Entrepreneurial Learning. Learning Processes Within a Social Innovation Lab Through the Lens of Illeris Learning Theory

2021 ◽  
pp. 119-135
Author(s):  
Joy Rosenow-Gerhard
Keyword(s):  
Learning Theory ◽  
Social Innovation ◽  
Learning Processes ◽  
Entrepreneurial Learning

scholarly journals Explorative healthy aging approaches fostering social innovation: thematizing life course narratives of older women participating in a documentary film

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Susie Riva-Mossman ◽  
Henk Verloo
Keyword(s):  
Older Women ◽  
Healthy Aging ◽  
Social Innovation ◽  
Well Being ◽  
Learning Processes ◽  
Exploratory Research ◽  
Relational Networks ◽  
Important Concern ◽  
The Social ◽  
Social Learning Processes

The transformative process of investigating life stories and their impact on healthy aging has only recently been explored. The relationship between hope and individual healthy aging strategies is still an under-researched area. This study contributes to filling the knowledgeability gap. The authors examine senior stories of hope and the experience of self-determination and well-being. The study documents the social learning processes of older people as they narratively search for solutions and imagine a hopeful future of healthy aging. A group of four older women participated in a semi-structured filmed interview, questioned by an academic expert. Healthy aging emerged as an important concern among all participants, confirming the need to actively learn how to age well. This exploratory research brought forth thematic clusters, orienting shared value solutions to demographic change. Qualitative research methods reinforce lifelong, collaborative learning processes that not only produce scientific literature, but also put in place relational networks that can grow and endure over time, generating social innovation. The film documented the role of hope and resilience in healthy aging.

Entrepreneurial learning dynamics in knowledge-intensive enterprises

2017 ◽  
Vol 23 (3) ◽  
pp. 366-380 ◽  
Author(s):  
Giustina Secundo ◽  
Giovanni Schiuma ◽  
Giuseppina Passiante
Keyword(s):  
Research Area ◽  
Learning Processes ◽  
Special Issue ◽  
Dynamic Learning ◽  
Learning Dynamics ◽  
Entrepreneurial Learning ◽  
Content Type ◽  
Strategic Renewal ◽  
Learning Research ◽  
Knowledge Intensive

Purpose The purpose of this paper is to present an overview of the articles presented in the special issue “Entrepreneurial learning dynamics in knowledge-intensive enterprises.” The special issue is inspired by recent research on entrepreneurial learning dynamics in knowledge-intensive enterprises literature. The aim is to extend and consolidate this emerging research area exploring entrepreneurship as a never-ending dynamic learning process, as well as, to cross-fertilize entrepreneurship and organizational learning studies. Design/methodology/approach The paper is based on a literature and published document review, experiential reflections and argument. Findings The paper reveals an integrative framework to highlight the breath of entrepreneurial learning research according to different level of analysis: the context where learning happen, the different typologies of entrepreneurial learning processes, the ontological levels at which learning can occur and the different typologies of entrepreneurial learners. Continuous learning processes allow entrepreneurs to develop and grow, as well as, enable knowledge-intensive enterprises to engage in strategic renewal processes. Research limitations/implications Although, entrepreneurial learning research so far has focused on applying existing theories in the entrepreneurial context, more research is needed to broaden the perspective and understanding how entrepreneurial learning can help to face key entrepreneurship’s challenges in different context. Originality/value The paper presents an holistic approach of current entrepreneurial learning research and encourages researchers to explore how different learning types come into play in different entrepreneurial contexts (start-up initiatives, strategic renewal in incumbent enterprises, ventures development and growth).

Students' Creativity and Entrepreneurial Learning for Developing Corporate Entrepreneurship

2017 ◽  
pp. 89-116
Author(s):  
Giustina Secundo ◽  
Pasquale Del Vecchio ◽  
Giuseppina Passiante ◽  
Mirco Paoletto
Keyword(s):  
University Students ◽  
Corporate Entrepreneurship ◽  
Learning Processes ◽  
Entrepreneurial Learning ◽  
Italian Association ◽  
Entrepreneurship Development ◽  
University Colleges ◽  
The University

The chapter aims to contribute at the discussion on the role of creativity in sustaining corporate entrepreneurship development by focusing on entrepreneurial learning in the context of incumbent enterprises. Empirical evidences coming from the case study of “Mimprendo” project (www.mimprendo.it), an initiative promoted by the Italian Conference of the University Colleges and the Italian Association of Young Entrepreneurs, are presented. Findings provides insights about the collaborative entrepreneurial learning as happening in the community composed by University students, entrepreneurs, and researchers to solve relevant managerial and entrepreneurial innovation's needs. Those evidences are at the basis of an integrated framework aimed to provide a coherent and a systematic view on the collaborative entrepreneurial learning processes to nurture, select, and implement creative ideas of universities students for sustaining the corporate entrepreneurship in incumbent companies.

scholarly journals Fenomena Model Kepimimpinan Dalam Memupuk Bakat Wira Usaha Pada Karyawan

2019 ◽  
Vol 3 (2) ◽  
pp. 151-159
Author(s):  
Futum Hubaib
Keyword(s):  
Natural Resources ◽  
Leadership Style ◽  
Phenomenological Study ◽  
Social Values ◽  
Talent Development ◽  
Transformation Process ◽  
Learning Processes ◽  
Economic Welfare ◽  
Entrepreneurial Learning ◽  
Study Approach

Penelitian ini menelaah tentang  pergeseran nilai dari proses transformasi yang sekarang menekan Pendidikan dan pembelajaran tidak hanya menyediakan kapasitas penilaian dan pemahaman, tetapi juga dibimbing untuk membangun sistem proses pembelajaran kewirausahaan. dari dasar ini perlu untuk mewujudkan nilai-nilai sikap yang harus diterapkan dalam membangun Kepemimpinan dalam Pengembangan Bakat Kewirausahaan. masalah dan tuntutan masa depan sangat sensitif terhadap nilai-nilai sosial dan kesejahteraan ekonomi sementara pekerjaan dan sumber daya alam terus menurun. Langkah-langkah yang cermat diperlukan dalam membangun gaya kepemimpinan dalam mengembangkan bahan bakar kewirausahaan. Penelitian pada jenis kualitatif dengan pendekatan studi fenomenologis penulis berlaku untuk mendapatkan hasil penelitian yang cermat, karena pendekatan ini lebih diarahkan pada objek yang diteliti. Input dan inventarisasi data dari hasil pelaksanaan kegiatan lapangan (Wawancara), Dokumentasi dari responden atau informan yang diwawancarai di lapangan saat penelitian berlangsung .This study examines the shift in values from the transformation process that is now suppressing Education and learning not only providing assessment capacity and understanding, but also being guided to build a system of entrepreneurial learning processes. from this basis it is necessary to realize attitudinal values that must be applied in building Leadership in Entrepreneurship Talent Development. future problems and demands are very sensitive to social values and economic welfare while employment and natural resources continue to decline. Careful steps are needed in building a leadership style in developing entrepreneurial fuels. Research on qualitative types with the phenomenological study approach of the author applies to get the results of careful research, because this approach is more directed at the object under study. Input and inventory of data from the results of the implementation of field activities (interviews), documentation of respondents or informants interviewed in the field when the research took place    

scholarly journals Mutual Learning in Innovation and Co-Creation Processes: Integrating Technological and Social Innovation

2021 ◽  
Vol 6 ◽  
Author(s):  
Michael Kohlgrüber ◽  
Karina Maldonado-Mariscal ◽  
Antonius Schröder
Keyword(s):  
Social Innovation ◽  
New Technology ◽  
Innovation Process ◽  
User Involvement ◽  
Social Practices ◽  
End Users ◽  
Learning Processes ◽  
Process Technology ◽  
Mutual Learning ◽  
The People

New digital solutions are often lacking integration and acceptance by potential users. Therefore, only a small amount of innovative software solutions is really in use. The article describes a co-creation process by integrating end-users and relevant stakeholders right in the beginning in a social innovation process. Within this process, technology is seen as an enabler of innovation getting its relevance from new social practices of the people using it (e.g. working practices). Against the background of EU funded projects conducted by the authors (GT-VET, GREEN STAR, COCOP, and ROBOHARSH) the relevance of mutual learning processes of engineers / researchers / trainers on the one side and end-users / beneficiaries / learners on the other side will become evident. Moreover, new (digital and analogue) skills of employees have been identified as key for a successful digital transformation. Thereby, this article shows a twofold perspective on social innovation in education: new skills demands for employees and mutual learning processes of developers and users/stakeholders. To obtain needed skills, traditional innovation practices have to be changed by setting up a social innovation process. Such a process design has to include stakeholder and user involvement beyond pure feedback on a new technology. Co-creation means that experience, knowledge and ideas of users will be considered to ensure high usability and impact of the new technology framed by organisational and people related measures. In this respect, the innovation process and the innovation itself is much more than technological functionality–it is a contribution to new social practices and performances of the people that innovate and use the technology.

scholarly journals DESIGN AND DEVELOPMENT MULTIMEDIA LEARNING’S PHYSICS 1

2019 ◽  
pp. 108-123
Author(s):  
Norbaizura Nordin
Keyword(s):  
Diagnostic Test ◽  
Learning Theory ◽  
Teaching And Learning ◽  
Multimedia Learning ◽  
Learning Processes ◽  
Teaching Model ◽  
Problem Analysis ◽  
Design And Development ◽  
Learning Materials ◽  
Computer Equipment

The development of Newton's Law of Motion courseware multimedia is based on the problem analysis from the diagnostic test students enrolled in the course of Physics 1. This courseware is developed based on the ASSURE model by using computer equipment and authoring software: Macromedia Authorware 7.0, Macromedia Flash MX 2004 and Abode Photoshop 6.5. The design of this courseware is based on Gagne’s teaching model and learning theory: Behaviorism, Cognitive, and Constructivism. The findings of the development multimedia courseware are discussed in terms of design for teaching and learning Physics 1. The study of design and development of multimedia courseware is important in order to improve the effectiveness of teaching and learning processes as well as to increase the collection of multimedia learning materials.

scholarly journals Examining the perceived value of extracurricular enterprise activities in relation to entrepreneurial learning processes

2020 ◽  
Vol 27 (7) ◽  
pp. 1085-1105
Author(s):  
Sarah Preedy ◽  
Paul Jones ◽  
Gideon Maas ◽  
Hilary Duckett
Keyword(s):  
Extracurricular Activities ◽  
Perceived Value ◽  
Learning Opportunities ◽  
Learning Processes ◽  
Learning Theories ◽  
Self Directed Learning ◽  
Entrepreneurial Learning ◽  
Content Type ◽  
Learning Capabilities ◽  
Directed Learning

PurposeThis study contributes towards increased understanding of the perceived value of extracurricular enterprise activities from an entrepreneurial learning perspective. Past decades have witnessed a global increase in the provision of enterprise and entrepreneurship education alongside a growing suite of extracurricular enterprise activities. However, there is a paucity of research examining how entrepreneurial learning might be understood in the context of these activities.Design/methodology/approachThe study draws on an empirical study of student and educator participants across 24 United Kingdom (UK) universities using semi-structured surveys and in-depth interviews. Three main learning theories drawn from the entrepreneurial learning literature: experiential, social and self-directed learning provided a conceptual framework to frame the research phenomenon.FindingsFindings posit that extracurricular enterprise activities provide perceived value in the experiential and social learning opportunities afforded for students. However, these activities are restricted in enabling the experiential learning cycle to be completed due to limited reflection opportunities. Positioning these extracurricular activities outside the main curriculum also empowers participants to self-direct aspects of their learning and develop their autonomous learning capabilities.Originality/valueThe existing literature focusses upon the entrepreneurial learning processes of established entrepreneurs rather than latent and nascent entrepreneurs within a higher education (HE) setting. The limited literature examining HE entrepreneurial learning does so by concentrating upon entrepreneurial learning resulting from in-curricular activities. This study offers novel insights into students’ entrepreneurial learning processes, highlighting the importance of experiential, social and self-directed learning opportunities to the entrepreneurial learning process and the perceived value of extracurricular activities as a platform for these types of learning.

Educational and Business Co-Operatives

2018 ◽  
pp. 377-394
Author(s):  
Rauno Rusko ◽  
Lenita Hietanen ◽  
Krista Kohtakangas ◽  
Riitta Kemppainen-Koivisto ◽  
Katta Siltavirta ◽  
...  
Keyword(s):  
Content Analysis ◽  
Learning Communities ◽  
Sense Of Community ◽  
Business Education ◽  
Learning Processes ◽  
Double Loop ◽  
Entrepreneurial Learning ◽  
Collective Creativity ◽  
Double Loop Learning ◽  
Content Analysis Method

One tendency among co-operatives is to establish co-operatives not only for the purposes of business but also for the purposes to teach collaboration practices in business education. This study investigates and compares traditional business co-operatives and educational co-operatives as the environments of entrepreneurial learning communities. The data, which consist of interviews with members of both types of co-operatives, have been analyzed using the content analysis method. The main outcomes show that in both types of co-operatives sense of community and creativity are manifested as the parts of the entrepreneurial learning process. When considering if the learning processes were manifested as single- and double-loop learning – and the development of collective creativity – some differences were observed between educational co-operatives and business co-operatives.

Pragmatic learning in family SMEs: a qualitative study of functional overload among family SME owner-managers

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Stephanie Querbach ◽  
Nadine Kammerlander ◽  
Jagdip Singh ◽  
Matthias Waldkirch
Keyword(s):  
Learning Theory ◽  
Family Members ◽  
Learning Processes ◽  
Single Family ◽  
Learning Mechanisms ◽  
Major Barrier ◽  
Content Type ◽  
Family Smes ◽  
Cross Case Analysis

Purpose Learning in organizations is well-recognized as a key determinant of innovation and success in competitive markets, and a rich literature examines learning mechanisms in large-sized and professionally-run organizations. Relatively little is known about the learning processes in family-run firms, most of whom are small- and medium-sized enterprises (SMEs) led by a single family SME owner-manager connected in a family network. Therefore, the purpose of this study is to investigate how family SME owner-managers engage in learning and how those learning processes are affected by family SME-specific characteristics. Design/methodology/approach Using pragmatic learning theory as an interpretive lens, this study conducts a qualitative multi-case study involving 61 interviews in family SMEs with family SME owner-managers, family members, employees and customers. Findings The within- and cross-case analysis helps identify the mechanisms, barriers and enablers of learning and innovation in family SMEs. The study develops and pinpoints the family owner managers’ “functional overload” as a major barrier to learning and employee empowerment, family-members’ support and customer feedback as critical resources in overcoming such functional overload. Yet, these resources turn out to be major amplifiers of functional overload in later phases of the learning process, thus impeding learning and innovation. Originality/value The study provides novel insights into learning processes and innovation within family SMEs, outlines the double-edged involvement of family members, employees and customers for learning processes, and provides nuance to pragmatic learning theory.

Proposing a Diversity Intelligence Training Framework for Leaders and Managers to Attract, Maintain, and Balance Mature Workers

2022 ◽  
pp. 303-323
Author(s):  
Sheron Lawson ◽  
Claretha Hughes
Keyword(s):  
Learning Theory ◽  
Learning Outcome ◽  
Learning Processes ◽  
Discovery Learning ◽  
Retirement Age ◽  
Effective Supervision ◽  
Legal Retirement Age ◽  
Mature Workers

The workforce is becoming more diverse with the increasing number of mature workers delaying retirement and working beyond the legal retirement age. Retaining mature workers in organizations can be challenging. Training leaders and managers in diversity intelligence (DQ) has the potential to lead to better and more effective supervision of diverse employees. Competent and skilled managers and leaders who are trained in DQ will be more able to help in the attracting, retaining, and balancing mature workers. The chapter proposes using the three learning processes of enactive, iconic, and symbolic from Bruner's discovery learning theory to teach leaders and managers DQ. The learning outcome is that managers will become mentors and coaches who are equipped to use goal-oriented and transformative processes to supervise the independent, motivated, and proactive adult workers.

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