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JEL Classification: L26 - Entrepreneurship; J48 - Public Policy ; Portugal has a nascent entrepreneurship education system at the post-secondary level that aims to address several areas within the European Union policy context. This research finds that Portugal is more than 20 years behind the United States in the development of educational offerings in this area. During the academic year 2005/2006 only 826, or 0.2%, of students at the post-secondary level in Portugal participated in an entrepreneurship class. Currently only 14.8% of students believe that the Portuguese educational system develops a state of mind that encourages the creation of new firms. In developing policy in this area findings highlight regional differences, gender considerations as well as the prominence of the "public sector" mindset or predisposition of post-secondary students relating to their first job experience are important factors to consider. The few courses in Portugal that do exist focus too heavily on teaching business plan development and are almost exclusively located in the area of management. The reliance on lecture formats instead of experiential learning techniques needs to evolve if this area is to move from being teacher-centered to learner-centered. Of the universities that offer courses, 33% also have centers for entrepreneurship and several more (23.8%) plan to develop one on their campus. Portuguese professors believe that entrepreneurship education will positively evolve in quality and quantity in the future. This is good news, as it was found that 63.7% of post-secondary students believed in the possibility of owning their own business in the future. ; O ensino do empreendedorismo em Portugal começa a evidenciar-se ao nível do ensino pós-secundário, como resposta a áreas de necessidade identificadas no contexto das políticas da União Europeia. Este estudo revela um atraso de Portugal de mais de 20 anos em relação aos E.U.A. no que toca à educação do empreendedorismo. Em Portugal, no ano lectivo de 2005/2006, apenas 826 (0,2%) alunos do ensino pós-secundário participaram em aulas de empreendedorismo e apenas 14,8% destes alunos crê que o sistema educativo actual promove uma mentalidade que encoraja a criação de empresas. Este estudo evidencia importantes factores que devem ser considerados quando se desenvolvem políticas na área do empreendedorismo, nomeadamente o género, a predominância de uma certa mentalidade do "sector público" e a primeira experiência dos alunos no mercado de trabalho. A parca oferta de ensino do empreendedorismo em Portugal encontra-se no campo da Gestão de Empresas e foca-se predominantemente no ensino do desenvolvimento de planos de negócio. Os cursos oferecidos seguem linhas teóricas e não utilizam técnicas de ensino prático, o que terá de evoluir de forma a se focarem na experiência do aluno, potenciando deste modo a aprendizagem. Em Portugal, das universidades que oferecem cursos nesta área, 33% também providencia Centros de Empreendedorismo e 23,8% planeia desenvolver um centro no seu campo universitário. No entanto, o panorama apresenta-se positivo já que os professores acreditam que a educação de empreendedorismo em Portugal irá evoluir, quer em quantidade como na qualidade dos cursos oferecidos. Este é um cenário positivo, já que 63,7% dos alunos Portugueses do ensino pós-secundário ponderam ter o seu próprio negócio.

Presidential addresses in our Association are frequently discourses on the state of our discipline. In the past twenty years nine presidents have reflected on its status, trends and needs. It would be presumptuous for another president to return to the topic now if the moment did not validate the need. After a period of novel developments, accompanied by uncertainties and tensions, there is need to reemphasize our community of interest and our common obligation.It is a community extending across diversities and an obligation with many components. The study of the science and art of government has many facets which reflect search in that eternal triangle of science, values, and utility.In the beginning it is well to remark that we are constantly drawn toward two poles in a dual quest. We would like to find verifiable propositions or working assumptions about political activity which, like the law of gravity or the laws of motion, transcend time, and technology and culture variations. We would like even to extend our vision further: just as the biologist seeks for the origins of life and the astronomer for the initial creative impulse for the universe, we want to know if there is a universal plan in history and a destiny for man.Such cosmic vision must be based on the assumption of some constants in human behavior, such as self-love; or in human relations, such as power; or in natural morality, such as justice. Yet grasp for certainty fades as we wonder whether all such things are relative to environment, and hence whether ecology and the search for the laws of change must be the centers of inquiry. As we contemplate how such great cultural changes as the secularization of thought in the Enlightenment, or such tremendous physical events as the discovery of America have upset the assumptions of thought, and as we try to think of what nuclear energy, automation and the dominion of scientists may mean, we are humble before the task of building an endurable science of politics.