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A presente dissertação tem como objetivo avaliar as competências empreendedoras dos alunos da Academia Militar, com base no referencial europeu EntreComp, assim como analisar a perceção dos docentes relativamente ao papel das práticas pedagógicas na promoção dessas competências. O estudo adota uma abordagem metodológica mista, integrando uma componente quantitativa, através da aplicação de um questionário aos alunos da Academia Militar, e uma componente qualitativa, baseada em entrevistas semiestruturadas a docentes da Academia. A amostra quantitativa integrou 308 respostas válidas, correspondendo a uma taxa de resposta de 71,8%, enquanto a componente qualitativa envolveu seis docentes dos diversos departamentos científicos da Academia Militar. Os resultados evidenciam que os cadetes apresentam níveis muito positivos de competências empreendedoras, situando-se entre os níveis intermédio e avançado do EntreComp, com uma média global de 2,69 numa escala de 1 a 4. As áreas “Em ação” e “Ideias e oportunidades” obtiveram os valores mais elevados, destacando-se competências como visão, valorização de ideias, pensamento ético e sustentável, mobilização de recursos, tomada de iniciativa e planeamento e gestão. Em contrapartida, a área “Recursos” revelou valores mais reduzidos, sobretudo nas competências de criatividade e literacia financeira e económica. A análise qualitativa sugere que as práticas pedagógicas contemporâneas, embora aplicadas de forma heterogénea, podem contribuir para o desenvolvimento destas competências. Conclui-se que o EntreComp constitui um referencial relevante para diagnosticar, orientar e reforçar o desenvolvimento das competências empreendedoras no ensino superior militar.
This dissertation aims to assess the entrepreneurial competences of Military Academy cadets based on the European EntreComp framework, as well as to analyse teachers’ perceptions regarding the role of pedagogical practices in promoting these competences. The study adopts a mixed-methods approach, integrating a quantitative component through the administration of a questionnaire to Military Academy students, and a qualitative component based on semi-structured interviews with Military Academy teachers. The quantitative sample included 308 valid responses, corresponding to a response rate of 71.8%, while the qualitative component involved six teachers from different scientific departments of the Military Academy. The results show that the cadets demonstrate very positive levels of entrepreneurial competences, situated between the intermediate and advanced levels of the EntreComp framework, with an overall mean score of 2.69 on a scale from 1 to 4. The areas “Into Action” and “Ideas and Opportunities” achieved the highest scores, particularly in competences such as vision, valuing ideas, ethical and sustainable thinking, mobilising resources, taking initiative, and planning and management. In contrast, the “Resources” area presented lower scores, especially in the competences related to creativity and financial and economic literacy. The qualitative analysis suggests that contemporary pedagogical practices, although implemented unevenly, may contribute to the development of these competences. It is concluded that EntreComp constitutes a relevant framework for diagnosing, guiding, and strengthening the development of entrepreneurial competences in military higher education.
This dissertation aims to assess the entrepreneurial competences of Military Academy cadets based on the European EntreComp framework, as well as to analyse teachers’ perceptions regarding the role of pedagogical practices in promoting these competences. The study adopts a mixed-methods approach, integrating a quantitative component through the administration of a questionnaire to Military Academy students, and a qualitative component based on semi-structured interviews with Military Academy teachers. The quantitative sample included 308 valid responses, corresponding to a response rate of 71.8%, while the qualitative component involved six teachers from different scientific departments of the Military Academy. The results show that the cadets demonstrate very positive levels of entrepreneurial competences, situated between the intermediate and advanced levels of the EntreComp framework, with an overall mean score of 2.69 on a scale from 1 to 4. The areas “Into Action” and “Ideas and Opportunities” achieved the highest scores, particularly in competences such as vision, valuing ideas, ethical and sustainable thinking, mobilising resources, taking initiative, and planning and management. In contrast, the “Resources” area presented lower scores, especially in the competences related to creativity and financial and economic literacy. The qualitative analysis suggests that contemporary pedagogical practices, although implemented unevenly, may contribute to the development of these competences. It is concluded that EntreComp constitutes a relevant framework for diagnosing, guiding, and strengthening the development of entrepreneurial competences in military higher education.
Descrição
Tese de Mestrado em Empreendedorismo e Cidadania Global, apresnetada à Universidade Aberta
Palavras-chave
Academia Militar EntreComp Competências empreendedoras Ensino superior militar Práticas pedagógicas Entrepreneurial competences Military Academy Military higher education Pedagogical practices