Impact's Perception of Entrepreneurship Competences Acquisition in Polytechnic High Education Students

Impact's Perception of Entrepreneurship Competences Acquisition in Polytechnic High Education Students

Teresa Paiva (Research Unit for Inland Development of Guarda Polytechnic Institute, Portugal), Amaia Yuberrasco (Salamanca University, Spain), Pedro Tadeu (Research Unit for Inland Development of Guarda Polytechnic Institute, Portugal), Maria Leopoldina Alves (Polytechnic Institute of Leiria, Portugal) and Elisa Figueiredo (Research Unit for Inland Development of Guarda Polytechnic Institute, Portugal)
Copyright: © 2019 |Pages: 23
DOI: 10.4018/978-1-5225-7675-4.ch011

Abstract

The discussion about the evaluation of the teaching of entrepreneurship or training programmes from the perspective of a higher education institution is usually linked to the quantitative impact of entrepreneurship creation and often does not take into account the increase in skills and abilities, or the evolution towards a more entrepreneurial mind-set. In this chapter, the authors propose to analyse the learning perceptions of students who participated in the Poliempreende programme of Portuguese polytechnics. The goal is to see if students feel that their participation was profitable, not only for their personal development, but also for their professional work. Within a perspective of learning in an entrepreneurship, the transformation of entrepreneurs' experiences into knowledge can influence the relationship between their professional experience and the development of their wisdom about entrepreneurship. Thus, it is proposed to implement the evaluation of the impact of the perception of these students through the evaluation model of Kirkpatrick.
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Entrepreneurial Learning Models

The learning of the most varied concepts is, therefore, conditioned to the teacher, subject of the action that, together with the environment, assume the preponderant role in the development not only of the student's competences, in terms of curricular contents, but more than that, in the development of proactive attitudes.

The learning of an entrepreneurial culture is, in this way, directly related to the subject, teacher, and to the object of the subject, the student, involving part of these theories and how they interact with the surrounding environment.

As we stated above, with students being receptive to the opportunities offered to them, it is fundamental to act by providing diversified learning possibilities, such as entrepreneurial learning.

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