Enhancing Entrepreneurial Expertise: Experiential Pedagogy and the New Venture Expert Script

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Abstract
In this article, the authors link entrepreneurial expertise with the notion of an expert script as a means for enhancing entrepreneurial expertise. The focus of this article is an instructional pedagogy that improves students' entrepreneurial expertise by applying the recommendations of information theorists regarding script acquisition. Expert information theory suggests contact with expert scripts as a primary means for acquiring expertise. Concepts from the simulation and gaming literature are employed to design the pedagogy that features such contact as its primary emphasis. The effectiveness of this pedagogy is examined using a model derived from expert information theory and tested using multiple discriminant analysis. The experiential pedagogy is shown to enhance novices' propensity to enter the new venture script, beyond that of either non-enhanced novices or experts, while providing a significant improvement in novices' ability to do the things the new venture script requires.