Entrepreneurial Learning Based on the Zone of Proximal Development

Abstract

In this article, we establish a dialogue between the education and entrepreneurial learning literatures to explore entrepreneurship education and practice. Our aim is to understand how entrepreneurial learning unfolds, based on the concept of the Zone of Proximal Development (ZPD). We adopt a constructivist approach to explore entrepreneurial learning, grounded in Cultural-Historical Theory. A combination of narrative research, focus group, storytelling, and theatrical images comprises our methodological approach, which draws from 34 virtual meetings with 10 undergraduate students who are also startup founders in Brazil. Our results show that, in addition to knowledge that is systematized by the university, entrepreneurial learning at university encompasses social relationships and is rooted in the experiential heritage acquired by students before entering university. Significantly, we show that the ZPD is built through interactions with entrepreneurship educators, but also key actors (family members, professional acquaintaces, experienced entrepreneurs, peer student entrepreneurs). Moreover, we spotlight the importance of intentionally planning the activities of student entrepreneurs within the learning context.