Paper Title
Reverse Instructor-Learner Roles: An Innovative Approach In Entrepreneurship Education

Abstract
Entrepreneurship education remains closer to craft than science, driven by experience more than by systematic teaching approaches (B�chard and Gr�goire, 2005)due to a lack of accepted paradigms in entrepreneurship education (Katz, 2003) as well as to the belief that entrepreneurship education should only be concerned with the creation of new ventures. In terms of pedagogy, traditional approaches of entrepreneurship education are �top-down�, instructiveand associated with the transfer of information. Modern approaches are more active, constructive and goal-orientated. The selection of teaching approaches depends on multiple factors, including the purpose of the pedagogical action. In this regard, three objectives of entrepreneurship education can be distinguished: 1) teaching students about entrepreneurs and their roles in the economy and society. The goal is to raise awareness of entrepreneurship (Swedberg, 2000); 2) Education for enterprise aims at developing in students the attributes of successful entrepreneurs (Kirby, 2003); and 3) Education through enterprise which, through using the new venture creation process, helps students acquire transferable skills. In order to achieve the first objectivein my entrepreneurshipcourses, I reverse the instructor-learner roles as the old proverb goes �If you do not know it, teach it!� To do so, students are required to interview a successful entrepreneur, write an entrepreneurial biography about them and teach the lessons learned to the class. The following communication will present the nature of this initiative, its infrastructure, the challenges encountered, the way it was received by learners, its learning outcomes and plans to further develop it. Keywords- entrepreneurship education; innovative approach; reverse instructor-learner roles