The UX of Teaching Entrepreneurship: Insights from the Classroom

Teaching entrepreneurship feels like teaching two different religions at once, each with its own scripture. One side hands you war stories, the other hands you meta-analyses, and somehow both insist they alone hold the truth. After talking with Raphael Smals, I walked away thinking the UX of teaching entrepreneurship is less about content, and more about helping students develop a filter, a voice, and the courage to act.

Two teaching extremes, neither complete

There are two common ways entrepreneurship gets taught. The first is the veteran entrepreneur approach, the charming, smoky-room style, where the lesson is basically, trust me, I did it. It works sometimes, and when it works, it looks magical. The problem, as Raphael pointed out, is this approach is often N equals one. It’s an anecdote dressed as gospel.

On the other end you have the academic, data-driven, theory-first approach that promises statistical best practices. Also useful, also limited, because it often lags reality. As Raphael said, by the time some ideas are validated and published, they may already be out of date. Both extremes can be helpful, but neither should be a student’s final authority.

So what’s actually useful in the classroom? The things that bridge these extremes, not the polarities themselves.

Teach students to build a filter, not a rule book

If you take nothing else from this, take this: teach people how to ask better questions. Teach them how to parse a stakeholder’s feedback, how to extract value from messy conversations, and when to ignore the noise.

Raphael put it bluntly, “take a step back and ask yourself, is this the advice that I can actually learn something from?” That is the UX of entrepreneurship education: give students the mental tools to judge advice, not just consume it.

A few practical classroom habits I’d recommend:

• Start with a short, brutal reality check, for example say, “we’re not really going to write a business plan, you know, for starters, because that doesn’t make sense in my mind,” then unpack why. Raphael actually uses that line, and it focuses students on intention, not form.
• Teach them to probe, not parry. A follow up question often reveals whether a critique is useful, or just noise. Most of the time it’s the follow up that matters.
• Normalize saying “I don’t know.” Raphael says it’s a perfectly reasonable answer, followed by “let’s see if we can find out.” Nobody gains from pretending otherwise.

Balance conviction with curiosity, or learn how to pivot

Entrepreneurs need conviction. One founder famously said, “the important thing in succeeding as an entrepreneur is having a conviction and making no amount of data can sway that conviction.” That sounds extreme, and some people will use it to justify stubbornness. The useful version is this, have a guiding vision that keeps you going, while still being willing to update that vision when the evidence truly demands it.

In class, that means teaching two complementary skills: 1. How to form a coherent worldview, a vision your business can be built on. 2. How to deliberately schedule periods of re-evaluation, when that worldview gets tested and refined.

Call it structured conviction. Call it tunnel vision with a safety valve. Students need both.

Use real media and cases intelligently

I still don’t understand why more teachers don’t recommend reading a handful of accessible entrepreneurship books or even analyzing shows like Shark Tank. These are data points, and they are valuable. Students can learn negotiation, valuation mistakes, pitch hygiene, and the soft art of dealing with rejection and feedback.

Raphael highlighted the problem with academic outputs, they are dense, slow, and rarely targeted at practitioners. That does not invalidate them, but it does mean educators should mix formats, including: – Short, practical books – Real pitch cases, including shows and recorded investor meetings – Structured reflection prompts so students extract the exact lesson from each case

If students watch an episode and analyze what worked and what didn’t, they get practical pattern recognition much faster than if you only hand them peer reviewed papers.

Bridge institutions, manage relationships

A recurring theme was institutional friction. Universities, applied sciences, startups and industry speak different languages. The easy fix is to stop treating industry contacts like rare trophies and start treating them like relationships. Raphael called it account management, and said academics should spend time maintaining networks, ideally half a day a week when possible.

That time buys two things: higher quality live projects for students, and the kind of real-world feedback that keeps teaching relevant. Students don’t need an illusion of industry connection, they need actual access, even if it’s messy.

Final takeaway, not a cliche

Teaching entrepreneurship is not about delivering a checklist that guarantees success. It’s about helping people learn to navigate uncertainty, ask the right questions, and combine stubbornness with humility.

If you teach, make your class a training ground for filters, not formulas. If you’re a student, learn to distinguish signal from noise, and practice asking follow up questions. And if you ever get advice that feels too neat, remember Raphael’s simple, practical rule, “take a step back and ask yourself, is this the advice that I can actually learn something from?” That’s how good decisions get made, one slightly awkward but clarifying question at a time.