In this research work, we sought to conceptualize the existing relationship between entrepreneurial learning and failure. By exploring the theoretical models of entrepreneurial learning, particularly those of Cope (2005) and Politis (2005), we identified three major research proposals that we confronted with reality by conducting an exploratory qualitative study with 10 Tunisian entrepreneurs who had experienced failure during their entrepreneurial activity. Through this study, we retained that failure constitutes an opportunity for entrepreneurial learning that manifests itself as a continuous process where the emotions of the entrepreneur play an important role. This learning depends on the nature of the failure, the emotions and the emotional regulators.

Entrepreneurial support, its determinants, its articulation, and its actors are always analyzed from both processual and emergent perspectives. Because a certain level of coherence must be maintained, public structures that are perceived as not opting for a process/emergence mix in their support systems are not hostile to using it when the context permits it and when the person receiving support accepts to be at the center of the design of his or her support. Literature reveals that a compromise between these two approaches has neither been established nor, as far as we are aware, exhaustively investigated. This research sought to highlight the processual nature of both the form and substance of entrepreneurial support. To achieve this, we administered a qualitative survey to 21 Tunisian business proprietors. The results indicate that in the Tunisian context, accompaniment is structurally processual and superimposed on an entrepreneurial process that both the accompaniers and the accompanied co-pilot in order to maintain coherence and complementarity during the training of the accompanied in the trade of entrepreneur. In addition, coaching is fundamentally and intrinsically emergent because it is geared toward endogenous action, co-constructed, and contextualized due to the prominence of personalized learning needs and the coachee's situational framework in relation to the enterprise he or she must establish.