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Entrepreneurial ecosystems and entrepreneurial initiative: building a multi-country taxonomy
No full textThe main goal of this article is to appraise the existence of different patterns of the Entrepreneurial Ecosystems, to identify its relationship with Entrepreneurial Initiative, and recommend entrepreneurship policies that may influence the growth of entrepreneurial action. Without evidence on entrepreneurial ecosystems landscape and what determinants stimulate entrepreneurship in a given environment, policies could become flawed and miss the target. To address research purposes, the analysis was performed using data extracted from the Global Entrepreneurship Monitor (GEM) Database carried out between 2010 and 2016. To ensure a longitudinal perspective, it was used a balanced panel approach followed by Logistic Regression estimations. The article offers a novel and systematic approach, the Entrepreneurial Ecosystem Taxonomy, to overcome a disaggregated perspective on entrepreneurial ecosystems, between individual and context levels. Empirical findings
capture four different country profiles, based on two measures: Entrepreneurial ecosystems and entrepreneurial initiative. The results allow to compare the four groups and appraise significant disparities around entrepreneurship determinants, namely, the education factor. While education is commonly recognized as a positive influence on entrepreneurship, the results suggest a contradictory effect. The existence of differentiated profiles and its determinants points outs the importance of developing specific entrepreneurship policy packages attending group specificities.This work was financially supported by the research unit on Governance, Competitiveness and Public Policy (UIDB/04058/2020) + (UIDP/04058/2020), funded by national funds through FCT—Fundacão para a Ciência e a Tecnologia.info:eu-repo/semantics/publishedVersio
Escrevendo um artigo acadêmico antes mesmo de escrevê-lo: sistema de notas, erros e acertos em estratégias de pré-escrita na pesquisa jurídica
No full textO pano de fundo deste artigo está permeado por uma inconfessável tendência de nos afogarmos até em copo d’água. Movidos pelo desejo de romper com certas dificuldades e limitações autoimpostas, mobiliza-nos a vontade de aprimorarmos nossos processos, passando a escrever com mais ordem, paz e alegria, a fim de aportar nossas contribuições ao desenvolvimento da área jurídica dentro de uma perspectiva de serviço aos demais pesquisadores. Nesse cenário, questionamos: como é possível instituir uma nova dinâmica de trabalho, utilizando técnicas de pré-escrita como estratégia de potencialização das nossas pesquisas? Como podemos escrever um texto de ourives, bem-acabado, se, no campo do Direito, estamos tão premidos por uma demanda oceânica de leituras? Como organizar o tempo de leitura e o tempo de escritura, dividindo-nos entre tarefas tão exigentes, sem que os esforços de uma arrefeçam os que devotamos à outra – e vice-versa? Que estratégias podemos empregar para que, na verdade, leitura e escrita se fundam em uma só e mesma coisa? Em busca de respostas para esses – e outros – desafios: (i) recorremos à revisão de literatura interdisciplinar, a fim de suprirmos certa escassez bibliográfica sobre o tema da pré-escrita na literatura metodológica do Direito; (ii) adotamos uma abordagem autoetnográfica, por meio de metalinguagem, buscando converter o próprio making of do processo de escrita deste texto em matéria-prima para a nossa pesquisa; (iii) por fim, contamos com o esteio de nossos coautores, partilhando de sua expertise quanto ao emprego de técnicas de leitura ativa e do sistema de anotações desenvolvido por Luhmann, que o concebeu como um diálogo contínuo com sua “caixa de notas” (zettelkasten). Assim, entendemos ter alcançado nosso objetivo de maximizar a dinâmica entre leitura e escrita, vivenciando e apresentando diversas técnicas de leitura ativa, de pré-escrita e de anotação. A potência dessa proposta está em promover uma saudável diluição das fronteiras entre leitura e escritura, afastando qualquer tensão desnecessária entre o tempo dedicado a cada uma. Com efeito, ao tratarmos leitura e escrita como tarefas simultâneas e complementares, ganhamos uma visão mais orgânica e harmoniosa da atividade de pesquisa.info:eu-repo/semantics/publishedVersio
Supervisão colaborativa na capacitação digital de professores de física e química e o seu impacto no autoconceito académico de estudantes do ensino secundário
No full textO presente estudo tem como objetivo principal analisar os efeitos da supervisão
colaborativa na capacitação digital de professores de física e química e o seu impacto no
autoconceito académico dos estudantes do ensino secundário, procurando, deste modo, o
enriquecimento do processo de ensino e de aprendizagem e promovendo a
experimentação em ambientes de aprendizagem híbridos. O estudo foi desenvolvido com
seis professores do grupo disciplinar de física e química e cento e vinte e três estudantes
do ensino secundário (10º e 11º anos). Foi privilegiada uma investigação de natureza
qualitativa, baseada na metodologia de Design Based Research. A técnica utilizada para
a recolha de dados foi o inquérito por questionário, tendo sido realizada a análise às
respostas obtidas. O questionário aplicado aos estudantes foi elaborado com base nas
quatro dimensões originais da Self Concept as a Learner Scale: Motivação, Orientação
para a Tarefa, Confiança nas Capacidades e Relações com os Colegas. O cruzamento de
dados realizado, sugere que a estratégia pedagógica implementada através de supervisão
colaborativa teve consequências positivas ao nível do desenvolvimento das práticas
profissionais dos professores, o que se refletiu nos níveis de autoconceito elevado dos
estudantes, a nível da motivação para as atividades, do reforço da autonomia e da
colaboração, participação e interação nas atividades desenvolvidas entre pares e com o
professor.The main purpose of this study is to analyze the effects of collaborative supervision on
the digital empowerment of physics and chemistry teachers and its impact on the
academic self-concept of secondary school students, thus seeking to enrich the teaching
and learning process and promoting experimentation in hybrid learning environments.
The study was developed with six teachers from the physics and chemistry disciplinary
group and one hundred and twenty-three high school students (10th and 11th grades). A
qualitative research was preferred, based on the Design Based Research methodology.
The technique used for data collection was the questionnaire survey, and the obtained
answers were analyzed. The questionnaire applied to students was based on the four
original dimensions of the Self Concept as a Learner Scale: Motivation, Task Orientation,
Confidence in Skills and Relationships with Colleagues. The cross-checking of data
suggests that the pedagogical strategy implemented through collaborative supervision had
positive consequences in terms of the development of teachers' professional practices,
which was reflected in the students' high levels of self-concept, motivation for activities,
increased autonomy, and collaboration, participation, and interaction in activities
developed among peers and with the teacher.A investigação realizada no âmbito desta Dissertação de Mestrado está integrada nas linhas de investigação da Unidade de Investigação e Desenvolvimento - Laboratório de Educação a Distância e eLearning (UID 4372/FCT), da Fundação para a Ciência e Tecnologia do Ministério da Ciência, Tecnologia e Ensino Superior
Perceptions and practices of feedback in Physics and Chemistry: case study in a group of schools
No full textA maioria dos documentos orientadores e legislação referente à Educação, explicitam a
avaliação formativa como forma de possibilitar ao aluno saber em que situação se encontra,
que objetivos deve atingir e de que forma os deve atingir. É uma avaliação para as
aprendizagens, em que os momentos de avaliação devem coincidir com a realização das
atividades e reflexão sobre as mesmas. Como tal, o feedback é relevante para as
aprendizagens e competências a adquirir pelos alunos.
Este processo deve ser encarado, pelo professor, de forma colaborativa, onde a supervisão
pedagógica, como dispositivo de desenvolvimento profissional, é uma mais-valia para a ação
docente.
Posto isto, formulamos a seguinte questão: Quais as perceções de professores e alunos sobre
as práticas de feedback do Grupo de Física e Química, do Agrupamento de Escolas X e como
encaram os docentes a possibilidade de as melhorar através da supervisão pedagógica?
Como objetivos pretendemos: Analisar as perceções dos professores sobre as suas práticas
de feedback; Analisar as práticas de feedback dos professores, na perspetiva dos alunos;
Analisar a perceção dos alunos sobre o efeito do feedback recebido dos professores;
Investigar a disponibilidade dos professores para desenvolver trabalho entre pares, tendo em
vista melhorar as suas práticas de feedback.
Do ponto de vista metodológico, este trabalho enquadra-se no estudo de caso, com
abordagem mista (qualitativa e quantitativa), desenvolvido a partir de entrevistas individuais
e de Focus Groups, análise documental e inquérito por questionário. Os dados quantitativos
foram submetidos a análise baseada em estatística descritiva simples e os qualitativos a
análise de conteúdo.
Concluímos que o feedback é fornecido quotidianamente, no entanto, em várias situações
diverge entre o que os professores percecionam fornecer e o que é percecionado pelos seus
alunos. O trabalho colaborativo entre professores é uma prática estabelecida, contudo, tem
como limite a sala de aula, havendo relutância para com a supervisão pedagógica, a qual
surge entendida como um mecanismo de avaliação da sua atividade docente.Most of the guiding documents and legislation on Education explain formative assessment
as a way of enabling students to know what situation they are in, what objectives they should
achieve and how they should achieve them. It is an evaluation for learning, in which the
moments of evaluation must coincide with the realization of activities and reflection on
them. Therefore, feedback is relevant to the learning and skills to be acquired by students.
This process should be seen, by the teacher, collaboratively, where pedagogical supervision,
as a professional development device, is an added value for the teaching action.
To this end, we formulate the following question: What are the perceptions and feedback
practices of the teachers and students, about the feedback practices, of the Physics and
Chemistry Group, of the X School Grouping and how do teachers perceive the possibility of
improving them through pedagogical supervision?
As objectives we intend to: Analyze the perceptions of teachers about their feedback
practices; Investigate the availability of teachers to develop peer-to-peer work with the aim
to improving their feedback practices; Analyze teachers' feedback practices from the
students' perspective; Analyze students' perception of the effect of feedback received from
teachers.
From the methodological point of view, this work fits into the case study, with a mixed
approach (qualitative and quantitative), developed from individual interviews and Focus
Groups, document analysis and questionnaire survey. Quantitative data were submitted to
analysis based on simple descriptive statistics and qualitative data to content analysis.
We conclude that feedback is provided on a daily basis, however, in several situations it
differs between what teachers perceive to provide and what is perceived by their students.
Collaborative work among teachers is an established practice, however, it has the classroom
as a limit, with reluctance to pedagogical supervision, which is understood as an evaluation
mechanism of their teaching activity.A investigação realizada no âmbito desta Dissertação de Mestrado está integrada nas linhas de investigação da Unidade de Investigação e Desenvolvimento - Laboratório de Educação a Distância e eLearning (UID 4372/FCT), da Fundação para a Ciência e Tecnologia do Ministério da Ciência, Tecnologia e Ensino Superior
Innovation capabilities and their dimensions: a systematic literature review
No full textInnovation capabilities (ICs) represent a crucial source of competitive advantage for firms.
However, the literature on ICs is extensive, leading to a diverse understanding of their nature and
measurement. A notable gap exists in delineating the dimensions constituting ICs. This article
aims to address this gap by identifying and pinpointing the various dimensions of ICs through a
systematic literature review (SLR). The initial step involves identifying the diverse dimensions
used in ICs, providing a distinctive insight for assessing their metrics. Notably, this SLR stands out
as the only comprehensive analysis of various ICs dimensions, organizing them coherently.
Examining 103 articles from the Web of Science and Scopus databases spanning from 2001 to
2022, the results reveal an amalgam of scales and associated approaches for IC measurement. This
study contributes to the literature by systematically identifying and analyzing the main dimensions
employed by researchers to measure ICs. Additionally, it highlights the foundational
theoretical approaches of the identified studies. In practical terms, the study consolidates and
presents the identified dimensions and metrics in integrative tables, offering researchers and
companies valuable insights into diverse innovation paths that impact performance.info:eu-repo/semantics/publishedVersio
Moderation effects of government institutional support, active and reactive internationalization behavior on innovation capability and export performance
No full textAlthough innovation capabilities are important drivers of export performance, few studies
address how they influence export performance in the context of emerging economies. This paper
evaluates the moderating effects of government institutional support and firms’ active and reactive
internationalization behaviors on the relationship between innovation capabilities and export performance.
The sample analyzed is based on 250 Mozambican small and medium enterprises (SMEs).
The results indicate that although innovation capabilities positively influence the export performance of Mozambican SMEs, the moderating effects of government institutional support and firms’ active and reactive internationalization behaviors were not found to be statistically significant.info:eu-repo/semantics/publishedVersio
Circular economy and sustainability in luxury fashion consumer behavior: a review and research agenda
No full textOver the last decade, luxury consumers have become more aware of the adverse environmental impacts associated with their lifestyles and are transitioning toward more responsible consumption patterns. Circular economy and sustainability business strategies have become crucial for this and have attracted the attention of scholars and brands. This paper aims to assess the current state of research concerning the circular economy and sustainability within luxury fashion consumer behavior. It focuses on relevant studies published in leading peer-reviewed English-language journals in business, management, and economics, using keywords such as luxury, consumer, circular economy, and sustainability. This review emphasizes the substantial impact of the 9Rs of the circular economy on luxury fashion consumers while also noticing the lack of consumer-focused research in the areas of the circular economy and sustainability. It presents a critical and thorough assessment, categorization, and analysis of the emerging literature in this field. The authors propose a deeper and more specific research agenda exploring the relationship between the circular economy, sustainability, and luxury fashion. The paper suggests potential directions for future research, emphasizing the need for theoretical, educational, and communication-oriented studies to address the distinctive circular economy and sustainability issues within luxury fashion consumption.Financial support from the Fundação para a Ciência e Tecnologia (through project UIDB/00731/2020, UIDB/04630/2020) is gratefully acknowledged.info:eu-repo/semantics/publishedVersio
Single minute exchange of die: a case study implementation
No full textThe Single Minute Exchange of Die (SMED), a process-based innovation originally published in the mid 1980s, involves the separation and conversion of internal setup operations into external ones. Although very important in increasing productivity SMED experiences are not very widespread in Ibero-America. Accordingly, this article has as its main objective to contribute to the literature addressing this less studied topic: SMED. A case study was put forward emphasizing a process-based view. The main finding is that by implementing SMED techniques the firm managed to eliminate wastefulness and non-added value activities worth around 360 000€, which is about 2% of the firm’s sales volume.info:eu-repo/semantics/publishedVersio
Upstream linkages between TNCs and local suppliers: evidences from Portugal
No full textThis paper explores the development of long-term, close relationships that are likely to influence the relationship between Transnational Corporations (TNCs) affiliates and their local suppliers. Based on the interdependencies between six industrial foreign subsidiaries and 26 local suppliers, it is possible to conclude that the complementarity between local
suppliers and their TNC clients depends on two dynamics:
• on the technological trajectory created by the supplier towards the upper steps of the technological competence
• on the technological trajectory created by the transmissive capacity of the TNC client that helps their suppliers on their organisational transformation.info:eu-repo/semantics/publishedVersio