How do we teach learning, experimenting and appreciating feedback in entrepreneurship education?
Questions we care about: Do those of us who teach ‘entrepreneurship’ and have no start-up experience really provide useful tools to our students? Is there something in our academic toolbox that can be of use to entrepreneurship students? Approach: Inspired by current entrepreneurship practice and based on a literature review we discuss how our rigorous understanding of scientific experimentation can be of use to entrepreneurship students. Results: We explain in this paper why the method of purposeful experimentation would add to existing approaches (unplanned and opportunistic behavior) and why university teachers / researchers are prone to educate this way. Additionally, we illustrate one approach that we have been using in entrepreneurship education to include purposeful experimentation in the classroom. Implications: Purposeful experimentation is a method known by heart by university researchers. This paper thus argues to bring to the entrepreneurship classroom our rigorous understanding of scientific experimentation – making the academic an interesting contributor to the entrepreneurial classroom. Value/Originality: There is an ongoing debate of who can contribute what to entrepreneurship education. In this discussion it is often argued that true academics have little to contribute in the rather practice oriented entrepreneurship classroom. We suggest that there are tools from the academic toolbox that are very useful for entrepreneurship students and thus shed light on new tools for entrepreneurship education.