PROBLEM DISCUSSION: Vaggeryd is a small municipality Småland. In addition to its strategic position along the main traffic route E4, Vaggeryd is very interesting also because of its advanced view on growing of the business sector, in both short and long-term per- spective. To meet that goal the municipality of Vaggeryd started to invest in “Egenföretagareutbildningen” EFU in cooperation with Jönköping International Business School (JIBS). The main idea is that students attend the courses that are held by JIBS and during their studies start their own business in a local business incubator called Fenix. PURPOSE: To host such education requires a huge amount of energy and resources from the municipality, which consequently would like to get answers to questions like “Is it worth investing in the education?” or “What are the results of such education?” The aim of this paper is to give the answers to those crucial questions though I believe that the time that has passed from the beginning of the education is too short and that the number of the students was not large enough to get definitive answers. This paper concentrates on a narrow part of the qualitative research methods – an inter- view. It is divided into two parts, a theoretical part and the empirical findings. FINDINGS: The research showed that six students out of a total of ten from generation 2005 started a new venture, three will take over a family business, and one has not decided to start a business yet. Of six students in generation 2003 four have started a business and one of them finished in bankruptcy, one plans to start a business in the future and one does not have a good business idea. RECOMMENDATIONS: Answers that the interviews returned gave interesting sugges- tions to both the municipality of Vaggeryd and JIBS about how to improve EFU. I would emphasise two, I believe, the most important recommendations. First municipality has to attract neighbouring municipalities in the EFU project. In addition, a greater effort should be made to help students build a spider’s web of business contacts.

Esta pesquisa investiga o processo de construção de conhecimento sobre planejamento de negócios dos alunos-empreendedores do curso de extensão XIV Maratona de Empreendedorismo da UFRGS, a partir de suas vivências/experiências nas arquiteturas pedagógicas de debate de teses e de resolução de problemas. Trata-se de uma pesquisa qualitativa, com fundamentação nos pressupostos piagetianos da tomada de consciência e fazer e compreender. A pesquisa foi realizada com dez sujeitos, sendo que os dados foram coletados a partir do levantamento dos registros dos alunos nas arquiteturas pedagógicas Debate de Teses e Desafio-Problema, questionário online e entrevista final. A organização e o processamento dos dados foram realizados com o uso do software NVivo. Para a análise dos dados foram definidas duas categorias, com quatro níveis cada: (i) compreensões conceituais do planejamento de negócios a partir do uso da arquitetura pedagógica Debate de Teses e (ii) compreensões conceituais do planejamento de negócios a partir do uso da arquitetura pedagógica Desafio-Problema. Os resultados da pesquisa apontam que os sujeitos conseguiram construir conhecimento acerca do planejamento de negócios, alcançando uma compreensão contextualiza sobre o tema e, em alguns casos, uma compreensão antecipada, oportunizando a visualização de ações futuras para a implantação das ideias de negócio. Nesse processo de construção de conhecimento, os sujeitos puderam reconstruir suas certezas provisórias, atingindo um saber fazer conceituado. / This research investigates the process of knowledge building about business planning of the student entrepreneurs of extension course XIV Marathon Entrepreneurship UFRGS, from their experiences in the theory discussion and problem solving pedagogical architectures. It is a qualitative research, with reasons in Piagetian assumptions of awareness and do and understand. The survey was conducted with ten subjects, and the data were collected from a survey of the records of students in Theory Discussion and Challenge-Problem pedagogical architectures, online questionnaire and final interview. The organization and data processing were performed using the software NVivo. For data analysis were defined two categories, each with four levels: (i) conceptual understanding of business planning from the use of Theory Discussion pedagogical architecture and (ii) conceptual understanding of business planning from the use of Challenge Problem pedagogical architecture. The survey results indicates that the subjects were able to build knowledge of business planning, reaching an understanding on the subject in context and in some cases, an early understanding, providing opportunities for viewing future actions for the implementation of business ideas. In this knowledge-building process, the subjects were able to rebuild their provisional certainties, reaching a reputable know-how.

This study aimed to analyzed the influence of entrepreneurial education activities on the entrepreneurial characteristics of undergraduate students at the Federal University of Santa Maria, Campus PM. Was conducted a qualitative and quantitative exploratory case study, based on empirical research. Informal data collection was gathered with the objective to identify which teachers, in the opinion of the students, perform different activities in the classroom. For the qualitative research, a semi-structured interview was performed with five teachers. For data analysis, was adopted the method of content analysis. From this analysis emerged methods of teaching activities, teacher-student interaction and entrepreneurial learning. For the quantitative research was applied a questionnaire developed by David McClelland (1971) which was answered by 792 undergraduate students. The internal consistency of the scales was evaluated by Cronbach s alpha coefficient, taking into account the reliability for the measurement and evaluation of the constructs. Data were analyzed using statistical tests. Regarding the results of the questionnaires, it can be stated that the intensity of entrepreneurial characteristics less present in students are taking calculated risks, persuasion and contact networks. The association of the two approaches was performed by the triangulation technique. As a result, it was found that, from the less present entrepreneurial characteristics in students, it requires reflection, in order to provide adherent practical activities to the peculiarities and the concept of these characteristics, for the moment that enhances practices aimed to develop entrepreneurial characteristics in the classroom, it is providing the student with a different way of learning. The statement that students recognize the teacher who practices different approaches in the classroom, shows that the practices that increase entrepreneurial characteristics and attitudes of students are a fact and a necessity for the learning process. / Este estudo teve como objetivo analisar a influência das atividades de educação empreendedora sobre as características empreendedoras dos alunos de graduação da Universidade Federal de Santa Maria, Campus Palmeira das Missões. Foi realizado um estudo qualitativo e quantitativo, do tipo exploratório, baseado em pesquisa empírica. A primeira etapa da coleta de dados ocorreu de maneira informal, visando identificar os professores que, na opinião dos alunos, desenvolvem atividades diferenciadas em sala de aula. Posteriormente, foram realizadas entrevistas com cinco docentes, utilizando-se um roteiro semiestruturado. Para análise qualitativa dos dados, empregou-se o método de análise de conteúdo (BARDIN, 2011). Desta análise emergiram métodos de atividades didáticas utilizadas em sala de aula, formas de interação professor-aluno e processos de aprendizagem empreendedora. Para a pesquisa quantitativa, foi aplicado o questionário sobre Características Comportamentais Empreendedoras (CCE's), desenvolvido por David McClelland (1972). Participaram 792 alunos de graduação. A consistência interna das escalas foi avaliada pelo Coeficiente de Alfa de Cronbach, atestando fidedignidade para a medida e avaliação dos constructos. Os dados foram analisados a partir de testes estatísticos. Com relação aos resultados dos questionários, pôde-se inferir que as características empreendedoras com menor intensidade, dentre os alunos, foram correr riscos calculados e persuasão e redes de contato. A associação das duas abordagens foi realizada pela técnica de triangulação de dados. Como resultado verificou-se que, a partir das características empreendedoras menos intensas nos alunos, necessita-se de reflexão, no intuito de possibilitar o aprimoramento das atividades práticas aderentes às peculiaridades e ao conceito dessas características, pois no momento em que se aperfeiçoam tais práticas, proporciona-se ao aluno uma forma diferente de aprendizagem. A constatação de que os alunos reconhecem o trabalho dos professores que desenvolvem trabalhos diferenciados, evidencia a premência de instrumentalização dos docentes, em relação as práticas que intensifiquem as características e atitudes empreendedoras dos alunos, por meio da aprendizagem empreendedora.

Esta pesquisa investiga o processo de construção de conhecimento sobre planejamento de negócios dos alunos-empreendedores do curso de extensão XIV Maratona de Empreendedorismo da UFRGS, a partir de suas vivências/experiências nas arquiteturas pedagógicas de debate de teses e de resolução de problemas. Trata-se de uma pesquisa qualitativa, com fundamentação nos pressupostos piagetianos da tomada de consciência e fazer e compreender. A pesquisa foi realizada com dez sujeitos, sendo que os dados foram coletados a partir do levantamento dos registros dos alunos nas arquiteturas pedagógicas Debate de Teses e Desafio-Problema, questionário online e entrevista final. A organização e o processamento dos dados foram realizados com o uso do software NVivo. Para a análise dos dados foram definidas duas categorias, com quatro níveis cada: (i) compreensões conceituais do planejamento de negócios a partir do uso da arquitetura pedagógica Debate de Teses e (ii) compreensões conceituais do planejamento de negócios a partir do uso da arquitetura pedagógica Desafio-Problema. Os resultados da pesquisa apontam que os sujeitos conseguiram construir conhecimento acerca do planejamento de negócios, alcançando uma compreensão contextualiza sobre o tema e, em alguns casos, uma compreensão antecipada, oportunizando a visualização de ações futuras para a implantação das ideias de negócio. Nesse processo de construção de conhecimento, os sujeitos puderam reconstruir suas certezas provisórias, atingindo um saber fazer conceituado. / This research investigates the process of knowledge building about business planning of the student entrepreneurs of extension course XIV Marathon Entrepreneurship UFRGS, from their experiences in the theory discussion and problem solving pedagogical architectures. It is a qualitative research, with reasons in Piagetian assumptions of awareness and do and understand. The survey was conducted with ten subjects, and the data were collected from a survey of the records of students in Theory Discussion and Challenge-Problem pedagogical architectures, online questionnaire and final interview. The organization and data processing were performed using the software NVivo. For data analysis were defined two categories, each with four levels: (i) conceptual understanding of business planning from the use of Theory Discussion pedagogical architecture and (ii) conceptual understanding of business planning from the use of Challenge Problem pedagogical architecture. The survey results indicates that the subjects were able to build knowledge of business planning, reaching an understanding on the subject in context and in some cases, an early understanding, providing opportunities for viewing future actions for the implementation of business ideas. In this knowledge-building process, the subjects were able to rebuild their provisional certainties, reaching a reputable know-how.

Esta pesquisa investiga o processo de construção de conhecimento sobre planejamento de negócios dos alunos-empreendedores do curso de extensão XIV Maratona de Empreendedorismo da UFRGS, a partir de suas vivências/experiências nas arquiteturas pedagógicas de debate de teses e de resolução de problemas. Trata-se de uma pesquisa qualitativa, com fundamentação nos pressupostos piagetianos da tomada de consciência e fazer e compreender. A pesquisa foi realizada com dez sujeitos, sendo que os dados foram coletados a partir do levantamento dos registros dos alunos nas arquiteturas pedagógicas Debate de Teses e Desafio-Problema, questionário online e entrevista final. A organização e o processamento dos dados foram realizados com o uso do software NVivo. Para a análise dos dados foram definidas duas categorias, com quatro níveis cada: (i) compreensões conceituais do planejamento de negócios a partir do uso da arquitetura pedagógica Debate de Teses e (ii) compreensões conceituais do planejamento de negócios a partir do uso da arquitetura pedagógica Desafio-Problema. Os resultados da pesquisa apontam que os sujeitos conseguiram construir conhecimento acerca do planejamento de negócios, alcançando uma compreensão contextualiza sobre o tema e, em alguns casos, uma compreensão antecipada, oportunizando a visualização de ações futuras para a implantação das ideias de negócio. Nesse processo de construção de conhecimento, os sujeitos puderam reconstruir suas certezas provisórias, atingindo um saber fazer conceituado. / This research investigates the process of knowledge building about business planning of the student entrepreneurs of extension course XIV Marathon Entrepreneurship UFRGS, from their experiences in the theory discussion and problem solving pedagogical architectures. It is a qualitative research, with reasons in Piagetian assumptions of awareness and do and understand. The survey was conducted with ten subjects, and the data were collected from a survey of the records of students in Theory Discussion and Challenge-Problem pedagogical architectures, online questionnaire and final interview. The organization and data processing were performed using the software NVivo. For data analysis were defined two categories, each with four levels: (i) conceptual understanding of business planning from the use of Theory Discussion pedagogical architecture and (ii) conceptual understanding of business planning from the use of Challenge Problem pedagogical architecture. The survey results indicates that the subjects were able to build knowledge of business planning, reaching an understanding on the subject in context and in some cases, an early understanding, providing opportunities for viewing future actions for the implementation of business ideas. In this knowledge-building process, the subjects were able to rebuild their provisional certainties, reaching a reputable know-how.

En la actualidad, la educación emprendedora está tomando un rol fundamental para fomentar el emprendimiento en todo el mundo, ya que tanto las economías desarrolladas o aquellas en vía de desarrollo consideran al emprendimiento como una alternativa para salir de la crisis económica y la incertidumbre laboral, que principalmente se ve en los jóvenes. Por ello, las universidades vienen desarrollando diferentes programas de educación emprendedora para fomentar esta intención y en este vínculo algunas investigaciones consideran como algo positivo el impacto de estos programas; mientras que otras, sostienen lo contrario. En el presente trabajo se han revisado investigaciones de los últimos 5 años relacionadas a la intención y educación emprendedoras, dado que dentro de esta participación existen posturas a favor y en contra de la influencia de los factores situacionales y personales. Además, se identifican y plantean nuevas líneas de investigación, de tal manera que los resultados contribuyan a comprender el proceso de formación de la intención emprendedora, para que así, tanto la academia como el gobierno, las empresas, los investigadores y actores interesados puedan desarrollar propuestas más acertadas. / At present, entrepreneurial education is taking a fundamental role in fostering entrepreneurship worldwide, since both developed and developing economies see entrepreneurship as an alternative to get out of the economic crisis and job uncertainty. , which is mostly seen in young people. For this reason, universities have been developing different entrepreneurial education programs to foster entrepreneurial intent, and in this connection, some research considers the impact of these programs to be positive, while others maintain the opposite. In the present work, investigations of the last 5 years related to entrepreneurial intention and entrepreneurial education have been reviewed, within this relationship the positions for and against the influence of situational and personal factors. In addition, new lines of research are identified and proposed, so that the results contribute to understanding the process of entrepreneurial intention formation, so that the academy, government, companies, researchers and stakeholders can develop proposals more successful.

‘How do extrinsic factors influence the decision of young adults to become an entrepreneur?’ Michelle Hartmann and Aiko Thumm, 2018: Applied Double Degree Bachelor, Linnaeus University Växjö, Sweden and ICN Business School Nancy, France. Even though governments all over the world are putting a spotlight on entrepreneurs and entrepreneurship as a whole, the motivations of why to become a venture creator is rarely touched upon. In general, there are two forms of possible influences on entrepreneurial intentions, namely intrinsic and extrinsic drivers. In order to further describe the phenomenon of extrinsic factors influencing entrepreneurial intentions, this study aims to describe the interplay of three extrinsic factors for venture creation. These three factors are entrepreneurship enhancing education, role models as well as influence of opportunity and necessity. A descriptive, qualitative study has been chosen for that purpose. During semi-structured interviews, the narrative story of the six participants is told. The findings revolve around the narratives of the respondents’ propositions towards the three aforementioned extrinsic factors. This paper shows that the present educational system only partially conveys necessary knowledge and entrepreneurial skills. Furthermore, this study suggests, that there is more than only a positively influencing role model, videlicet, a negative example representing things the young adult does not want to become. In addition, the study depicts the predicament of a clear differentiation between necessity and opportunity entrepreneurship. Lastly this paper concludes, that more than one factor are motivational drivers for young entrepreneurs and therefore opens a wide research area for future fellow entrepreneurship researchers.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-06-14T11:10:51Z No. of bitstreams: 1 marcelogaiomancio.pdf: 1026731 bytes, checksum: 951a2443601d88b158c4c6ca71ee8292 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-06-14T11:32:02Z (GMT) No. of bitstreams: 1 marcelogaiomancio.pdf: 1026731 bytes, checksum: 951a2443601d88b158c4c6ca71ee8292 (MD5) / Made available in DSpace on 2018-06-14T11:32:02Z (GMT). No. of bitstreams: 1 marcelogaiomancio.pdf: 1026731 bytes, checksum: 951a2443601d88b158c4c6ca71ee8292 (MD5) Previous issue date: 2018-04-27 / FAPEMIG - Fundação de Amparo à Pesquisa do Estado de Minas Gerais / Diferentes estudos têm apontado a correlação entre o empreendedorismo por oportunidade e o crescimento econômico de um país. Os estudantes universitários são um público mais propenso ao empreendedorismo por oportunidade, pois têm mais acesso a conhecimentos que a maioria da população. A educação empreendedora tem evoluído enquanto campo de pesquisa, trazendo evidências de que é possível desenvolver a intenção e as competências para empreender por meio do ensino formal. Diante desse contexto, a presente pesquisa teve como objetivo a elaboração de uma proposta de programa de educação empreendedora adequado ao contexto universitário brasileiro. Para tanto, utilizou-se a UFJF como um piloto para a aplicação dos questionários de diagnóstico e para a elaboração da proposta de programa. Foram aplicados 545 questionários junto a estudantes das áreas de (i) Engenharias, Tecnologias, Ciências Exatas e da Terra, (ii) Ciências Sociais Aplicadas, (iii) Ciências Humanas e Sociais e (iv) Ciências Biológicas e da Saúde. A análise dos dados coletados resultou na identificação de 4 fatores subjacentes ao construto da intenção empreendedora e 8 fatores subjacentes ao construto das competências empreendedoras. Verificou-se que a intenção de empreender e as competências empreendedoras estão mais presentes áreas (i) e (ii), tradicionalmente mais próximas ao mundo dos negócios. Além disso, observou-se uma predileção e uma maior crença na capacidade de empreender entre os homens do que nas mulheres. Com base na pesquisa primária realizada e na revisão da literatura, elaborou-se uma proposta de programa de educação empreendedora no contexto universitário, composto por 3 disciplinas que, oferecidas de maneira integrada, acredita-se que possam desenvolver a intenção e as competências empreendedoras dos estudantes. Entendendo que tanto as áreas de humanas e biológicas quanto as mulheres têm a contribuir para o desenvolvimento do empreendedorismo na UFJF e no Brasil, o programa proposto buscou incluir ações que contemplem esses públicos. / Different studies have pointed to the correlation between entrepreneurship by opportunity and the economic growth of a country. University students are a public more prone to entrepreneurship for opportunity, as they have more access to knowledge than most of the population. Entrepreneurial education has evolved as a field of research, bringing evidence that it is possible to develop the intention and skills to undertake through formal education. In this context, this research aimed to prepare a proposal for an entrepreneurial education program suitable for the Brazilian university context. For this purpose, UFJF was used as a pilot for the application of diagnostic questionnaires and for the elaboration of the program proposal. 545 questionnaires were applied to students in the areas of (i) Engineering, Technologies, and Exact Sciences, (ii) Applied Social Sciences, (iii) Humanities and Social Sciences and (iv) Biological and Health Sciences. The analysis of the data collected resulted in the identification of 4 factors underlying the construct of entrepreneurial intent and 8 factors underlying the construct of entrepreneurial skills. It was found that the intention to undertake and entrepreneurial skills are more present areas (i) and (ii), traditionally closest to the business world. Moreover, there was a predilection and a greater belief in the ability to undertake among men than in women. Based on the primary research carried out and the revision of the literature, a proposal for an entrepreneurial education program in the university context was elaborated, consisting of 3 disciplines that, offered in an integrated way, are believed to develop the student’s intention and entrepreneurial skills. Understanding that both human and biological areas and women can contribute to the development of entrepreneurship in UFJF and Brazil, the proposed program sought to include actions that contemplate these audiences.

La investigación tuvo como objetivo determinar la relación de la educación emprendedora con la intención emprendedora en los estudiantes de la escuela de Administración de empresas de una universidad privada en la ciudad de Chiclayo, 2022. La investigación es de tipo aplicada, no experimental, con enfoque cuantitativo, de nivel correlacional causal y de diseño transversal (Hernández et al., 2014). En el recojo de datos se hace uso de la encuesta a 120 estudiantes de pregrado del 8vo, 9no y 10mo ciclo de una universidad privada de la cuidad de Chiclayo. Los resultados evidencian la relación positiva entre educación emprendedora (EE) y la intención emprendedora (IE) con un coeficiente de estimación estándar de 0.658; sin embargo, también se encuentra que la educación emprendedora (EE) es moderadora entre la actitud hacia el emprendimiento (AE) y la intención emprendedora (IE); así como el control del comportamiento percibido (CCP) y la intención emprendedora (IE) que es significativo al 1% y demostrando que fortalece la EE la relación como moderadora bajo el modelo teórico abordado. / The objective of this research was to determine the relationship between entrepreneurial intention and entrepreneurial education of students in the School of Business Administration of a private university in the city of Chiclayo, 2022. The research is applied, non-experimental, with a quantitative approach, causal correlational level and cross-sectional design (Hernández et al., 2014). A survey of 120 undergraduate students of the 8th, 9th and 10th cycles of a private university in the city of Chiclayo was used for data collection. The results show a positive relationship between entrepreneurial intention (EI) and entrepreneurial education (EE) with a standard estimation coefficient of 0.658; however, it is also found that entrepreneurial education (EE) is a moderator between attitude towards entrepreneurship (AE) and entrepreneurial intention (IE); as well as perceived behavioral control (PCC) and entrepreneurial intention (IE) which is significant at 1% and demonstrating that EE strengthens the relationship as a moderator under the model of the theory of planned behavior

Entrepreneurship discourse constructs a specific sphere that prioritizes the dominance of the Western male perspective in Western dialogues. The discourse of how an entrepreneur comes into being has transformed from the perception that an entrepreneur is made from birth, to recognizing that an entrepreneur becomes, through life situations, opportunities and the social and political embeddedness.This study embraces the viewpoint that entrepreneurship is a pursuit infused with ethical and aesthetic dimensions, involving a departure from established norms of normalcy, naturalness, and necessity. The authors seekto explore the intersection of decolonizing pedagogy and EntrepreneurshipEducation within the Swedish university context. By examining the content and pedagogy of an entrepreneurship program through the lens of a norm critical pedagogical perspective, this study aims to contribute to the advancement of inclusive and socially responsible education within the Swedish higher education system. Further on, feminist perspective is used to critically analyze how scientific knowledge and practices have been influenced by and continue to perpetuate gender biases, inequalities, and male-dominated ideologies.The central question guiding this thesis is: How can decolonizing Entrepreneurship Education lead to social change? Using qualitative methods, this study provides a nuanced understanding of Entrepreneurship Education at Linnaeus University and its potential to foster social responsibility and inclusivity. To answer the research question, we conducted interviews with two teachers and a former Program Director at an entrepreneurship program. Additionally, we held a focus group interview with students and an individual interview with one student. With the current EE landscape often perpetuating gender biases, inequalities, and male-dominated ideologies, particularly within Western contexts, it poses significant challenges in creating an inclusive and socially responsible educational framework. The findings, derived from 2thematic analysis, indicate that Entrepreneurship Education is undergoing a transformation. This transformation is challenged by its capacity to drive social progress amidst enduring rigid structures of higher education hindering the implementation of norm-critical pedagogy, which further highlights the need for a deeper pedagogical shift towards decolonization and inclusivit