ufsm.br/handle/1/20508 |
identifier_str_mv |
ark:/26339/001300000jpv5 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Administração UFSM Programa de Pós-Graduação em Administração Centro de Ciências Sociais e Humanas |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Administração UFSM Programa de Pós-Graduação em Administração Centro de Ciências Sociais e Humanas |
dc.source.none.fl_str_mv |
reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Manancial - Repositório Digital da UFSM |
collection |
Manancial - Repositório Digital da UFSM |
repository.name.fl_str_mv |
Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
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1821325953535574016 |