Impactos da educação empreendedora em alunos brasileiros do ensino superior: Um estudo empírico comparando disciplinas obrigatórias e eletivas
DOI:
https://doi.org/10.14211/regepe.esbj.e2443Palavras-chave:
Educação Empreendedora, Ensino de Empreendedorismo, EmpreendedorismoResumo
Objetivo do estudo: O presente estudo tem como objetivo avaliar os impactos da educação empreendedora em alunos de disciplinas de empreendedorismo no nível de graduação de universidades brasileiras. Metodologia: A metodologia adotada foi pré/pós a partir da coleta de dados primários por meio de questionários estruturados entre 398 estudantes de empreendedorismo provenientes de 10 disciplinas de graduação de seis universidades brasileiras, envolvendo doze professores. As análises de dados foram realizadas por meio de análise fatorial confirmatória e testes pareados de comparação de médias. Principais resultados: As disciplinas eletivas de empreendedorismo têm maior impacto positivo (sobretudo para atitude empreendedora, controle percebido do comportamento e intenção empreendedora) para os alunos de graduação no Brasil, se comparado às disciplinas obrigatórias, que, inclusive, impactaram negativamente alguns fatores (ex.: atitude empreendedora, controle percebido do comportamento e intenção empreendedora). Contribuições teóricas/metodológicas: Desenvolvimento de um modelo para analisar o impacto da educação empreendedora fundamentado na recente literatura sobre o tema e que representa uma versão estendida da Teoria do Comportamento Planejado, a qual inclui conhecimentos e competências empreendedoras. Relevância/originalidade: Uso diferencial de uma metodologia rigorosa (pré/pós com aplicação de teste-t pareado) e comparação dos efeitos de cursos eletivos e obrigatórios de empreendedorismo em uma ampla base de dados.
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