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- From macroeconomics to entrepreneurial intention formation in Kenya : a two folded perspective of macro- and behavioral economicsPublication . Knief, Jorrit Miles; Almeida, Maria Leonor Maciel dos SantosThis paper presents a two folded perspective of macro and behavioural economics on entrepreneurial activities in developing countries. First, it will examine the macroeconomic perspective and explore the impact of entrepreneurship in developing countries. Second, it will present an empirical analysis from a behavioural economics perspective that investigates the individual factors influencing entrepreneurial intentions. The results indicate a positive correlation between entrepreneurship and socio-economic development. However, the review reveals that there is a significant research gap between developed and developing countries, and further studies are necessary to fully comprehend this relationship. For the empirical part of the dissertation, structural equation modeling was employed to understand the relationship between entrepreneurial culture, entrepreneurial education, and entrepreneurial intention. The study involved 235 university students who had taken at least one entrepreneurship course. The data was collected through a questionnaire that operationalized the constructs evaluated by the model. Hereby, the construct used were based on well-established items from earlier research to ensure the psychometric qualities of the instruments. The findings reveal that entrepreneurial culture has a direct impact on entrepreneurial intention, while entrepreneurial education does not show a significant influence. However, entrepreneurial mindset mediates both relationships, explaining an indirect effect of entrepreneurial culture and entrepreneurial education. Finally, by combining both fields of research, recommendations for future research in this area are presented. It consolidates the main contributions of the thesis by reflecting on the previous work and examining the limitations that hinder the ability to draw inferences from the two studies. Recommendations for future researchers to bridge the research gap and gain a more comprehensive understanding of the relationship between macro- and behavioural economics is provided.
- Playing at work : a study on a gamified workplacePublication . Silva, Madalena Silvestre Carvalho Ribeiro e; Pinto, Joana Cristina Novais CarneiroEmployees are the most valuable capital in an organization (Beqiri, 2019). Prioritising employees’ psychological state is crucial because motivated, engaged, and satisfied employees place more effort in achieving the company’s goals (Beqiri, 2019). Consequently, the idea of making the workplace fun to enhance the job experience has emerged in the organizational context (Ford, McLaughlin, & Newstrom, 2003). More recently, the gamification has presented itself as a solution for this matter by increasing user’s engagement (Bitrián, Buil, & Catalán, 2021) and making work more fun (Vegt, et. al, 2015). This dissertation aims to explore the connection between the antecedents and consequents of using gamification in the workplace. Therefore, the objective of the current study is to create an integrative model that accounts for a variety of factors that influence the actual use of gamification apps. In particular, the testing model considers variables from the Self-Determination Theory (autonomy, competence, and relatedness) and the Technology Acceptance Model (perceived ease of use, perceived usefulness, and attitude towards use) as antecedents of the actual use of gamification, and job engagement (vigor, dedication and absortion) and organizational commitment (affective and continuance) as psychological outcomes. The participants included in this study were 120 employees at Grupo Ageas Portugal. Through the application of SPSS statistical tests (Correlation, Regression, and Mediation Analysis) it was concluded that the antecedents perceived ease of use, attitude towards use of gamification, and the need for relating with other people (relatedness) are good predictors of the actual use of a gamification app. The actual use of the gamification is a good predictor of the vigor, dedication (job engagement) and affective and calculative commitment. There is also an indirect relationship between the antecedent perceived ease of use and the consequences (Vigour, Dedication, Affective Commitment and Calculative Commitment), mediated by the actual use of gamification. To get the greatest results for the organization and their employees, businesses should carefully weigh the potential advantages and disadvantages of implementing gamification, as well as the variables that may influence its efficacy.
- Conservation intervention in the plaster panel “Os Pescadores” from the collection of the Faculty of Fine Arts of Oporto University (Portugal)Publication . Rosa, Inês; Durana, Mariana; Costa, Mariana; Borges, Marta; Perestrelo, Sofia; Almeida, Isaura; Vieira, EduardaThis article presents the cleaning strategy of the gypsum panel entitled “Os Pescadores”, stored for years without a proper conditioning, presenting large amounts of superficial and more adhered dirt. The methodological approach combined the use of wet and dry methods. As a material of great presence in the Portuguese context, it’s important to share information on case studies posing specific challenges.
- International perspectives on the dynamics of pre-service early childhood teachers’ digital competencesPublication . Madsen, Siri S.; O’Connor, Jane; Janeš, Aleksander; Klančar, Andreja; Brito, Rita; Demeshkant, Nataliia; Konca, Ahmet S.; Krasin, Serhii; Saure, Heidi I.; Gjesdal, Beate; Ludgate, Shannon; Jwaifell, Mustafa; Almuhtadi, Reham; Thorvaldsen, SteinarResearchers and society in general seem to be conflicted regarding the use of digital technology in early childhood education (ECE). Some are focusing on the positive aspects of using digital technology, while others are critical and position it as an enemy of early childhood practice. It has been argued that digital technology is not appropriate for young children’s cognitive, physical, social and emotional development. Nevertheless, supporting and developing young children’s beginning digital competence is implemented in curricula and teacher education globally. The need for teachers’ professional digital competence (PDC) is increasing according to the development and increased use of digital technology in society as a whole, including in the field of education. The field of research has, to a large extent, been focused on primary and secondary education, and there is a lack of research on PDC in ECE. To gain insight into the dynamics of PDC in ECE, we investigated a range of ECE contexts by including different international perspectives in a comparative study of pre-service early childhood (EC) teachers transitioning to being in-service teachers. The survey was conducted in eight different nations (Norway, Slovenia, Portugal, Poland, Turkey, Ukraine, England and Jordan) and resulted in 772 responses from pre-service teachers in the last year of their education. The paper discusses these international perspectives, considering the differences found between nations. It also investigates the dynamics of PDC, understood in this article as comprising attitudes, skills and knowledge. Following this, it also investigates how these dynamics are affecting the pre-service teachers’ expectations related to their future application of digital tools as teachers to be. The results indicate large differences between nations for both single items and multi-item scales. At the same time, the dynamics of digital practices across nations reveal that attitudes, digital skills and knowledge are statistically strong predictors of pre-service teachers’ future use of educational digital technology (EDT). This indicates both similarities and differences across nations and could serve as insight regarding the development of teacher programmes and the importance of including all aspects when developing pre-service teachers’ PDC. This article, due to its limitation, will not elaborate in depth on contextual differences, and further qualitative research is needed to understand the complexity related to educational culture and practice.