Entrepreneurship Education : can action-based learning methods improve engineers' entrepreneurial culture ?

Many studies have been performed with students, often with the aim of evaluating their intentions, in the wake of the models developed by Shapero and Azjen, and the studies by Kolvereid & Moen (1997). This study is not about intentions, however, but instead explores the notion of an entrepreneurial culture and its development. In the first section of this paper, we therefore attempt to clarify the term 'entrepreneurship' and explore its different visions. We focus on one of these visions via a teaching programme designed to develop the entrepreneurial spirit in young students studying in a French engineering school. In the second section, we introduce the background context with respect to the school, the course and the teaching methods. We describe the research methodology (using a Likert scale questionnaire before and after the course). In part 3, we present some of the results. The features that showed the greatest change were in self-confidence, followed by decision-making skills and critical mindset attitude. There was less change in criteria as creativity, curiosity, persuasion and leadership. However, the criteria differed according to the entrepreneurial family background of the students. In the discussion, we show that in certain conditions, the introduction of a specifically designed, interactive and engaging teaching approach based on a well thought through strategy and led by a specially selected teaching team, can help young engineers to evolve in their practices and their behaviour and consequently acquire an entrepreneurial culture. In this way, they come closer to the sought-after professional competence that includes a combination of knowledge, know-how, experience and behaviour. The conclusion identifies limitations to the study and makes some recommendations for future improvements and extension.