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Quand l'académisme scientifique remet en cause l'académisme pédagogique : le cas des formations en entrepreneuriat

Author

Listed:
  • Sylvain Bureau

    (CRG - Centre de recherche en gestion - X - École polytechnique - CNRS - Centre National de la Recherche Scientifique, ESCP-EAP - ESCP-EAP - Ecole Supérieure de Commerce de Paris)

  • Jacqueline Fendt

    (CRG - Centre de recherche en gestion - X - École polytechnique - CNRS - Centre National de la Recherche Scientifique, ESCP-EAP - ESCP-EAP - Ecole Supérieure de Commerce de Paris)

  • Pierre Tectin

Abstract

Entrepreneurship courses in business schools allot significant time to business plan design. These plans outlining business creation projects are generally paired with traditional pedagogy, where students summon up knowledge acquired in theoretical courses. Learning occurs in a predictable context where standard causal reasoning is perfectly well-adapted. Many authors presently question this approach which is disconnected from entrepreneurial practices. Based on these works, we show how this type of approach comes in contradiction with the context of entrepreneurship on three levels: the environment, the process and the decision models. We suggest overcoming this opposition by building new learning situations. To do so, we developed an experiment -the derive or drift- drawing on the works of the Internationale Situationniste. At the end of this paper we discuss how students can benefit from this experiment to learn entrepreneurship.

Suggested Citation

  • Sylvain Bureau & Jacqueline Fendt & Pierre Tectin, 2011. "Quand l'académisme scientifique remet en cause l'académisme pédagogique : le cas des formations en entrepreneuriat," Post-Print hal-00648447, HAL.
    • Handle: RePEc:hal:journl:hal-00648447
    as

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    Cited by:

    1. Sylvain Bureau & Elisa Salvador & Jacqueline Fendt, 2012. "Small firms and the growth stage: can entrepreneurship education programmes be supportive?," Post-Print hal-02530098, HAL.

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