Educação empreendedora nas escolas de engenharia: uma revisão sistemática da literatura

Abstract

This research aimed to investigate the phenomenon of intentional inclusion of entrepreneurship education within engineering schools. For this, a systematic review of the literature was carried out in order to take advantage of the large and still unexplored amount of reports of interventions — i.e., the set of actions performed to somehow modify the educational system — carried out in schools engineering to somehow include entrepreneurial education. What was observed is that the phenomenon occurs through a change in a subset of the twelve elements of the respective educational systems of engineering schools: (1) pedagogical approaches; (2) syllabus; (3) skills and competencies; (4) external stakeholders; (5) student assessment; (6) infrastructure; (7) faculty; (8) academic entrepreneurship; (9) financing; (10) entrepreneurial ecosystem; (11) organizational culture; and (12) startups. Despite the changes occurring in the same elements of the respective educational systems, significant heterogeneity in the intervention actions arose in each case. Moreover, the understanding of these differences and the particularities of each case is achieved through the analysis of the different actions that took place in each aforementioned element together with a set of evaluation criteria for the whole of the interventions: (1) concept used for EEiEE; (2) reasons for including EEiEE; (3) way of doing EEiEE; (4) extent of EEiEE inclusion; (5) depth of EEiEE inclusion; and (6) level of change in the engineering school. By joining the set of interventions in the elements of the educational system of schools with the set of criteria for evaluating the whole of the changes, a descriptive model of the phenomenon was obtained, which can be applied both in understanding the phenomenon as a whole and as a lens for investigation of specific cases.