Academic literature on the topic 'Entrepreneurial learning theory'
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Journal articles on the topic "Entrepreneurial learning theory"
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Bosman, Lisa, and Stephanie Fernhaber. "Applying Authentic Learning through Cultivation of the Entrepreneurial Mindset in the Engineering Classroom." Education Sciences 9, no. 1 (December 31, 2018): 7. http://dx.doi.org/10.3390/educsci9010007.
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Higher education provides plenty of opportunity for theory and in many cases, even the ability to apply theory in a laboratory setting. Yet, there remains limited opportunity for students to learn by doing through participation in authentic learning experiences. The purpose of this paper is to provide one potential solution for integrating authentic learning into the engineering classroom by cultivating the entrepreneurial mindset. As entrepreneurship serves as an integral part of the economy, developing an entrepreneurial mindset through authentic learning experiences is essential for engineers. While online discussion prompts represent a useful way for educators to facilitate student learning, less is known about how to facilitate online discussions in a way that truly cultivates an entrepreneurial mindset for engineering students. In this paper, the key intentions of entrepreneurially-minded learning are reviewed, and a guide for creating online discussions applicable to any engineering course is presented. Example online discussion prompts incorporating the entrepreneurial mindset are then shared from an Introduction to Engineering course. Results from a mixed methods survey instrument suggests positive impacts towards student perceptions of online discussions and development of the entrepreneurial mindset. Recommendations for effectively and efficiently facilitating online discussions for entrepreneurially-minded learning in the engineering classroom are offered.
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Scherer, Robert F., Janet S. Adams, and Frank A. Wiebe. "Developing Entrepreneurial Behaviours: A Social Learning Theory Perspective." Journal of Organizational Change Management 2, no. 3 (March 1, 1989): 16–27. http://dx.doi.org/10.1108/eum0000000001186.
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Research on entrepreneurial behaviour has been largely descriptive in nature. Critics of the field have called for an interdisciplinary approach to build theory. A social learning theory framework is proposed for explanation and prediction of entrepreneurial development. Research questions are posed and a model developed to guide future enquiry.
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Petkova, Antoaneta P. "A theory of entrepreneurial learning from performance errors." International Entrepreneurship and Management Journal 5, no. 4 (February 13, 2008): 345–67. http://dx.doi.org/10.1007/s11365-008-0075-2.
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Markowska, Magdalena, and Johan Wiklund. "Advancing Entrepreneurial Learning Theory by Focusing on Learning Mode and Learning Target." Academy of Management Proceedings 2012, no. 1 (July 2012): 17153. http://dx.doi.org/10.5465/ambpp.2012.17153abstract.
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Kubberød, Elin, and Inger Beate Pettersen. "The role of peripherality in students’ entrepreneurial learning." Education + Training 60, no. 1 (January 8, 2018): 2–15. http://dx.doi.org/10.1108/et-06-2016-0106.
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Purpose The purpose of this paper is to expand on the entrepreneurial learning literature and situated learning theory to explore how students with different educational backgrounds learn to recognise opportunities at the periphery of an entrepreneurial practice. The authors theoretically outline factors that may influence students’ entrepreneurial learning, including co-participation and roles at the periphery, power relations in communities of practice (CoP), and emotional exposure. The authors make use of the concept legitimate peripheral participation and Politis’ entrepreneurial learning framework to explore empirically students’ entrepreneurial learning transformations and entrepreneurial learning outcomes. Design/methodology/approach The authors adopted a qualitative approach in research, used the focus group methodology and the critical incident technique in interviewing. The research investigated two groups of Norwegian master students that differed in educational background aiming to explore their experience with entrepreneurial learning in a three months long internship in American start-ups representing emerging CoPs. Findings The research identified important factors influencing students’ entry transitions into an entrepreneurial practice, highlighting the complexity in peripheral participation. By acknowledging and exploring the social dimensions in students’ learning, the authors demonstrate and exemplify how these influence students’ entrepreneurial learning trajectories, learning outcomes and ultimately their influence in students’ contributions to the practice community. Originality/value The research integrates the existing entrepreneurial learning literature and situated learning theory to identify various factors influencing entrepreneurial learning, contributing with novel insights about the role of peripherality in students’ entrepreneurial learning in situated practice.
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Bernardus, Denny, Fulgentius Danardana Murwani, Imanuel Deny Krisna Aji, Wirawan E. D. Radianto, Liestya Padmawidjaja, Stefan Yudana Jatiperwira, Imanuel Hitipeuw, and Gabriel Henry Jacob. "Do Entrepreneurial Characteristics Moderate the Relationship between Experiential Learning and Entrepreneurial Mindset?" Journal of Educational and Social Research 13, no. 1 (January 5, 2023): 106. http://dx.doi.org/10.36941/jesr-2023-0010.
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This study aims not only to verify ‘the experiential learning–entrepreneurial mindset relationship’, but also to test which entrepreneurial characteristics (i.e., innovativeness, risk-taking propensity, need for achievement, and proactiveness) moderate ‘the experiential learning–entrepreneurial mindset relationship’. The data were collected from 313 undergraduate students who have already taken the entrepreneurship course and analyzed using confirmatory factor analysis and hierarchical regression analysis. The results showed the positive relationships between experiential learning and elaboration mindset, and between experiential learning and implementing mindset. However, need for achievement and proactiveness were found to moderate ‘the experiential learning–entrepreneurial mindset relationship’, whereas innovativeness and risk-taking propensity did not moderate that relationship. This study provides theoretical implications in extending the literature of experiential learning theory, Dweck’s implicit theory of intelligence, and entrepreneurial characteristics. This study also has practical implications for entrepreneurship educators.
Received: 16 September 2022 / Accepted: 25 December 2022 / Published: 5 January 2023
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Duarte Alonso, Abel, Seng Kiat Kok, Seamus O'Brien, and Louis Geneste. "Understanding entrepreneurial deviance through social learning and entrepreneurial action theory: an empirical study." European Business Review 32, no. 4 (May 14, 2020): 643–66. http://dx.doi.org/10.1108/ebr-05-2019-0088.
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Purpose The purpose of this exploratory study is to examine entrepreneurial deviance from the perspective of New Zealand's commercial honey producers. The study adopts entrepreneurial action and social learning theories and proposes a theoretical framework in the context of entrepreneurial deviance. Design/methodology/approach Data were collected through online surveys from 52 professional beekeepers. Findings Overstocking of beehives, encroachment, biosecurity threats and unfair competition were most common forms of deviance affecting participants. While these predominantly responded through investing in disease prevention, security equipment or by reporting deviant incidents, finding proper solutions remains elusive. The findings revealed robust alignments with both theories. Overall, offenders’ perceived incentives to act illustrate alignment with social learning theory’s four key constructs. Entrepreneurial action emerged through individual perpetrators’ evaluation and subsequent maximisation of potentially lucrative opportunities. Originality/value The study addresses an important and under-researched dimension, notably, the negative or “dark” side of entrepreneurs, in this case, illustrated through greed and disregard for fair and proper ways of conducting business. This knowledge gap is even more obvious among small and medium business, which is also the focus of the research.
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Liu, Yanbin, Wei Wang, Ping Yuan, and Yanpeng Yuan. "Curvilinear relationship of entrepreneurial experience and entrepreneurial self-efficacy: Entrepreneurial passion as a moderator." Social Behavior and Personality: an international journal 49, no. 5 (May 5, 2021): 1–15. http://dx.doi.org/10.2224/sbp.10181.
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We combined experience curve theory and social learning theory and proposed that the relationship between entrepreneurs' prior experience and their entrepreneurial self-efficacy would be curvilinear, with the upward slope of the curve gradually decreasing. Participants were 266 entrepreneurs in Southeast China who completed a survey. Our results show there was a nonlinear relationship between entrepreneurial experience and entrepreneurial self-efficacy, suggesting that as entrepreneurs gained more experience, the rate of entrepreneurial self-efficacy slowed down. Furthermore, we found that entrepreneurial passion moderated this curvilinear relationship, such that when entrepreneurial passion was strong, nascent entrepreneurs with less experience exhibited greater entrepreneurial self-efficacy than did entrepreneurs with more experience. Theoretical contributions and future research directions are discussed.
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Smith, Sue, Steve Kempster, and Stewart Barnes. "Up the ANTe." Industry and Higher Education 31, no. 2 (February 12, 2017): 132–39. http://dx.doi.org/10.1177/0950422217691667.
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This article explores the role of educators in supporting the development of entrepreneurial leadership learning by creating peer learning networks of owner-managers of small businesses. Using actor-network theory, the authors think through the process of constructing and maintaining a peer learning network (conceived of as an actor-network) and frame entrepreneurial leadership learning as a network effect. The article has significance for theory and practice in terms of understanding the dynamics, challenges and opportunities involved in the construction and ongoing maintenance of networks and how to stimulate entrepreneurial leadership learning.
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NYAMUNDA, J., and T. VAN DER WESTHUIZEN. "Developing Entrepreneurial Self-Efficacy: A Transformative Learning Theory Approach." Journal of Contemporary Management 17, no. 2 (December 31, 2020): 44–66. http://dx.doi.org/10.35683/jcm194e.76.
Full textDissertations / Theses on the topic "Entrepreneurial learning theory"
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Chupp, Brian K. "An Analysis of the Learning Processes of Successful Entrepreneurs." University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1271721431.
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Dwerryhouse, Raymond. "Experiential learning for 16-19 year old students : using experiences of risk and failure to make learning more flexible and entrepreneurial." Thesis, Liverpool John Moores University, 2010. http://researchonline.ljmu.ac.uk/5973/.
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In this thesis the aim has been to consider student learning in Business Education in the 16-19 age range through an examination of aspects of Experiential Learning. The main aspects of Experiential Learning that have been focused on include enterprise, work-related learning, risk and failure and how these impact on student learning and motivation. There is also a focus on the Young Enterprise Programme. The methodology used in the research is underpinned by a pragmatist paradigm in terms of the choice of methods, which has led to the use of a mixed methods or 'blended' approach. Data was collected from the key stakeholders in the 16-19 age phase of education and included the students themselves, educational institutions, teachers, employers, and students involved in the Young Enterprise Programme. The data was then analysed in order to illuminate the six themes for investigation. An initial study was undertaken and the findings from this indicated a dichotomy between schools and colleges in how Experiential Learning was used. More significantly however, there was contradictory evidence with regard to risk taking, and the opportunities which students are given in order to experience failure. These findings, alongside key aspects of the literature, were used to develop six main themes for investigation. The main study that then followed, indicated that experience of risk and failure, often via informal and incidental learning, can lead to new understanding and new modes of thinking. It also indicated that although valuable, work placement does not always provide a meaningful and consistent experience for students, and may encourage them to focus on success and the established ways of doing things. The findings then led to the conclusion that in a successful collaborative group, learners can have the support and encouragement to take risks and make changes. In turn, such groups and the associated support that they provide can promote more effective work related Experiential Learning. The findings from the main study, and the subsequent discussion and analysis of these, and also led to a consideration of the implications of the study for professional practice. Young people seeking work in the future are likely to need to be more flexible and entrepreneurial in their attitudes. The research indicates that the education system needs a greater capacity for innovation and creativity, in relation to facilitating the experience of risk and failure for students, in order to develop those flexible and entrepreneurial attitudes.
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Roberts, Kathleen. "The Meaning Making That Leads to Social Entrepreneurial Action." Antioch University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1323395903.
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Ismail, Annafatmawaty B. "We are different : a case study of entrepreneurship education in Malaysia." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/102894/1/Annafatmawaty%20Binti_Ismail_Thesis.pdf.
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In this thesis the aim is to question the extent to which different pedagogies used in teaching entrepreneurship education influence individual skill development, and how this translates into a likelihood of entrepreneurial intention. A quasi-experimental design and analysis of interview data, shows that although a student-centered approach is widely accepted practice in western education, a teacher-centered approach is more effective in Malaysia due to the system of collective culturally based education.
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Duwe, Astrid, and Durán Lisa Johansson. "Entreprenöriellt lärande i moderna språk : - möjligheter och hinder." Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-15722.
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Den nya läroplanen för grundskolan 2011 uppmanar alla lärare i den svenska skolan att stärka ett entreprenöriellt förhållningssätt hos eleverna. Enligt regeringens Strategi för entreprenörskap inom utbildningsområdet ska entreprenörskap löpa som en röd tråd genom hela skolan. Medan en del forskning är gjord på gymnasienivå och utifrån ett elevperspektiv så finns det dock i dagsläget relativt få undersökningar angående grundskolan och lärarnas perspektiv. Förutsättningarna för införandet av entreprenöriellt lärande är oklara. En viktig förutsättning är dock att lärarna är bekanta med begrepp som entreprenörskap och entreprenöriellt lärande. Studien syftar till att undersöka hur lärare i moderna språk uppfattar begreppet entreprenöriellt lärande, och vilka möjligheter och hinder de ser med att tillämpa entreprenöriella arbetsformer i språkundervisningen. Genom kvalitativa intervjuer undersöks hur sju lärare i moderna språk med olika uppfattningar resonerar kring entreprenöriellt lärande i sina ämnen. Lärarna finner det viktigt att utveckla egenskaper hos elever såsom att våga, förmågan att ta initiativ och omsätta idéer till handlingar men de ser sig också ställda inför en del svårigheter med att tillämpa de nya metoderna. Ett intressant utfall var att lärarnas uppfattning av sina förutsättningar hänger ihop väldigt starkt med deras uppfattning av och förhållningssätt till EL. Studien visar att det krävs större satsningar och framförallt mer forskning och beprövad erfarenhet inom fältet.The new curriculum for primary education 2011 calls on all teachers in Swedish schools to strengthen an entrepreneurial attitude in students. According to the government's Strategy for entrepreneurship in education, entrepreneurship should permeate the whole school system. While some research has been done at secondary level and from a student perspective, relatively few studies have investigated the issue from a teachers' perspective and at primary level. The prerequisites for the introduction of entrepreneurial learning are somewhat unclear. An important condition is, however, that teachers are familiar with concepts such as entrepreneurship and entrepreneurial learning. This study aims to examine how teachers of modern languages perceive the concept of entrepreneurial learning, and what opportunities and obstacles they see to the application of entrepreneurial work in language teaching. By using qualitative interviews, the study investigates how seven teachers of modern languages with different experiences of the methods reason about enterprise learning in their subjects. The teachers find it important to help their students develop such characteristics as daring, the ability to take initiatives and turn their ideas into actions, but they also find themselves facing some difficulties in applying the new methods. An interesting outcome was that the teachers’ perceptions of their conditions are closely connected to their perceptions of and attitudes towards enterprise learning. The study shows that greater efforts and most importantly, more research and documented experience is needed in the field.
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Gregory, Julie Caroline. "Worshipping with the wealth creationists : co-constructing meaning and purpose through entrepreneurship education." Thesis, University of Hertfordshire, 2016. http://hdl.handle.net/2299/17210.
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A dynamic movement known as wealth creation education attracts many thousands of people seeking education for the vocation of an entrepreneur in the UK. Entrepreneurship education in these collectives includes venturing know-how but also co-constructs existential meaning and purpose for adherents, a role traditionally fulfilled by religion. This emergent sectarian movement is identified as wealth creationism. Led by charismatic entrepreneurs this newly identified research domain represents rich opportunities to study entrepreneurs in naturally arising settings, but has been neglected and understudied. While publicly subsidised educational support for small-business owners has suffered from low uptake, this study provides new knowledge about the kind of education that is engaged with in large numbers, despite being more expensive. This inquiry critically examines the attraction of these educational collectives and evaluates the social processes of eight wealth creation education providers in England. Teaching content and methods were also investigated. This qualitative study takes an interpreted approach through a social constructionism perspective. Using grounded theory methodology the providers were initially researched through participative observation in the educational settings followed by theoretically sampling data with various collection methods. Interdisciplinary theories, including the sociology of religion, accounted for findings, which were analysed at the meso-group level. The movement teaches entrepreneurship know-how and 'mindset' - ways of thinking and being. Insulating directives of behaviour and the construction of stigmatised out-groups maintain social boundaries. Employing similar narrative features and resources as religious sects, the socially constructed co-extensive nomos and cosmos privileges esoteric knowledge and is closely identified with modern Gnosticism. Participants do not acknowledge religious interpretations of their activities, yet three North American authors provide plausible canonical works that legitimise the movement. Wealth Creationists display entrepreneurial chauvinism, which equates employment with bondage, viewing the employed as slaves. Adherents choose educators with perceived entrepreneurial credibility to lead them on a purposeful mission for the type of knowledge that promises emancipation. This study is significant for both researchers of entrepreneurs and the sociology of religion. It offers participating entrepreneurs critical insights into the charismatic settings, which can be both enabling and disabling for venturing. This study has implications for academics engaged in outreach to small-business owners who may learn from the marketing tactics of these groups, although academics may still lack perceived credibility. Insights into business group formation will be of interest to business group researchers. A map of educational provision may interest researchers and educators of small and microbusiness owners, and those from the fields of entrepreneurial learning.
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Tolentino, Laramie. "Bending with the Wind: An Integrative Process Model of Career Adaptation." Phd thesis, 2015. http://hdl.handle.net/1885/104119.
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Guided by the Career Construction Theory (CCT; Savickas, 2013),
this program of research examined an integrative process model of
career adaptation and provided construct validity evidence for
the career adaptability measure (i.e., Career Adapt-Abilities
Scale). Three empirical studies were carried out to clarify the
relationships between adaptivity, adaptability, and adaptation
outcomes across career stages and contexts. These studies offer
empirical groundwork to test the theoretical assertions of CCT.
Furthermore, it elaborates the existing nomological network of
career adaptability by investigating its dispositional
antecedents, socio-cognitive mechanism, and career success
outcomes. Altogether, the current research aims to explicate how
individuals enact their careers while successfully adjusting to
changing work demands and conditions.
The primary objective of empirical paper 1 was to examine the
dispositional antecedents of career adaptability and provide
factorial and convergent validity evidence for the Career
Adapt-Abilities Scale (CAAS) among Australian university students
(N = 555). Path analysis was performed to test the relationship
between proactive personality, learning goal orientation, career
optimism, and career adaptability. The hypothesized relationships
were supported. Results also confirmed the factorial and
convergent validity of CAAS and it demonstrated internal
consistency over a 4-week interval between measurements.
To further provide validity evidence and extend the CCT model in
the entrepreneurial career context, empirical paper 2 examined
the outcomes of career adaptability using a sample of Serbian
business students (N = 380). Results supported the moderated
mediation model and as predicted: (a) career adaptability was
positively associated with entrepreneurial intentions and (b) the
mediated relationship between career adaptability and
entrepreneurial intentions via entrepreneurial self-efficacy was
stronger for individuals with prior exposure to family business.
Once again, the results demonstrated evidence for internal
consistency and construct validity of CAAS.
Finally, empirical paper 3 examined the overall model of
successful career adaptation by investigating the relationship
between adaptivity (e.g., tenacious goal pursuit and flexible
goal adjustment) and career success outcomes (e.g., career
satisfaction and promotability) via career adaptability. It also
tested the validity and psychometric utility of CAAS in a
non-Western and developing economy context. Results demonstrated
evidence for internal consistency and convergent validity of CAAS
in a sample of Filipino university students (N = 289) and working
adults (N = 495). Furthermore, the proposed mediated model was
supported and as predicted: (a) tenacious goal pursuit and
flexible goal adjustment was positively associated with career
adaptability, (b) career adaptability was positively associated
with career success outcomes, and (c) tenacious goal pursuit and
flexible goal adjustment was indirectly related to career success
outcomes via career adaptability.
Taken together, the present research was able to bring robust
contributions to further our understanding of career
adaptability. First, it substantiated the psychometric utility
and construct validity of the CAAS across career stages and
contexts over a period a time. As a whole, the empirical studies
shed light on how individuals, in both organizational and
entrepreneurial career pathways, use their self-regulation
resources to successfully navigate through transitions in an
increasingly complex career landscape. Theoretical and practical
implications, and research directions are provided.
Books on the topic "Entrepreneurial learning theory"
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Archibald, Robert B. Technological Threat. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190251918.003.0008.
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This chapter explores the rapid growth of online education. It evaluates the likelihood that distance learning will break the rise in college cost and disrupt the traditional model of campus-based programming. There are many ways that the rapid entrepreneurial development of digital learning can change how higher education is provided, and there are many ways that online education may work in the labor market of the future. Although digital techniques will continue to improve and develop, this chapter does not forecast an upheaval in the way higher education is delivered to students in the traditional age range of eighteen to twenty-four. Online education will continue to expand the opportunities for older and returning students, while traditional campus-based programming will continue to offer the best alternative for younger first-time students.
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Vieira, Kate. Writing for Love and Money. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190877316.001.0001.
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This book tells the story of how families separated across borders write—and learn new ways of writing—in pursuit of both love and money. Over the past decades, global economic inequality has continued to promote the growth of labor migration. According to the UN, 244 million people currently live outside the countries of their birth. The human drama behind these numbers is that labor migration often separates parents from children, brothers from sisters, lovers from each other. Migration, undertaken in response to problems of the pocketbook, also poses problems for the heart. Based on field research and interviews with transnational families in Latin America (Brazil), Eastern Europe (Latvia), and North America (United States), Writing for Love and Money: How Migration Drives Literacy Learning in Transnational Families shows how families separated across borders turn to writing to address these problems. They are writing to sustain meaningful relationships across distance and to better their often impoverished circumstances. The book reveals that, despite policymakers’ concerns about brain drain, immigrants’ departures do not leave their homelands wholly educationally hobbled. Instead migration promotes experiences of literacy learning in transnational families as they write to reach the two life goals that globalization consistently threatens: economic solvency and familial intimacy. The book thus shows how migration itself can be a source of technologically savvy, emotionally attuned, globally conscious, and entrepreneurial literacy learning.
Book chapters on the topic "Entrepreneurial learning theory"
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Shepherd, Dean A., and Holger Patzelt. "A Lean Framework for Starting a New Venture." In Entrepreneurial Strategy, 51–71. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78935-0_3.
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AbstractThe lean startup framework is one of the most popular contributions in the practitioner-oriented entrepreneurship literature. This chapter builds on a recent paper (Shepherd & Gruber in Entrepreneurship Theory and Practice. 10.1177/1042258719899415, 2020) to highlight new insights into how new ventures are started based on the lean startup framework. Specifically, we describe the origin of the lean startup framework and its five main building blocks—(1) identifying and evaluating market opportunities in startups, (2) designing business models, (3) engaging in validated learning (including customer development), (4) building minimum viable products, and (5) learning whether to persevere with or pivot from the current course of action. We organize these building blocks into a framework suggesting how considering the contextual characteristics of and the interdependencies between the building blocks can enrich our understanding of using the lean startup framework to start a new venture.
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Smith, Judith, Leoni Russell, Martin Bliemel, Tim Donnet, Ruari Elkington, and Ingrid Larkin. "Developing university learners' enterprise capabilities through entrepreneurial work-integrated learning." In Advances in Research, Theory and Practice in Work-Integrated Learning, 145–56. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003021049-17.
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Rosenow-Gerhard, Joy. "Entrepreneurial Learning. Learning Processes Within a Social Innovation Lab Through the Lens of Illeris Learning Theory." In Current Practices in Workplace and Organizational Learning, 119–35. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85060-9_8.
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Hölzner, Heike Marita, and Jantje Halberstadt. "Challenge-based Learning: How to Support the Development of an Entrepreneurial Mindset." In Transforming Entrepreneurship Education, 23–36. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11578-3_2.
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AbstractAn entrepreneurial mindset is a special attitude or cognitive pattern enabling people to recognize opportunities in changes, and act in uncertain environments and without regard to the resources that are currently under their control. People with an entrepreneurial mindset actively shape their own future and our society. Fostering an entrepreneurial mindset is therefore not only relevant for the education of future founders; it is the key to harnessing the opportunities of technological development in such a way that we change our society for the better. This chapter discusses the significance, antecedents, and elements of an entrepreneurial mindset, and explores which didactic methods can be used to promote it in higher education. The authors describe their own experiences with the method of challenge-based learning, a further permutation of experiential learning that supports the development of an entrepreneurial mindset. The benefits of the approach will be discussed in the context of related educational theory and educational psychology to show that challenge-based learning can lead to innovative formats and can also be integrated into traditional settings, including courses that are not related to entrepreneurship at all.
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Vaiciukynaite, Egle, Orsolya Ihasz, Sergey Portyanko, and Shailendra Vyakarnam. "Transforming a Highly Tactile Entrepreneurship Course “Ideas to Innovation” to an Entirely Online Delivery Model: Lessons for Theory and Practice." In FGF Studies in Small Business and Entrepreneurship, 131–62. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11371-0_7.
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AbstractRecent changes in education due to COVID-19 required a shift from classroom to online delivery. This chapter illustrates how a highly complex training program, Ideas to Innovation (i2i), responded to this challenge. i2i is based on experiential learning including a variety of activities carried out both in large and small groups with the intention to raise delegates’ entrepreneurial self-efficacy. In this case study, we illustrate the process by which the program was delivered online for the first time since its existence and how the online delivery of an entrepreneurial program contributed to participants raised level of entrepreneurial intent. We took a qualitative approach by conducting structured (written) and semi-structured interviews with participants. We triangulated the data with insights and reflections of the facilitators engaged in the online delivery. The findings indicate that even when i2i is delivered online, it raised participants’ level of entrepreneurial intent. We also found that digital interaction and collaboration among participants and facilitators on various platforms promoted the development of an entrepreneurial mindset. By highlighting this change in delivery and design, we contribute to the ongoing debate of digitally supported education for entrepreneurship and provide insights to redesign entrepreneurial training programs.
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Hjalmarsson, Dan. "Building Local Innovation Support Systems: Theory and Practice." In International Studies in Entrepreneurship, 95–109. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94273-1_6.
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AbstractInterest in innovation as a way of meeting societal challenges is increasing. Interest in different types of public innovation support is therefore increasing as well. Umeå University has many years of experience in developing and operating a well-functioning innovation support system. A common theme is to offer project owners creative arenas as context for entrepreneurial judgments and assessments during the various steps of the innovation process. Improved program theories are needed to enable evaluations that provide feedback, learning, and accountability.
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Lepik, Katri-Liis, and Audronė Urmanavičienė. "The Role of Higher Education Institutions in Development of Social Entrepreneurship: The Case of Tallinn University Social Entrepreneurship Study Program, Estonia." In Innovation, Technology, and Knowledge Management, 129–51. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-84044-0_7.
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AbstractThe purpose of this chapter is to introduce a higher education social enterprise program and explore how it is shaping the field of social entrepreneurship. Social enterprise related university programs are an emerging trend. Entrepreneurial university theory and ecosystem framework are used to illustrate how the university social enterprise program, in turn, develops the field of social entrepreneurship. An example of an existing social enterprise program is discussed to highlight how it can be designed. Cases of social enterprises emerged as the result of the program are used to outline the different impacts that such support to social entrepreneurship might have. The research chapter reveals the multi-dimensional nature of the social enterprise program and its impact on students establishing their own social enterprises. It suggests that the incubation and other support activities should expand beyond the university program including a variety of network partners. The chapter provides empirical evidence of social enterprise development in a higher education institution and contributes to the global body of knowledge about fostering social enterprise development. As the provision of social entrepreneurship education is new in Estonia and the discussions on social enterprises are premature, the number of social entrepreneurship development partners is limited and hence the empirical data is currently scarce. The journey towards an entrepreneurial university is limited due to the lack of legal support and suitable infrastructure which would enhance project-based learning, support ‘spin-offs’ and patenting and rather engenders a more traditional academic learning environment.
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Shepherd, Dean A., Vinit Parida, and Joakim Wincent. "Making Do with the Resources at Hand to Improve One’s Life and Others’ Lives." In Entrepreneurial Responses to Chronic Adversity, 1–28. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04884-5_1.
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AbstractThis chapter—“Making Do with the Resources at Hand to Improve One’s Life and Others’ Lives”—highlights the bright side of entrepreneurial action in response to chronic adversity. In this chapter, we discuss how most prior research has emphasized the importance of slack resources to explain creativity, innovation, and entrepreneurship. However, scholars have tended to under-emphasize the role of necessity in generating innovations and to over-emphasize the firm level of analysis when investigating value creation and capture. To add more balance to this discussion, in this chapter, we detail a study on problem solvers in an extremely resource-poor environment in rural India and the creative process they engage in to overcome their chronic adversity. This creative problem-solving process, known locally as jugaad, relies on individuals’ assertive defiance to engage in trial-and-error experiential learning so they can recombine at-hand resources for new purposes to devise frugal quick-fix solutions. By exploring this creative problem-solving process in a resource-poor environment, we provide new insights into the entrepreneurial responses of those confronting chronic adversity. Moreover, we describe why these entrepreneurial responses are unlikely to be sources of competitive advantage for firms but instead serve as sources of inclusive growth in the form of enhanced well-being for the respective entrepreneurs and their communities.
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Schank, Christoph, and Jantje Halberstadt. "Teaching Transformative Service Learning." In Transforming Entrepreneurship Education, 3–21. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11578-3_1.
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AbstractService learning describes an increasingly established form of teaching and learning at universities combining academic learning with real-world problem solving. While traditional approaches work within existing social systems and, in the worst case, reproduce and perpetuate social problems, critical and transformative approaches aim at systemic changes in social practice, while showing their potential to address sustainability entrepreneurial competences that are key for (future) agents of transformation. This understanding of service learning challenges students and lecturers, and requires a structured, well-thought-out pathway. Our chapter introduces transformative service learning as a promising approach for entrepreneurship (oriented) education. The argumentation for it is competence-oriented while focusing on the abilities that can promote sustainable development. In addition, the chapter addresses the role of the lecturer, which to date has been rarely and very unsystematically examined. The paper also proposes the specific service learning IOOI tool that aims to support lecturers, especially in the early stages of service learning courses, and help streamline programs.
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Krebs, Kristin, Christine Volkmann, and Marc Grünhagen. "Cultivating the Impact of Sustainable Entrepreneurship: A Discussion of Upscaling Approaches in Entrepreneurial Ecosystems." In FGF Studies in Small Business and Entrepreneurship, 241–64. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11371-0_11.
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AbstractThere is substantial knowledge about the peculiarities of founding entrepreneurial ventures in general. However, comparatively little is known so far about the characteristics of establishing sustainable ventures aiming at solving ecological or social problems in society. It is particularly uncertain how sustainable entrepreneurs could attain a successful upscaling of their venture ideas to expand their impact from a local niche at origin towards reaching broader society-wide impact. At this junction between local niche and the wider societal regime or landscape level, entrepreneurial ecosystems may play a key role in providing instrumental support for sustainable ventures. Entrepreneurial ecosystems offer initial support in the formation of new sustainable ventures but, also later, helping sustainable entrepreneurs in the upscaling of their sustainable venture ideas. In this chapter, we explore how entrepreneurial ecosystems could support the expansion of sustainable ventures and help overcome the barriers and dilemmas for successful sustainability upscaling.The conceptual chapter discusses selected issues in the upscaling of sustainable ventures in the ecosystem context alongside typical barriers and dilemmas in sustainability upscaling. The contribution attempted in this chapter is to build a bridge between the literature strand on upscaling within sustainable innovation and the discussion of supportive ecosystems in the field of entrepreneurship. For example, we address the composition of ecosystem stakeholders and the importance of keeping a shared sustainability orientation in the ecosystem while integrating diverse stakeholders who provide resources for the upscaling process. The discussion in this chapter is based on reviewing recent literature on the upscaling phenomenon in sustainable innovation as well as on entrepreneurial ecosystems and sustainable entrepreneurship. In particular, we suggest that upscaling in entrepreneurial ecosystems may be understood as an open-ended evolutionary process, with ecosystem networks and stakeholder collaboration providing stable spaces for reflexive discourse and learning.
Conference papers on the topic "Entrepreneurial learning theory"
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"Action Learning Entrepreneurship Regulation Theory: Providing Answers and Imagination to (Self)Regulate Entrepreneurial-Learning." In 12th European Conference on Game Based Learning. ACPI, 2019. http://dx.doi.org/10.34190/gbl.19.022.
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Kmecová, Iveta. "CONNECTION THEORY AND PRACTICE TO THE TEACHING OF SUBJECTS THAT PROMOTE ENTREPRENEURIAL COMPETENCIES." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0526.
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O’Driscoll, Josh. "Re-shaping Irish universities: The application of Self-Determination Theory to an entrepreneurial education policy." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.29.
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“Entrepreneurs are heroes in our society. They fail for the rest of us….. Courage (risk taking) is the highest virtue. We need entrepreneurs.”Nassim Taleb (2018: p36 & p189) – Skin in the Game: Hidden Asymmetries in Daily Life. Drucker (1985) states that entrepreneurship is neither a science nor an art, but a practice. Therefore, this paper works with the assumption that entrepreneurship can be nurtured. The skills and competencies that a deeper learning around entrepreneurship can bring has the potential to make all students more creative individuals. Unfortunately, according to Eurostat (2019), Ireland is one of the worst countries in Europe for start-ups, lagging behind the E.U. average. Additionally, Entrepreneurship Education at School in Europe (2015) found that Ireland was the country with the lowest percentage of young people that have started their own business. Is our education system failing to equip our youth with skills and competences needed for entrepreneurship? If this is the case, Ireland needs to implement a policy that can change this, before Ireland becomes even more dependent on multinational/foreign companies for economic growth and employment. Other countries have shown that learning “for” and “about” entrepreneurship can bring many more benefits than just business formation ideas (Bager, 2011; EU Expert Group, 2008). Even if one does not value entrepreneurship, or has no interest in being an entrepreneur, the skills and competences learned will help every individual, regardless of their career choice. This paper argues that introducing an entrepreneurial education policy in Ireland could reap massive benefits moving forward. This paper aims to carry out three tasks: 1. To outline an entrepreneurial and enterprise education policy that increases students’ autonomy of their own learning experiences. 2. To present a convincing argument of why Ireland should implement this policy moving forward. 3. Recommend plausible and practical actions in order to implement such a policy in Ireland. This paper is structured as follows: the theory section outlines the Self-Determination Theory that serves as the theoretical backbone for this argument. Evidence of Good Practise presents evidence to back up the need for such a policy and possible solutions towards the improvement of entrepreneurship education. This will build on the theory presented in the Method Section. Conclusions summarises the argument presented and highlights future lines of research.
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GUO, YAN, LIAN ZHANG, JING YANG, and XIAO-QIAN HU. "THE REFORM AND EXPLORATION OF MICROCONTROLLER CURRICULUM SYSTEM COMBINING THEORY TEACHING WITH EXPERIMENT AND PRACTICE TEACHING." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35684.
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In view of the paper, combining with the institutions of higher learning the electricity class, specialized single-chip computer technology course teaching reform and practice of cultivating students' innovative entrepreneurial ability of the new course teaching system, effectively the organic combination of classroom teaching, experiment teaching and training, outstanding teaching feedback function, to realize the integration of teaching, experiment and competition teaching mode. This can not only improve the teaching quality of SCM course, but also cultivate students' engineering practice ability.
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de Krosse, Luc E. P. T. "Learning entrepreneurship by entrepreneurial learning?" In 18th Annual High Technology Small Firms Conference, HTSF 2010. University of Twente, 2010. http://dx.doi.org/10.3990/2.268476198.
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That entrepreneurship and entrepreneurial education is a relevant topic nowadays is evident (van Praag, 2006; van der Sluis, 2007; The Oslo Agenda for Entrepreneurship Education in Europe, 2006). This is confrontating universities of applied sciences in the Netherlands with a great challenge, namely to educate more and better entrepreneurs. Main goal of universities of applied sciences is to prepare students to become successful in their profession. Specific for entrepreneurial education programmes we can state that it is their purpose to prepare students to become successful entrepreneurs. From literature it seems that motives and competencies are the most important objectives for educators to focus upon. But are they achieving these goals? Are students, after attending an entrepreneurial education program, more motivated to become entrepreneurs and are they more competent to become successful than before? This research intends to answer the questions whether there is an effect on the development of relevant motives and competencies, whether there is an influence of the learning environment on these effects and whether there are certain causes for the reason that one program has minimum or no effects and other programs have greater effects. For answering these questions every entrepreneurial program will be positioned in a didactic model and all students of the entrepreneurial programs will be asked to make a selfassessment before and after attending the program. After this it should be clear what kind of educational programs are more effective than others. For answering the final question, which are the causes of the differences in effects of the different kinds of program, it will be necessary to interview the responsible developers and teachers.
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Mynderse, James A., Jeffrey N. Shelton, and Andrew L. Gerhart. "Entrepreneurially Minded Learning in a Semester-Long Senior/Graduate Mechatronic Design Project." In ASME 2017 Dynamic Systems and Control Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/dscc2017-5127.
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This paper describes ongoing progress in facilitating entrepreneurially minded learning through modifications to an existing senior/graduate level mechatronic design course. The semester-long design experience incorporates a prompted real-world problem intended to motivate the design and construction of a fully autonomous robotic vehicle. Introductory lectures and structured laboratory exercises are provided during the first half of the semester, while the remaining half-semester is allocated to team-based robot design and fabrication. Existing problem-based learning activities have been altered to increase student awareness of economic factors, encourage communication of project issues in economic terms, and promote customer engagement. To this end, project assignments were recast as business problems, with an increased emphasis on prototype and operating costs. Additionally, a customer (represented by the instructor) was created to engage with students. Project success has been indirectly assessed by surveying students as to how their actions align with characteristic entrepreneurial behaviors identified by the Kern Entrepreneurial Engineering Network (KEEN).
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Persadie, Natalie, Nadine Sangster, Aaron Ameerali, Dinesh Soodeen, Aatma Maharajh, and Aneil Ramkhalawan. "INTEGRATED APPROACH TO MASTERS PROGRAMME DELIVERY IN MANUFACTURING AND DESIGN ENGINEERING AT UTT." In International Conference on Emerging Trends in Engineering & Technology (IConETech-2020). Faculty of Engineering, The University of the West Indies, St. Augustine, 2020. http://dx.doi.org/10.47412/luef1120.
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Translating theory into practice at the university level is easier said than done. Students often tend to experience difficulty in the application of knowledge learnt, as they seem to be accustomed to learning theory by rote and simply repeating it for the purpose of assessments. A somewhat different approach has been taken by the Design and Manufacturing Engineering (DME) Unit at the University of Trinidad and Tobago. In its BASc and MSc offerings, the DME Unit has made the application of knowledge learnt in the various courses offered a key feature of its programmes. The focus of this paper will be on the MSc programmes offered by the Unit. The DME Unit currently offers two Masters programmes, one which focuses on management (Innovation, Manufacturing Management and Entrepreneurship – IMME) and another which focuses on design (Innovative Design and Entrepreneurship – IDE). These programmes are designed with a view to achieving several outcomes, including fostering the entrepreneurial spirit of students with the intention that they will start businesses at the end of their course of study, thereby commercialising any product or service they develop during the programme; developing their management capabilities, which prepares them for higher level positions and responsibilities at their places of work; immersing students into real-time, problem-based scenarios at companies over the period of a semester to allow them to act as consultants in a work environment different to their own; and nurturing their engineering design capabilities for new product development, with the intention that any such design produced will eventually be commercialised. In light of these outcomes, both programmes share common features in the courses that are covered. Such courses focus on management, entrepreneurship, business development and industry immersion. This paper will highlight the successes of this approach in both programmes.
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"Learning Entrepreneurship through Virtual Multicultural Teamwork." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4364.
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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: This paper explores the benefits and challenges of experiencing virtual multi-cultural teamwork in order to learn entrepreneurship. Background: Entrepreneurial eco-system usually requires working in international, virtual multi-cultural diverse teams. Higher education institutes are trying to educate future generation of entrepreneurs, coping with challenges derived from the virtual work and cultural diversity. Prior research shows that traditional learning is not effective for entrepreneurial education. Methodology: An explorative study was conducted based on the BIPA project, a Bavarian (German)-Israeli Partnership Accelerator, which was held four times between 2015 and 2017. The project aims to experience entrepreneurial virtual multicultural teamwork via co-creation of tailored-solutions for challenges of German or Israeli corporates. Retrospective interviews with participants were held after finishing their mission, and analyzed. Contribution: This research contributes to the body of knowledge about multicultural diverse participants in virtual entrepreneurial environments, in order to work together. This situation raises new challenges, due to the combination of multicultural teamwork and the use of virtual communication. Findings: The multicultural teamwork was a trigger to participate, specifically in the con-text of entrepreneurship studies with those two cultures, German and Israeli, which were found by participants as complementary, stimulating and fruitful, although challenging. Through experience, participants improved their entrepreneurial skills and mindset. The major teamwork challenges that were found included conflicts concerning free-riding, as well as communication challenges, due to virtual, language and cultural communication competencies. Recommendations for Practitioners: At a practical level, results can be useful for global companies, showing the benefits of virtual teamwork of employees in different locations, both in terms of reducing expenses and improving innovation. Moreover, managers can motivate employees by highlighting personal benefits, such as cultural awareness and improving their entrepreneurial skills and mindset. In addition, faculty may use this kind of experience to enhance entrepreneurial learning skills and mindset. Recommendations for Researchers : At the theoretical level, this research advances the body of knowledge of entrepreneurial multicultural teamwork in a virtual environment. In this research, the teams worked for a short time together (14 weeks) and had a week of face-to-face interaction with their team members. It is recommended to examine long-term teamwork, and how it affects teamwork challenges, as well as entrepreneurial learning. This research found the combination of German-Israeli cultures as stimulating entrepreneurial teamwork. It is recommended to examine other cultural combinations in teams, in order to be able to generalize findings. Impact on Society: Understanding the needs, benefits, and challenges of entrepreneurial multicultural teams working in a virtual environment can be useful to current global entrepreneurial eco-system, which is commonly using this kind of teamwork. Future Research: This study included teams from two cultures: German and Israeli. Research must be expanded to different cultures and to groups compounded from more than two cultures. Moreover, the combination of virtual communication and face-to-face meetings in different milestones during the timeline of the teamwork must be further examined, especially in longer projects.
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Surcel (Georgescu), Antoaneta Roxana, and Constanța Popescu. "Development of the Entrepreneurial Spirit among Future Employees – Necessary Requirement for a Sustainable Local Development." In G.I.D.T.P. 2019 - Globalization, Innovation and Development, Trends and Prospects 2019. LUMEN Publishing, 2022. http://dx.doi.org/10.18662/lumproc/gidtp2022/23.
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The development of the entrepreneurial spirit among future employees is extremely important for a sustainable development. The creativity, the sense of initiative and the entrepreneurial spirit will help the current graduate, future employee, to develop their critical thinking, to be creative, innovate in their field of activity, be productive, flexible and autonomous and also capable to manage a project, within the limits of their skills. This research introduces the most important results concerning the entrepreneurial spirit among future employees for a better integration on the labor market and a significant contribution to the sustainable local development. The data were collected through a questionnaire applied on a representative sample of teachers in the pre-university education who carry out their activity in theoretical, technology and vocational high schools in the county. They served in outlining an overview on the impact that development of the entrepreneurial spirit has on the prospects of sustainable local development through current graduates, future employees. Regardless of their level of education, the teaching staff represents the main transmitter of training and development of the entrepreneurial spirit within the lifelong learning cycle.
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Megbowon, Soji, Esther Ajayi, Adewale Oseni, Iheanacho Metuonu, Amos Fatokun, and Tobiloba Emmanuel. "Promoting the Culture of Innovation and Entrepreneurship within the University Ecosystem through a University-Based Co-Creation Hub." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5376.
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Innovation and entrepreneurship are considered one of the most powerful driving forces for economic and social progress in our era. As a result, building a unique entrepreneurial ecosystem and transforming it into an “innovative and Entrepreneurial University” have become goals for many colleges and universities. // Innovation and Entrepreneurship are very important in Universities because they play an important role to increase entrepreneurial graduates of higher education. Global awareness of the importance of the role of entrepreneurship and innovation in the university ecosystem is in line with the growing awareness of higher education institutions, and universities, to walk the entrepreneurial path. This study aims to form an entrepreneurial university model using a systems approach, where the university should not carry its own burden in carrying out the responsibilities of a third mission to help accelerate community development. Going by the society we have found ourselves, we observed that there is a huge gap between the school curriculum and the marketplace demand. Most graduates in the marketplace are deficient in relevant knowledge, skills, and attitudes needed to solve critical problems in the workplace. // The rate and rapidity at which the African youth population has been growing are enormous and this has also been very challenging. On one side, it is enormous because if well harnessed, it could become a potential for improved African economy, production, and growth. To this end, youths could be considered Africa’s greatest asset. On the other hand, it is challenging as the resultant restiveness constitutes a threat in our universities, and unemployment fosters banditry and militancy. // In all advanced economies, Higher Education Institutions (HEI) are expected to play a vital role in encouraging innovation, entrepreneurship, and structural change. The expanding population shares the economic importance of knowledge-intensive active ties, digital transformation sweeping across all organizational borders of the globe, and the need to quickly forge efficient and innovative solutions to address pressing societal challenges, that is the demand to contribute more to innovation and to economic and societal change. // The world economic forum estimates that 15 to 20 million young people will join the African workforce every year for the next two decades. By 2030, Africa will be home to more than a quarter of the world’s population under 25, who will make up 60% of the continent’s total population. By then, 15% of the world’s working-age population will be in Africa. /
Reports on the topic "Entrepreneurial learning theory"
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Sanz, E., P. Alonso, B. Haidar, H. Ghaemi, and L. García. Key performance indicators (KPIs). Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.002.
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The project “Social network tools and procedures for developing entrepreneurial skills in PhD programmes” (prodPhD) aims to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies to be developed will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. However, the use of the output of the project will depend on the nature and profile of the research or scientific field. In this context, key performance indicators (KPIs) form the base on which the quality and scope of the methodologies developed in the project will be quantified and benchmarked. The project’s final product will be an online tool that higher education students can use to learn entrepreneurship from a social network perspective. Performance measurement is one of the first steps of any project and involves the choice and use of indicators to measure the effectiveness and success of the project’s methods and results. All the KPIs have been selected according to criteria of relevance, measurability, reliability, and adequacy, and they cover the process, dissemination methods, and overall quality of the project. In this document, each KPI is defined together with the units and instruments for measuring it. In the case of qualitative KPIs, five-level Likert scales are defined to improve indicator measurability and reliability. The KPIs for prodPhD are divided into three main dimensions, depending on the stage of the project they evaluate. The three main dimensions are performance and development (which are highly related to the project’s process), dissemination and impact (which are more closely correlated with the project’s output), and overall project quality. Different sources (i.e., European projects and papers) have been drawn upon to define a set of 51 KPIs classified into six categories, according to the project phase they aim to evaluate. An Excel tool has been developed that collects all the KPIs analysed in the production of this document. This tool is shared in the Scipedia repository.