Abstract
Due to the low consolidation of entrepreneurship teaching methodologies supported by consistent theoretical foundations, the objective of this research is to understand how professors teach entrepreneurship using effectuation theory. The research uses the multiple case study methodology - five teaching experiences in four different countries - in order to understand the context and the structure of the courses, the methodologies applied and the perception of professors regarding the teaching-learning experiences. As main results, it emphasizes the practice of the dynamic model of effectuation as the integrating element in all cases, the identification of emerging teaching methodologies and the categorization of teaching methodologies according to the dimensions and behavior associated with the theory. In addition, the study establishes initial relationships between effectuation and entrepreneurial intention and the need for the field to consider the individual´s personal history, such as culture and formal education, to be tested in future research.
Key words:
entrepreneurship; entrepreneurship teaching; effectuation theory; multiple case study; international
Thumbnail
