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1、 - 1 - Do Pedagogical Projects Develop Engineering Students Entrepreneurial Spirit?# WANG Yifan, NIU Xuemei* 5 (School of Economics and Management, Southwest Jiaotong University) Abstract: From the perspective of TPB theory，this paper test the role of pedagogical projects to foster entrepreneurial s
2、pirit and develop entrepreneurial intentions of students. twelve engineering students of Southwest Jiaotong University who had taken part in the pedagogical projects have been selected for qualitative study. The result shows that, pedagogical projects have a strong influence on students 10 professio
3、nal orientation; different kind of these project activities have different impact on the development of students entrepreneurial spirit and the formation of entrepreneurial intention. Key words: entrepreneurship; entrepreneurial intention; entrepreneurial spirit; professional orientation; pedagogica
4、l project 15 0 Introduction This paper has two purposes: 1) propose a state of art on the relationships between entrepreneurial attitudes or aspirations and project pedagogies as a means to develop them. 2) An exploratory study based on 12 cases of engineering students from Southwest Jiaotong Univer
5、sity 20 who have all taken part in innovation projects during their initial years of the curriculum, but whose relationships to entrepreneurship vary: Entrepreneurial intentions become more or less strong, students have (or havent) chosen specialized training in entrepreneurship in the last year of
6、the curriculum. The objective of this work is to better understand the development process of entrepreneurial 25 spirit and the evolution of intentions to set up a business. We focus here on the role of project pedagogy to foster this spirit and develop intentions. 1 Research Questions 1.1 Context o
7、f research Many engineering schools have established sensitization programs and entrepreneurship 30 training, or incubators. In Southwest Jiaotong University, a number of pedagogical devices have been put in place: Sensitization to increase the attractiveness of entrepreneurial careers (roundtables
8、and conferences by successful entrepreneurs); Training in management knowledge and skills as elective courses in the curriculum (strategy, 35 economics and management lectures, case studies, business simulation game, and especially technological innovative projects teams working during two years, st
9、arting from need specification for an innovative product and going to achieve a prototype for a real customer); Training and incubation opened to students, where we coach the feasibility study and the setting up project, till the concrete creation. We train in the same time negotiation, business pla
10、n 40 drafting, financial round-table completing. - 2 - 1.2 State of art There is a rich academic literature about the role of education to raise awareness, train entrepreneurship competence and stimulate business setting up at student level. The upstream of entrepreneurial process is defined as inte
11、ntion to create ones own company, 45 which is driven from the psychological theory of planned behavior 1-2 and determined by perceptions of desirability, feasibility and opportunities 3-4. Many factors can come into this model and influence these perceptions; they are certain personality traits, an
12、entrepreneurial family background, entrepreneurial national/social culture, entrepreneurial experiences during students school years, but also education 5-9. 50 Many authors agree on the fact that a radical change of paradigm is needed for entrepreneurial education 10-13. Indeed experiential learnin
13、g is considered to be more suited to the intensive and intuitive learning style of entrepreneurs and to the nature of entrepreneurial capacities that need training. 13, 14-18. However, we found a lack of fine studies on the relationships between educational devices 55 and their effects: Most studies
14、 of the impact of entrepreneurship education do not fit into the details of educational devices: they measure intentions differentials before and after training, but do not show their relationship with the characteristics of training 5, 7, 19. Some studies carry out quantitative longitudinal measure
15、s 20 or qualitative measures of outputs of entrepreneurial project 60 coaching 21. But they focus on setting up a business at the end of the curriculum and not on previous training experiences in project pedagogy. We found only 2 studies that evaluate the effects of active pedagogy devices on entrep
16、reneurial capacities. 22 Compares 3 groups of learners (MBA students, real entrepreneurs, students following classical courses) and measures 5 entrepreneurial attitudes with Craids GET Test, which is a rather crude measure. 23 Evaluate 65 more precisely (qualitative and quantitative measure) the effects of an experience of Business plan team work at Penn State University on entrepreneurial socialization, trust in decision making, some entrepreneurial behavio
