Beyond Natural Talent: The Mode of Entrepreneurship
When we think of an entrepreneur, we often picture someone bold, creative, and proactive—someone who seems to possess an innate “gift” for identifying opportunities and taking risks. However, what if this “entrepreneurial mode” isn’t inherent but rather a brain process that can be activated, trained, and improved through proper education?
Neuroscience begins to provide fascinating answers to this question. Far from being a simple instinctive impulse, the decision to embark on an entrepreneurial journey is heavily influenced by our emotions, perceptions, and beliefs about our own abilities.
What Happens in the Brain When We Think of Entrepreneurship?
Our research team has examined how emotions experienced during entrepreneurial training activities influence two key aspects: entrepreneurial intention and self-perception of employability. We combined traditional methods, like questionnaires based on the Theory of Planned Behavior, with innovative techniques such as facial expression analysis using artificial neural networks.
The results confirm a hypothesis suggested by scientific literature: positive emotions, such as joy, interest, or hope, increase the perception of control over entrepreneurial action. In other words, if a person feels good during a training activity, they are more likely to believe they can start a business. This perception, in turn, translates into a greater intention to do so and, interestingly, a better self-assessment of their job prospects.
Entrepreneurship with Heart… and Mind
The key lies in how emotional and cognitive information is integrated into our brains. According to the psychological theory of planned behavior, for a person to make a decision (like becoming an entrepreneur), three factors must align: their personal attitude towards that behavior, environmental influence (social norms), and most importantly, the perception that they can do it. This last variable, known as “perceived behavioral control,” has proven to be particularly sensitive to emotions.
In educational contexts, if activities are designed to be emotionally significant—motivating, participatory, and creative—the impact goes far beyond knowledge. We foster neural connections that reinforce confidence, motivation, and decision-making in uncertain environments. In other words, the brain enters “entrepreneurial mode.”
What if the Classroom Were an Emotional Lab?
Data from our tests with university students in the Faculty of Marketing and Management revealed a significant increase in both their entrepreneurial intention and perceived employability after participating in activities like “ideathons” (collaborative, intensive events where students gather to generate innovative and creative ideas to solve a specific challenge within a limited time) or real-life success stories shared by entrepreneurs.
We used a patented neuroscience technology by Goli Neuromarketing, our project partner, which combined a cap with over 2,000 sensors recognizing emotional activity and an artificial intelligence platform identifying emotions from facial expressions detected.
This points to a paradigm shift in entrepreneurial education. Teaching theory or simulating a business plan is no longer enough; it’s crucial to evoke emotions. Because these emotions not only activate the brain but also leave a lasting impression on how students perceive themselves and their future.
Can the Entrepreneurial Brain Be Trained?
One of the significant contributions of neuroscience to entrepreneurship study is understanding neuroplasticity: the brain changes, adapts, and learns. If we better understand how certain brain areas linked to creativity, perseverance, or risk-taking are activated, we can design more effective educational programs.
In fact, learning approaches like “learning by doing” rely on the fact that when collaborative work environments are created, where teamwork is practiced alongside challenging problem-solving scenarios, brain regions associated with creative exploration and innovative problem-solving are activated.
Moreover, incorporating technologies like emotional artificial intelligence allows for precise measurement of which stimuli generate positive reactions. This not only improves the evaluation of educational programs but also opens new doors for pedagogical innovation.
Our research provides evidence for what we intuitively knew: entrepreneurship is not just about ideas or courage but also emotions. Emotions that are awakened, processed, and associated with future decisions. Emotions that activate the “entrepreneurial mode.”
If we want to encourage an entrepreneurial spirit among young people, we must stop focusing solely on technical skills or knowledge. We need to incorporate more human and emotional approaches.
- Q: What is the main finding of the research? The study reveals that emotions play a crucial role in entrepreneurship, as positive feelings during training activities increase the perception of control and intention to start a business.
- Q: How do emotions impact entrepreneurial decisions? Emotions, particularly positive ones, enhance the perception of control over entrepreneurial actions and increase the intention to start a business.
- Q: What is the significance of perceived behavioral control in entrepreneurship? Perceived behavioral control, or the perception that one can successfully carry out an entrepreneurial action, is highly sensitive to emotions and plays a critical role in decision-making.
- Q: How can neuroscience contribute to entrepreneurial education? Neuroscience can help understand how brain regions associated with creativity, perseverance, and risk-taking are activated, enabling the design of more effective educational programs.
- Q: Why is it essential to evoke emotions in entrepreneurial education? Evoking emotions during training activities leaves a lasting impression on students’ self-perception and future outlook, fostering confidence, motivation, and decision-making skills.
