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French engineering students are traditionally reluctant to envisage entrepreneurship. Can a new engineering school aimed at fostering entrepreneurship reverse this trend? The purpose of this paper is to compare the development of engineering students' entrepreneurial intentions and perceived career orientation of the prestigious engineering training schools (Ecole Centrale de Lille) and ITEEM, whose curriculum is dual (engineering+management), new and based on active pedagogies.

This study is based on qualitative analysis of 12 in‐depth interviews and quantitative longitudinal analysis of data obtained from a questionnaire administered each year to all students from both schools.

Results show that ITEEM fosters students' entrepreneurial and project management careers, whereas Centrale promotes the traditional technical model of an engineer. Family background of students is close in both schools. Level of entrepreneurial intention at enrolling is higher at ITEEM than Centrale but cannot fully explain why entrepreneurial career orientations decrease at Centrale while they increase at ITEEM. On the other hand, perception of school culture is weak at Centrale and strong at ITEEM and this difference is significantly with regard to the development of students' career orientation. Qualitative interviews indicate that both cultures highlight different elements.

The cultural element can then be proposed as a new factor to take into account when studying the impact of entrepreneurship education. However, this result is based here on a simple measure of school culture perception and qualitative interviews. It should be confirmed by a more detailed quantitative analysis of cultural and organizational characteristics of educational institutions.

Engineering schools can foster entrepreneurial orientations if their educational culture is perceived as new and innovative by students. This can be achieved through a new curriculum based on a wider set of courses (management, entrepreneurship and engineering) and the systematic deployment of active pedagogies such as project work and internships. A new question arises: can such a perception of innovation be maintained over time?

In the theoretical literature, culture is considered to be an essential element that can have an impact on entrepreneurial career aspirations and intentions. But as yet, no empirically based study had been carried out to prove it.

The development of qualitative research methods addresses the need to explore, understand and interpret complex and subjective phenomena across various fields of study. These methods are guided by methodological frameworks, and data collection involves taking several precautions for observation or interviews. While these guidelines facilitate an emphasis on the objective aspects of discourse, accounting for subjectivity and emotions proves more challenging. However, these subjectivity and emotions are deemed as significant sources of information. In this chapter, we propose an innovative data collection method centred around creating collages and engaging in group discussions to decipher their meaning. Collage serves as a visual medium, and we recommend utilising semiotic analysis tools to comprehend its significance. To gain a more precise understanding of the value of collage as a data collection method, we studied a collage workshop organised by CREE. Through image analysis and exchanges, our findings reveal that collage acts as a physical medium that fosters exchanges, deepens ideas and restricts digressions. Additionally, collage allows for the expression and discussion of emotions linked to the image rather than the individual. The space of intersubjective reflexivity facilitated by collage enables a profound comprehension, critical assessment and augmentation of ideas and the interpretation of emotions without compromising the sensitivity of the author. This chapter’s main contribution is evidently manifested here.