EEG Investiga

About EEG Investiga

O "EEG Investiga" é um podcast da Escola de Economia, Gestão e Ciência Política da Universidade do Minho, dedicado à divulgação científica produzida na escola. Este programa explora investigações atuais, tendências e desafios, com foco na inovação e impacto social. || “EEG Investiga” is a podcast by the School of Economics, Management and Political Science of the University of Minho, dedicated to showcasing the scientific research produced within the school. The programme explores current research, trends, and challenges, with a focus on innovation and social impact.

Publisher

School of Economics, Management and Political Science

Category

science

Language

en

Explicit

No

First episode

12 Nov 2024

Latest episode

20 Mar 2026

Latest episodes

104 episodes in the feed.

1. 

   20 Mar 2026

   20. A Discomforting Pedagogy of Poverty: Discourses, Representations and Vulnerabilities

   Hutton, M., & Heath, T. (2025). A Discomforting Pedagogy of Poverty: Discourses, Representations and Vulnerabilities. Sociology. https://doi.org/10.1177/00380385251380772 This article proposes a “pedagogy of discomfort” for teaching about poverty, aiming to challenge normalized views and stigmatizing assumptions. The authors argue that poverty is a form of “difficult sociological knowledge” that requires students and educators to move beyond their comfort zones and critically examine how systems of meaning sustain inequality. The framework is structured around three analytical tools. First, discourses encourage students to identify and question dominant narratives that frame poverty as an individual failure, revealing embedded prejudices and emotional biases. Second, representations focus on critically analyzing media and cultural portrayals that reinforce stereotypes, prompting students to recognize their own complicity in these narratives. Third, vulnerabilities connect learners with lived experiences through real-world cases and community voices, reducing “othering” and fostering a sense of shared human vulnerability. The authors conclude that sustaining discomfort within a supportive environment promotes deeper critical reflection, challenging individualistic perspectives and enabling students to engage more meaningfully with structural inequalities.

2. 

   10 Mar 2026

   19. Exploring the longitudinal impact of entrepreneurial education on entrepreneurial competences and intentions: evidence of an asymmetric polarization effect

   Almeida, D. C., Afonso, P., Ferreira, L. P., & Soares, A. M. (2026). Exploring the longitudinal impact of entrepreneurial education on entrepreneurial competences and intentions: evidence of an asymmetric polarization effect. International Journal of Management Education, 24(1). https://doi.org/10.1016/j.ijme.2025.101291 This study examines the longitudinal impact of entrepreneurship education (EE) on the development of entrepreneurial competencies (EC) and entrepreneurial intentions (EI) among university students. The research uses a quasi-experimental longitudinal design with pre- and post-tests involving 84 students from six Portuguese universities. The theoretical framework combines the Competency-Based Approach, used to assess skill development, and the Theory of Planned Behavior, which explains entrepreneurial intention as a predictor of action. Results show that the EE course had a strong and statistically significant positive effect on all competency dimensions (Cohen’s d = 0.80). Improvements were observed in creativity and opportunity recognition, personal resources such as resilience and leadership, specific knowledge including financial and digital literacy, and action-oriented skills like planning, decision-making, and teamwork. However, no overall increase in entrepreneurial intentions was detected. Instead, the study identified a positive asymmetric polarization effect, where EE strengthened existing positive intentions rather than generating new ones. The findings highlight EE’s broader value in developing transferable skills beyond startup creation.

3. 

   6 Mar 2026

   18. Framework for cross-border governance: from cross-border critical factors to sustainable development

   Krüger, C., Pennabel, A. F., Paschoalotto, M. A. C., Guimarães, F. H. C. B., Medeiros Kruger, N. R., Meneguzzo, M., Passador, C. S., & Ferreira Caldana, A. C. (2024). Framework for cross-border governance: from cross-border critical factors to sustainable development. Public Management Review. https://doi.org/10.1080/14719037.2024.2443061 This article develops a framework and practical model for cross-border governance (CG) aimed at promoting sustainable development (SD) in border regions, which are often characterized by peripheral status and weaker socioeconomic indicators. Based on a systematic literature review and expert interviews, the study identifies key factors that either constrain or enable effective cross-border problem-solving. These factors are organized into four main dimensions: territorial (geo-historical, cultural, and border permeability features), resources (financial support, human capital, and infrastructure), institutional (intergovernmental relations, stakeholder participation, and stable power-sharing arrangements), and political-regulatory (strategic planning, legal instruments, and policy continuity). From this analysis, the authors propose the Critical Factors Framework for Cross-Border Governance (CFCG) and the Cross-Border Governance Model for Sustainable Development (CGSD). The CGSD model outlines three phases—preparation, construction, and implementation—structured into eight practical steps. The study contributes actionable guidance for policymakers seeking to connect governance structures with tangible social, economic, and environmental sustainability outcomes across diverse border contexts.

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