Many universities have incorporated entrepreneurship education into their programs. However, research and the practice show that this curriculum is taught in various ways, which the authors group into three themes: teaching about entrepreneurship, teaching for entrepreneurship, and teaching through entrepreneurship. Entrepreneurship educators face several challenges, especially the difficulties in defining the best way to teach entrepreneurship and the lack of evaluation of the chosen method’s effectiveness. This article focuses specifically on how entrepreneurship is taught at the Faculty of Economics and Management of Tunis and what effect it may have on the development of students’ entrepreneurial competencies. It attempts to support entrepreneurship educators by describing a pilot experience consisting of combining teaching about and through entrepreneurship and a conventional method that adopts just teaching about entrepreneurship. These descriptions may help to explore and uncover what happens in the classroom and aid teachers in choosing the appropriate practices to achieve their educational objectives. The article evaluates the two programs by comparing their effects on the development of students’ entrepreneurial competencies. The authors use a two-sample independent t-test to make the comparison, and the results indicate that the combined method is stronger overall than the conventional method.

许多大学已将企业家精神教育纳入其课程。但是，研究和实践表明，本课程以多种方式教授，作者分为三个主题：关于创业的教学，关于创业的教学以及通过创业进行教学。创业教育者面临若干挑战，特别是在确定最佳的创业方法教学方面存在困难，并且缺乏对所选方法有效性的评估。本文特别关注突尼斯经济与管理学院如何教授创业精神，以及这可能对学生创业能力的发展产生什么影响。它试图通过描述一种试点经验来支持企业家精神教育者，这些经验包括将有关企业家精神的知识和通过企业家精神进行的教学与仅采用关于企业家精神的传统方法相结合的方法。这些描述可能有助于探索和发现教室中发生的事情，并帮助教师选择适当的实践方式来实现他们的教育目标。本文通过比较这两个计划对学生创业能力发展的影响来评估这两个计划。作者使用两个样本的独立t检验进行比较，结果表明组合方法比常规方法总体上更强大。这些描述可能有助于探索和发现教室中发生的事情，并帮助教师选择适当的实践方式来实现他们的教育目标。本文通过比较这两个计划对学生创业能力发展的影响来评估这两个计划。作者使用两个样本的独立t检验进行比较，结果表明组合方法比常规方法总体上更强大。这些描述可能有助于探索和发现教室中发生的事情，并帮助教师选择适当的实践方式来实现他们的教育目标。本文通过比较这两个计划对学生创业能力发展的影响来评估这两个计划。作者使用两个样本的独立t检验进行比较，结果表明组合方法比常规方法总体上更强大。