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Article Dans Une Revue Entrepreneurship and Regional Development Année : 2017

Teaching proactivity in the entrepreneurial classroom

Résumé

This article examines the extent to which a proactive attitude can be considered a component of the entrepreneurial mindset and can be learned in the entrepreneurial classroom. We test the impact on students’ proactive attitude of two different teaching methods: a teacher-directed approach and a self-directed learning approach. We include group potency and emotions as variables that may moderate proactivity learning outcomes. Our sample is composed of 281 Master students in a French business school. Using a mixed methodological approach, the results demonstrate that the proactive attitude can be learned and that collaborative teamwork, a creative team spirit and positive emotions contribute to its development. We offer guidelines for the pedagogical design of EM education, an alternative tool to assess its impact, and a better understanding of emotional factors associated with group potency in student entrepreneurial teams.

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Education
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Dates et versions

hal-04185803 , version 1 (23-08-2023)

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Copyright (Tous droits réservés)

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Caroline Verzat, Noreen O’shea, Maxime Jore. Teaching proactivity in the entrepreneurial classroom. Entrepreneurship and Regional Development, 2017, 29 (9-10), pp.975-1013. ⟨10.1080/08985626.2017.1376515⟩. ⟨hal-04185803⟩
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