Impact of entrepreneurial programs on master’s degree students at ISAAS considering the long-term perspective

1 Impac o en ep eneu ial p og ams on mas e ’s deg ee s uden s a ISAAS conside ing he long- e m pe spec i e Khaoula BEN NASR, [email p o ec ed] Wassim ALOULOU, [email p o ec ed] ISAAS, Rou e de l’Aé opo km 4, BP 1013, S ax 3018 2 Abs ac The main objec i e o his esea ch is o analyze he impac and e ec s o o mal eaching o en ep eneu ial p og ams on mas e ’s deg ee s uden s a he High Ins i u e o Business Adminis a ion o S ax (ISAAS) in Tunisia conside ing he long- e m pe spec i e. The s udy ocused on wo main aspec s o impac when conside ing: * En ep eneu ial in en ion and p o ile o pa icipan s (K uege e B azeal, 1994 ; K uege e al, 2000; Tounés, 2001); * Li e ca ee o hese pa icipan s by examining how hey ha e ans e ed hei knowledge o hei p o essional wo k (acco ding o li e a u e on lea ning ans e , Phillips, 1997; Baldwin & Fo d, 1988). Empi ically, he indings show ha p og ams o e ed by En ep eneu ship’s P o essional Mas e (EPM) ha e a posi i e impac on en ep eneu ial in en ion and p o iles o pa icipan s. Then, en ep eneu ship’s mas e alumni how ha e ind a job ha e ans e ed wha hey ha e lea ned on hei wo ks. The e o e, indi idual ac o s such as indi idual mo i a ion and sel -e icacy a e he mos s imula o s o lea ning ans e . Finally, lea ning ans e has led o indi idual pe o mance. Keywo ds: En ep eneu ship aining, Mas e ’s alumni, T ans e o lea ning, long e m impac 3 In oduc ion: Gi en ha en ep eneu ship is he “engine ha d i es he economy o mus na ions” (Go man e al, 1997), globaliza ion unde lined he need o an o e all posi i e en ep eneu ial clima e and o amewo k condi ions ha acili a e and encou age en ep eneu ship, and in i ed go e nmen s o in oduce s onge measu es, including highe en ep eneu ship educa ion. Educa ing en ep eneu ship is a key economic and socie al challenge o which uni e si ies ha e much o con ibu e. The ole ha highe educa ion ins i u ions a e cu en ly playing h ough eaching en ep eneu ship and ans e ing knowledge and inno a ion o ainees is e y essen ial. Tunisian go e nmen has been dis inguished hinks o many economic and social pe o mances. Howe e , i aced a g ea p oblem o unemploymen . In ac , he a e (1) o unemploymen is e y impo an despi e public e o s o educe his a e. S imula ing en ep eneu ship is one o ecommended and app op ia e solu ions o sol e his p oblem. So ha Tunisia acco ds an impo an place o en ep eneu ship especially in highe educa i e en i onmen s, which is conside ed undamen al o ace global ma ke ’s challenges by o e ing en ep eneu ship cou ses o po en ial en ep eneu s. These e o s aimed o in using en ep eneu ial skills and beha io s among s uden s. The ise o he impo ance o en ep eneu ial ac was logically accompanied by a d ama ic g ow h in en ep eneu ship aining. Hence, he ques ion o he possibili y o eaching and aining o en ep eneu ship has been widely discussed o se e al yea s, bu , i is s ill ele an oday. Howe e , nume ous epis emological, heo e ical, pedagogical and p ac ice challenges emain. In ac , he de elopmen o hese educa ional ac i i ies is no wi hou e lec ion on hei e ec i eness. E iciency is somewhe e di icul o measu e as e ealed by Cas agnos & Fayolle (2006) in a ecen a icle dedica ed o his subjec . 1The a e ises o 13.3% in 2009 acco ding o INS, a e he Tunisian e olu ion o 14 janua y2011; he ac ual a e exceeds 29% and 44.5% o g adua es o highe educa ion. 4 This esea ch aims o cla i y, in pa , hese ques ions. We will y o de elop a concep ual model o e alua ing he impac o en ep eneu ship educa ion a uni e si y. This esea ch seeks o desc ibe and explain he impac o en ep eneu ship educa ion on lea ne s. The main idea o ou esea ch is o unde s and, i s ly, he in luence o aining p og ams in en ep eneu ship as pa o he EPM on lea ne s (p o iles, in en ions and beha io s), and secondly, o see i ha impac has acili a ed he ans e o knowledge om his aining in hei wo kplace and hei wo king li e in gene al. The cen al issue is o mula ed as he ollowing: Wha is he impac o en ep eneu ship aining in ISAAS unde he EPM on lea ne s? How could hey ans e wha hey lea ned in hei p o essional li e? And wha a e he ac o s ha acili a ed he ans e o hei lea ning? 1. The en ep eneu ship aining in Tunisian uni e si ies The end o 90s was ma ked by se e al ini ia i es aimed a p omo ing en ep eneu ship cul u e h oughou he coun y and in eg a ing i in he Tunisian educa ion sys em (Aloulou, 2005; Tak ak Kallel, 2005). Tunisian au ho s ha e ied o e alua e he expe ience o Tunisian uni e si y in e ms o en ep eneu ship educa ion. These include he wo k o Tak ak Kallel, which was based on he expe ience o ESC Tunis; he au ho has a emp ed o sugges an e alua ion me hod o eaching. Fo his pa , Aloulou (2005) has illus a ed ha appeal o en ep eneu ship wi hin he Uni e si y o Tunisia: "En ep eneu ship and en e p ise c ea ion is mo e han e e on he agenda in Tunisian uni e si ies and a p eoccupa ion a he cen e o hei s a egic di ec ions. The numbe o academic ins i u ions o e ing a cu iculum dedica ed o en ep eneu ship and en e p ise c ea ion inc eases om one yea o ano he .” Acco ding o Aloulou (2005), modules dedica ed o en ep eneu ship and en e p ise c ea ion we e adop ed in he second cycle o Tunisian highe educa ion, whe he in schools o managemen , enginee ing colleges, poly echnics o business schools: we ind o example, as cu icula: "En ep eneu ship and Leade ship Skills" and "C ea ing En e p ises". Specialized mas e s p og ams in en ep eneu ship ha e been es ablished in he Uni e si y o Tunisia, o example: "Business C ea ion and Inno a ion Managemen “ (CREMI) a El Mana Uni e si y (ENIT), (Janua y 2002); "En ep eneu ship" o ESC Tunis (2003); EPM ISAAS o S ax (Oc obe 2004); Mas e P o essional "en ep eneu ship" in he ISG o Sousse (2004) wi h a p og am in collabo a ion wi h Managemen School o G enoble and he pole o en ep eneu ship a Pa is Dauphine Uni e si y. 5 The en ep eneu ship module is widesp ead a he g adua e le el in e e y special y. Recen ly, he p o essional mas e dedica ed o en ep eneu ship has been gene alized o e he hi een Tunisian uni e si ies. All his p o es he g ea in e es gi en by he Tunisian uni e si y o en ep eneu ship. 2-Va ious measu es o impac o aining and building he concep ual model 2.1. “BEST” Repo o he Eu opean Commission Acco ding o he "BEST” epo o he Eu opean Commission (2009), i is possible o assess he long- e m impac o en ep eneu ial ac i i ies o p og ams like ha in he sho e m, o example by seeking o es ablish he numbe o s uden s/g adua es pa icipa ing in en ep eneu ship cu icula who become en ep eneu s. Howe e , he en u e is one possible ou come o many o en ep eneu ship aining, assessmen o he long- e m impac should also ake in o accoun o he indica o s, such as en ep eneu ial ac i i ies wi hin an en e p ise ("in ap eneu ship") o he quali y and le el o employmen . Acco ding o he same epo , i is impo an o coo dina e esea ch by combining sho - e m e alua ions o school expe iences, medium- e m measu es o changes in a i udes and in en ions and long- e m e alua ions o he quali y and le el employmen and ne income on bi h a es and business su i al. This e alua ion would in ol e ei he by sending ques ionnai es o o me pa icipan s in en ep eneu ship p og ams o de e mine whe he hey ha e c ea ed hei own business o i hey a e employees bu use en ep eneu ial skills acqui ed in hei wo kplace. The numbe o alumni ha e become en ep eneu s could be a good indica o , bu s ill he p oblem o alumni da abase who a e o en incomple e o missing some use ul in o ma ion o con ac hem. This is exac ly he case wi h his esea ch. 2.2. The e alua ing model by Donald Ki kpa ick (1959) In his model, we can iden i y ou le els in he e alua ion wo k: • Reac ion: eac ions o pa icipan s a he end o he p og am; 6 • Lea ning: o wha ex en he lea ning objec i es (knowledge, know-how, e c..) We e sa is ied; • Beha io : o wha ex en he aining has i esul ed in beha io al changes, speci ic beha io s; • Resul s: moni o ing he cos / bene i o he indi idual, i m o co po a ion. Fayolle (2008) sugges s abou he possibili y o esea che s o apply his model o he e alua ion o en ep eneu ship aining. 2.3 E alua ing EEP acco ding o he esea ch wo k o Fayolle and al. Fayolle e al. (2006) and Fayolle & Benoî (2009) ha e sugges ed a new me hodology o e alua ing en ep eneu ship educa ion p og ams (EEP) based on he heo y o planned beha io . The au ho s desc ibed he e alua ing o he impac o EEP in he sho and long- e m impac on he en ep eneu ial in en ion (key indica o o measu e) o s uden s in specialized mas e . The esul s ound showed ha he posi i e e ec s o EEP a e conside ed mo e impo an han p io en ep eneu ial exposu e o s uden s was low o nonexis en . Fo s uden s who ha e been hea ily exposed o en ep eneu ship, p io o aining, he esul s highligh he exis ence o signi ican coun e e ec s. 3. The e iciency o aining: The ans e o lea ning In his sec ion, we discuss he ques ion ounda ion o any job aining which i s e ec i eness is. In o he wo ds, he deg ee o wha has been lea ned du ing he EPM aining is ans e ed o he wo kplace. I we e u n o he Ki kpa ick model, we a e in e es ed he e on he hi d and ou h le el. This model is s ill an impo an e e ence o a icula ion o di e en ypes o s udies conduc ed by p ac i ione s and esea che s in he scien i ic li e a u e o unde s and he e ec s o aining p ac ices in o ganiza ions. Howe e , many esea che s ha e ocused ins ead on he ques ion o lea ning, and ew had ea ed he ans e and especially he ans e o p io aining in he wo kplace. This la e ype o ans e is one o which we a e in e es ed in his esea ch. In ac , we will analyze and see how lea ne s ha e ans e ed wha hey acqui ed in EPM on hei wo kplace. How can we de ine he ans e o lea ning and wha a e he ac o s ha in luence i ? 7 3.1. De ining ans e o lea ning Acco ding o Wexley & La ham (1981), he ans e ep esen s " he deg ee o which pa icipan s apply he knowledge, skills and a i udes acqui ed in aining in hei wo k". Baldwin & Fo d (1988) ha e subsequen ly u he e ined his concep by de ining he ans e as « he gene aliza ion o skills o beha io s lea ned in he aining p og am and he main enance o hose skills and beha io s o e a speci ied pe iod o ime ». Acco ding o hese au ho s, he “knowledge ans e ” is a gene aliza ion in he wo k si ua ion o beha io s lea ned in aining o a long pe iod. 3.2. Fac o s in luencing he ans e o lea ning Se e al a iables can in luence his ans e . We can dis inguish h ee b oad ca ego ies o a iables ha can in luence he ans e o lea ning: indi idual a iables, en i onmen al a iables and a iables o wo k- ela ed modali ies o implemen a ion o aining (Baldwin & Fo d, 1988). 3.2.1. Indi idual a iables Indi idual cha ac e is ics o lea ne s conce n he skills and compe encies p io o hem, hei mo i a ion o lea n and hei pe sonal cha ac e is ics such as success ac o s o knowledge ans e (Baldwin & Fo d, 1988). Fo example, he skills a e well unde s ood in aining could no be main ained due o a lack o mo i a ion o he indi idual. These cha ac e is ics a e impo an , bo h o lea ning and e en ion o aining con en , bu also, o he gene aliza ion and main enance o lea ning in he wo k si ua ion (Baldwin & Fo d, 1988, Noe, 1986). De os e al. (2006) a gue ha " he con idence o pa icipan s in hei own abili y o use hei new skills unde he in luence hey make when hey e u n o he wo kplace." They obse ed also ha mos pa icipan s ha e con idence in hei abili y o use hei new skills and o e come obs acles ha migh p e en hem, plus he ans e is high a h ee mon hs a e he end o aining. This esul is mainly based on pe cei ed sel -e icacy o Bandu a possessed by he pe son. 8 Bo h au ho s added in a ecen esea ch ha a pe son ans e and main ain new skills i : ● he/she eels able ( inding he e a sense o e icacy) ● i he/she enjoys using he skills o ans e ● I he/she achie es ce ain p o essional goals, ● I i is impo an o he image o him(he )sel ● And i i is no oo much e o o him(he )sel . The e o e, we can g oup indi idual a iables in o h ee g oups: a iables ela ed o mo i a ion, hose o sel -e icacy, and inally hose o con ol and pe cei ed suppo . 3.2.2. The en i onmen al a iables Resea ch and expe ience o p ac i ione s con i m ha he wo king en i onmen o he lea ne exe cises a signi ican in luence on he ans e o lea ning (Tannenbaum & Yukl, 1992). Th ee desc ip i e ac o s o he en i onmen a e pa icula ly ele an acco ding o (La oche & Haccoun, 1999): oppo uni y o ans e , ans e clima e and lea ning cul u e. The oppo uni y o ans e means he oppo uni y o pe o m asks lea ned in aining. The supe iso plays a c i ical ole in c ea ing his oppo uni y. Once he oppo uni y is o e ed, he lea ne will use he oppo uni y o ans e wha he lea ned. In an in e es ing s udy ha examined he ac o s in luencing he ans e o lea ning, Lim & Johnson (2002) ound ha he mos impo an aison o high ans e among lea ne s was he oppo uni y o use aining in hei wo k. 3.2.3. Va iables in e ms o pe o mance o aining Acco ding o Fou nie (2003), he modali ies o implemen a ion o aining conce n he de elopmen o educa ional condi ions and oppo uni ies o ans e o knowledge. Such as he p inciples o con inui y and simila i y be ween he aining si ua ion and he wo k o guidance o applica ion o ms al e na ing be ween school and wo k (Chaplin, 1993; Pineau, 1993 ). Acco ding o his au ho , hese aining me hods can also include he in ol emen o p ac i ione s in aining in e ms o p og am design, o inco po a e he essen ial elemen s o p ac ice in he aining con en and in e ms o he educa ion, o es ablish a link wi h he conc e e wo k si ua ions. 3.3. Concep ual model and esea ch hypo heses 9 F om he o egoing, we can o mula e ou esea ch hypo heses as ollows: H1: Assuming ha s uden s egis e ed in he Mas e ha e exp essed hei in en ion o lea n o ini ia e and c ea e businesses, he aining has a posi i e e ec on he p o ile and o s uden s o unde ake. H2: The aining has a posi i e e ec on en ep eneu ial p ojec lea ne s: ha is o say, i leads hem o ealize hei p ojec s a e a pe iod o medium o long e m (3 yea s). H3: The aining has an impac on he wo king li es o lea ne s. H3 (a): indi idual a iables (mo i a ion, sel -e icacy) a e ac o s ha acili a e he ans e o lea ning aining on hei wo kplaces. H3 (b): The wo king en i onmen (cul u e, clima e, and a mosphe e) acili a es he ans e o aining on p o essional li es o lea ne s. H3 (c): The p ocedu es o conduc o he aining (such as pedagogy adop ed) and he gene al app ecia ion o he con en o aining a e ac o s ha explain he ans e o lea ning. H4: he aining gene a es indi idual (p o ile and en ep eneu ial beha io ) and global (o ganiza ional and social en i onmen ) pe o mance o he lea ne . On he nex page, he concep ual model and assump ions o ou esea ch a e p esen ed. 16 explains he en ep eneu ial in en ion based on he a i ude owa d he beha io . The la e ep esen s he a ac i eness o he beha io ha (dis) a o he decision o s a a business. We que ied la e i he p ojec is pa o en ep eneu ial p ojec s cu en p o essional e e ees. The eplies we e equal equency. So we can see ha he en ep eneu ial in en ion exp essed by he lea ne s do no necessa ily mean ha hey a e conside ing o implemen hei en ep eneu ial p ojec s. I 's he di e ence be ween he desi abili y and easibili y o he beha io . Besides being desi able, he ac o c ea ion mus also be easonably p ac icable. We also wan ed o know whe he lea ne s a e able o c ea e o acqui e a business. 90% esponded ha hey a e able. This high a e con i ms ha hey eally could gain, h ough aining in EPM, a p ojec app oach, able o apply i when necessa y. Conce ning he desi e o en ep eneu ial p ojec , 50.8% o esponden s ha e a s ong desi e o achie emen , by 37% ha e a mode a e desi e and only a 10% ha e a low desi e o achie emen . This p o es he g ea impo ance hey a ach owa d hei en ep eneu ial p ojec . 6.2. Impac o aining on he en ep eneu ial p o ile To explo e he impac o aining on he en ep eneu ial p o ile, we was inspi ed by a s udy conduc ed by Gasse (2000) ying o dis inguish he key en ep eneu ial cha ac e is ics. Thus, we could es ablish a able o he main cha ac e is ics o he en ep eneu ial p o ile o lea ne s. A e a p incipal componen analysis, we ob ained i e axes g ouping he a ious aspec s o he impac . Axes Impac o he aining Axis 1: En ep eneu ial a i udes - On he en ep eneu ial mo i a ion:  looking o independence and eedom.  Be willing o o ganize and mobilize esou ces. - on he en ep eneu ial a i ude:  eel able o ake ini ia i es and manage he unexpec ed  eel e icien and pe o ming in he asks pe o med  eel able o apply he lea ning ou comes a he igh ime  ha e con ol and he abili y o o e come he cons ain s o wo k Axis2: En ep eneu ial P ojec - On he en ep eneu ial mo i a ion: he sea ch o ad en u e and challenging p ojec s. 17 app oach - on he mo i a ion o ini ia e o enable he p ojec - on looking o an idea and ma ke in o ma ion - he eeling o being cap i a ed and p o oundly engaged in he p ojec - he ac o ha ing a global p ojec p ocedu e. Axis 3: En ep eneu ial abili y -on he en ep eneu ial a i ude: o eel suppo ed by his en ou age o be mo e e icien in his wo k. - he en ep eneu ial abili y:  The pe se e ance and de e mina ion  manage s ess Axis 4: Communica ion and ela ionship skills on he en ep eneu ial abili y:  in eg a ion in o he wo kplace and socie y  in e pe sonal and communica ion skills  Lea n o coope a e and ha e he spi i o he g oup  adequa ely ep esen i s en i onmen and adap o i s en i onmen axis 5: Ha ing a good epu a ion he en ep eneu ial mo i a ion:  be ecognized and good epu a ion in i s wo kplace  ha e he desi e o be an au ho i y in his ield 6.3. Impac o aining on he en ep eneu ial p ojec We wished o know i he aining has helped indi iduals o ha e a speci ic business p ojec . The majo i y o esponden s, mo e han 40% said ha hey ha e a p ojec bu no ye qui e clea . By cons, 14.8% ha e a e y clea en ep eneu ial p ojec comple ed o unde cons uc ion. 27.9% o lea ne s a e s ill hough ul abou he subjec and 16.4% ha e no speci ic p ojec o achie e. The p ojec idea eme ged a e he EPM En ep eneu ial T aining o he majo i y ep esen ing 78% o esponden s. Howe e , i has de eloped du ing aining o 13% o esponden s, while only 9% had he idea be o e aining. One can no ice he impac o aining in he bi h o he idea o he en ep eneu ial p ojec . Conce ning he ime o implemen a ion o he p ojec , abou a en h hinks hey ha e ealized o e a e y sho ime: less han a yea . 30% o esponden s conside i done be ween one and less han 3 yea s. The majo i y chose a pe iod be ween h ee and i e yea s. This con i ms one o ou hypo heses o esea ch ha " he aining akes s uden s o comple e hei p ojec s a e las ed mo e han medium and long e m (3 yea s). This also con i ms he 18 majo i y o esea ch showing ha he ime ealiza ion o en ep eneu ial p ojec o lea ne s is equen ly in a pe iod o be ween 3 and 5 yea s. We wan ed o know i he acquisi ion o a o al p ojec p ocedu e makes he esponden able o c ea e o acqui e a business. To do his, we conduc ed he ollowing c oss- able: C oss ab capabili y o esponden o c ea e o acqui e a business * acqui ing a global p ojec app oach acqui ing a global P ojec app oach o al comple ely disag ee disag ee sligh ly ag ee Ra he ag ee Comple ely ag ee esponden 's capabili y o c ea e o ake o e a business o al comple ely unable a he unable mode a ely able a he able comple ely able 2 2 1 2 3 2 8 2 1 6 1 3 13 2 10 8 4 24 1 6 6 13 2 4 19 20 15 60 ► Spea man Co ela ion: acqui ing a global p ojec app oach capabili y o c ea e o ake o e a business Spea man Rho acqui ing a global p ojec app oach Co ela ion coe icien Sig.(bila e al) N 1.000 61 0.250 0.054 60 0.250 0.054 60 1.000 60 capabili y o c ea e o ake o e a business Co ela ion coe icien Sig.(bila e al) N The wo a iables a e independen acco ding o he Spea man es (sig 0.54> signi icance le el), so he ac ha he esponden may ha e had a o al p ojec p ocess h ough aining in EPM makes him mo e able o c ea e o acqui e a business. 7. T ans e o lea ning on he wo king li es o esponden s Lea ne s we e asked i hey we e able o apply wha hey lea ned du ing hei aining in EPM. 65% o esponden s we e able o apply hei lea ning in EPM aining on hei wo kplaces. This a e is impo an because we used o in es iga e he ans e o lea ning on he p o essional li es o esponden s. 19 The achie emen s o EPM aining we e mainly exploi ed in a ious ields. Fi s , he majo i y o esponden s highligh ed he ela ional and communica ion skill: o hem, h ough his aining, hey eel mo e able o communica e wi h o he s and inse ed in o di e en p o essional backg ounds. Secondly, many o hem ag ee on he acquisi ion o a p ojec p ocess allowing hem o apply i in guiding u u e p omo e s. Fu he mo e, he di e en heo e ical modules aken du ing he aining ha e been used in hei managemen p ocess o en e p ises in which hey wo k including ai ma ke ing, managemen , inance... Conce ning hose in he ield o educa ion, hey we e able o ans e wha hey ha e lea ned o hei s uden s and his h ough a ious modules augh a he uni e si y such as "en ep eneu ship", "en ep eneu ial cul u e", " he managemen o en e p ises". We can say ha aining in EPM is e y use ul in he cu en p o essional si ua ion o in e iewees. This u ili y is mos e iden o hose wo king in he p i a e sec o since he la e cons i u ed mainly o SMEs, o e s mo e chance o ans e he acqui ed aining in he wo kplace. 7.1. Fac o s ha in luence he ans e o lea ning We g ouped he ac o s ha acili a e he ans e in o h ee g oups acco ding o he li e a u e de o ed o his subjec : indi idual ac o s, en i onmen al ac o s and ac o s ela ed o he modali ies o implemen a ion o aining. 7.1.1. Indi idual ac o s As shown in he ollowing able, he mos impo an ac o acili a ing he ans e o lea ning is he mo i a ion o he lea ne o use new skills. This is al eady e i ied in he li e a u e s udying his issue o ans e (Baldwin and Fo d, 1988; Lim & Johnson, 2002). Wi h a a e nea es , comes looking o achie e ce ain ca ee goals and in less low equencies appea s sel -e icacy and he ac ha applica ion o knowledge acqui ed does no ep esen a majo e o o he lea ne . Ne e A li le mode a ly equen ly A lo To al I s pe sonal mo i a ion o lea n and use new skills 2 8 18 34 61 Sel -e icacy o main ain and ans e he 4 6 22 19 61 20 The sel -e icacy o main ain and use he skills lea ned in aining has p omp ed he lea ne o ake he ini ia i e o apply wha he lea ned in his wo k. 7.1.2. En i onmen al ac o s These ac o s ha e also acili a ed he ans e o lea ning bu no in he deg ee o impo ance han he indi idual ac o s: all esponden s belie e ha hese ac o s ha e o en helped o apply wha hey lea ned in EPM. The oppo uni y o e ed by he wo k o execu ing he asks lea ned in aining is he mos impo an en i onmen al ac o . Bu wi h a a e nea es a li le less low added suppo om colleagues o supe io s and clima e wo k. 7.1.3. Fac o s ela ed o he modali ies o implemen a ion o aining (global assessmen o aining Mo e han 70% o esponden s hink hei o e all app ecia ion o he aining has acili a ed he ans e o hei lea ning in he wo kplace. The o e all assessmen o aining means he implica ion du ing he cou se o he aining as well as app ecia ion o he pedagogy adop ed, p e iously any hing is con i med in ou ques ionnai e in he pa ela ed o he global assessmen o esponse owa d he aining. 7.2. Tes eliabili y and co ela ions be ween ac o s acili a ing ans e skills acqui ed du ing he aining Looking o achie ing some ca ee goals 1 4 7 23 25 61 The ac ha he applica ion o T aining Ou comes is no ep esen ing oo much e o 3 12 9 23 14 61 21 Reliabili y s a is ics C onbach's alpha C onbach's alpha based on s anda dized elemen s Numbe o i ems ,781 ,792 8 The eliabili y es shows ha his scale is homogeneous. Indeed, he cha ac e is ics o in e nal consis ency shows ha he alue o α is equal o 0.781. The quali y o he eliabili y coe icien p o ides in o ma ion on sa is ac ion o he c i e ion o in e nal consis ency o indi idual ac o s acili a ing he ans e . Conce ning he co ela ion ma ix o ac o s ha acili a ed he ans e , i has e ealed s ong co ela ions be ween di e en ac o s. Indeed, a s ong co ela ion be ween mo i a ion o use he skills acqui ed in aining and sel -e icacy ha is equal o 0.775 and signi ican a 1%. We can in e p e his co ela ion h ough he de ini ion o he wo concep s, i we ecall he de ini ion o sel -e icacy o Bandu a (1986, 1997), as he ial ha an indi idual ca ies on his abili y o o ganize and execu e a ask equi ed o mee speci ied pe o mance, hen we can say ha he mo e someone eels able o con ol he lea ning be o e s a ing a cou se, he mo e i will make app en iceships. The mo e one eels hen able o apply wha he lea ned, he mo e i will ans e hei lea ning. So i we conside he pe sonal mo i a ion as he one ha will de e mine he e o wi h which he lea ne will y o apply in his wo k wha hey lea ned in aining, so we can see ha he wo concep s a e complemen a y. Fu he mo e, he co ela ion be ween esea ch p o essionals o achie e ce ain goals and sel - e icacy is equal o 0634 and signi ican a 1%. This ela ionship can be explained by he ac ha when he lea ne eels he can ans e his app en iceships in his place o wo k, hen i mo i a es him o look be e o achie e ce ain p o essional goals. Ano he high co ela ion o 0.734 be ween wo en i onmen al a iables acili a ing he ans e : he clima e o wo k and he oppo uni y o e ed by he wo k o he asks lea ned in aining o hese wo concep s a e simila . This co ela ion is e iden as he clima e o wo k includes he oppo uni ies o e ed by wo k. Finally, he co ela ion be ween he en i onmen al ac o "labo clima e" and he indi idual ac o esea ch o achie e ce ain ca ee goals is equal o 0309, bu signi ican a 5%. 8. Iden i ica ion o some cases o business c ea ion We a e p esen ing a ew cases o c ea ions iden i ied in ou esea ch. The su ey e ealed six cases o c ea ion. To examine hem closely, we made use o he elephone 22 in e iews wi h he c ea o s o ge he maximum o in o ma ion. Finally, we could no do in e iews only wi h wo en ep eneu s because o he una ailabili y o he o he c ea o s. P ojec Sec o o ac i i y Amoun o in es men in TND D essmaking shop Indus y be ween 5000 and 10000 Shop comme ce be ween 1000 and 5000 P oduc ion o ood la o s Indus y Mo e han 10000 Gene al Se ice buildings Se ice Mo e han 10000 Pe ume y Comme ce be ween1000 and 5000 Pain ing se ice be ween1000 and 5000 Es ablished en e p ises a e all small businesses, including wo se ices, wo indus ial and wo comme cial. Th ee ha e a o al in es men no exceeding he 5000 TD, one wi h a alue be ween 5000 and 10000DT and bo h ha ing a signi ican amoun o in es men exceeds he 10000 DT. I should be no ed ha we had a case o eco e y o ac i i y: ha o a shop selling clo hes. I s p omo e ac i i y has aken o e his a he and ied o imp o e his business by employing wo ade s and skilled in applying, on his pa , skills acqui ed du ing his academic aining. Conce ning he second designe , his idea is qui e simple, d awing a egula seasonal wo k o do du ing he holidays as a s uden . I s ac i i y, in ac , is o ensu e he pain ooms and buildings. He hi ed a dozen quali ied pain e s, he seeks building si es unde cons uc ion and i is wi h he con ac o 's wo k on a con en ion designed o p o ec he pain ing om he es a e. His ini ial in es men was no huge (5000 DT) and ea nings a e impo an . In his iew, he MEP aining made him lea n many hings abou he wo ld o c ea ion and he p ojec app oach ha has gained him has acili a ed he c ea ion and managemen o i s own business and he was helping o iden i y oppo uni ies exis ing on he ma ke . Recen ly, he ook ad an age o he Tunisian e olu ion o Janua y 14, 2011 o a ge la ge su aces bu ned in o de o epain . So he Secu e an impo an ma ke . 23 Conclusion The choice o ou subjec was a eal challenge: in ac , assess he long- e m impac o en ep eneu ship educa ion is no an easy gi en he complexi y o he e alua ion wo k as e ealed Fayolle and Cas agnos (2006). In addi ion, he ac o con ac ing o me g adua es o he ISAAS’s EPM was ano he challenge because any ini ia i es ha e been aken p e iously o assess he e iciency o his mas e . We we e obliged o eso ou in e iewees in a way o collec some in o ma ion ela ed o he “ho ” e alua ion aining. I such in o ma ion exis ed, hen hey would acili a e and imp o e he assessmen o long- e m. The e alua ion o aining is ob iously a p ocess ha mus begin om he s a o aining un il a la e pe iod away om i s comple ion. Howe e , we we e able o achie e in e es ing esul s measu able o he impac o his aining on he p o ile, and o he en ep eneu ial p ojec and he p o essional li es o lea ne s. Al hough ou ques ionnai e was he mos impo an way leading o hese esul s bu also he li e a u e e iew helped us a lo be e o in es iga e he di e en ields o s udy. Tha 's why we s a ed his esea ch by he heo e ical pa , which had p esen ed he main models ela ed o he e alua ion o aining including ha o Ki kpa ick (1959) and also he esea ch wo k de o ed o ans e o lea ning on he wo kplace such as he wo k o Baldwin and Fo d (1988) and De os e al. (2006). Finally, ou s udy could iden i y a posi i e impac on in en ion, p o ile and en ep eneu ial p ojec lea ne s and a qui e signi ican ans e in hei p o essional li es. The alue o his subjec is wice. In ac , i can help, i s ly, o gain mo e in esea ch and he ad ancemen o knowledge in en ep eneu ship, and secondly, i esponds o a signi ican social demand. In e ms o esea ch and he ad ancemen o knowledge in en ep eneu ship, i s , he ques ion o s udying he long- e m impac o aining on en ep eneu ial in en ion and en ep eneu ial p o ile, p ojec and p o essional li e o lea ne s is almos absen in ecen esea ches in he ield o en ep eneu ship. We a emp o p o ide some answe s o his ques ion li le discussed. Then i is in e es ed a a popula ion o lea ne s (co e ing a signi ican ini ial sample: 356 g adua es) ained in EPM and could mani es an en ep eneu ial po en ial. Finally, ou wo k has en iched he li e a u e o esea ch on en ep eneu ship educa ion in Tunisia. In e ms o social demand, his esea ch may be ele an o many s akeholde s: eache s o en ep eneu ship by encou aging hem o hink abou hei eaching me hods and imp o e he quali y o hei eaching and adap o he expec a ions o hei public ; poli icians by in i ing hem o se o de s o p io i y in hei policies o p omo e en ep eneu ship, s uden s hemsel es will be assessed acco ding o hei en ep eneu ial po en ial, and no only by pu ely academic con en ional c i e ia, decision make s o he uni e si y by p oposing o e alua e he pe o mance o hei educa ion policy o en ep eneu ship and o ake emedial ac ion i necessa y. 24 This esea ch has p esen ed some heo e ically and empi ically limi s. A he heo e ical le el, add essing he opic o e alua ing he impac o en ep eneu ship educa ion in a long- e m is a challenge. Indeed, almos all he wo k de o ed o his subjec has ocused on a sho - e m assessmen . Finally, s udying he en ep eneu ial in en ion o o me s uden s is a p oblem because o he changing o he in en ion o e ime. Empi ically anywhe e in he wo ld, choosing o me s uden s as a sample is a majo challenge because i is no easy o con ac hem: some change o coo dina es, absence o ce ain iles. Tha is why he esponse a e was lowe han we hoped. The e o e, we pu a lo o ime wai ing o answe s. Finally, we a e in e es ed in s udying he impac on se e al componen s ( o , p o ile, p ojec , ans e ) hese concep s a e in e ela ed and nea hus ou ques ionnai e was somewha a li le agmen ed. In conclusion, we sugges some new pe spec i es o esea ch o ollow up he wo k done Fi s i ’s necessa y o es ablish a longi udinal s udy on he E alua ion o en ep eneu ship educa ion o ollow he whole p ocess o e alua ion o aining. To do his, a sophis ica ed me hodological p o ocol (e alua ion shee s, echnical es s,) should be de eloped in he u u e. 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