Just as entrepreneurship practice and policy are tailored to regional culture, so should entrepreneurship education. But how is the instructor to assess the impact of culture on students’ entrepreneurial disposition, and account for it pedagogically? We adopt the Moore-Bygrave staged model of entrepreneurship to represent student disposition, and measure the effect of culture using semantic scoring of student mind maps. With this process, we observe differences in disposition between students in French and United States universities, and between colleges within a university. The model then guides the instructor on how to compensate pedagogically for culturally-driven deficiencies in students’ entrepreneurial disposition.
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