Pedro Miguel Domingos Duarte de Oliveira [ESG-ESD]
Responsável
Objetivos de aprendizagem e a sua compatibilidade com o método de ensino (conhecimentos, aptidões e competências a desenvolver pelos estudantes)
The Internship aims at training in a real working environment in order to promote the development of cognitive and technical skills, in addition to the theoretical training taught in various curricular units, assumed as relevant to the established professional output profile enabling students of the degree in international business to understand and to deal with the processes of internationalization of companies in a context of globalizing the economy.
The Project in International Business should focus on the deepening of knowledge acquired throughout the course, and can be translated into empirical studies (of a quantitative and/or qualitative nature) or internationalization project (simulating a business plan, considering flows of international trade and / or foreign direct investment).
Conteúdos programáticos
Internship:
1. Prospecting and diligences of the School, with a view to the selection and confirmation of the host entity of the Internship; 2. Development, between the teacher, the student and the host entity, of a Proposal containing the planning of the activities and the conditions for carrying out Internship; 3. Conclusion of the Tripartite Protocol of the Internship (School / Student / Host Entity). 4. Presentation of the student in the host entity and with his supervisor; 5. Completion of the Internship (minimum duration 375 hours, can be carried out from March 2024); 6. Delivery of the Internship Report to the teacher.
Project in International Business:
1. Development, between the teacher and student, of a proposal containing the planning of information collection by the student; 2. Development of the proposal or project of work; 3. Implementation of the work and delivery of the respective report to the teacher.
Demonstração da coerência dos conteúdos programáticos com os objetivos de aprendizagem da unidade curricular
The syllabus of the Internship or Project in International Business is aligned with the course's learning objectives by promoting the practical application of knowledge acquired throughout the degree.
The Internship enables students to develop technical and behavioural skills in real work settings, enhancing their understanding of internationalisation processes. The Project fosters applied research, critical analysis, and the development of strategic solutions, allowing students to explore relevant topics in professional practice.
Both modalities support the development of autonomy, problem-solving abilities, and knowledge production, in line with the learning outcomes and graduate profile of the International Business programme.
Metodologias de ensino e de aprendizagem específicas da unidade curricular articuladas com o modelo pedagógico
The course unit Internship or Project in International Business serves as the culminating and integrative component of the Bachelor's degree in International Business (LNI). It is based on a student-centred pedagogical model, focused on problem-solving and close collaboration with the business and institutional sectors. The adopted teaching and learning methodologies aim to consolidate professional, technical, and research skills developed throughout the programme, through the practical and reflective application of acquired knowledge.
1. Experiential and Contextualised Learning
In the Internship modality, learning takes place in real work settings, allowing students to develop technical and behavioural skills in international trade operations (finance, logistics, marketing, etc.), as defined in Article 5 of the regulation. This model follows experiential learning principles, promoting direct engagement with professional practices, organisational challenges, and diverse corporate cultures.
2. Project-Based and Problem-Solving Methodology
In the Project modality, students are guided to develop an applied internationalisation project, preferably in collaboration with real companies. This active learning model emphasises problem definition, critical analysis, strategic solution design, and knowledge creation in action, aligned with project-based learning (PBL) approaches.
3. Tutoring and Individualised Supervision
In both modalities, students receive individual pedagogical support: from a Supervisor (internship) or an Academic Advisor (project), with the Course Coordinator ensuring overall pedagogical guidance. This tutorial methodology fosters competency-based learning through continuous feedback, goal adjustment, and support for the student's autonomous and critical development.
4. Applied Research and Academic Writing
Final reports (Internship or Project) follow a rigorous academic structure based on APA guidelines, requiring students to develop applied research skills, conduct literature reviews, systematise data, and produce scientific writing. The Project modality may also include the production of an empirical article suitable for publication, strengthening the unit's alignment with scientific literacy and knowledge transfer.
Avaliação
The assessment of the course unit combines multiple dimensions: the quality of the final report, performance in the professional or academic context, oral presentation and public discussion, and feedback from supervisors or academic advisors.
This assessment methodology, as outlined in Articles 9 and 13 of the regulation, values not only the final output but also the learning process, the progress made, and the student¿s ability to critically reflect on their own learning.
Demonstração da coerência das metodologias de ensino e avaliação com os objetivos de aprendizagem da unidade curricular
The Internship or Project in International Business course unit constitutes an opportunity for the integration and consolidation of the knowledge, skills, and attitudes acquired throughout the Bachelor's degree in International Business. The learning objectives of this course unit include:
* Applying theoretical and practical knowledge autonomously and contextually in real work situations or in applied internationalisation projects;
* Developing analytical, communication, and problem-solving skills in organisational contexts;
* Strengthening the ability to conduct applied research and produce knowledge relevant to professional practice;
* Fostering critical reflection on the challenges of internationalisation and the business and institutional environments in which it occurs.
The adopted teaching and assessment methodologies are fully aligned with these objectives, ensuring the pedagogical coherence of the course unit.
The direct link with the business environment ¿ through internships or the implementation of projects with real companies ¿ contributes to enhancing employability, understanding the world of work, and reinforcing the social and economic relevance of the training. These elements are central to the objectives of the course unit and the pedagogical model of ESGTS.
Bibliografia de consulta (existência obrigatória)
Estrela, E., Soares, M. A., & Leitão, M. J. (2013). Saber escrever uma tese e outros textos (9ª ed.). Dom Quixote. European Commission. (2022). Supporting the internationalisation of SMEs: Guidebook series. Faccin, K., & Martins, B. V. (2021). Abordagem processual em pesquisa qualitativa. Revista Eletrônica de Negócios Internacionais, 17(1), 128¿134. Fundação Álvares Penteado ¿ FECAP. (2016). Manual APA: Regras gerais de estilo e formatação para trabalhos acadêmicos [PDF]. Gonçalves, E., & Meireles, M. (2021). Manual de investigação aplicada em ciências empresariais. Politécnico do Porto. INBETS Consortium. (2020). Internationalisation of SMEs ¿ Good practice cases. Erasmus+ Knowledge Alliances. Instituto Federal Minas Gerais ¿ IFMG. (2017). Manual para elaboração de relatórios de estágio. IFMG Campus Ipatinga. https://www.ifmg.edu.br/ipatinga/MANUALPARAELABORAODERELATRIODEESTGIO.pdf Observatory of Economic Complexity. (n.d.). OEC: The Observatory of Economic Complexity. https://oec.world
