 Teaching proactivity in the entrepreneurial classroomCaroline Verzat, Noreen O’Shea and Maxime Jore Entrepreneurship & Regional Development, 2017, vol. 29, issue 9-10, 975-1013 Abstract: 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. Date: 2017 Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:taf:entreg:v:29:y:2017:i:9-10:p:975-1013 Ordering information: This journal article can be ordered from DOI: 10.1080/08985626.2017.1376515 Access Statistics for this article Entrepreneurship & Regional Development is currently edited by Professor Alistair Anderson More articles in Entrepreneurship & Regional Development from Taylor & Francis Journals |
Is your work missing from RePEc? Here is how to contribute.
Questions or problems? Check the EconPapers FAQ or send mail to .
EconPapers is hosted by the
School of Business at Örebro University.