The teaching of entrepreneurship in Moroccan institutions: which approach for which skills?

Abstract

Entrepreneurship, a discipline that has been taught for many years, is still a debate about the effectiveness of the main pedagogical approaches used. In addition, the initial question which asks whether this is an innate skill or acquired through training, is always asked. Indeed, the anchoring of this questioning finds its essence in the diversity of existing teaching approaches. Our article was therefore intended to shed light on this debate by shedding more precise light on the use of different approaches in relation to the skills they enable to be developed from a theoretical point of view in the first place, second, a field study among Moroccan higher education teachers. Indeed, a questionnaire was submitted to 45 professors teaching entrepreneurship at Moroccan universities in order to identify their teaching approaches and the skills they wish to act on at the end of this teaching. To analyze our results, we opted for factor analysis of multiple matches because of the nature of our questions and the purpose of our research. Thus, we noted a malfunction in the choices of the teaching approach in relation to the skills to be developed at the end of the training. The results of this work show, among other things, that the professors want to act on the three types of skills offered: technical, managerial and entrepreneurial skills. However they mainly use the Business plan and Business model which only allow the development of certain skills such as creativity, forecasting and planning.