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Effets comparés de deux pédagogies de plans d’affaires sur l’apprentissage entrepreneurial des étudiants

Author

Listed:
  • Azzedine Tounés

    (INSEEC - Institut des hautes études économiques et commerciales | School of Business and Economics)

  • Narjisse Lassas-Clerc
  • Alain Fayolle

    (EM - EMLyon Business School, CERAG - Centre d'études et de recherches appliquées à la gestion - UPMF - Université Pierre Mendès France - Grenoble 2 - CNRS - Centre National de la Recherche Scientifique)

Abstract

The business plan is the pedagogical approach that is the most widely taught in entrepreneurship education (J. Brinckmann et al., 2010; B. Honig, 2004; K. W. Kuehn et al., 2009). It is a learning framework that is relevant for analyzing a business opportunity. However, few research studies have been concerned with the results of the process of producing business plans (B. Honig, 2004; J. E. Lange et al., 2007; S. Shane and F. Delmar, 2004). The aim of this article is to study the effects of two business plans programs on student's entrepreneurial learning from two French graduate schools of management. Our theoretic framework is based on the classification of B. Johannisson (1991). Therefore, we will examine this learning process through perceived entrepreneurial competencies. We carried out surveys, from a comparative and longitudinal perspective, with students from each of the establishments considered, before and after they had followed these programs. The results indicate that the two pedagogical approaches for setting up business plans have a positive effect on the perceived entrepreneurial competencies of the students. However, there is no significant difference between them.

Suggested Citation

  • Azzedine Tounés & Narjisse Lassas-Clerc & Alain Fayolle, 2015. "Effets comparés de deux pédagogies de plans d’affaires sur l’apprentissage entrepreneurial des étudiants," Post-Print hal-01982527, HAL.
    • Handle: RePEc:hal:journl:hal-01982527
    DOI: 10.3917/rsg.275.0013
    as

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