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- Promoting business creation through real world experience in entrepreneurship training programmesPublication . Dominguinhos, Pedro; Carvalho, Luísa Margarida CagicaThe aim of this paper is to analyse the effectiveness of entrepreneurship training programmes targeting post graduate students. The analysis is based on Project “Começar”, involving a Regional Development Agency in Alentejo (ADRAL), and three Higher Education institutions (Évora University, Beja Polytechnic and Portalegre Polytechnic). Two editions of the programme are closed scrutinized, including self-assessment made by developers of the programme. Results show a success rate of 41%, but additional benefits were also found. Key success factors are identified, and some recommendations are proposed.
- 500 maiores empresas do Distrito de Setúbal no ano de 2011Publication . Carvalho, Luísa Margarida Cagica; Dominguinhos, Pedro; Pinto, Sandra
- Assessing entrepreneurial education in higher education in PortugalPublication . Dominguinhos, Pedro; SARDINHA, BOGUSLAWA MARIA BARSZCZAK; Carvalho, Luísa Margarida Cagica; Ramalho, Nelson; Pereira, RaquelThe main purpose of the paper is to assess how entrepreneurship is developed in Higher Education in Portugal. To accomplish this, we did an analysis of courses related with entrepreneurship offered by Public Universities in Management Degrees. To assess every course, a search on websites of each institution and a content analysis of reports produced by External Committees of Higher Education Performance Assessment were used. Results indicate that entrepreneurship is not a key structuring objective in Higher Education. The governmental authorities overlook entrepreneurship as a goal to be pursuit by Universities.
- Utilização de estratégias pedagógicas diversificadas para o ensino de economia a alunos de gestão no ensino politécnicoPublication . Carvalho, Luísa Margarida Cagica; SARDINHA, BOGUSLAWA MARIA BARSZCZAK; Dominguinhos, PedroEste trabalho descreve experiências de ensino de economia a alunos de gestão, em duas disciplinas: Princípios de Economia (disciplina de carácter introdutório) e Ambiente Económico (disciplina de continuação), através da diversificação das estratégias de aprendizagem, distanciando-se do ensino tradicional expositivo onde o docente é o principal protagonista. Considerando, a natureza específica de cada disciplina, na disciplina introdutória deverão ser adquiridos conceitos instrumentais, de uma forma clara que permita gerar segurança, para que, quando aplicados na disciplina de continuação os alunos sejam capazes de questionar e discutir. Ou seja, a disciplina introdutória transmitiria um saber certo (mais próximo do ensino secundário), enquanto que, a disciplina de continuação apostaria num saber relativo, questionável e apelante ao espírito crítico. Estas estratégias pedagógicas diversificadas permitem responder de forma mais adequada a turmas cada vez mais heterogéneas e aumentar a literacia económica.
- Creating an entrepreneurship ecosystem in higher educationPublication . Carvalho, Luísa Margarida Cagica; Costa, Teresa; Dominguinhos, Pedro