Thèses sur le sujet « Universités entrepreneuriales »
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El, Hayek Zeina. « Contribution à la connaissance du rôle de l’université entrepreneuriale dans la favorisation des startups chez les jeunes étudiants libanais ». Electronic Thesis or Diss., Paris, HESAM, 2023. http://www.theses.fr/2023HESAC037.
Texte intégralThis research focuses on understanding the role of the "entrepreneurial" university in promoting the creation of startups among young Lebanese students. In this regard, the literature review aims to comprehend how universities in Lebanon succeed in promoting a culture of innovation, guiding students towards creativity and entrepreneurship, and contributing to job creation. This study applies the resource-based view theory (RBV) to analyze the internal resources of universities that can contribute to their success as catalyst for entrepreneurship.The methodology is qualitative and based on both data collection from interviews and participant observation. Data collected from semi-structured interviews were processed using NVivo 12 software. The development of the theme dictionary was determined through data analysis and the gradual cessation of interviews as new information ceased to emerge.The main results stem from two categories, each comprising two sub-themes. These categories relate to entrepreneurial initiatives and activities, as well as challenges and obstacles facing entrepreneurial initiatives. Following the discussion of the results, the interpretation of interviewee statements in light of the literature review analysis led to the formulation of eight research propositions.The implications are understood through universities' contributions regarding incubation programs. This may involve fostering creativity, ideation, and ensuring networks to facilitate access to financial resources and opportunities. However, if implications arise at this stage, it is equally important to consider the challenges that arise at each level
Lamidi, Kafayat K. « An investigation into the determinants and characteristics of the entrepreneurial university : evidence from entrepreneurial universities in the UK ». Thesis, University of Huddersfield, 2018. http://eprints.hud.ac.uk/id/eprint/34778/.
Texte intégralMachado, Marcus Veras. « ENTREPRENEURIAL ACTIVITIES IN THE BRAZILIAN FEDERAL UNIVERSITIES : A CASE STUDY OF THE FEDERAL UNIVERSITY OF CEARA ». Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1074%5F1%5Fm.pdf&type=application/pdf.
Texte intégralMathieu, Azele. « Essays on the entrepreneurial university ». Doctoral thesis, Universite Libre de Bruxelles, 2011. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209923.
Texte intégralUniversities play a major role in the national innovative capacity of a country as producers and transmitters of new knowledge (see for instance, Adams, 1990; Mansfield, 1991; Klevorick et al. 1995; Zucker et al. 1998; Cohen et al. 2002; Arundel and Geuna, 2004; Guellec and van Pottelsberghe, 2004). While European countries play a leading global role in terms of scientific output, they lag behind in the ability to convert this strength into wealth-generating innovations (this is known as the ‘European paradox’, see for instance Tijssen and van Wijk, 1999; and Dosi et al. 2005). This level of innovation may be improved by different factors; for instance, by fostering an entrepreneurial culture, or by increasing industry’s willingness to develop new products, new processes. One of these factors relies on the notion of an ‘entrepreneurial university’. Universities, in addition to the two traditional missions of research and teaching, foster their third mission of contribution to society, by improving the transfer of knowledge to the industry. New tools and regulations have been established to support universities in this process. Since the early 80’s, academic technology transfer offices (TTOs) have been created, dedicated employees have been trained and hired, incubators for the launch of new academic ventures have been set up, academic or independent pre-seed investment funds have been founded and laws related to the ownerships by university of their invented-patents have been promulgated.
But what exactly stands behind the notion of ‘entrepreneurial university’? There exist more different descriptions of a similar concept or of a similar evolution than a general agreed definition. Indeed, "(…) There is high heterogeneity, there is no such thing as a typical university, and there is no typical way to be or become an entrepreneurial university" (Martinelli et al. 2008, p.260). However some similar patterns of what is or should be an entrepreneurial university may be identified.
First, there is this notion of a revolution experienced by universities that now have to integrate a third mission of contributing to economic development aside of their traditional academic missions. “(…) But in the most advanced segments of the worldwide university system, a ‘second revolution’ takes off. The entrepreneurial university integrates economic development into the university as an academic function along with teaching and research. It is this ‘capitalisation of knowledge’ that is the heart of a new mission for the university, linking universities to users of knowledge more tightly and establishing the university as an economic actor in its own right” (Etzkowitz, 1998, p.833).
This revolution finds its origin in a necessary adaptation of universities to an external changing environment where modern societies put a strong emphasis on knowledge. “The concept of the entrepreneurial university envisions an academic structure and function that is revised through the alignment of economic development with research and teaching as academic missions. The transformation of academia from a ‘secondary’ to a ‘primary’ institution is a heretofore unexpected outcome of the institutional development of modern society (Mills, 1958). In consequence, the knowledge industry in modern societies is no longer a minor affair run by an intellectual elite, an activity that might be considered by pragmatic leaders as expendable; it is a mammoth enterprise on a par with heavy industry, and just as necessary to the country in which it is situated (Graham, 1998, p.129)”, quoted by Etzkowitz et al. (2000, p.329).
The notion of an ‘entrepreneurial university’ also exceeds the simple idea of the protection of academic intellectual property by patents owned by universities and their out-licensing as well as the launch of new ventures. It encompasses an overall change of how the university is organised. “In the gruesome and heady world of changing external environments, organizations – including universities – will need to seek opportunities beyond their existing competences (Hamel and Prahalad, 1989, 1994), which suggests the need for an entrepreneurial orientation (Lumpkin and Dess, 1996)”, quoted by Glassman et al. (2003, p.356). This entrepreneurial orientation will only be possible if the overall organisation of the university changes. “An entrepreneurial university, on its own, actively seeks to innovate how it goes about its business. It seeks to work out a substantial shift in organizational character so as to arrive at a more promising posture for the future. Entrepreneurial universities seek to become 'stand-up' universities that are significant actors on their own terms” (Clark, 1998, p.4).
The notion of entrepreneurial university also encompasses the concept of academic entrepreneurship in its broad sense. For a university to become entrepreneurial, individual academics also have to adapt and to behave in an entrepreneurial way. This concept is not solely conceived here as the launching of new ventures by academics (a view embraced by Shane, 2004, for instance). It relates more to the view of Stevenson, Roberts and Grousbeck (1989), referenced by Glassman et al. (2003, p.354) or “the process of creating and seizing an opportunity and pursuing it to create something of value regardless of current available resources.”
The difficulty facing universities is then to adapt to their external environment while preserving the integrity of their two traditional academic missions. However, some conceive this challenge as precisely an ability that characterise the very intrinsic university’s nature. "The uniqueness of the university,(…) lies in its protean capacity to change its shape and function to suit its temporal and sociopolitical environment while retaining enough continuity to deserve its unchanging name” (Perkin, 1984, p.18).
Furthermore, others perceive this challenge as a tension that has always been at the root of the university’s character. “The cherished view of some academics that higher education started out on the Acropolis of scholarship and was desecrated by descent into the Agora of materialistic pursuit led by ungodly commercial interests and scheming public officials and venal academic leaders is just not true for the university systems that have developed at least since 1200 A.D. If anything, higher education started in the Agora, the market place, at the bottom of the hill and ascended to the Acropolis on the top of the hill… Mostly it has lived in tension, at one and the same time at the bottom of the hill, at the top of the hill, and on many paths in between” (Kerr, 1988, p.4; quoted by Glassman, 2003, p.353).
Nevertheless, it appears that some institutions, the ones integrating the best their different missions and being the most ‘complete’ in terms of the activities they perform, will be better positioned to overcome this second revolution than other institutions. “Since science-based innovations increasingly have a multidisciplinary character and build on "difficult-to-codify" people-centred interactions, university-based systems of industry science links, which combine basic and applied research with a broader education mission, are seen as enjoying a comparative advantage relative to research institutes” (OECD, 2001 quoted by Debackere and Veugeleers, 2005, p.324). Or as stated by Geuna (1998, p.266), in his analysis of the way the different historical trajectories of European universities are influencing their ability to adapt to the current changing environment, “ (…) the renowned institutions of Cluster IV (pre-war institutions, large in size, with high research output and productivity) are in a strong position both scientifically and politically, and can exercise bargaining power in their relations with government and industry. (…) On the other side, universities in the other two clusters (new postwar universities, characterised by small size, low research output and low research orientation and productivity, whether involved in technological research or in teaching), with very low research grants from government, are pushed to rely more heavily on industrial funding. Being in a weak financial position, they may find themselves in an asymmetric bargaining relationship with industry that they may be unable to manage effectively.”
To summarize, one could attempt to define the broad notion of an ‘entrepreneurial university’ as follows. An entrepreneurial university is a university that adapts to the current changing environment that puts a stronger emphasis on knowledge, by properly integrating the third mission or the capitalisation of knowledge aside of its two traditional missions. This adaptation requires a radical change in the way the university is organised. It will require important strategic reorientation from the top but also, and mainly, it will require from the individual academics to better seize new opportunities to generate value (not only financial but also scientific or academic) given scarcer resources. Renowned and complete universities (with teaching, basic and applied research) have an edge over other institutions to overcome this second revolution.
This notion of ‘entrepreneurial university’ has drawn criticisms. For example, academics’ interactions with industry could impact negatively on research activities by reorienting fundamental research towards more applied research projects (Cohen and Randazzese, 1996; David, 2000), by restricting academic freedom (Cohen et al. 1994; Blumenthal et al. 1996; Blumenthal et al. 1997), or by potentially reducing scientific productivity (see for instance van Zeebroeck et al. 2008 for a review on this issue). The present work does not address the issue of the impact of increased interactions with the business sector on traditional academic missions nor the question of whether universities should become entrepreneurial or not. Instead, the essays start from the idea that the ‘entrepreneurial university’ notion is part of the intrinsic nature of modern universities, or at least, is a part of its evolution. Industry-university relationships are not a new phenomenon; it can be traced at least to the mid- to late-1800s in Europe and to at least the industrial revolution in the USA (Hall et al. 2001). What is evolving is the nature of such relationships that become more formal. The present analysis starts then from the general observation that some universities (and researchers) are more entrepreneurially-oriented and better accept this mission than others. From that stems the primary research question addressed in this thesis: are there characteristics or conditions leading to a smooth coexistence of traditional and new academic missions inside an entrepreneurial university? And if so, what are they?
Existing work on the entrepreneurial university is a nascent but already well developed field of research. The aimed contribution of this thesis is to analyse the topic under three specific but complementary angles. These three perspectives are explored into the four main chapters of this work, structured as follows. Chapter 1 is titled “Turning science into business: A case study of a traditional European research university”. It introduces the topic by investigating the dynamics at play that may explain the propensity of a traditional, research-oriented university to start generate entrepreneurial outputs, while being not full-fledge entrepreneurially organised. Exploring the importance of “new” entrepreneurial outputs, as defined as patents and spin-off companies, compared to other ways of transferring new knowledge to the industry, Chapter 2 reviews the literature on the variety of knowledge transfer mechanisms (KTMs) used in university-industry interactions. It is titled “University-Industry interactions and knowledge transfer mechanisms: a critical survey”. Given scarcer structural funds for academic research and increasing pressure on academics to diversify their activities in terms of being involved in patenting or spin-off launching, Chapter 3 and Chapter 4 investigate the role played by individual characteristics of researchers in attracting competitive, external funding. Chapter 3 presents stylised facts related to external fundraising at ULB and characteristics of researchers who attracted these funds over the period 1998-2008. The empirical analysis on associations between individual characteristics of researchers (intrinsic, scientific and entrepreneurial) and the extent of funds attracted from different sources (national, regional and business) is presented in Chapter 4, titled “The determinants of academic fundraising.” Chapter 5 concludes and suggests ideas for future investigation on this topic. Chapter 6, in appendix of the present work, titled “A note on the drivers of R&D intensity”, is not directly linked to the issue of the entrepreneurial university. It has been included to complement the studied topic and to put in perspective the present work. Academic research and university-industry interactions constitute important drivers of a national R&D and innovation system. Other factors are at play as well. Looking at this issue at the macroeconomic level, Chapter 6 investigates to what extent the industrial structure of a country influences the observed R&D intensity, and hence would bias the well-known country rankings based on aggregate R&D intensity.
Doctorat en Sciences économiques et de gestion
info:eu-repo/semantics/nonPublished
Solé, Francesc. « What is an entrepreneurial university ? » Universidad Peruana de Ciencias Aplicadas (UPC), 2013. http://hdl.handle.net/10757/285645.
Texte intégralRajhi, Nadia. « Conceptualisation de l'esprit entrepreneurial et identification des facteurs de son développement à l'université ». Thesis, Grenoble, 2011. http://www.theses.fr/2011GRENG014/document.
Texte intégralThis thesis is dedicated, on one hand, to the conceptualization of the entrepreneurial spirit and the identification of the factors of its development at the university, on the other. The theoretical study led us to consider the entrepreneurial spirit as a mental process composed of a set of attitudes and feelings of skills (or competencies) favorable to an entrepreneurial orientation. The university, along with other factors of socialization, could develop such by evolving towards an entrepreneurial university for the adoption of an entrepreneurial orientation. To this effect, it is brought to adopt entrepreneurship practices at both at the internal and external levels of its environment. We conducted a preliminary empirical investigation through semi-directive interviews with 24 persons in charge of the Tunisian universities so as to investigate, identify and encircle the factors of development of the entrepreneurship and the entrepreneurial spirit a Tunisian universities. Besides, the hypothetic-inductive approach allowed us to stack the theoretical propositions stemming from the literature with the main results of investigation. In so doing, we managed to refine and enrich the conceptual model through the addition of new variables: • The university type influences the development of the entrepreneurship and the entrepreneurial spirit; • The importance of the role of the person in charge of the university in the development of the entrepreneurship and the entrepreneurial spirit for the university: it is called to become an entrepreneur; • The importance of the refitting of the study schedule; • At the level of the entrepreneurial education: importance of the original and playful pedagogies and those based on TRICK and the training(formation) of the trainers in entrepreneurship; • Integration of the communication with and between students and their motivation; • Importance to knot partnerships universities / universities and more contact with the society. The proposed conceptual model refined by the exploratory study can serve as reference or point of departure for later researches aiming at studying the development factors of the entrepreneurship and the entrepreneurial spirit at the university. It can also serve as a tool given to universities intending to introduce and concretize a policy for the promotion of entrepreneurship and entrepreneurial spirit within their context. The originality of this thesis is to offer a new conception of the entrepreneurship: a state of mind, a domain of teaching and education and an option of possible career. So, its value consists in contributing to the conceptualization of the entrepreneurial spirit, in feeding the reflection around the factors of development of the entrepreneurship and the entrepreneurial spirit at the university and in approaching new concepts: entrepreneurial university and entrepreneurial orientation of the university. Keys words University, entrepreneurship, entrepreneurial spirit, conceptualization, entrepreneurial education, factors of development, entrepreneurial orientation
Al, Harthy Sharifa Hamood Mohamed. « The entrepreneurial university and the entrepreneurial environment : organizational analysis and policy considerations ». Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/the-entrepreneurial-university-and-the-entrepreneurial-environment-organizational-analysis-and-policy-considerations(7617dfce-c023-481c-9cc7-9378a230cd7e).html.
Texte intégralAl-Bulushi, Yousuf Abdullah Khalfan. « Developing a model of the entrepreneurial university ». Thesis, Cardiff Metropolitan University, 2014. http://hdl.handle.net/10369/6506.
Texte intégralBell, Jonathan Andrew. « Entrepreneurial intention among Rhodes University undergraduate students ». Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1020011.
Texte intégralSass, Enrico. « Academic entrepreneurship : Why do university scientists play the entrepreneurship game ? » Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6687/.
Texte intégralZaharia, Sorin Eugen. « Le passage d'un modèle d'université classique à une conception d'université entrepreneuriale ». Rouen, 2008. http://www.theses.fr/2008ROUED006.
Texte intégralThis thesis analyses a possible reaction of universities to the challenges posed by society, suggesting a shift from the classical university. In the first part of the paper, the author presents the current French and Romanian higher education systems, the changes occured in enterprises and universities, explaining why universities and enterprises should work together and help one another. The conclusion of this first part indicates that universities should change their structures, become more open, more courageous and innovative, in order to contribute in a pro-active manner to the development of the knowledge society. The second part presents firstly the model of entrepreneurial university reflected in literature ; further , the author introduces an original model of entrepreneurial university. He also proposes a management model for such universities and presents the real functioning of the entrepreneurial university, using the organigraphic approach. The reader may also find here guidelines on the entrepreneurial university strategy, which should include international openness, pedagogical innovation, more flexibility , modern entrepreneurial university structures, more focus on meeting the needs of society and economy. As a conclusion, the changes involved so that universities become entrepreneurial should build upon strategic management, institutional development, organizational management, pedagogical innovation, openness and internationalization
Jiménez, Arribas Irene. « University Student’s Entrepreneurship : an Integrated Analysis of Entrepreneurial Intention ». Doctoral thesis, Universitat Politècnica de València, 2021. http://hdl.handle.net/10251/172361.
Texte intégral[CA] L'interés d'esta investigació se centra fonamentalment en els següents aspectes. En primer lloc, explorem com la literatura actual sobre l'esperit emprenedor dels estudiants universitaris centrada en la "Global University Entrepreneurial Spirits Students Survey" (GUESSS), un dels majors projectes d'investigació relacionats, pot contribuir a la investigació sobre l'esperit emprenedor dels estudiants universitaris i ajudar els investigadors a utilitzar esta base de dades. Este és el primer pas d'este treball, ja que va permetre identificar les àrees menys estudiades en la literatura sobre l'esperit emprenedor dels estudiants universitaris. En segon lloc, ampliem les investigacions anteriors sobre els models d'intenció emprenedora (i la intenció de successió) i anem més enllà de la intenció al prendre la intenció d'implementació com un pas més pròxim del comportament. I, en tercer lloc, els resultats d'aquest estudi ajudarien a donar consells a les universitats, als acadèmics i als responsables polítics per a construir una universitat emprenedora i, en definitiva, una societat emprenedora. L'objectiu principal d'esta investigació és contribuir a l'estudi de les intencions emprenedores dels estudiants universitaris. Més concretament, els objectius específics d'este treball estan relacionats amb 1) identificar les variables centrals que influïxen en l'emprendimiento dels estudiants universitaris en la literatura sobre emprendimiento centrada en el projecte GUESSS; 2) estudiar els efectes mediadors dels components de la TPB entre l'educació emprenedora i la intenció emprenedora; 3) analitzar l'efecte de l'educació emprenedora tenint en compte el paper de la universitat, la família i el context social en els components de la TPB com a antecedents de la intenció emprenedora; 4) reduir la bretxa intenció-conducta afegint l'etapa intermèdia de la intenció d'implementació i els efectes moderadors de l'orientació a la meta i 5) explorar el fenomen de la intenció de successió. El nostre primer estudi mostra que la fase d'intenció és l'etapa més estudiada del procés empresarial. No obstant això, existeixen unes certes llacunes en la literatura que han de ser abordades i això és precisament el que pretenem aconseguir amb els següents estudis. Trobem que l'Aprenentatge dels Programes Formatius afecta a la Intenció Emprenedora a través dels components de la Teoria de l'Acció Planificada (TAP). En aquest sentit, és important destacar que les Normes Subjectives no van mediar la relació entre l'Aprenentatge dels Programes Formatius i la Intenció Emprenedora, sinó que van influir en la Intenció Emprenedora a través de les Actituds cap a l'Emprenedoria i el Control Conductual Percebut (*CCP). Quant als efectes de l'Educació Emprenedora, trobem que aquesta variable actua com a moderadora, especialment en la relació entre Actitud cap a l'Emprenedoria i Intenció Emprenedora, Normes Subjectives i Intenció Emprenedora, i Context Familiar i Normes Subjectives. A mesura que avancem en el procés emprenedor, els nostres resultats van validar el Model d'Esdeveniment Emprenedor (*MAE) per a predir les intencions emprenedores i, a més, l'elecció de carrera emprenedora 5 anys després d'acabar els estudis va moderar la relació entre la Intencions Emprenedora i la Intenció d'Implementació. Finalment, en analitzar la Intenció de Successió en les empreses familiars, els nostres resultats van mostrar l'impacte del Suport Parental en l'Autoeficàcia de l'Empresa Familiar i en el compromís amb l'empresa familiar. A més, els nostres resultats van confirmar un impacte positiu del compromís amb l'empresa familiar en la Intenció de Successió, especialment el Compromís Normatiu.
[EN] The interest of this research focuses mainly on the following aspects. First, we explore how the current literature on university student entrepreneurship focused on the Global University Entrepreneurial Spirits Students Survey (GUESSS), one of the largest related research projects, can contribute to research on university student entrepreneurship and help researchers to use this database. This is the first step in this work as it allowed as to identify the main gaps in the literature of university student's entrepreneurship. Second, we extend previous research on the entrepreneurial intention models (and succession intention) and we go beyond the intention on taking implementation intention as a closer step of behavior. And third, the results of this study would help give advice to universities, academics and policymakers to build an entrepreneurial university and in short, an entrepreneurial society. The main goal of this research is to contribute to the study of entrepreneurial intentions of university student's entrepreneurship. More specifically, the specific objectives of this work are related to 1) identify the core variables influencing university student's entrepreneurship in the entrepreneurship literature focused on the GUESSS project; 2) study the mediating effects of the components of the TPB between entrepreneurship education and entrepreneurial intention; 3) analyze the effect of entrepreneurship education considering the role of the university, family, and social context on the components of the TPB as antecedents of entrepreneurial intention; 4) reduce the intention-behavior gap by adding the middle stage of implementation intention and the moderating effects of goal orientation and 5) explore the succession intention phenomena. Our first study shows that the intention phase is the most studied stage of the entrepreneurial process. However, there are certain gaps that need to be addressed and that is exactly what we intend to achieve with the following studies. We found that Program Learning affects Entrepreneurial Intention through the components of the Theory of Planned Behavior (TPB). In this sense, it is important to highlight that Subjective Norms did not mediate the relation between Program Learning and Entrepreneurial Intention but influenced Entrepreneurial Intention through Attitudes toward Entrepreneurship and Perceived Behavioral Control (PBC). As for the effects of Entrepreneurship Education, we found this variable acts as a moderator, especially in the relationship between Attitudes towards Entrepreneurship and Entrepreneurial Intention, Subjective Norms and Entrepreneurial Intention, and Family Context and Subjective Norms. As we move through the entrepreneurial process, our results validated the Entrepreneurial Event Model (EEM) to predict entrepreneurial intentions and in addition, the Entrepreneurial career choice 5 years after completing studies moderated the relationship between Entrepreneurial intention and Implementation Intention. Finally, when analyzing Succession Intention in family firms, our findings showed the impact of Parental Support in Family Business Self-Efficacy and in commitment to the family firm. Furthermore, our results confirmed a positive impact of the commitment to the family firm on Succession Intention, especially the Normative Commitment.
Jiménez Arribas, I. (2021). University Student’s Entrepreneurship: an Integrated Analysis of Entrepreneurial Intention [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/172361
TESIS
Littame', Camilla <1995>. « Entrepreneurial University : The case study of Strategy Innovation's ecosystem ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2020. http://hdl.handle.net/10579/16447.
Texte intégralWan, Cho Yee. « From entrepreneurial learning to entrepreneurial intention -- mediation and moderation : evidence from university students in Hong Kong ». HKBU Institutional Repository, 2019. https://repository.hkbu.edu.hk/etd_oa/628.
Texte intégralLaurent, David, et Sorato Bereket Ayele. « Assessment of Entrepreneurial Success perceptions at Umeå University : A quantitative study on student’s perceptions of entrepreneurial success ». Thesis, Umeå universitet, Företagsekonomi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-95230.
Texte intégralKunegel, Jean-Régis. « The support mechanisms for the creation of new spin-off companies in the entrepreneurial university model : A comparison between the University of Amsterdam and the Free University of Berlin ». Thesis, Lyon, 2021. http://www.theses.fr/2021LYSE2071.
Texte intégralIn a knowledge-based economy, there is increasing attention paid to innovation coming out of university-industry collaboration. This research focuses on the concept of the entrepreneurial university, which, in addition to education and research, pursues a third mission of social and economic development. This thesis specifically analyses the support from the parent organization to the spin-off creation. In this regard, we explore the internal organization of the university, its practices, and the role of interactions between various organizational members in order to spur academic entrepreneurship. This research refers to organizational theory, and especially to inhabited institutionalism. Through a qualitative, exploratory, and data driven methodology for which 68 interviews were conducted, we compare the support provided by the University of Amsterdam (in the Netherlands) with that offered by the Free University of Berlin (in Germany). One of the main discrepancies between the university proceedings and the spin-off operations is the different motivations and the timeframe required for action. Knowledge transfer from academia to private corporations requires certain organizational attributes from the university, including transparency, simplicity, and alacrity of its practices. Our results demonstrate that the university should favor organizational flexibility and independent organizational governance for its support for academic entrepreneurship. Our empirical contribution leads us to reconsider and propose a new definition for the concept of the entrepreneurial university
Dodd, Derek. « Lost in translation ? : non-STEM academics in the 'entrepreneurial' university ». Thesis, University of Plymouth, 2018. http://hdl.handle.net/10026.1/11831.
Texte intégralHAHN, DAVIDE. « ORIGIN AND DEVELOPMENT OF ENTREPRENEURIAL COGNITION : A UNIVERSITY EMBEDDEDNESS PERSPECTIVE ». Doctoral thesis, Università degli studi di Pavia, 2018. http://hdl.handle.net/11571/1227777.
Texte intégralTo explain what drives entrepreneurial action, a fundamental question of the entrepreneurship research field, the study of individual’s cognition has emerged as a promising perspective, as it describes the mental processes through which individuals identify and take decisions about entrepreneurial opportunities. Most of this research has emphasized the consequences of cognition on entrepreneurial action, highlighting that individuals need the proper knowledge and motivation to identify and act upon entrepreneurial opportunities. However, less is known about the mechanisms through which these cognitive dimensions can be developed through individuals’ exposure to their social context. This is surprising as entrepreneurship is a socially embedded phenomenon and entrepreneurs are social embedded: literature has acknowledged that elements of the social context in which individuals grow up (e.g., family and early life experiences) and to which individuals are attracted later in life (e.g., workplace, friends, education) play a central role in cultivating and developing their predispositions towards entrepreneurship. The aim of the present thesis is to address this gap by concentrating on university as social context and its role in nurturing entrepreneurial cognition. University is chosen because it represents a context, which provides opportunities of learning and socialization, as well normative frames that shapes the cognition, aptitudes and beliefs of its members, students and scientists. Specifically, the three missions of university – education, research and commercialization – together concur to the development of its members’ entrepreneurial thinking and acting. The first paper focuses on the university education mission and its effects on students’ entrepreneurial knowledge adopting a learning perspective. It illustrates the extent and the circumstances under which students’ exposure to different entrepreneurial education offerings produces entrepreneurial learning outcomes. The second paper focuses on the university research mission and its effects on scientists’ success in commercializing innovations adopting an imprinting perspective. It illustrates the mechanisms through which the career imprints – which scientists internalize in the research lab – translate into open innovation behavior by their innovative startups. In turn, open innovation is shown to represent the mediating mechanism that explain why ventures founded by scientists have an advantage over other innovative startups in the commercialization of new products or services. The third paper focuses on the university commercialization mission and on how this element of university culture affects the well-being experience of student entrepreneurs. Adopting an identity perspective, it illustrates that the effect of different dimensions of firm performance (e.g., financial, social) on student entrepreneurs’ psychological well-being is contingent to the entrepreneurial culture of their university. On the basis of these studies, the thesis moves towards a process-based framework that illustrates the mechanisms and circumstances under which individuals who select themselves in the university social context develop the cognitive dimensions which, in turn, influence their entrepreneurial actions and outcomes. This framework provides the opportunity to discuss a research agenda and formulate practical implications for entrepreneurs, educators and policy-makers.
Phung, Danh Thang. « Étude de l'impact du système universitaire sur l'intention entrepreneuriale : le cas du Vietnam ». Thesis, Toulon, 2015. http://www.theses.fr/2015TOUL0001.
Texte intégralThe entrepreneurial field is a popular subject in the world, but it is a new and attracting research inVietnam where the private economic part has been more appreciated since 1986 (the most important point that marked the renovation of socio-economic system in Vietnam). In the entrepreneurial paradigms, the processing approach that attracts many attentions of recent researchers is followed by this study. With considering the entrepreneurship as the process, this thesis concentrates in the primary of business process (called the creation of enterprise). It studies the influences of university system on the entrepreneurial intention of Vietnamese students, especially the role of university environment in creating the students’ business intention. The most valued aim of this thesis is to describe the factors of university environment and to measure the influences of these factors on entrepreneurial ideas. It is evident that this research is typical combination between management science and information and communication science.This study bases on the entrepreneurial intention paradigm of Davisson (1995) that practiced by Autio etal (1997) and the behavioural theory of Ajzen (1991). The subject is studied by the combination between qualitative and quantitative methods. The two survey questionnaires were conducted with about 1000 completed questionnaires to collect the data for the research. The statistical tests were done such as the independent simple T-test, the analysis of variance ANOVA, the multiple regressions in order to confirm the hypotheses of research. Moreover, the fifteen of deep interview with young entrepreneurs who grow up from university system supplements the deeper understanding about the role of teaching method and university environment in creating entrepreneurial intention. The study is based on six months of fieldwork at nine universities in both the North and the South of Vietnam. The results show that the studying environment and teaching method are two key factors which have high positive influence on entrepreneurial intention of Vietnamese students. They also acknowledge the role of active pedagogic and the close relationship between the literature and the practice by the encouragement to be on probation in enterprises. This research also opens up the new prospect including the role of definition “réseau et communication engageante”
Gutierrez, Zepeda Paulina Andrea. « Exploring Relationships Between Entrepreneurship Education and Students’ Entrepreneurial Intentions : A Mixed Method Study of Entrepreneurial Pedagogies at Chilean Universities ». PDXScholar, 2015. http://pdxscholar.library.pdx.edu/open_access_etds/2633.
Texte intégralPötschulat, Maike. « Constructing the 'student experience' : placing university students in the entrepreneurial city ». Thesis, University of Liverpool, 2018. http://livrepository.liverpool.ac.uk/3020856/.
Texte intégralLüthje, Christian, et Nikolaus Franke. « Entrepreneurial Intentions of Business Students : A Benchmarking Study ». Inderscience, 2004. http://dx.doi.org/10.1142/S0219877004000209.
Texte intégralJohnson, David. « Entrepreneurial behaviour and the development of entrepreneurial ecosystems under uncertainty : essays on regenerative medicine venturing at the university-industry boundary ». Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/25886.
Texte intégralGajón, Gómez Eduardo. « Antecedents and consequences of entrepreneurial universities : an eclectic model for emerging economies ». Doctoral thesis, Universitat Autònoma de Barcelona, 2016. http://hdl.handle.net/10803/384723.
Texte intégralIn the new entrepreneurial economy model, the dominant production factor and prime source of competitive advantage is knowledge capital that complemented by entrepreneurship capital represent the capacity to identify opportunities and create value through innovation and entrepreneurship. As knowledge is generated and transferred by universities, both governments and communities are demanding new models where universities contribute to regional development through the generation of entrepreneurial capital and the facilitation of entrepreneurial activities. This research provides a better understanding about the antecedents (internal and environmental factors) and consequences (students’ start-ups creation and graduates’ career decisions) of entrepreneurial universities’ activities in emerging economies. To achieve this aim, based on an extended literature review, an eclectic model was proposed integrating the main fundaments of Institutional Economics, Resource-Based View, Theory of Planned Behavior, Social Cognitive Theory, Endogenous Growth Theory, and Knowledge Spillover Theory (Chapter 2). Regarding the antecedents, based on the Institutional Economics and Resource-Based View, Chapter 3 and Chapter 4 analyze environmental and internal factors that could condition the development of entrepreneurial universities’ activities. Concerning the consequences, Chapter 5 focuses on how those factors influence the entrepreneurial behaviors or actions of their students (outcomes) in light of Theory of Planned Behavior and Social Cognitive Theory. As a result, adopting the Endogenous Growth Theory and Knowledge Spillover Theory, Chapter 6 also considers the socioeconomic impacts of those outcomes on graduates’ career decisions. Given the difficulties to obtain relevant data, the eclectic model was tested in three Latin American entrepreneurial universities, and the majority of the analysis was particularly based on information from a multi-campus, entrepreneurial university located in Mexico. Our findings confirm the relevant, direct and indirect, influence of certain internal and environmental factors on students’ start-ups and graduates’ career decisions. From these results, several implications emerged for university stakeholders (policy makers, university managers, society).
Cargill, Barbara J., et n/a. « Models of organizational and managerial capability for the entrepreneurial university in Australia ». Swinburne University of Technology, 2007. http://adt.lib.swin.edu.au./public/adt-VSWT20070423.094131.
Texte intégralBullard, Deanna Barcelona. « Academic Capitalism in the Social Sciences : Faculty Responses to the Entrepreneurial University ». [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001887.
Texte intégralCargill, Barbara J. « Models of organizational and managerial capability for the entrepreneurial university in Australia ». Australasian Digital Thesis Program, 2007. http://adt.lib.swin.edu.au/public/adt-VSWT20070423.094131/index.html.
Texte intégralWoodier-Harris, Naomi. « An exploration of students' entrepreneurial experiences pursuing start-up intentions at university ». Thesis, University of Derby, 2011. http://hdl.handle.net/10545/230935.
Texte intégralCummings, Carly. « Enhancing student engagement in entrepreneurial activities : the case of Iowa State University ». Thesis, Kansas State University, 2016. http://hdl.handle.net/2097/32614.
Texte intégralDepartment of Agricultural Economics
Keith Harris
Iowa State University’s Agricultural Entrepreneurship Initiative (AgEI) was founded in 2005 from a generous gift given by Roger and Connie Underwood of Ames, IA. The original mission for the initiative was to provide undergraduate students at Iowa State University, specifically in the College of Agriculture and Life Sciences (CALS), with practical business development and entrepreneurial experiences essential for their success in future careers and endeavors. A non-conventional case study structure will walk readers through the history of how the AgEI program came to be and introduce them to the present day, while acknowledging tribulations the program has faced along the way. The purpose of this study is to determine wether the addition of soft skills programming will strengthen the value of the program to Iowa State University CALS students and generate actionable ideas on how to do so. Further analysis will ascertain whether enticing additional participation in the program, while maintaining its original entrepreneurial goals, will allow the AgEI program to grow in value and size. Quantitative, as well as qualitative, means of analysis are utilized to understand the students’ needs for soft skills development and identify skills deemed necessary by entrepreneurs to find success in the marketplace. Results indicate that it is advantageous to add a focus in soft skills development for undergraduate students who have an interest in entrepreneurship and small business development. These skills compliment their technical skills nicely when considering all aspects of creating a successful startup business. By implementing soft skills development programming, the AgEI program will be able to produce more well-rounded individuals and enhance their likelihood to successfully start their own businesses.
Phung, Danh Thang. « Étude de l'impact du système universitaire sur l'intention entrepreneuriale : le cas du Vietnam ». Electronic Thesis or Diss., Toulon, 2015. http://www.theses.fr/2015TOUL0001.
Texte intégralThe entrepreneurial field is a popular subject in the world, but it is a new and attracting research inVietnam where the private economic part has been more appreciated since 1986 (the most important point that marked the renovation of socio-economic system in Vietnam). In the entrepreneurial paradigms, the processing approach that attracts many attentions of recent researchers is followed by this study. With considering the entrepreneurship as the process, this thesis concentrates in the primary of business process (called the creation of enterprise). It studies the influences of university system on the entrepreneurial intention of Vietnamese students, especially the role of university environment in creating the students’ business intention. The most valued aim of this thesis is to describe the factors of university environment and to measure the influences of these factors on entrepreneurial ideas. It is evident that this research is typical combination between management science and information and communication science.This study bases on the entrepreneurial intention paradigm of Davisson (1995) that practiced by Autio etal (1997) and the behavioural theory of Ajzen (1991). The subject is studied by the combination between qualitative and quantitative methods. The two survey questionnaires were conducted with about 1000 completed questionnaires to collect the data for the research. The statistical tests were done such as the independent simple T-test, the analysis of variance ANOVA, the multiple regressions in order to confirm the hypotheses of research. Moreover, the fifteen of deep interview with young entrepreneurs who grow up from university system supplements the deeper understanding about the role of teaching method and university environment in creating entrepreneurial intention. The study is based on six months of fieldwork at nine universities in both the North and the South of Vietnam. The results show that the studying environment and teaching method are two key factors which have high positive influence on entrepreneurial intention of Vietnamese students. They also acknowledge the role of active pedagogic and the close relationship between the literature and the practice by the encouragement to be on probation in enterprises. This research also opens up the new prospect including the role of definition “réseau et communication engageante”
Bouslikhane, Aziz. « Enseignement de l'entrepreneuriat : pour un regard paradigmatique autour du processus entrepreneurial ». Thesis, Nancy 2, 2011. http://www.theses.fr/2011NAN22005/document.
Texte intégralEntrepreneurship is basically built on dominants paradigms. These are esencially based on internal and external approaches and have influenced the teaching of entepreneurship. Today, in the entrereneurial research appears a new paradigm: the paradigm of the entrepreneurial process. Which is the place that take these in relation with the existent paradigms? Which is its impact in the teaching of entrepreneurship? To answer these questions we have tried to consider what could be a teaching of entrepreneurship under this paradigm. This is why we have been interested in the teaching of entrepreneurship in Morocco and we have developed an intervention research that permit us to work with didactics based on the entrepreneurial process. The thesis proposed is organized in three parts. The first one present the different entrepreneurial paradigms, introducing the paradigm of the entrepreneurial process beside the dominant paradigms. The second part is about the teaching of entrepreneuship and try to understand which is the position of entrepreneurship in the university and which are the positions of each different paradigm in this process, especially in Morocco. Facing the lack of teaching based on the entrepreneurial process in Morocco, we propose in a third and last part of this thesis to implement this kind of teaching from an intervention done in a university
Kim, Hyung Hoon. « The influence of entrepreneurial activities on teaching at Universities in the United States ». Thesis, Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/24821.
Texte intégralGoje, Hussaina. « The impact of entrepreneurship education program on students' entrepreneurial intentions in Nigerian universities ». Thesis, Nottingham Trent University, 2017. http://irep.ntu.ac.uk/id/eprint/35004/.
Texte intégralMeusburger, Magdalena. « Assessing antecedents and consequences of entrepreneurial activities of academics at South African universities ». Thesis, University of Pretoria, 2016. http://hdl.handle.net/2263/51387.
Texte intégralThesis (PhD) University of Pretoria, 2016.
Business Management
Unrestricted
Saunders, Shelley. « Assessing the entrepreneurial attributes of undergraduate business students at Nelson Mandela Metropolitan University ». Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020129.
Texte intégralFowler, Nina. « Walking the Plank of the Entrepreneurial University : The little spin-out that could ? » Doctoral thesis, Uppsala universitet, Industriell teknik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-313243.
Texte intégralKyyrönen, K. (Kati). « Towards an entrepreneurial university:entrepreneurship education and innovation activities at the University of Oulu ». Master's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201906052417.
Texte intégralMeoli, Azzurra <1987>. « A Career Theory Approach on Entrepreneurial Choice : The case of Italian University Graduates ». Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2018. http://amsdottorato.unibo.it/8301/10/meoli_azzurra_tesi.pdf.
Texte intégralArtuso, Maria Chiara <1990>. « The emergence of the entrepreneurial university : how to encourage students' entrepreneurship in Italy ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2016. http://hdl.handle.net/10579/7930.
Texte intégralDeschamps, Eric. « Entrepreneurialism's Influence on the International Strategies and Activities of Public U.S. Universities ». Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293359.
Texte intégralMacarthy, Kadiatu, et Wei Yang. « SUPPORT FACILITIES FOR STUDENTS IN THEIR ENTREPRENEURIAL VENTURES AT LINNAEUS UNIVERSITY : HOW CAN THE INTERNATIONAL STUDENTS SEEK AND EXPERIENCE THE SUPPORT THEY GET FROM THE UNIVERSITY TO DEVELOP THEIR ENTREPRENEURIAL VENTURES ». Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-67356.
Texte intégralStiegler, Daniel, et Marc Thanhäuser. « A Swedish Student's Perspective On Entrepreneurial Intent : A Case Study at Linnaeus University Växjö ». Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-54282.
Texte intégralGuerra, Achem Joaquin. « Clarifying Assessment Outcomes for a University-Based Technology Park ». ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1893.
Texte intégralSheppard, Tina. « Means of survival : youth unemployment and entrepreneurial training in Newfoundland / ». Internet access available to MUN users only, 2003. http://collections.mun.ca/u?/theses,165886.
Texte intégralRickieno, Rizal. « University coworking space as a collaborative learning space ». Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/203477/1/Rizal_Rickieno_Thesis.pdf.
Texte intégralSmith, Brett R. « Entrepreneurial team formation the effects of technological intensity and decision making on organizational emergence / ». Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1179165544.
Texte intégralTitle from electronic thesis title page (viewed Aug. 21, 2007). Includes abstract. Keywords: entrepreneurial teams; entrepreneurship; organizational emergence; social networks; demography; high technology Includes bibliographical references.
Kalitanyi, Vivence. « Socio-cultural values as determinants of entrepreneurial intentions among university students in Cape Town ». University of the Western Cape, 2015. http://hdl.handle.net/11394/5215.
Texte intégralIn many parts of the world and in South Africa in particular, there is a growing body of literature supporting the opinion that intentions play a crucial role in the decision to become an entrepreneur. Models of entrepreneurial intentions around the world have been developed, but in South Africa studies in this regard are still inconclusive, especially among the youth. This research study primarily aimed at investigating how social, cultural and socio-economic factors of entrepreneurship students in the universities of the Western Cape Province shape their entrepreneurial intentions. Entrepreneurial intentions, social factors, cultural values, as well as socioeconomic factors, were reviewed in the literature and are presented in this dissertation. The study adopted a mixed-methods approach through the amalgamation of both qualitative and quantitative research methodologies. A survey questionnaire was administered to the respondents — entrepreneurship students from the University of Cape Town (UCT), the University of Stellenbosch (US), the University of the Western Cape (UWC) and the Cape Peninsula University of Technology (CPUT). Data collected was coded by means of the Statistical Program for Social Sciences (SPSS), version 22. Six variables out of nine of the instrument had a coefficient Alpha (Cronbach) of more than 0.7, while the remaining three had a coefficient Alpha of between 0.5 and 0.7; this extended its reliability. The study discovered that most of the items of the instrument had a positive relationship with their variables, leading to the variables being considered as having an influence on entrepreneurial intentions. In fact, the study found that social factors, as well as cultural values and socio-economic values, impact on self-efficacy and entrepreneurial intentions. The result of the research is that the study suggests a model of entrepreneurial intentions among university students, and in the final chapter concludes with recommendations and suggestions for future research.
Pinto, Isabel Cristina Carmo Costa. « Rumo à Universidade empreendedora : o potencial empreendedor dos alunos do ISEG ». Master's thesis, Instituto Superior de Economia e Gestão, 2013. http://hdl.handle.net/10400.5/6280.
Texte intégralA relevância do empreendedorismo e inovação é cada vez mais evidente devido ao papel fundamental que desempenham na sociedade e economia, o que tem tornado esta temática num importante alvo de estudo. A procura pela compreensão do espírito de iniciativa desde a sua origem tem sido crescente, no sentido de perceber qual a melhor forma de estimular cada vez mais e melhores empreendedores. Neste sentido, impõe-se a necessidade de perceber os fatores que levam à intenção de empreender e também de refletir sobre a inserção desta temática desde cedo na vida académica dos indivíduos, como parte complementar da sua aprendizagem. A universidade empreendedora torna-se assim um ponto incontornável nesta temática e um alvo de estudo devido ao papel central que desempenha no empreendedorismo e consequente necessidade de adaptação a tamanha responsabilidade. Perante a frequente dificuldade das universidades de adequar a sua oferta nesta área, no sentido de se tornarem mais empreendedoras, este estudo teve como objetivo principal a compreensão do potencial empreendedor dos alunos de uma Instituição de Ensino Superior específica. Com base na teoria sobre a formação de intenções empreendedoras, foi realizado um estudo de caso que permitiu avaliar o percurso da instituição nesta área, aferir o potencial empreendedor dos respetivos alunos, perceber a relação entre ambos e sugerir medidas para a adaptação da estratégia organizacional de acordo com o potencial de empreendedorismo verificado. O estudo baseou-se numa entrevista semi-estruturada, para perceber a dinâmica interna da instituição, e num inquérito dirigido aos alunos. A partir deste último foi possível perceber o forte potencial empreendedor dos alunos da instituição e a sua relação com o ensino do empreendedorismo. Verificou-se o papel positivo da instituição no fomento do empreendedorismo mas foi possível detetar falhas ao nível da comunicação e oferta de formação nesta área, assim como alguns pontos de melhoria em termos de organização e iniciativas a implementar. A análise do potencial empreendedor dos alunos provou ser um método que permite a adequação da estratégia de ensino às necessidades do seu público, no sentido de vir a proporcionar melhores resultados para ambas as partes: a escola e os seus alunos.
The relevance of entrepreneurship and innovation is increasingly obvious due to the key role they play in Society and Economy, which has made this subject a major focus of study. The search for understanding the entrepreneurial attitude from its origin has been increasing, in the sense of understanding which is the best way to stimulate more and better entrepreneurs. In this regard, it is imperative the need to understand the factors that lead to the entrepreneurial intentions and also to reflect on the inclusion of this issue in an early stage of the academic life of individuals, as a complementary part of their learning. The entrepreneurial university thus becomes an unavoidable point in this matter and a study target, due to the central role it plays on entrepreneurship and consequent need to adapt to such responsibility. Given the frequent difficulty of universities to adapt their offerings in this area, in order to become more entrepreneurial, this research was aimed at understanding the entrepreneurial potential of the students of a specific higher education institution. Based on the theory of formation of entrepreneurial intentions, a case study was carried out to the course of the institution in these matters to measure the entrepreneurial potential of its students, to understand the relationship between both, and finally to suggest measures to adapt the organizational strategy according to its measured entrepreneurial potential. The study was based on a semi-structured interview, to understand the internal dynamics of the institution, and on a survey directed to the students. From this survey it was possible to perceive the strong entrepreneurial potential of the institution’s students and its relation with the entrepreneurship education. The positive role of the institution in promoting entrepreneurship was verified but it was possible to detect some flaws regarding communication and education offering in that area, as well as to suggest some improvement tips regarding management and some initiatives to implement. The assessment of the entrepreneurial potential among students has proven to be a method that allows the adequacy of the teaching strategy to its public’s needs, in order to provide better results in the future for both parties: the school and the students.
Steele, Linda. « Entrepreneurialism driven from minor enclaves at The University of the West Indies, St Augustine Campus ». Thesis, University of Bath, 2008. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501633.
Texte intégralWang, xiaoling, et xiaorui Sun. « Entrepreneurial Intentions & ; Mobility : An Exploratory Study of Chinese Exchange Students at Halmstad University College ». Thesis, Högskolan i Halmstad, Sektionen för ekonomi och teknik (SET), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-6116.
Texte intégral