<p> Practices of collaborative relationships between industry and academia have a long-standing history traced to the time when prototypes of modern universities emerged in the medieval period. The purpose of this quantitative study was to identify the extent of agreements in stakeholder perceptions on the benefits of industry-academia collaborations for sustainable growth in Trinidad and Tobago. One hundred and thirty three persons participated in 13-item survey instrument over the Internet from industry and academia in Trinidad and Tobago to measure perceptions. The measurements were in goal achievement, benefits, satisfaction levels, influences, barriers, and key success factors. The unit of analysis was individuals from industry and academia. Analysis of the data revealed that perceptions to goal achievement from both industry and academia towards collaborative relations ranged from important to very important. Benefits to industry and academia ranged from important to very important while the perceived influences from Government were indifferent. The main barriers to collaborative relations were communications, leadership, and cultural awareness. The key findings were significant differences between industry and academia perceptions on additional income for universities as a goal of collaborative relations; joint representation on technical committees as a means of information; lack of entrepreneurial culture and communication as a barrier to collaborative relations. The recommendations include the need for entrepreneurial development and improved communications among the stakeholders as a pre-requisite to success in collaborative partnerships.</p>

Research in the field of entrepreneurship education suggested the need for more studies that focus on the characteristics of the pathways to entrepreneurship education. Previous empirical work in this field has largely been driven by uncovering the link between entrepreneurship education and its impact on students, while fewer researchers have focused on the alignment between the components that constitute entrepreneurship education. The purpose of this mixed methods study was to explore the contextual factors affecting entrepreneurship courses (design and delivery) and their subsequent effects on student perceptions of entrepreneurship and entrepreneurship education across multidisciplinary programmes within a higher education institution. A key aspect of this study was to determine whether students across disciplines were inspired and stimulated by the content and pedagogical aspects of their courses. In this mixed method convergent parallel design study, the qualitative component consisted of semi-structured interviews, presenting the narrative of ten educators teaching in entrepreneurship education. For the quantitative component, survey questionnaires were administered to a sample of 640 students across multidisciplinary programmes at a higher education institution. These surveys were designed to capture the student perceptions of entrepreneurship and entrepreneurship education, as well as their experience of the entrepreneurship course. Key findings of this research identified four factors affecting entrepreneurship education courses within the higher education institution as those of: course design and delivery; institutional impact; educator aspect and the student aspect. Analysis of the student aspect established the influence of contextual factors affecting student perception including: employment aspirations; prior exposure to entrepreneurship education; socio-cultural influence; employment confidence and student experience of the course. This study proposed a conceptual model presenting a framework for teaching in entrepreneurship that highlights the need for an alignment between the factors affecting entrepreneurship education. This conceptual framework therefore provides a map for (a) higher education institutions aiming to implement entrepreneurship education without assimilating its entrepreneurial flavour, (b) curriculum designers of multi-disciplinary programmes and course planners of entrepreneurship education, and (c) educators in entrepreneurship education aiming to develop not only their teaching practice in this field but also enhance their career trajectory in an fast evolving field of education. Firstly, this study contributes to the growing field of research in entrepreneurship education as it is offered within the higher education system, particularly in South Africa where keen efforts are directed at improving and developing this field through current and ongoing initiatives and implementation plans. Secondly, this research also offers an insight into the challenges faced by educators teaching in entrepreneurship, the positioning of entrepreneurship education courses, particularly within multidisciplinary programmes taught at university level and the dynamic of the student input factor. Considering these insights could provide opportunities for improving entrepreneurship education curricula within the higher education institution, not only from a course design perspective but also in the way courses are delivered. Further expectations from this research would be to promote the status of institutionalised entrepreneurship education courses within the higher education community and to acknowledge the written and unwritten role and expectations of educators in this field. This should encourage opportunities for faculty training and development in entrepreneurial learning, benefitting both educator and student.

Extracurricular enterprise activities have steadily increased over the past decade within universities (Rae et al., 2012), as has the domain of entrepreneurial learning research (Wang and Chugh, 2014) yet limited empirical research examines links between the two phenomena. This thesis connects educational theory, entrepreneurial learning theory and entrepreneurial education research to examine the role that extracurricular enterprise activities may have within the entrepreneurial learning processes of students at United Kingdom Higher Education Institutions. Utilising a social constructionist paradigm of enquiry this thesis critically examines perceptions of the value of extracurricular enterprise activities from an educator and student perspective. A semi-structured survey (n=55) and in depth interviews with students (n=23) and enterprise educators (n=3) across 24 UK universities explored what extracurricular enterprise activities students engaged in, their motivations for engagement and the perceived value of extracurricular enterprise activities in relation to entrepreneurial learning processes. Findings suggest that extracurricular enterprise activities not only provide value in the experiential and social learning opportunities afforded for participants, but the positioning of these activities outside of the main curriculum enables students to develop their autonomous learning capabilities. The results contribute to an emerging body of literature examining self-directed learning activities and entrepreneurial learning (Van Gelderen, 2010; Tseng, 2013). The thesis concludes that while experiential and social learning opportunities occupy a central role within entrepreneurial learning processes of university students, self-directed learning activities are increasingly important, and emphasis should be placed upon enabling students to self-direct their entrepreneurial learning processes. For policy and practice, this research provides additional scrutiny of the proposition that extracurricular enterprise activities positively enhance learning through examining what extracurricular enterprise activities students choose to engage in and the benefits they perceive they attained. This research also provides an enhanced understanding of how students interpret and apply the theoretical concept of entrepreneurial learning. Research examining entrepreneurial learning is important in enabling a more effective understanding of the entrepreneurial process yet studies examining student perceptions of entrepreneurial learning remain limited (Mueller and Anderson, 2014; Wang and Chugh, 2014). Finally, this thesis presents the central role of self-directed learning activities to students’ entrepreneurial learning processes and provides recommendations for enhancing entrepreneurial education.

Submitted by isabela.moljf@hotmail.com (isabela.moljf@hotmail.com) on 2016-08-16T12:54:18Z No. of bitstreams: 1 luzianehelenadonascimento.pdf: 785810 bytes, checksum: bfc29f7730a53fdbe496724011d446f3 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-08-16T12:54:46Z (GMT) No. of bitstreams: 1 luzianehelenadonascimento.pdf: 785810 bytes, checksum: bfc29f7730a53fdbe496724011d446f3 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-08-16T12:54:56Z (GMT) No. of bitstreams: 1 luzianehelenadonascimento.pdf: 785810 bytes, checksum: bfc29f7730a53fdbe496724011d446f3 (MD5) / Made available in DSpace on 2016-08-16T12:54:56Z (GMT). No. of bitstreams: 1 luzianehelenadonascimento.pdf: 785810 bytes, checksum: bfc29f7730a53fdbe496724011d446f3 (MD5) Previous issue date: 2012-03-30 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Na década de 1990, intensificou-se uma complexa expansão do ensino superior brasileiro, através da forte atuação de empresários do ensino, que se organizavam em associações com o objetivo de assegurar seus interesses na aparelhagem estatal. Esta atuação se consolidou na primeira década dos anos 2000 e se deveu, em grande parte, à Associação Brasileira de Mantenedoras de Ensino Superior (ABMES), que é uma das associações do empresariado mais bem estruturadas, com abrangência nacional e com grande poder de pressão. Partindo destas constatações, tivemos como objetivo analisar as formulações e as proposições da ABMES para a educação superior, suas articulações para viabilizar seu projeto e o impacto de sua intervenção nas políticas para a educação superior nos períodos dos governos Fernando Henrique Cardoso (1995-1998 e 1999-2002) e Lula da Silva (2003-2006 e 2007-2010). Esta investigação se caracteriza como uma pesquisa documental cujo corpus é composto pelas publicações e documentos elaborados pela ABMES desde a sua criação, em 1982, até o ano de 2010. A análise do corpus documental foi feita com base em três categorias (papel do Estado, formação humana e configuração da educação superior). A base da pesquisa é a teoria gramsciana de Estado ampliado e a teoria poulantziana de Estado relacional. A perspectiva epistemológica que fundamenta a pesquisa é o materialismo histórico dialético. Com a análise do corpus documental, percebemos que a ABMES passou por três fases ao longo de sua existência (implantação, desenvolvimento e consolidação). Para a ABMES, o Estado deve favorecer o oferecimento da educação-mercadoria, tendo ações de regulação mínima, não intervindo no mercado de ensino. A formação humana deve ser voltada estritamente para as demandas do mercado de trabalho, não se preocupando com a elevação cultural dos seus alunos. A configuração da educação superior deve permitir a coexistência de tipos diversificados de estabelecimentos e cursos para favorecer o atendimento das demandas dos alunos. Concluímos que, com ações coesas e estratégias bem articuladas, o empresariado do ensino superior, através da ABMES, conseguiu dar o tom da política nacional de educação superior durante os períodos de governo estudados. / In the 1990s, it intensified a complex expansion of Brazilian higher education, through the strong performance of the business school, who organized themselves in associations in order to secure their interests in the state system. This operation was consolidated in the first decade of the 2000s and was due in large part to the Brazilian Association of Maintainers of Higher Education (ABMES), which is one of the entrepreneurs' associations better structured, with national coverage and with great power pressure . Based on these findings, we had to analyze the formulations and the propositions of ABMES for higher education, your joints to enable your project and the impact of its intervention in policies for higher education in times of Fernando Henrique Cardoso (1995-1998 and 1999-2002) and Lula da Silva (20032006 and 2007-2010). This research is characterized as a documentary research whose corpus is composed of publications and documents prepared by ABMES since its inception in 1982 until the year 2010. The analysis of the documentary corpus was based on three categories (state's role, human formation and configuration of higher education). The centerpiece is the Gramscian theory of expanded state and Poulantzas's theory of relational State. The epistemological approach underlying the research is the dialectical historical materialism. With the analysis of the documentary corpus, we realize that ABMES passed through three phases throughout its existence (implementation, development and consolidation). For ABMES, the state should encourage the offering of education-commodity, and actions of minimal regulation, not intervene in the education market. The human development should be geared strictly to the demands of the labor market, not worrying about the cultural elevation of their students. The setting of higher education should allow the coexistence of diverse types of institutions and courses to further meet the demands of the students. We conclude that, with cohesive actions and wellarticulated strategies, higher education entrepreneurship through ABMES, could set the tone of national politics of higher education during the periods studied government.

Submitted by isabela.moljf@hotmail.com (isabela.moljf@hotmail.com) on 2017-02-13T14:48:02Z No. of bitstreams: 1 luzianehelenadonascimento.pdf: 785810 bytes, checksum: 8c0ba76191a53f5b54b4419dee9774ef (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-02-13T16:50:10Z (GMT) No. of bitstreams: 1 luzianehelenadonascimento.pdf: 785810 bytes, checksum: 8c0ba76191a53f5b54b4419dee9774ef (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-02-13T16:50:40Z (GMT) No. of bitstreams: 1 luzianehelenadonascimento.pdf: 785810 bytes, checksum: 8c0ba76191a53f5b54b4419dee9774ef (MD5) / Made available in DSpace on 2017-02-13T16:50:40Z (GMT). No. of bitstreams: 1 luzianehelenadonascimento.pdf: 785810 bytes, checksum: 8c0ba76191a53f5b54b4419dee9774ef (MD5) Previous issue date: 2012-03-30 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Na década de 1990, intensificou-se uma complexa expansão do ensino superior brasileiro, através da forte atuação de empresários do ensino, que se organizavam em associações com o objetivo de assegurar seus interesses na aparelhagem estatal. Esta atuação se consolidou na primeira década dos anos 2000 e se deveu, em grande parte, à Associação Brasileira de Mantenedoras de Ensino Superior (ABMES), que é uma das associações do empresariado mais bem estruturadas, com abrangência nacional e com grande poder de pressão. Partindo destas constatações, tivemos como objetivo analisar as formulações e as proposições da ABMES para a educação superior, suas articulações para viabilizar seu projeto e o impacto de sua intervenção nas políticas para a educação superior nos períodos dos governos Fernando Henrique Cardoso (1995-1998 e 1999-2002) e Lula da Silva (2003-2006 e 2007-2010). Esta investigação se caracteriza como uma pesquisa documental cujo corpus é composto pelas publicações e documentos elaborados pela ABMES desde a sua criação, em 1982, até o ano de 2010. A análise do corpus documental foi feita com base em três categorias (papel do Estado, formação humana e configuração da educação superior). A base da pesquisa é a teoria gramsciana de Estado ampliado e a teoria poulantziana de Estado relacional. A perspectiva epistemológica que fundamenta a pesquisa é o materialismo histórico dialético. Com a análise do corpus documental, percebemos que a ABMES passou por três fases ao longo de sua existência (implantação, desenvolvimento e consolidação). Para a ABMES, o Estado deve favorecer o oferecimento da educação-mercadoria, tendo ações de regulação mínima, não intervindo no mercado de ensino. A formação humana deve ser voltada estritamente para as demandas do mercado de trabalho, não se preocupando com a elevação cultural dos seus alunos. A configuração da educação superior deve permitir a coexistência de tipos diversificados de estabelecimentos e cursos para favorecer o atendimento das demandas dos alunos. Concluímos que, com ações coesas e estratégias bem articuladas, o empresariado do ensino superior, através da ABMES, conseguiu dar o tom da política nacional de educação superior durante os períodos de governo estudados. / In the 1990s, it intensified a complex expansion of Brazilian higher education, through the strong performance of the business school, who organized themselves in associations in order to secure their interests in the state system. This operation was consolidated in the first decade of the 2000s and was due in large part to the Brazilian Association of Maintainers of Higher Education (ABMES), which is one of the entrepreneurs' associations better structured, with national coverage and with great power pressure . Based on these findings, we had to analyze the formulations and the propositions of ABMES for higher education, your joints to enable your project and the impact of its intervention in policies for higher education in times of Fernando Henrique Cardoso (1995-1998 and 1999-2002) and Lula da Silva (20032006 and 2007-2010). This research is characterized as a documentary research whose corpus is composed of publications and documents prepared by ABMES since its inception in 1982 until the year 2010. The analysis of the documentary corpus was based on three categories (state's role, human formation and configuration of higher education). The centerpiece is the Gramscian theory of expanded state and Poulantzas's theory of relational State. The epistemological approach underlying the research is the dialectical historical materialism. With the analysis of the documentary corpus, we realize that ABMES passed through three phases throughout its existence (implementation, development and consolidation). For ABMES, the state should encourage the offering of education-commodity, and actions of minimal regulation, not intervene in the education market. The human development should be geared strictly to the demands of the labor market, not worrying about the cultural elevation of their students. The setting of higher education should allow the coexistence of diverse types of institutions and courses to further meet the demands of the students. We conclude that, with cohesive actions and wellarticulated strategies, higher education entrepreneurship through ABMES, could set the tone of national politics of higher education during the periods studied government.