Avaliação do método de ensino-aprendizagem da disciplina gestão empreendedora e plano de negócios

Abstract

To assess the effectiveness of the teaching-learning method of the discipline entrepreneurial management and business plan in a Business Administration Course. Method: Cross-sectional research, quantitative approach, descriptive and analytical design, with correlation between the variables, carried out in a private higher education institution, with 41 graduates from the Business Administration course in the years 2017, 2018 and 2019. In the first stage, working groups were structured for discussion, research opportunities and project development. Deadlines were established for the creation, elaboration and presentation of new business opportunities that should be the solution of some issue or consumer need, in general, with the requirement of presenting at least one innovation in product, service, technology, process, channel sales or packaging innovation. For each of the steps, theoretical classes were taught, afterwards, the knowledge was applied to practice. Each part of the business plan was presented to the professor and the students in class, for analysis, evaluation, correction and direction about the concepts and feasibility. In the second moment, a questionnaire was prepared with 40 structured questions to identify the students' theoretical knowledge, practical skills and attitudes to perform, to observe, be proactive, make decisions and be self-confident, and questions about the strengths and weaknesses of the discipline, regarding the perception and contribution of this experience to professional life, rating each question from a scale of 1 to 5, being 1 insufficient, 2 weak, 3 regular, 4 good and 5 excellent. For statistical analysis, Spearman's Correlation and Mann-Whitney's U tests were used, as well as the tests for independence between the proposed variables, by analyzing the P value (significance). Results: The development of a business plan has favored the development of the entrepreneurial spirit, through the creation and implementation of new products and services, enhancing the capacity and competence to introduce the professional in the labor market. The method has enabled the development of entrepreneurship, through the analysis of the market's economic and financial viability, marketing strategies, and strategic planning, which has provided the student with more proactivity and protagonism in the search for change and innovation. Conclusion: The assessment of the teaching-learning method of the discipline entrepreneurial management and business plan has proven to be efficient and effective in the perception of the graduates; highlighting the main points related to the protagonism of the students, the ability to create and innovate, and the development of an entrepreneurial profile. The contribution of this study is that the method can be used in other areas and other higher level courses in the exact, human, and biological areas, for the development and innovation in products and services, by contributing to problem solving, greater proactivity, and entrepreneurship of future professionals. We suggest the application of the method in the teaching-learning process on entrepreneurship, from basic education to university, to awaken in students the belief in their ability to create according to the needs of change and innovation, with a positive impact on society.