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Bringing entrepreneurial methods into the scientific classroom
[L'introduction d'une approche entrepreneuriale dans un cours de sciences fondamentales]

Author

Listed:
  • Karen Johson

    (DUSP - Department of Urban Studies and Planning - MIT - Massachusetts Institute of Technology)

  • Akil Amiraly

    (i3-CRG - Centre de recherche en gestion i3 - X - École polytechnique - IP Paris - Institut Polytechnique de Paris - Université Paris-Saclay - I3 - Institut interdisciplinaire de l’innovation - CNRS - Centre National de la Recherche Scientifique)

Abstract

This research presents a qualitative study of action learning at École Polytechnique, a top engineering school in France. Though existing literature has theorized on methods and applications of action learning, notably within business and management, this work explores the use of such techniques in the context of fundamental science education. As a case study, we explore Polytechnique's "Le Projet Scientifique Collectif" (PSC) using in-depth interviews with a variety of key actors involved in an action-based program. We conclude our study by suggesting areas of future investigation using discussion points that explore barriers and opportunities of successful collaborative student projects.

Suggested Citation

  • Karen Johson & Akil Amiraly, 2017. "Bringing entrepreneurial methods into the scientific classroom [L'introduction d'une approche entrepreneuriale dans un cours de sciences fondamentales]," Post-Print hal-01574725, HAL.
    • Handle: RePEc:hal:journl:hal-01574725
    Note: View the original document on HAL open archive server: https://hal.science/hal-01574725v1
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    References listed on IDEAS

    as
    1. Hoegl, Martin & Gibbert, Michael & Mazursky, David, 2008. "Financial constraints in innovation projects: When is less more?," Research Policy, Elsevier, vol. 37(8), pages 1382-1391, September.
    2. Michael Marquardt & Deborah Waddill, 2004. "The power of learning in action learning: a conceptual analysis of how the five schools of adult learning theories are incorporated within the practice of action learning," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 1(2), pages 185-202, September.
    3. Souitaris, Vangelis & Zerbinati, Stefania & Al-Laham, Andreas, 2007. "Do entrepreneurship programmes raise entrepreneurial intention of science and engineering students? The effect of learning, inspiration and resources," Journal of Business Venturing, Elsevier, vol. 22(4), pages 566-591, July.
    4. Michael Kremer & Heidi Williams, 2010. "Incentivizing Innovation: Adding to the Tool Kit," NBER Chapters, in: Innovation Policy and the Economy, Volume 10, pages 1-17, National Bureau of Economic Research, Inc.
    Full references (including those not matched with items on IDEAS)

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