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Purpose - This paper aims to examine the impact of enterprise education on entrepreneurial attitude within European higher education institutions (HEIs) in France, Germany and Poland. The research seeks to consider whether differences between cultural and industrial heritage can influence entrepreneurial attitude and mediate the effectiveness of enterprise education. Design/methodology/approach - Research argues that Europe requires more entrepreneurs willing to innovate and create new ventures to facilitate economic growth. This research builds on prior studies, which have examined the impact of enterprise education and training on business start-up. In particular the study utilises the concept of entrepreneurial attitude to measure how enterprise education influences students'' perceptions of, and motivations towards, entrepreneurship as a viable career option. The study contrasts and compares the impact of a short enterprise course on entrepreneurial attitude among undergraduate students in French, German and Polish HEIs. A quantitative methodology employed a research instrument utilising five-point Likert arrays to contrast attitudes and opinions of students both prior to, and after, the delivery of the course. Findings - Enterprise education has a positive impact on entrepreneurial attitude of French and Polish students. Conversely, the course had a negative impact on male German students. It was also found that while female students are more likely to perceive a greater benefit from the learning experience, the impact of enterprise education on entrepreneurial attitude is actually more significant for male students. Practical implications - The research findings are of interest to academia and policy makers. The study suggests that entrepreneurial attitude among European students can be influenced by exposure to enterprise education. The results also indicate that gender, cultural and industrial heritage can moderate the impact of enterprise education. Originality/value - The paper provides evidence that differences between gender, culture and regional settings need to be considered in the design and delivery of enterprise programmes if they are to have the desired impact on entrepreneurial intent and graduate entrepreneurship. [ABSTRACT FROM AUTHOR]

Purpose - The paper aims to show how professional identity is constructed at a very early stage of initial management education. In so doing, it questions the notion of le métier in management. Design/methodology/approach - The paper is based on a study of the experiences of six French management apprentices (or apprentis) who participated in a management apprentice programme in 2005. The research methodology is qualitative and illuminates the process of professional identity building. The central question of the study concerns the manager as an individual, an actor, and the link between the individual and his or her métier. Findings - The findings suggest that from their very first immersion into the real world of corporate employment at junior management level, students construct different types of professional identity which can be shown as a 2×2 matrix whose independent axes are the type of acting displayed by the apprentis; and the degree to which the apprentis enacted their roles. This can be interpreted using the coupling system metaphor. Some of these types of professional identity are born of cynicism and disillusion engendered by their experiences. Research limitations/implications - The research is based on a small number of students drawn from one business school and concentrated in one job function - marketing. Practical implications - The paper draws attention to the implications of the findings for those in business schools and organisations concerned with the formation of professional identity in young graduates. Originality/value - The article proposes a new model for the formation of professional identity; and is the first study that deals with the French Apprenti manager programme. [ABSTRACT FROM AUTHOR]