Transnational Corporations Review
ISSN: 1918-6444 (Print) 1925-2099 (Online) Journal homepage: http://www.tandfonline.com/loi/rncr20
Promoting student’s entrepreneurial mindset: Moroccan case Hanaâ Benchrifa, Amina Asli & Jaouad Zerrad To cite this article: Hanaâ Benchrifa, Amina Asli & Jaouad Zerrad (2017) Promoting student’s entrepreneurial mindset: Moroccan case, Transnational Corporations Review, 9:1, 31-40 To link to this article: http://dx.doi.org/10.1080/19186444.2017.1290922
Published online: 28 Feb 2017.
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Date: 02 March 2017, At: 03:09
TRANSNATIONAL CORPORATIONS REVIEW, 2017 VOL. 9, NO. 1, 31–40 http://dx.doi.org/10.1080/19186444.2017.1290922
ORIGINAL ARTICLE
Promoting student’s entrepreneurial mindset: Moroccan case Hana^a Benchrifa, Amina Asli and Jaouad Zerrad ENCG Settat, Hassan 1st University, Settat, Morocco KEYWORDS
ABSTRACT
Nowadays, the concept of entrepreneurship holds a key position in our society, through its contribution to job creation, renewal of companies, and multiform innovation as well as the regional development. The existing literature on the concept is abundant and continues to grow ever since the seminal work of Schumpeter. In parallel, the youth entrepreneurship has grown increasingly in academic research and development strategies adopted by countries around the world. In the Moroccan context, it became an outlet for employment and a tool for stimulating the economy. This paper attempts to focus on the development of student’s entrepreneurial mindset as the upstream phase of the process leading to commitment toward business creation. First, we present a literature review. Then, we outline an exploratory investigation inside one of the most famous business schools in Morocco. Our aim is to understand the intention of students toward their professional project, in particular, their entrepreneurial intention.
Entrepreneurship; students; entrepreneurial spirit; educational system
1. Introduction Entrepreneurship holds a key position in our society, as it identifies the country’s competitive force by its entrepreneurial spirit and innovativeness. Various special attentions by the government have been given to the development of entrepreneurs such as providing programmes and suggested strategies via agencies (Mat, Maat, & Mohd, 2015). Nowadays, we are standing in front of a paradigm shift from a labour society to the entrepreneurial one. Self-employment is gaining ground in the countries from Organisation for Economic Cooperation and Development (OECD). It creates jobs since the entrepreneurs become themselves employers. The survey data indicate that self-employment provides direct micro-economic benefits to those concerned (OECD, 2001). In the Moroccan context, the problems of youth employment exhibit a wide range, particularly at the level of the young graduates. In addition, the statistics of the High Planning Commission demonstrates an unemployment rate of around 20% concerning this category1. In response, the number of entrepreneurship programmes has been growing steadily in Morocco. This is proven by the various supporting mechanisms (such as Moukawalati Program) and policies that exist for entrepreneurs, including funding, physical infrastructure, business advisory services that have been implemented from the 2000. In fact, entrepreneurship is a process that is initiated and that goes crescendo within the framework of educational system (Wang, 2010). Therefore, promoting entrepreneurship among young people and students is an economic necessity. Entrepreneurship education has become a prominent field and an essential component of many curriculums in the Moroccan universities, since future entrepreneurs can be found amongst those who are currently undergoing their educational process at the universities (Ismail et al., 2009). For this reason, this paper attempts to focus on promotion of student’s entrepreneurial mindset as an upstream phase of the process leading to the commitment toward business creation. First, we present a literature review. Then, we outline an exploratory investigation based on a comparison among the syllabuses of the entrepreneurial programmes in some universities. Next, we present a study inside one of the most famous business schools in Morocco. Our aim is to understand the intention of students toward their professional project, in particular their entrepreneurial intention.
CONTACT Hana^a Benchrifa Morocco
[email protected]
ß 2017 Denfar Transnational Development INC.
Hassan 1st University, ENCG, National School of Management and Commerce, Settat,
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2. Literature review 2.1. Entrepreneurship concept Various authors have tried to establish the roots required to better understand the entrepreneurial phenomenon, by highlighting the role of the entrepreneur as the cornerstone of innovation and growth, and the heart of the entrepreneurial process. Thus, the definition and clarification of the concept becomes fundamental, Gartner (1990) said “what are we talking about when we talk about entrepreneurship”. The literature review shows that entrepreneurship is a phenomenon which combines two analysis’s levels with a dynamic and dialectical relation: entrepreneur and organisation (Boussetta, 2013). One is defined with respect to the other and vice versa. The entrepreneur acts, structures and commits its environment in order to achieve socio-economic purposes and create wealth. Fayolle and Messeghem (2012) emphasise that entrepreneurship is a concept that can be taught and it can be a search field. They suggested defining it as following:
“a process of looking for, tracking, and exploiting opportunities, done by an entrepreneur or entrepreneurial team, in the context of creation, recovery or development activities, develops an organisation implementing a strategic vision helping to create value”
According to the Anglo-Saxon literature, entrepreneurship covers three aspects: First aspect is the entrepreneurial spirit; that will be described below, and constitutes all devices and intellectual faculties of a person or group to act, take risks and invest on capital to make a profit. Secondly, business creation that is closely associated with the entrepreneurial phenomenon. Since entrepreneurship refers to the existence of an idea not yet exploited by entrepreneurs and could be applied in an organisation to create and/or meet a need in the market. Finally, the literature also contributes to identify several features that represent the values and attitudes necessary to operate in a socio-economic environment, such as autonomy, strong confidence, self-control, perseverance … Hence, entrepreneurship is a dynamic process of vision, change and creation. An application of energy and passion towards the creation and implementation of new ideas and creative solutions is essentially required (Mat et al., 2015). The key ingredients consist on the willingness to take risks, the ability to come up with an effective venture team, the creative skills to provide needed resources; the required skills of building a solid and good business plan; and finally, the vision to identify opportunities of where others see as problems, contradiction and confusion (Kuratko, 2009 mentioned by Mat et al. 2015). This process should be activated from the upstream in order to enhance the “entrepreneurial mindset”.
2.2. Entrepreneurial mindset: theory development Entrepreneurial spirit refers to the will of creating a change and carrying out some projects and highlights the development of entrepreneurial attitudes which enable young people to build an entrepreneurial personality over their lives. It guarantees the transition between the student life and professional one as well as facilitating the integration of students to the business world. In other words, individuals with an entrepreneurial mindset do not necessary have the intention or desire to create a business or even to have an entrepreneurial career. Therefore, it seems that the entrepreneurial mindset is beyond the only business creation. The entrepreneurial mindset is the upstream phase required for multiple situations such as the fact: To undertake his life as a citizen. To undertake inside a company through intrapreneurship that means implementation of an innovation by an employee, group of employees working under the control of a company (Carrier, 1996 cited by Carrier & G elinas, 2011 and Barbier & Viala, 2013). In this sense, entrepreneurial intention is an important phenomenon and a central element in the business creation process. The dominant psychological theories used to predict and explain the emergence of new ventures are Ajzen (1991) theory of planned behaviour (TPB) and Shapero and Sokol (1982) Entrepreneurial Event Model (EEM). These models seem to offer a coherent, simple and robust framework, to reach a better understanding of
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Negative movements -Fired -Angered -Bored -Divorced Between things: -Out of army -Out of school Positive pull: -From partner -From mentor -From investor -From customer
Perceptions of desirability -Culture -Family -Peers -Colleagues Perceptions of feasibility -Financial support models Mentors Partners
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Business creation
Figure 1. Model of the entrepreneurial event of Shapero and Sokol (1982).
the business creation process (Krueger, 1993). They have an undeniable contribution concerning the explanation of the entrepreneurial intention. Moreover, these models agree that the best way to determine if people will take action to start their own business is to ask them whether they intend to do so.
The model of the entrepreneurial event of Shapero and Sokol (1982): Shapero and Sokol (1982) explain the entrepreneurial act by three significant factors highlighting life’s changes (Figure 1): The negative movements refer to a divorce, an emigration or a job loss … ; The intermediate situations as leaving school, army, jail., The positive movements may be the influence of the family, the existence of a market or potential investors. The particular action taken depends on the desirability perceptions (values) and feasibility ones. These perceptions are considered as intermediate variables between the three factors that have been stated above and the business creation act. First of all, the desirability perception refers to the social and cultural factors that influence the individual value system and build an entrepreneurial event. A social system that gives more importance to innovation, risk taking and autonomy is more likely to produce entrepreneurial events and individuals will choose this path. The previous experiences, failures in entrepreneurial adventures reinforce also this perception. In other words, perceived desirability of entrepreneurial career represents the degree of attractiveness that individual fells toward the business creation. Secondly, the feasibility consists on the perception of the supporting factors for business creation. This perception may occur with the assistance of the partner or friends, training, existence of a financial support and the availability of advice. In fact, the perceived feasibility of entrepreneurial career refers to the level that makes the individual conscious of his ability to carry out the business creation. So, as to encourage the intention, we should react simultaneously on both perceptions of desirability and feasibility.
The theory of planned behaviour of Ajzen (1991): The theory of planned behaviour of Ajzen (1991) provides a strong theoretical foundation (Krueger & Carsrud, 1993; Schlaegel & Koeing, 2014). This model is based on the reasoned action model developed by Ajzen and Fishbein (1980). This theory claims that intention is determined by 3 variables as mentioned in the Figure 2: Attitude toward behaviour refers to a person’s favourable or unfavourable evaluation of the target behaviour (Ajzen & Fishbein, 1980): The more positive a person’s evaluation of the outcome of starting a business is (Krueger, Reilly, & Carsrud, 2000) the more favourable his or her attitude toward that behaviour should be, and
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Figure 2. Adapted from Ajzen (1987, 1991) (Boissin et al., 2009).
consequently the stronger his or her intention to start a business should be. In entrepreneurship, the attitude refers to professional values and its vision of the entrepreneurship (The needs that may be satisfied by the entrepreneurial act). Subjective norms relate to a person’s perception of the opinions of social reference groups as family and friends on whether the person should perform a certain behaviour. The better the reference group’s opinion is, the more encouragement for stating a business a person receives from this reference group. Perceived behavioural control: It reflects to the perceived ease or difficulty of performing the behaviour. It is based on whether the person believes that the required resources can be obtained and that opportunities for performing the behaviour exist (Bandura, 1986). This factor requires perception of self-efficacy regarding the theory of the psychologist Bandura (1977, 1982, 1986). This perception is based either on self-confidence necessary to achieve a given result or on the opinion that the individual has regarding his ability to implement a strategy and cope with a situation. To conclude, a person’s future behaviour is preceded by intention. Fruitful entrepreneurial venture may not be realised if a potential entrepreneur does not take action despite ongoing intentions (Van Gelderen, Kautonen, & Fink, 2015). The theory of planed behaviour and Entrepreneurial event model remain the main theories used to predict and explain the emergence of new ventures. These theories agree that the best way to predict if people will take action to set up their own business is to ask them whether they the intention to do so. The question is how can we activate this entrepreneurial intention?
2.3. Entrepreneurship education Numerous researches have studied the relationship between entrepreneurship education and entrepreneurial mindset among students. Bae et al. (2014) presented a meta- analytic review in response to this relation. Researches affirm the positive link (Martin, McNally, & Kay, 2013), an entrepreneurship education may increase a student’s entrepreneurial attitudes and intentions, as well as the founding of a new firm. Otherwise, entrepreneurship education is associated with entrepreneurial self-efficacy that refers to a belief in one’s ability to well perform in the entrepreneurial tasks and that improve entrepreneurial intention. As a matter of fact, entrepreneurship is a process that is initiated and that goes crescendo within the framework of educational system (Wang, 2010). “We are not born entrepreneur. The entrepreneur is a behaviour, it is an attitude that can be encouraged, promoted or upset, but we can learn to change our behaviour and it can be done” (Kets de Vries and Stevenson). Laukkanen (2000) affirms that entrepreneurship education is “something” that promotes entrepreneurial vocations and awakes the entrepreneurial mindset. It consists of any pedagogical programme or process of education for entrepreneurial attitudes and skills (Bae et al., 2014). Entrepreneurship has become a very prominent subject in secondary and tertiary education systems (Mat et al., 2015). Within this framework, European Union has determined the initiative and entrepreneurial spirit as the 7th key competence for education and training throughout life. Besides, it has proposed a set of objectives and
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activities to highlight the best practices of entrepreneurship education at the primary, secondary and tertiary levels as shown below: Level Primary
Secondary Tertiary
Educational objectives recommended
Pedagogical activities recommended
Develop personal qualities, such as creativity, initiative, autonomy that contribute to the improvement of entrepreneurial attitudes in the daily life and the professional activities. Develop the networking with firms Enhance the qualities developed in the primary level Present entrepreneurship as a professional career Develop specific competences to set up a business Mount a business plan and identify the business opportunities
Project activities, learning by games, simple study cases, visit local firms
Learning by doing, particularly “mini-entreprises” Project to launch activities Assistance and financial support
There is a gradual transition; throughout the three levels from primary school to high school, started by the development of an entrepreneurial spirit and the personal qualities among students to those specific skills needed to set up a business. In response to this, we find a set of educational objectives as well as pedagogical activities according to each educational level. Many countries have substantially invested in entrepreneurship education at universities, high schools and primary schools (Walter & Block, 2016). In addition, scholars have enumerated various types of entrepreneurship education depending on the specific audiences targeted. Since the first course has delivered by Myles Maces in Harvard University in 1947 (Carrier, 2009), entrepreneurship education in United States is in perpetual growth: 2200 courses in more than 1600 Institutions, 277 professor position, 44 academic journals and more than 100 centres of Entrepreneurship (Fayolle & Verzat, 2009). In our days, there has been a paradigm shift from the traditional education based on the technical content (teaching how to make a business plan, market research, estimation of the turnover … ) to new pedagogical approaches called active pedagogy (pedagogy by project and problem) considered the most suitable method to promote the entrepreneurial approach amongst students. Carrier (2009) focuses on enriching traditional approaches (conferences, lectures, case studies … ) with new ones. Nowadays, we find numerous original and innovative methods as:
Stimulations and games allowing students to solve problems Reading novels and video projection (film) to develop the students’ imagination (Benson, 1992) Role-play to better manage emotions especially negatives ones as failure Inviting entrepreneurs who can be a source of motivation for the young students
We cannot deny the importance of entrepreneurship education in a scholar context, however, the immersion of an entrepreneurial culture exceeds the single school framework, and requires the integration of learning acquired through the associative experience2. Yifan Wang states; according to a study conducted on 10 years and concluded by a Thesis, the impact of extra-curricular activities on the entrepreneurial mindset. Certainly, the associative commitment contributes to the development of behaviours required for the firm creation and entrepreneurship in general such as risk-taking and initiative, autonomy, team management, sense of responsibility, determination … According to the survey made by NCGE (National Council for Graduate Entrepreneurship) on businesses and entrepreneurship in higher education in 2007 and conducted with 127 universities in England, extracurricular activities nourish 64% of enterprises and entrepreneurial activities. In addition, students are more interested in the extra-curricular work, which has been proven by a national survey made by the NCEC in 146 centres of entrepreneurship in United States. On the other hand, Fayolle (1996) ensures that the students involved in the associative life or those who set up associations and clubs tend to opt for an entrepreneurial career. Wang Yifan inspired by Fayolle, joined his idea and showed that the engineering students having such a trend take more important responsibilities inside associations or clubs and invest on that. Furthermore, a second study of Fayolle and Gailly (2009) concerning management’s students indicates the positive effect of the extra-curricular involvement of students on their entrepreneurial mindset. However, other studies show that participation in extra-curricular activities has absolutely no effect on the entrepreneurial spirit. In this sense, Wang Yifan has introduced a new concept called “the intent trajectory” (Figure 3); as presented below, built around the entrepreneurial mindset, evolution of intent, professional identity (the future’s vision that student may have) student’s abilities and entrepreneurial behaviour. As shown below, the model of the intent
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Figure 3. Objectives for entrepreneurship education, suggested by the Best Procedure project 2002, indicated in 2006 (Wang, 2010; Verzat, 2011).
trajectory focuses on networking skills and attitudes toward taking responsibilities as the essential factors that may influence this intention. These factors are also encouraged through both, extracurricular investment of schools or universities the active pedagogy.
3. Experience of Moroccan universities: exploratory study 3.1. Entrepreneurship education in the Moroccan context Moroccan universities become also more aware about the importance of entrepreneurship education, they offer entrepreneurial training units targeting PhD students associated to doctoral studies centre of different disciplines, master’s students of science or management, and students of higher education establishments (Grandes ecoles) of engineering and commerce (National school of management and Commerce ‘ENCG’, Hassania School of public works ‘EHTP’ … ) For example, University Mohammed V Agdal Rabat has taken up the challenge by offering entrepreneurship training to Ph.D. students in order to develop the entrepreneurial mindset. The training programme adopts a participatory learning approach as described on the Appendix. This programme is decomposed into successive and progressive steps: The first step aims to explain what is an enterprise and discover its environment, the second one leads to promote entrepreneurial mindset, and make PhD candidates able to set up their own business through learning the business creation process. For business schools (ENCG, ISCAE), there are also entrepreneurial training units, with the aim of making students aware of the role of entrepreneurship firstly, then the different steps necessary to createt a business plan with a volume schedule that varies between 30 h and 45 h. The pedagogical approach adopted consists of two pedagogical components: Firstly, it is a lecture course based on an academic presentation provided by the professor in order to deepen the entrepreneurial knowledge so as to apprehend the business environment and to control the firm creation process. Secondly, there is particular work including case studies, the testimony of experts and entrepreneurs, the presentation of reading sheets made by students and the presentation of a progress report in the matter of the development of a business plan which will be subject of an oral presentation at the end of the session. To sum up, the process of entrepreneurial education within Moroccan universities seems to be identical. The first step of the process allows to apprehend the business environment and entrepreneurship and to present it as an enlargement of the possible choices and a step in the career (Fayolle, 2005), through the academic sessions provided by the professor and thematic seminars led by experts. The second step consists on setting up the student’s working groups to work on a project idea with the coaching and permanent guidance of the professor in order to brush up technical skills (business plan, market research … ) and personal ones (leadership, taking initiative, team spirit … ). Moreover, the objective of this step is to make students able to identify a project idea that it must be original and realistic, then to set up the project following all of the steps discussed during the course.
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By the end of the unit, the work will be evaluated. In addition, some activities can be done to achieve the pedagogical purpose such as the organisation of visits to the exhibitions, mentoring that requires conventions signed with universities and the specialist agencies like General Confederation of Moroccan Enterprises (CGEM), Leaders Youth Center, Undertaking network Morocco …
3.2. Empirical survey 3.2.1. Methodology In today’s life, society tends to reconsider the company and the entrepreneur as an important catalyst for growth. Our survey aims to understand how and to what extent it will be possible to develop the entrepreneurial intention among students. We note that the majority of studies are based on statistical and qualitative analysis. Our work has naturally taken the objective to deepen research on the entrepreneurial intention among students. This study builds on the theory of planned behaviour (Ajzen, 1991) and has as a main objective to well understand the intention of students toward their professional project, in particular their entrepreneurial intention. In other words, the survey aims to: Know the professional projections of students Know the perceived attractiveness of entrepreneurship Identify the socio-cultural factors and academic or extra-curricular activities that may impact their behaviours or their professional choices. To meet these objectives, we conducted an exploratory qualitative survey based on semi-structured interview with business students belonging to one of the most prestigious business schools in Morocco where students are carefully selected. National School of commerce and management in Settat has gained a reputation as a pole of excellence and has successfully maintained this position for more than 20 years. It is ranked in fourth position among the best universities and business schools in Morocco according to the Eduniversal business School Ranking. It has also a wide network of partnerships with the best institutions in Europe. In parallel to the high quality of training, ENCG Settat gives high importance to extra-curricular activities. We have chosen 16 students divided between the first, second, third and fourth semester. We use the snowball sampling to nominate participants who could potentially contribute to our study. This method is easy to use and also rapid.
3.2.2. Findings The results of our analysis are summarised into 2 main categories according to our interview guide and objectives set before: Professional projections and Perceived attractiveness of entrepreneurship: According to different interviews made, students show a great interest to start their career as employees inside a well-known existing company. It will be a training phase as cited in all interviews: “job experience within an existing firm is prior and crucial”. Furthermore, this phase allows collecting funds necessary to start a business. Students recognise that being an employee inside a company is a preparatory step to set up their own business in the future: “ … it is a must for an entrepreneurial future”, “when we work firstly inside a company, we will be ready to this entrepreneurial adventure and well equipped”, “we will be mature and we can avoid obstacles, especially financial ones”. Although, some students mentioned that setting up a business can be their first step in the professional world to avoid unemployment especially in our turbulent economic context “At worst, entrepreneurship will be an alternative”. Factors impacting behaviours and students ‘professional choice: Perceived social norms in a society are presumable of importance and relate to what potential entrepreneurs believe will be valued in his or her social network (Kristiansen & Indarti, 2004). This fact is highly illustrated in
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interviews; students mention the high degree of family anticipation’s influence on their professional projects: Students with an entrepreneurial intention are influenced by their parents or a member of their family who succeeded in their entrepreneurial career. In the other side, students who don’t have this intention justify their position with the social barriers: “Moroccan society is not able enough to accept the entrepreneurial status. It is a synonym of uncertainty and instability”. Kristiansen and Indarti (2004) emphasises that social norms are probably less predictive of entrepreneurial intention for people in individualistic cultures compared to collectivist societies as the Moroccan one. The second factor impacting students’ intention is the education. According to students who prefer to start their career as employees, the pedagogical approach adopted by the school doesn’t prepare and provide students with the necessary knowledge to be potential entrepreneur. During the five years of studies, there is one specific course dedicated to entrepreneurship (as mentioned above) which is not enough: “They train us to be employees not entrepreneurs”, “I guess that the academic training is failed”, “It’s not far-sighted … may be in the team works”. Students are totally persuaded by the role of education to stimulate this entrepreneurial intention. As a matter of fact, entrepreneurship education may cultivate a student’s attitudes and intentions (Bae et al., 2014). However, students emphasise the positive roles that have extracurricular activities in the stimulation of the entrepreneurial mindset in terms of creativity, innovation, team work …
4. Discussion and conclusion In the era of globalisation, entrepreneurship is the main catalyst for economic growth. So, entrepreneurship becomes a process that is learned while starting upstream in order to enhance the students’ entrepreneurial mindset. Investigating factors that affect the entrepreneurial intentions of students is a critical issue in entrepreneurship research. To date, research employing intention models of entrepreneurial behaviour has almost exclusively focussed on explaining intention, paying little attention to investigating whether intentions lead to actions to establish a business (Schlaegel & Koeing, 2014 mentioned by Van Gelderen et al., 2015). According to our investigation, we can underline a first conclusion that Moroccan universities, especially business schools; as ENCG in our case study, should focus on the creation of highly employable graduates as well as creating a job creator that is able to accommodate the business, offer vacancies and help boost the country’s economy (Mat et al., 2015). These business students are highly able to set up their own enterprise because they are familiar with business related matters like, management skill, business plan preparation, finance … However, the study reveals the opposite. In this sense, Bae et al. (2014) outline that entrepreneurship education boosts “an awareness of entrepreneurship as an alternative career path to employment”, whereas business education assists students to work at established companies. It seems to be reasonable because the curriculum of ENCG business education maintains a great interest on technical knowledge for business administration and does not focus on the creation process of an organisation. The unique unit of entrepreneurship programme during the whole academic curriculum is insufficient to enhance the entrepreneurial mindset among students. It would be better to improve their teaching strategies if they want to boost entrepreneurial mindset amongst their students. It seems fundamental to focus on the attractiveness of entrepreneurship in the implementation of pedagogical programmes. The lessons should certainly provide expertise, but they must also be able to present business creation, as an attractive career, desirable for the student (Boissin et al., 2009). The extra-curricular activities are of a paramount role in the development of entrepreneurial skills among students too. They should be encouraged within universities and even supported. Students interviewed show that extra-curricular activities give more autonomy and flexibility necessary to promote the entrepreneurial mindset. Furthermore, the study reveals the impact of the national culture on the entrepreneurial mindset. This relation should be a subject of future investigation. Moroccan culture is characterised by a high degree of uncertainty, based on mechanisms such as negotiation and compromise more than ambition and self-realisation (Balambo & Zemzami, 2014). According to studies, individuals belonging to this culture are less likely to take an entrepreneurial risk. Future researches may underline the moderator role of culture on the relationship between entrepreneurship education and entrepreneurial mindset.
Notes 1. www.hcp.ma/Taux-de-chomage-national-selon-le-diplome_a267.html. 2. Wang Yifan, “The evolution of the intention and the development of the Spirit to undertake engineering students to
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a French school: A longitudinal study,” doctoral thesis of the Ecole Centrale de Lille, specialty industrial engineering, 28/09/2010. 3. Zammar & Abdelbaki (s. d.). L’universite marocaine et la probl ematique de l’entrepreneuriat innovant. Consulted at the address https://emnet.univie.ac.at/uploads/media/Zammar__Abdelbaki_01.pdf
Disclosure statement The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.
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Appendix Entrepreneurial training programmes to PhD candidates at mohammed V-agdal university –rabat –maroc.3 Theme What is a company?
What is the point of entrepreneurial mindset? What is the profile of a contractor? How can you become a entrepreneur? How to find an idea for a valid case? How to start a business?
How to operate a business? What are the steps for becoming an entrepreneur? How to develop its own business plan?
Learning Objectives – Allow the participants to recognise that the spirit of entrepreneurship is everyone’s reach. – Allow the participants to recognise that the ability to undertake influence his way of living. Allow participants to know that the entrepreneurial mindset brings more value in both the public sphere and in the private one. Sketch a profile of a contractor and identify the traits of character that an entrepreneur must incarnate to be successful Identify the essential skills and determinants for success in the field of creation and management of a company – Discover and assimilate the techniques to find business ideas – Learn how to assess business opportunities. – Getting to Know the various tasks to accomplish to create a business; – To know how to implement a business idea on plans legal, commercial and financial Know the different techniques of management (human and material resources, finance, sales, stocks … … ) Know the steps of business creation – Apply the acquired knowledge to a situation of real market; – Evaluate an idea for a case in the framework of independent employment or of a microenterprise
Abilities to develop – Recognize the different types of firms – To know how to organise – To be able to take decisions – understand the motivational factors within the daily activities as well as potential risks – To know how to fix business goals – Identify the traits of character of an entrepreneur – develop listening skills and negotiation – Develop the spirit of initiative, creativity and business – Recognize and evaluate business opportunities – Develop the spirit of initiative, creativity and business – Recognize and evaluate business opportunities Know: j choose the appropriate market and location j estimate the initial capital of a company j look for funds to start a business j know the legal forms of the company Learn how to manage, write a business plan …
