Dissertation (Ph.D.)--Auburn University, / Abstract. Vita. Includes bibliographic references (p.133-142).

Submitted by Elba Lopes (elba.lopes@fecap.br) on 2018-06-04T20:35:32Z No. of bitstreams: 2 Ricardo Gastardeli Yamamoto .pdf: 408105 bytes, checksum: 3e481c7b8a30df5f5411d52772739961 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-06-04T20:35:32Z (GMT). No. of bitstreams: 2 Ricardo Gastardeli Yamamoto .pdf: 408105 bytes, checksum: 3e481c7b8a30df5f5411d52772739961 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-02-27 / The objective of this study is to propose a typology of Finance content focused on entrepreneurial training in undergraduate courses. It is an exploratory research with qualitative data collection and the use of the Delphi technique, applied in two rounds with the participation of 27 specialists from the areas of Entrepreneurship and Finance. Among the findings, it was identified in order of relevance that the topics (i) Working capital, (ii) Management and projection of cash flows, (iii) Behavioral finance, (iv) Personal finance and entrepreneurship, (v) Risk management and (vi) Microcredit are among the most relevant contents for entrepreneurship training in Finance. The results of the research allow the following reflections: (i) the two most well-positioned contents in this study are also topics present in the literature and papers on the subject, (ii) the inclusion of new topics in the research exposed the relevance of contents until then still little explored, contributing with new perspectives and possibilities of studies on the subject. The findings of this study generate concrete recommendations for undergraduate-level Finance education programs. It is expected that this work will contribute by bringing to light a description of the current context of Finance education for entrepreneurship training and to provide educational institutions and professors a support to become more effective in teaching Finance for entrepreneurship training. / O objetivo deste estudo ?? propor uma tipologia de conte??dos de Finan??as voltada ?? forma????o empreendedora em cursos de gradua????o. Trata-se de uma pesquisa de natureza explorat??ria com levantamento qualitativo de dados e emprego da t??cnica Delphi, aplicada em duas rodadas com a participa????o de 27 especialistas das ??reas de Empreendedorismo e Finan??as. Entre os achados, identificou-se em ordem de relev??ncia que os t??picos (i) Capital de giro, (ii) Gerenciamento e proje????o de fluxos de caixa, (iii) Finan??as comportamentais, (iv) Finan??as pessoais e empreendedorismo, (v) Gerenciamento de risco e (vi) Microcr??dito figuram entre os conte??dos mais relevantes para a forma????o empreendedora em Finan??as. Os resultados da pesquisa permitem as seguintes reflex??es: (i) os dois conte??dos mais bem posicionados neste estudo tamb??m s??o t??picos presentes na literatura e trabalhos sobre a tem??tica, (ii) a inclus??o de novos t??picos na pesquisa exp??s a relev??ncia de conte??dos at?? ent??o ainda pouco explorados, contribuindo com novas perspectivas e possibilidades de estudos sobre o tema. Os achados deste estudo geram recomenda????es concretas para os programas de ensino de Finan??as em n??vel de gradua????o. Espera-se ainda que este trabalho contribua ao trazer ?? luz uma descri????o do atual contexto da educa????o em Finan??as para forma????o empreendedora e forne??a ??s institui????es de ensino e docentes, subs??dios para que se tornem mais eficazes no ensino de Finan??as para a forma????o empreendedora.

Alors que l’enseignement de l’entrepreneuriat s’est souvent orienté vers la création d’entreprise, de nouvelles conceptions émergent autour de la notion de processus entrepreneurial. Au sein de cette notion, la mise en situation acquiert une place importante en tant que source favorisant l’action entrepreneuriale. Nous soulignons, dans la première partie de cette thèse, que les approches classiques focalisées uniquement sur la création d’entreprise demeurent insuffisantes pour répondre aux besoins d’apprentissage des étudiants porteurs de projet. Dans cette perspective, nous avons orienté notre travail de recherche vers l’enseignement de l’entrepreneuriat en considérant l’aller-retour entre la réflexion et l’action. Pour cela, nous proposons, dans la deuxième partie, une nouvelle façon d’aborder la Méthode des cas en adoptant un cadre conceptuel autour de la démarche de recherche-intervention appliquée au Pôle Entrepreneuriat Etudiant de Lorraine (PeeL). Il s’agit de montrer que la valorisation des expériences vécues dans la mise en situation permet de favoriser la construction de savoirs utiles pour l’action entrepreneuriale / Even when the entrepreneurship teaching has generally been oriented to the company creation new proposals focused on the notion of the entrepreneurial process has emerged. Within this concept the contextualization gains great importance as a becoming element in the entrepreneurial process. As we have demonstrated in the first part of the thesis, the classic theories focused only on the creation of companies seem to be insufficient to face the learning needs of the entrepreneurship students. From this perspective, our research has been pointed to the entrepreneurship teaching attending the double link between reflection and action. To do this, in the second part of our thesis, we proposed a new way of adopting the case method by a process of intervention at the Pôle entrepreneuriat étudiant de Lorraine (PeeL). We try to show that the appreciation of experiences when students are part of a real situation can benefit the construction of useful knowledge to the entrepreneur

Submitted by Marcus Alexandre Yshikawa Salusse (msalusse@gmail.com) on 2014-03-31T16:50:02Z No. of bitstreams: 1 (@DISSERTAÇÃO_VERSAO FINAL_31.03.14).pdf: 9682404 bytes, checksum: 74f2c344694c9eae81d4e672f1c1af51 (MD5) / Approved for entry into archive by PAMELA BELTRAN TONSA (pamela.tonsa@fgv.br) on 2014-03-31T16:53:03Z (GMT) No. of bitstreams: 1 (@DISSERTAÇÃO_VERSAO FINAL_31.03.14).pdf: 9682404 bytes, checksum: 74f2c344694c9eae81d4e672f1c1af51 (MD5) / Made available in DSpace on 2014-03-31T16:58:55Z (GMT). No. of bitstreams: 1 (@DISSERTAÇÃO_VERSAO FINAL_31.03.14).pdf: 9682404 bytes, checksum: 74f2c344694c9eae81d4e672f1c1af51 (MD5) Previous issue date: 2014-02-27 / O objetivo desta pesquisa é compreender como professores ao redor do mundo ensinam empreendedorismo com fundamento na teoria effectuation. A pesquisa utiliza a metodologia de estudo de caso múltiplo para análise de cinco experiências em educação empreendedora em nível universitário, realizadas em cinco instituições de ensino de quatro países diferentes com intuito de compreender o contexto dessas experiências, a estrutura dos cursos, as metodologias de ensino utilizadas e as percepções de docentes e alunos sobre essas experiências. O estudo traz inicialmente um breve histórico sobre a evolução do ensino de empreendedorismo nos Estados Unidos e no Brasil. Ato contínuo, o estudo faz uma análise da evolução das perspectivas teóricas utilizadas para compreensão do fenômeno empreendedor e relaciona essas perspectivas às metodologias de ensino utilizadas para o ensino de empreendedorismo, com destaque para a recente discussão sobre a perspectiva do empreendedorismo como método. A teoria effectuation é apresentada em seguida e introduz seus os princípios norteadores e as teorias que deram origem à sua formulação. A análise dos casos resulta em contribuições teóricas referentes à estruturação de perguntas de pesquisa que relacionam a utilização da teoria effectuation no ensino de empreendedorismo ao aumento da intenção dos alunos em empreender e que analisam a influência da cultura e da formação dos alunos no processo de ensino e aprendizado. As contribuições práticas, por sua vez, referem-se à identificação do elemento integrador das metodologias de ensino de empreendedorismo com fundamento na teoria effectuation, da identificação de metodologias de ensino emergentes e da contribuição da teoria para o desenvolvimento do ensino de empreendedorismo no Brasil. Assim, os resultados desta pesquisa contribuem para aumentar o conhecimento existente sobre a utilização da teoria effectuation no ensino de empreendedorismo e sobre os efeitos dessa introdução, bem como por meio da formulação de perguntas de pesquisa para direcionamento de esforços de pesquisa futuros. / This research aims at understanding how professors around the world teach entrepreneurship using effectuation theory. The research utilizes the multiple case study methodology to analyze five entrepreneurship education experiences at the university level, performed at five institutions from four different countries in order to understand the context of these entrepreneurship education experiences, the structure of the courses, the teaching methodologies used and the perceptions from both students and professors regarding their experiences. The study initially presents a brief history on the evolution of entrepreneurship education in the United States and Brazil. Thereafter, the study analyzes the evolution of the theoretical perspectives used to understand the entrepreneurial phenomenon and relate these perspectives to the methodologies used for teaching entrepreneurship, highlighting the recent discussion about the entrepreneurship as method perspective. The effectuation theory is presented in sequence and it guiding principles and theories that led to its formulation are presented. The theoretical contributions from the study relate to the structuring of research questions that analyze the relationship between effectuation teaching and the increase on intention of the students to become entrepreneurs, and the influence of culture and educational background in the teaching and learning process. The practical contributions refers to the identification of the integrating element of effectual teaching methodologies, the identification of emerging teaching methodologies in the field and the contribution from effectuation theory to the development of entrepreneurship education in Brazil. Thus, this research contributes to increase the existing knowledge on effectuation teaching and the effects on introducing effectuation to teach entrepreneurship, as well as through the structuring of research questions for future research efforts.