Perception des curricula et intention entrepreneuriale des étudiants camerounais dans le cadre du système LMD

Abstract

This dissertation focuses on entrepreneurial intention in the framework of Cameroonian universities and aims at contributing to the awareness of entrepreneurial initiative in students. Presuming the volitional lack of the initiative spirit at the end of the university course due to superficial mastery of the BMD system, instead duly designed to foster the enthusiasm of professionalised learners; and having foreseen a profitable change in students’ attitudes in case they have a profound acquaintance with the principles of the system, we have entitled it: Perception of curricula and cameroonian students’ entrepreneurial intention in the framework of the BMD system. Theories like the motivation by Maslow which are at the basis of the humanistic theories, and according to which human being is perceived as a fundamentally good creature seeking for its full contentment, has been urged for the scientific lecture of the problem. It has been completed by the one of the planned behaviour by Ajzen, the postulate of which is that the intention of an individual to behave in a particular maner is an immediate determinant of his action. In other words, is the immediate predictor of the action. These two approaches have been completed by the theory of the self-efficiency by Bandura, and that of the social commitment by Kiesler, have been summoned to help us make a theoretical analysis on the manner which students’ entrepreneurial intention could arise from the BMD system; and on how they could actually take action by implementing their projects. Thus, we have stated the general hypothesis below: The perception of the BMD system curricula determines entrepreneurial intention with the Cameroonian student. The above-mentioned hypothesis has been split into four research hypotheses: RH1: The effectivity oftraining to entreprenership in the BMD system, determines entrepreneurial intention of the Cameroonian student. RH2: The professional attraction of learners in the BMD system, determines entrepreneurial intention of the Cameroonian student. RH3: The social valorization of learners in the BMD system, determines entrepreneurial intention of the Cameroonian student. RH4: The entrepreneurial capacity of learners in the BMD system determines entrepreneurial intention of the Cameroonian student. To verify these hypotheses, we have set a questionnaire of 36 closed items made under the model of Liker scale which we have subjected to a sample of 300 students haphazardly chosen at the UYI. The analysis of data collected was done by means of the SPSS statistics and Pearson’s correlation test for inferential analysis. After this analysis and interpretation of results, it appeared that all our main hypotheses were confirmed. Henceforth, we have put forward recommendations to university institutions for a good popularisation of the BMD system principles to students, parents and the public as well.