What Does Entrepreneurship Education Look Like in Brazil? An Analysis of Undergraduate Teaching Plans

Autor/inn/en	Cualheta, Luciana Padovez; Abbad, Gardenia da Silva
Titel	What Does Entrepreneurship Education Look Like in Brazil? An Analysis of Undergraduate Teaching Plans
Quelle	In: Education & Training, 63 (2021) 7-8, S.1043-1057 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0912
DOI	10.1108/ET-05-2020-0106
Schlagwörter	Teaching Methods; Entrepreneurship; Foreign Countries; Undergraduate Students; Higher Education; Course Content; Business Administration Education; Design; Thinking Skills; Educational Theories; Taxonomy; Bibliographies; Educational Improvement; Management Development; Outcomes of Education; Brazil + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Unternehmungsgeist; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kursprogramm; Denkfähigkeit; Educational theory; Theory of education; Bildungstheorie; Taxonomie; Teaching improvement; Unterrichtsentwicklung; Lernleistung; Schulerfolg; Brasilien
Abstract	Purpose: This paper aimed to describe and analyze the contents and methodologies of entrepreneurship education in undergraduate courses in higher education institutions in Brazil. Design/methodology/approach: The teaching plans of 113 undergraduate entrepreneurship courses were surveyed and reviewed. Data were subjected to descriptive and content analyses. Findings: Courses are offered by public and private universities in Brazil in 56 undergraduate programs in several fields. Lectures are among the main teaching methodologies employed, being mentioned in 98% of the teaching plans analyzed. There is a broad use of active methodologies. About 75% of the contents covered in the courses refer to declarative knowledge of basic concepts and theories and enterprises creation and management skills. The survey showed that 50% of the teaching plans addressed content related to business modeling, and only 18% of these mentioned the use of business model canvas. In addition, contents such as prototyping, minimum viable product, design thinking and pitch are mentioned in less than 20% of the teaching plans analyzed. Originality/value: The article contributes to the advancement of the entrepreneurship education theory as it presents a new way to classify the contents of entrepreneurship courses, in light of educational theories, using learning taxonomies. It identifies the main contents, resources, methodologies, evaluation methods and bibliographies used in undergraduate entrepreneurship courses in Brazil. Moreover, it is the very first article that analyzes this number of teaching plans in Brazil with these categories of analysis. In practical terms, the article contributes to improve the entrepreneurship courses offered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01