Implementing the Action-Research approach in the context of social entrepreneurship learning in Tunisia

Abstract

Looking at the complexity of the post-revolutionary environment in Tunisia, this article proposes a model for renewal of teaching practices in social entrepreneurship in the framework of a partnership initiative between German International Cooperation Agency (GIZ ) and High Institute of Management-university of Tunis ( ISGT) as a case study  for the method of action research. The study embraces a conceptual framework inspired by effectuation theory. Our aim here is to provide an adequate model to the process of co-production of knowledge for SE learning triggered by the proposal of a training of trainers for teaching within the ISGT and a collaboration agreement with the GIZ.

This partnership initiative allows at the renewal of teaching in SE by rethinking the method of training to use an interactive education. Drawing from empirical and conceptual findings, the study shows (i) how the process of learning in social entrepreneurship is a reflexive process informed by the changes during the operation itself, and (ii) how actors interact to produce a transformative effect in the learning process. To this respect, our study grasps the micro-macro dynamics in a post-revolutionary context through which people shape what they consider suitable and actionable in their context. Therefore, adopting the effectuation theory to research action would foster an interactive process which is adaptable to a contingent environment.