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Using Mind Maps to Distinguish Cultural Norms between French and United States Entrepreneurship Students

2018; Wiley; Volume: 56; Linguagem: Inglês

10.1111/jsbm.12398

0047-2778

César Bandera, Aurélien Eminet, Katia Passerini, Kévin Pon,

Creativity in Education and Neuroscience

Journal of Small Business ManagementVolume 56, Issue S1 p. 177-196 Original Article Using Mind Maps to Distinguish Cultural Norms between French and United States Entrepreneurship Students Cesar Bandera, Corresponding Author Cesar Bandera bandera@njit.edu orcid.org/0000-0003-3545-6561 Cesar Bandera is Assistant Professor of Entrepreneurship at the Martin Tuchman School of Management, New Jersey Institute of Technology.Address correspondence to: Cesar Bandera, Martin Tuchman School of Management, New Jersey Institute of Technology, University Heights, Newark, NJ 07102. E-mail: bandera@njit.edu.Search for more papers by this authorAurélien Eminet, Aurélien Eminet Aurélien Eminet is Professor of Entrepreneurship and Strategy at the ESDES School of Management, Université Catholique de Lyon.Search for more papers by this authorKatia Passerini, Katia Passerini Katia Passerini is Dean and Professor at the College of Professional Studies, St. John's University.Search for more papers by this authorKevin Pon, Kevin Pon Kevin Pon is Associate Dean for International Development at the ESDES School of Management, Université Catholique de Lyon.Search for more papers by this author Cesar Bandera, Corresponding Author Cesar Bandera bandera@njit.edu orcid.org/0000-0003-3545-6561 Cesar Bandera is Assistant Professor of Entrepreneurship at the Martin Tuchman School of Management, New Jersey Institute of Technology.Address correspondence to: Cesar Bandera, Martin Tuchman School of Management, New Jersey Institute of Technology, University Heights, Newark, NJ 07102. E-mail: bandera@njit.edu.Search for more papers by this authorAurélien Eminet, Aurélien Eminet Aurélien Eminet is Professor of Entrepreneurship and Strategy at the ESDES School of Management, Université Catholique de Lyon.Search for more papers by this authorKatia Passerini, Katia Passerini Katia Passerini is Dean and Professor at the College of Professional Studies, St. John's University.Search for more papers by this authorKevin Pon, Kevin Pon Kevin Pon is Associate Dean for International Development at the ESDES School of Management, Université Catholique de Lyon.Search for more papers by this author First published: 05 February 2018 https://doi.org/10.1111/jsbm.12398Citations: 13 Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Abstract The globalization of entrepreneurship education requires instructors to understand, and adjust the curriculum for, cultural disparities. This study investigates the impact of cultural norms on the attitudes of university entrepreneurship students in France and the United States—regions with contrasting Hofstede and Global Entrepreneurship Monitor indices. It uses mind maps from students as culturally agnostic open-ended measures of their attitudes. Two mind maps were collected from each student, one on the appeal of entrepreneurship and one on the apprehension toward entrepreneurship, for a total of 1,213 concepts that were then scored using the Moore–Bygrave staged model of entrepreneurship to measure student likes and dislikes toward innovation, the decision to launch a start-up, new venture implementation, and venture growth. The Shannon entropy of a mind map was used as a measure of student fixation; lower entropy indicates the student is motivated or deterred by a subset of the curriculum, whereas higher entropy indicates that attitudinal components are more balanced across the curriculum. Participating students were enrolled in similar entrepreneurship courses, and exhibited attitudes with similar entropy. However, French students found the growth stage to be the most appealing and were most apprehensive about innovation, whereas U.S. students found innovation to be the most appealing stage and were most apprehensive about the growth stage, thus revealing different contextual drivers of learning and engagement with the educational materials. This research contributes to the advancement of entrepreneurship education in two ways. First, by using mind maps and differential model-based semantic scoring, it distinguishes between motivation and deterrence, and accounts for both cognitive and affective components of attitudes toward entrepreneurship. Second, it presents a formative assessment technique with which educators can measure students' cultural disposition to the different topics of an entrepreneurship course, and can then tailor the syllabus to this disposition. This technique can potentially improve the effectiveness of entrepreneurship education in multicultural settings, such as those involving educators, students, or course material from different regions and cultures. Citing Literature Volume56, IssueS1March 2018Pages 177-196 RelatedInformation