Sandra Saúde

Background: As integral components of the event industry, music festivals significantly impact local communities and encompass social, cultural, economic, political, physical, and environmental dimensions. We may perceive this impact as either positive or negative. As event tourism continues to grow in importance, there is an increasing need for evaluation methodologies that promote sustainable development through more participatory approaches. Research objectives: This article examines how impact assessment methodologies, grounded in action research, can enhance community engagement and support the principles of Community-Based Tourism (CBT). Research design and methods: Drawing on evidence from research conducted on the MEO Sudoeste music festival in Odemira, Alentejo/Portugal, the study explored the potential of this notable event to foster community involvement, despite its limited adoption of the CBT paradigm. Results: The findings emphasize the importance of collaborative evaluation processes in balancing benefits and costs and supporting informed decision-making for large-scale tourism events. Conclusions: Collaborative evaluation contributes to improving the long-term sustainability of large-scale tourism events.

Às instituições de ensino superior é atribuído um papel fundamental na construção de sociedades mais igualitárias. Quando se assumem como neutras em termos de género tendem a organizar-se a partir de uma perspetiva masculina. Para conhecer as perceções da comunidade académica do Instituto Politécnico de Beja sobre os significados de igualdade de género, as assimetrias existentes e propostas de ação foi realizado um estudo exploratório misto, de perfil descritivo. Não podendo ser generalizados, os resultados demonstram que estudantes, docentes e não docentes não dominam conceitos basilares, apresentam dificuldade na identificação das dimensões da desigualdade de género e evidenciam a necessidade de ser reforçada a formação neste domínio.

In this paper, the effects of the rapid advancement of generative artificial intelligence (Gen AI) in higher education (HE) are discussed. A mixed exploratory research approach was employed to understand these impacts, combining analysis of current research trends and students’ perceptions of the effects of Gen AI tools in academia. Through bibliometric analysis and systematic literature review, 64 publications (indexed in the SCOPUS and Web of Science databases) were examined, highlighting Gen AI’s disruptive effect on the pedagogical aspects of HE. The impacts identified by the literature were compared with the perceptions held by computer science students of two different HE institutions (HEIs) on the topic. An exploratory study was developed based on the application of a questionnaire to a group of 112 students. The results suggest that while Gen AI can enhance academic work and learning feedback, it requires appropriate pedagogical support to foster critical, ethical, and digital literacy competencies. Students demonstrate awareness of both the risks and benefits associated with Gen AI in academic settings. The research concludes that failing to recognize and effectively use Gen AI in HE impedes educational progress and the adequate preparation of citizens and workers to think and act in an AI-mediated world.

Teaching and learning social sciences epistemology only makes sense in an experiential context. This has increased validity in the field of social work training where learning social research methodologies, in which to know-how to applied to a concrete reality under study/intervention, is fundamental. The teacher must be able to trigger research learning contexts that are stimulating for students and respond to the diversity of learning paths of the students. What pedagogical strategies should be developed? What guiding matrix is needed to ensure a successful learning experience of social research methods in social work? These are the challenges that guide our action as teachers of social research methods for several years. In this chapter we present strategies that, according to our practice, can bring about greater effectiveness in the teaching-learning process of social research methods in the social work field.

This chapter is based on the assumptions, methodologies, and results of two intermunicipal entrepreneurship education projects carried out in Portugal, specifically in Dão Lafões and Baixo Alentejo regions. It analyzes and demonstrates how, in formal and/or non-formal educational contexts, developing work methodologies that promote entrepreneurship consolidate competencies of creativity, proactivity, group work, planning, division of tasks, focus on problem solving, which are fundamental to full and active citizenship. The projects undertaken, supported on learning by doing methodology involved different agents of the communities beyond the schools, are and/or have been valuable contributions to the formation of more autonomous and proactive citizens with a democratic, pluralistic, critical, and creative spirit. Entrepreneurship is a competence for life. Taking initiative, mobilizing others, and getting them on board with ideas and/or solutions to problems are useful skills for daily life in our society and contribute to the sustainability of our common world. Request access from your librarian to read this chapter's full text.

This chapter focusses on the influence of the local ecosystem on entrepreneurial intentions (EI) of entrepreneurs and potential entrepreneurs (in specific, higher education management students) of Beja (Portugal) and Huelva (Spain). The study explored the influence and support of the surrounding ecosystem on entrepreneurial initiative. Data were collected through a questionnaire from two samples of 184 entrepreneurs (100 from Huelva and 84 from Beja) and 205 business management students (107 from Huelva and 98 from Beja). In spite of the diversity of the existing structures and support, the evidence showed that, contrary to the needs of the socioeconomic sustainability of Beja and Huelva, the local ecosystems are not recognized as favourable or encouraging the EI. There are no articulated strategies between the different institutional supporting actors and the creation of a new business is perceived as a very difficult path.

Neste artigo reflete-se sobre como um município do interior, estruturalmente fragilizado, se procura (re)inventar através de uma aposta estruturante na educação. Parte-se do binómio educação e desenvolvimento para demonstrar que a sustentabilidade de um território tem maiores probabilidades de sucesso se existir capacidade instalada de ação e de governação que assuma a gestão estratégica diferenciada dos recursos existentes, neste caso educativos, como pressuposto de base. Tendo por base a experiência de construção partilhada do Plano Estratégico Educativo Municipal, procura-se, com o caso em análise, discutir como o papel assumido pelas autarquias e pelos atores locais pode ser utilizado estrategicamente como catalisador de interesses e ações dos atores locais em prol da materialização da educação como vetor de desenvolvimento socioeconómico.