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Sobre

Sobre

Fernando Luís Almeida possui doutoramento na área de Engenharia e Ciências Informáticas pela Faculdade de Engenharia da Universidade do Porto (FEUP). Para além disso, é detentor do mestrado em Inovação e Empreendedorismo Tecnológico e licenciado em Engenharia Informática e Computação pela FEUP. Nos últimos 10 anos de atividade tem exercido funções profissionais no setor do ensino politécnico universitário, investigação aplicada e engenharia de sistemas de computadores. Ao longo da sua carreira profissional trabalhou em instituições de referência como a Critical Software, Qimonda, FEUP, INESC TEC e ISR Porto. Tem igualmente trabalhado em diversos projetos internacionais em parceria com organizações europeias de referência no setor das telecomunicações, indústria e investigação científica. As áreas de investigação atuais incluem políticas de inovação, transferência de conhecimento empresas/universidade, engenharia de software e sistemas de apoio à  decisão.

Tópicos
de interesse
Detalhes

Detalhes

  • Nome

    Fernando Luís Almeida
  • Cargo

    Investigador Sénior
  • Desde

    01 março 2003
002
Publicações

2025

Non-formal education as a response to social problems in developing countries

Autores
Almeida, F; Morais, J;

Publicação
E-LEARNING AND DIGITAL MEDIA

Abstract
Non-formal education seeks to address the limitations of formal education that do not reach all communities and do not provide all new competencies and capabilities that are essential for the integrated development of communities. The role of non-formal education becomes even more relevant in the context of developing countries where significant asymmetries in access to education emerge. This study adopts the Solutions Story Tracker provided by the Solutions Journalism Network to identify and explore solutions based on journalism stories in the non-formal education field. A total of 256 stories are identified and categorized into 14 dimensions. The findings reveal that practical, participatory, and volunteering dimensions are the three most common dimensions in these non-formal education initiatives. Furthermore, two emerging dimensions related to empowerment and sustainability are identified, allowing us to extend the theoretical knowledge in the non-formal education field. These conclusions are relevant for establishing public policies that can involve greater participation by local communities in non-formal education and for addressing sustainability challenges through bottom-up initiatives.

2025

Comparative analysis of EU-based cybersecurity skills frameworks

Autores
Almeida, F;

Publicação
Computers & Security

Abstract

2025

Hybrid multilayer framework for innovation management

Autores
Schmitt, R; Pereira, EB; Almeida, F;

Publicação
Evolving Strategies for Organizational Management and Performance Evaluation

Abstract
This chapter aims to analyze and map the behaviors and strategies employed by organizations recognized for their innovation, with the goal of developing a comprehensive innovation management framework. This framework is designed to merge innovation practices with elements of traditional management, creating a hybrid model to support companies, universities, and research institutes in fostering innovation. Rooted in an understanding of human evolution, the framework will reflect changes in needs, skills, and behaviors over time, enabling institutions to adapt their innovation strategies to align with societal and individual development. Adopting an interdisciplinary approach, it will integrate concepts from innovation, organizational management, and the human sciences to establish a structure that supports sustainable innovation while addressing contemporary challenges. © 2025, IGI Global Scientific Publishing.

2025

Knowledge Sharing and Team Dynamics in the Context of an Incubation Program

Autores
Kurteshi, R; Almeida, F;

Publicação
Knowledge Sharing and Fostering Collaborative Business Culture

Abstract
Knowledge sharing and team dynamics are essential elements of entrepreneurial success, especially in teams that operate in innovative environments. This chapter explores how participation in an incubation program influences the formation and development of entrepreneurial team identity. It aims to understand the dynamics involved in creating entrepreneurial teams, the practices of knowledge sharing, and the role digital technologies play in supporting and sustaining these processes. The study focuses on teams that completed the CEU iLab Incubation Program, with data gathered through in-depth semi-structured interviews from twenty-five entrepreneurs across various startups. Five cases, involving entire entrepreneurial teams, were central to this research. The findings offer valuable insights for enhancing incubation programs, promoting entrepreneurial identity formation, and improving the success of new ventures. These insights are beneficial for both scholars and practitioners in the entrepreneurship field.

2024

Factors affecting social entrepreneurial intentions in a Portuguese higher education institution

Autores
de Sousa, JM; Almeida, F;

Publicação
INTERNATIONAL JOURNAL OF INNOVATION SCIENCE

Abstract
PurposeThis study aims to identify and explore the factors affecting social entrepreneurial intentions considering an educational institution in Portugal. It also intends to determine the relevance of moderating factors in the antecedents and entrepreneurial intention of these students. Design/methodology/approachA panel of 177 undergraduate students enrolled in a social entrepreneurship course between the academic years 2018 and 2021 is considered. The data is explored quantitatively considering descriptive analysis techniques, correlational analysis and hypothesis testing. FindingsThe findings reveal that entrepreneurial intention depends on multiple individual, organizational and contextual dimensions. Students' entrepreneurial intention remains unchanged regardless of the student's profile. However, students' professional experience is a more relevant factor for the identification of organizational dimensions related to curriculum and critical pedagogy, while previous involvement in volunteer activities contributes to a higher prevalence of individual factors. Originality/valueTo the best of the authors' knowledge, this study is original in exploring the role of entrepreneurial intention and its antecedents considering a heterogeneous students' profile. It offers theoretical and practical contributions by extending the literature on social entrepreneurial intention that can be used by higher education institutions to offer specific training more focused on the student's profile.