Entrepreneurship Intention among French Grande ÉCole and University Students

Abstract

<jats:p> Arguably, entrepreneurship is still a recent phenomenon in French society, and its higher education establishments are still experimenting with ways to teach entrepreneurship and enterprise creation. This paper presents a unique opportunity to compare and contrast the entrepreneurial intention of French higher education students at three different establishments (a management Grande École, an engineering Grande École and a university) using the Shapero intention model. The study found that most of the students wanted to work in large organizations and were not intending to create a new company or work in a family business. There were significant differences, however, between management and engineering students in terms of their entrepreneurial environment, which may affect their attitudes to new business creation. The authors conclude that, while enforced learning through entrepreneurial courses and seminars may initially be off-putting, such initiatives may have longer-term beneficial impacts on entrepreneurial intention. </jats:p>

Attitudes towards entrepreneurship education: a comparative analysis

“…Within the context of the study, the relatively low mean score for German students also offers evidence that students who enter German higher education are less likely to pursue a career in entrepreneurship. Moreover, the prior attitudinal means of French students lends support to the claims that the attitude towards entrepreneurship in France is gradually changing (Fayolle, 2005;Klapper and Léger-Jarniou, 2006), the results of this study also providing evidence that entrepreneurship education can help promote and remove perceived barriers to entrepreneurship in France (Pihkala and Miettinen, 2004;Fayolle et al, 2006).…”

“…The driver for this change is the recognition of the potential contribution that small enterprises can make to economic development in terms of the regeneration of deprived areas, regional development and employment creation (Fayolle, 2005;Klapper and Léger-Jarniou, 2006). To attain these goals, the French government introduced a range of initiatives such as new legislation, the creation of business support agencies and increased entrepreneurship education provision to encourage and simplify the enterprise start up process (Klapper and Léger-Jarniou, 2006). As a consequence there has been an improved cultural attitude towards the concept of entrepreneurship within France (Léger-Jarniou, 2002) and an increase in entrepreneurial start-up (Hurel, 2002).…”

“…As a consequence there has been an improved cultural attitude towards the concept of entrepreneurship within France (Léger-Jarniou, 2002) and an increase in entrepreneurial start-up (Hurel, 2002). Entrepreneurship education however, remains underdeveloped and embryonic in France especially for the under 30-age group (Léger-Jarniou, 2002;Klapper and Léger-Jarniou, 2006). Therefore, while recent studies by Pihkala and Miettinen (2004), and Fayolle et al (2006), found that entrepreneurship education had a strong and measurable impact on the entrepreneurial attitudes of students, evidence and evaluation of the effectiveness of entrepreneurship education within French higher education remains scarce.…”

Entrepreneurship in Crisis: The Determinants of Syrian Refugees’ Entrepreneurial Intentions in Turkey

“…Intention is a state of knowledge and a conscious desire in the present to achieve specific experiences and goals in the future [40]. Therefore, intention contributes to directing ideas and preparing the necessary plans that may be feasible in reality, exploiting any available opportunities, whether in the creation of new pilot projects or adding new values to existing projects [41]. Krueger and colleagues stated that intentions are the best predictor of any planned behaviour, and the results of their previous research support the efficacy of the theory of planned behaviour as a predictor of entrepreneurial intention [19].…”

Características empreendedoras e o ambiente escolar na intenção empreendedora de alunos do ensino médio/técnico

“…A literatura menciona alguns modelos para tal mensuração e os mais utilizados são o modelo de Ajzen da teoria do comportamento planejado que sugere a importância relativa dos três antecedentes da intenção -atitude em relação ao comportamento, normas sociais e controle comportamental percebido -, ou seja, quanto o ambiente influencia na intenção empreendedora, por outro lado, o modelo de Shapero diz que a intenção de iniciar um negócio deriva de percepções de desejabilidade e viabilidade e de uma propensão para atuar em oportunidades (BIRD, 1988;ENGLE et al, 2010;KLAPPER;LÉGER-JARNIOU, 2006;TURKER;SONMEZ SELCUK, 2009). Contudo, essa pesquisa se baseará no modelo de Ajzen.…”