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).

Activating entrepreneurial learning processes for transforming university students’ idea into entrepreneurial practices

2017 ◽  
Vol 23 (3) ◽  
pp. 465-485 ◽  
Author(s):  
Giustina Secundo ◽  
Pasquale Del Vecchio ◽  
Giovanni Schiuma ◽  
Giuseppina Passiante
Keyword(s):  
University Students ◽  
Learning Process ◽  
Extreme Case ◽  
Research Area ◽  
Learning Processes ◽  
Dynamic Learning ◽  
Entrepreneurial Learning ◽  
Content Type ◽  
Knowledge Intensive ◽  
Practical Implications

Purpose The purpose of this paper is to explore how collaborative entrepreneurial learning (EL) processes between entrepreneurs and university students can enhance the entrepreneurial practices in the context of knowledge-intensive enterprises. These learning processes represent a valuable source for entrepreneurship development in incumbent enterprises in the forms of innovative products, services, processes or organizational renewal. Design/methodology/approach An extreme case study is the project “Mimprendo” (www.mimprendo.it), an initiative promoted by the Italian Conference of the University Colleges and the Italian Association of Young Entrepreneurs in collaboration with Italian universities. This is analyzed in the period 2009-2015, during which seven editions were developed. Findings A framework is presented based on collaborative EL processes to perform relevant entrepreneurial projects in knowledge-intensive enterprises. The framework provides a coherent and systematic approach to generate, select and implement entrepreneurial practices in incumbent companies starting from a project competition involving creative students and innovative entrepreneurs. EL processes in the community composed of entrepreneurs, experts and university students are grouped into the entrepreneurial phases of inspiration, exploration, exploitation, acceleration and growth, and include the learning processes of “intuition and sensing,” “contamination,” “experiential and contextual learning,” “experimenting and acting” and finally “thinking and reflecting.” Research limitations/implications Implications for research can be identified according to many perspectives to deepen the centrality of the learning process in the research on knowledge-intensive entrepreneurship. Practical implications The framework results to be a promising approach to diffuse an entrepreneurial culture both in incumbent enterprises and in university students through a synergic collaboration among industry, university and institution. Practical implications could be derived for enterprise, students and educators involved in the design of innovative learning initiatives to sustain the development of an entrepreneurial mind-set. Originality/value The framework contributes to extending an emerging research area exploring entrepreneurship as a never-ending dynamic learning process. The involvement of brilliant university students in activating EL process with entrepreneurs in incumbent enterprises represents a novel aspect in the field of entrepreneurship and innovation.

Entrepreneurial learning in venture acceleration programs

2019 ◽  
Vol 26 (6) ◽  
pp. 588-603 ◽  
Author(s):  
Diamanto Politis ◽  
Jonas Gabrielsson ◽  
Nataliya Galan ◽  
Solomon Akele Abebe
Keyword(s):  
Experiential Learning ◽  
Research Strategy ◽  
Learning Dynamics ◽  
Entrepreneurial Learning ◽  
Content Type ◽  
Effective Learning ◽  
Secondary Sources ◽  
Effective Learning Environments ◽  
Acceleration Programs

Purpose This study aims to better understand entrepreneurial learning in the context of venture acceleration programs. Design/methodology/approach A qualitative research strategy was used based on multiple in-depth interviews with 21 lead entrepreneurs complemented with participatory observations and secondary sources. The data were inductively analysed following the Gioia methodology (Gioia et al., 2012). Findings The authors build on experiential learning theory to generate a process-focussed model exploring the learning dynamics that venture acceleration programs can facilitate. In this model, the authors identify three catalysts that trigger processes of experiential learning and two contingencies that alleviate the effects of the catalysts on learning outcomes. The findings suggest that the potential of venture acceleration programs to be effective learning environments pends on the presence and quality of these catalysts and contingencies. Originality/value The findings provide novel insights on how venture acceleration programs trigger entrepreneurial learning, thereby offering a deeper understanding of the learning dynamics in this setting.

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.

scholarly journals Entrepreneurial learning: peripherality and connectedness

2017 ◽  
Vol 23 (3) ◽  
pp. 486-503 ◽  
Author(s):  
David Rae
Keyword(s):  
Legitimate Peripheral Participation ◽  
Prior Work ◽  
Learning And Development ◽  
Entrepreneurial Learning ◽  
Content Type ◽  
Technology Sector ◽  
Cape Breton ◽  
Peripheral Areas ◽  
Knowledge Intensive ◽  
Bidirectional Flow

Purpose The purpose of this paper is to explore the roles of peripherality and centrality in relation to entrepreneurial learning and development. Peripherality has previously been considered from a mainly geographical perspective as being remote, loosely connected and marginal. A broader conception of the topic is addressed, asking: in what ways is peripherality relevant to entrepreneurial learning? How can centre-peripheral connectivity enhance this? What are the implications for communities, learners and educators? Design/methodology/approach Discourses of entrepreneurship development relating to policy, economics, geography and culture favour the concept of centres, which attract attention, resources, activities and people. Whilst peripherality is an enduring topic of interest in regional studies, it is widened through using the conceptualisation of legitimate peripheral participation in social learning as a methodological lens for the study. A case study of the technology sector in Cape Breton, Canada is included to illustrate peripheral entrepreneurship. Findings The paper suggests ways in which peripheral-central relationships can be a positive factor in entrepreneurial learning. It suggests that rebalancing the bidirectional “flow” of knowledge, talent and resources between centres and peripheries can enhance the value of peripheral entrepreneurship, learning and innovation. Social implications The paper connects with prior work on community economic development, offering observations for entrepreneurial learning and development of knowledge-intensive businesses in peripheral areas. Boundary-spanning leadership and skills are required to facilitate peripheral-central interaction and entrepreneurship. Originality/value Peripherality is defined more widely than in prior work, suggesting peripheral learning is part of the fundamental human experience and offers new insights, innovations and opportunities which can create shared value. A conceptual framework for peripheral-central entrepreneurial learning is proposed, which may assist in rebalancing central-peripheral value creation, innovation and regeneration.

A worldwide bibliometric and network analysis of work-based learning research

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jacks Bezerra ◽  
Fábio Batista Mota ◽  
Michele Waltz Comarú ◽  
Luiza Amara Maciel Braga ◽  
Leonardo Fernandes Moutinho Rocha ◽  
...  
Keyword(s):  
Network Analysis ◽  
Design Methodology ◽  
Web Of Science ◽  
Research Area ◽  
Scientific Publications ◽  
Content Type ◽  
Analysis Techniques ◽  
Learning Research ◽  
The Uk ◽  
Analyze Data

PurposeDuring the last few years there has been an increase of interest in work-based learning (WBL), which can be understood as a process of both developing workplace skills and promoting labor force productivity. This paper aims to map the scientific landscape related to WBL research worldwide.Design/methodology/approachcombined bibliometrics and network analysis techniques to analyze data of scientific publications related to WBL indexed at the Web of Science (WoS) Core Collection.Findingsresults show an increase of publications over time: Education & Educational Research as the most frequent research area to which the articles were assigned, the UK and Australia as the main countries and Monash University (Australia) and Middlesex University (England) as the main organizations producing knowledge on WBL.Originality/valueBy offering a global scientific landscape of WBL research published so far, the authors aimed to contribute to future academic debates and studies in this field of knowledge.

Entrepreneurial learning and innovation

2017 ◽  
Vol 23 (3) ◽  
pp. 381-405 ◽  
Author(s):  
Ziad El-Awad ◽  
Jonas Gabrielsson ◽  
Diamanto Politis
Keyword(s):  
Conceptual Model ◽  
Dynamic Process ◽  
Team Learning ◽  
Critical Role ◽  
Learning Processes ◽  
Entrepreneurial Learning ◽  
Content Type ◽  
Learning Framework ◽  
Multiple Levels ◽  
Organizational Levels

Purpose The purpose of this paper is to develop a conceptual model that explains how learning processes at the team level connect with individual and organizational levels of learning in technology-based ventures, thereby influencing the evolution of innovation capabilities in the entrepreneurial process. Design/methodology/approach The 4I organizational learning framework is used as an overarching theoretical structure to acknowledge entrepreneurial learning as a dynamic process that operate on multiple levels in technology-based ventures. Embedded in this logic, research on team learning is integrated into this theorizing to examine how learning processes at the team level bridge and connect with learning processes operating at individual and organizational levels. Findings The conceptual model identifies different sets of team learning processes critical for the routinization and evolution of innovation capabilities in technology-based ventures. In this respect, the conceptual model advances the scholarly understanding of entrepreneurial learning as a dynamic process operating across multiple levels in technology-based ventures. Originality/value By conceptualizing how individual streams of experiences over time become institutionalized via interaction, conversation and dialogue, the paper provides novel insights into the critical role of team learning for bridging individual and organizational levels of learning in the entrepreneurial learning process.

scholarly journals Networks and entrepreneurial learning: coping with difficulties

2017 ◽  
Vol 23 (3) ◽  
pp. 547-565 ◽  
Author(s):  
Danny Soetanto
Keyword(s):  
New Ventures ◽  
Entrepreneurial Learning ◽  
Content Type ◽  
Network Characteristics ◽  
External Threats ◽  
Explorative Learning ◽  
Exploitative Learning ◽  
Structuring Knowledge ◽  
Knowledge Intensive ◽  
Network Mapping

Purpose Many scholars analyse networks and learning to understand how individuals successfully create and manage new ventures. Based on the assumption that entrepreneurs learn from networks, the purpose of this paper is to examine which types of difficulties encourage entrepreneurs to use networks to facilitate learning, whether entrepreneurs change networks to deal with such difficulties, and which network characteristics facilitate learning. Design/methodology/approach Networks are considered a potential source of learning, namely, the cognitive process of acquiring and structuring knowledge, creating meaning from experience and generating new solutions from existing knowledge. Through networks, entrepreneur share information and discuss opportunities and problems. Using an innovative approach combining story telling and network mapping, this study analyses how entrepreneurs use networks in learning. The data collected from six entrepreneurs working in knowledge-intensive sectors enables examining the learning process ensuing from the interactions between entrepreneurs and their contacts. Findings The findings show that entrepreneurs construct different types of networks in response to their difficulties, not in relation to products or technologies, but to learn to overcome self-crises, external threats, management and organisational issues. The findings reveal that entrepreneurs develop networks dominated by strong ties for exploitative learning and networks dominated by weak ties for explorative learning. Originality/value This study contributes to literature on networks and entrepreneurial learning. More specifically, the study provides evidence of learning in the context of networks, which is a relatively overlooked area in entrepreneurship literature, identifying the role of difficulties in determining the type of learning through networks and the related mechanisms.

Teamwork within the Nordic model

2013 ◽  
Vol 19 (5/6) ◽  
pp. 240-243
Author(s):  
Monica Rolfsen
Keyword(s):  
Design Methodology ◽  
Industrial Relations ◽  
Research Area ◽  
Team Work ◽  
Special Issue ◽  
Content Type ◽  
High Performing ◽  
High Level ◽  
Functional Teams

PurposeThe purpose of this editorial is to introduce the special issue from the IWOT conferences in 2012, focusing on teamwork within the Nordic model.Design/methodology/approachThe paper identifies the content of the Nordic model and discusses how it is relevant for high performing autonomous teams, especially connected to teams with a high level of autonomy.FindingsShared leadership is positive for team performance when team autonomy is high. The paper identifies eight important variables for creating high performing cross‐functional teams, the role of trust between workers and supervisors in order to unlock standards, and emphasizes the role of industrial relations as an important support system for team work.Originality/valueThis editorial provides an overview of the Nordic perspective of autonomous teams contained in the special issue which comprises four original articles that are examples of latest developments in this research area. Each of these articles contains a brief introduction on how they contribute to filling in gaps in the literature.

Personal routes into behavioural finance

2020 ◽  
Vol 12 (1) ◽  
pp. 1-9
Author(s):  
Robert Hudson ◽  
Yaz Gulnur Muradoglu
Keyword(s):  
Design Methodology ◽  
Research Area ◽  
Special Issue ◽  
Behavioural Finance ◽  
Content Type ◽  
The Future ◽  
The Individual

PurposeThe paper aims to provide the individual routes of the authors into behavioural finance in order to introduce the special issue.Design/methodology/approachThe paper provides the background to the authors' personal route into behavioural finance.FindingsThe paper highlights general themes of development and influence of behavioural finance and relationships with practice and other areas of academic finance.Originality/valueThe paper offers the perspectives of the authors on how they feel the research area of behavioural finance will develop in the future.

Place-based network organizations and embedded entrepreneurial learning

2017 ◽  
Vol 23 (3) ◽  
pp. 504-523 ◽  
Author(s):  
Valter Cantino ◽  
Alain Devalle ◽  
Damiano Cortese ◽  
Francesca Ricciardi ◽  
Mariangela Longo
Keyword(s):  
Marine Protected Area ◽  
Single Case ◽  
Learning Processes ◽  
Phase Model ◽  
Societal Implications ◽  
Institutional Work ◽  
Entrepreneurial Learning ◽  
Content Type ◽  
Network Organizations

Purpose The purpose of this paper is to develop an original six-phase model describing entrepreneurial learning in the transition of place-based enterprises toward a sustainable exploitation of natural common resources (commons). Design/methodology/approach The six-phase model proposed by this study explains the learning processes involving place-based enterprises through two important existing theories: adaptive co-management and Lachmann’s evolutionary, embedded theory of entrepreneurship. The proposed model integrates these two theories on the basis of a longitudinal case study on the fishing enterprises in an Italian marine protected area (MPA). Findings In the case study, the success factors identified by the adaptive co-management literature proved important in enabling an embedded entrepreneurial learning process consistent with Lachmann’s view. The case analysis allowed the authors to cluster these learning processes around six phases. Further, even if traditional fishing is not knowledge-intensive, this case shows the transition to a sustainable business model required intense efforts of educated institutional work and scientific research. Interestingly, the key learning processes were enabled by the emergence of a larger, networked social entity (a network form of organization) including the community of fishermen, the MPA management and a network of scientists studying the marine area ecosystem. Research limitations/implications This study is explorative and relies on a single case study. Despite this limitation, it opens up new research paths in the fields of entrepreneurship, institutional work, network organizations and adaptive management of the commons. Originality/value This study is strongly interdisciplinary; it proposes an original model based on a theoretical view that is highly innovative for organization and management studies; and addresses a relevant but overlooked issue with important societal implications.

Sign in / Sign up

Export Citation Format

Share Document