MANAGEMENT AND ENTREPRENEURSHIP EDUCATION HOW TO BE

INNOVATIVE?
Cynthia Mattosinho; Fbio Fernandes; Fabrcio Sobrosa
INTRODUO

1. INTRODUCTION

2. OBJECTIVES

Management and Entrepreneurship (MEE) education is

growing in universities due to a recognition that these
types of education plays a critical role in economic growth
and that MEE is vital in developing more able
entrepreneurs and more qualified managers. But MEE
education needs more innovative methods and learning
environments to scaffold innovation, opportunities
searching and technology management in business and
entrepreneurship courses.

The purposes of our projects are:

a) To develop innovative learning environments for MEE;
b) To use new methods of teaching and learning, based
on constructivist theory as project and problem based
learning;
c) To use gamification mechanisms in business and
entrepreneurship courses to engage and foster
learning among students.

When talking about opportunities in MEE it means that an

opportunity cannot be explained by environmental forces
or by individual factors alone as they are interrelated. The
central aspect of seize an opportunity is being able to
identify it and act upon it early. This is a function of how
people perceive the world and process information
(HUNTER, 2013).
In that perspective, using the term management and
RESULTADOS E CONCLUSES
entrepreneurial thinking, we can identify a set skills to
develop new ideas and activate them into real life
businesses. It is the ability to recognize and use different
opportunities from different dimensions
with the aim to innovate, creating new business models
and processes.
In todays professions, business management skills and
the ability to think and act with an entrepreneurs mind are
attributes that are essential for managers and
professionals of many areas. There are some methods
and tools that could be modified to develop this attributes.
Learning environments and innovative teaching methods.
One of them is business gamification, that can offer to
business and non-business students effective tools for
developing skills for business empowerment and for
developing
entrepreneurial
thought
and
action.
Gamification incorporates game mechanics to nongame
contexts and can motivate and encourage students to use
their own characteristics to solve companies problems.

The framework of our projects could be understand

through the picture below:

3. METHOD
The methods used in the projects will be the action
research, constituted by these phases: exploration;
principal; action; and model evaluation. The purpose is to
create learning situations in which students solve real
business problems, having to use their previous
conceptions, discuss in groups, make decisions and
elaborate reports to solve the situations and resolve the
games.

4. REFERENCES
HUNTER, M. A typology of entrepreneurial opportunity.
Economics, Management, Financial Markets, 2013.
PELLEGRINO, J. Complex learning environments:
Connecting learning theory, Instructional Design, and
Technology. In: Seel, N.; Dijkstra, S. (Eds.). Curriculum,
Plans, and Processes in Instructional Design. Mahwah, NJ:
Lawrence Erlbaum Associates, 2004.
PIAGET, J. Epistemologia Gentica. So Paulo: Martins
Fontes, 1978.