scholarly journals Learning experiences of women entrepreneurs amidst COVID-19

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gul Afshan ◽  
Subhan Shahid ◽  
Muhammad Nawaz Tunio
Keyword(s):  
Experiential Learning ◽  
Comparative Study ◽  
Learning Theory ◽  
Women Entrepreneurs ◽  
Learning Experiences ◽  
Lessons Learned ◽  
Experiential Learning Theory ◽  
Entrepreneurial Learning ◽  
Content Type ◽  
Experiences Of Women

Purpose COVID-19 pandemic triggered unexpected crises, which were beyond the imaginations of a common man. It changed the order of routine life and the business world. In this challenging condition, the survival of the small business was at high risk. Following experiential learning theory, the purpose of this paper is to explore women's entrepreneurial learning obtained during the COVID-19 pandemic, the challenges experienced by them and strategies undertaken to transform businesses. Design/methodology/approach To explore Pakistani women entrepreneurs' lived experiences and learning during the COVID-19, researchers used a qualitative interview design. The interviewees reported their experiences about the effects of COVID-19 on their business and entrepreneurial learning from such a crisis. Findings The findings of the study indicate new fractions of knowledge from the novel learning of the female entrepreneurs throughout the experience of the COVID-19. The transformation from manual business dealings and financial transactions to virtual dealing and the online transaction was the addition of novel learning. Furthermore, the analysis provides insights into the challenges experienced by women entrepreneurs, strategies undertaken and lessons learned from COVID-19. The life lessons learned showed the importance of technical skills and their business operations during the crisis. Research limitations/implications This study is very specific in its context and limitations of this study offers new avenue for research to extend study in different perspectives. First, interviews were conducted from women entrepreneurs running businesses in sub-urban cities of Pakistan, where study can be extended to include both male and female in a comparative study which can expose new dimensions. Second, this study is conducted in the sub-urban areas of the Sindh province of Pakistan, which can be extended to other areas of the country because Pakistan is multicultural and multilingual, which offer different gender specific factors for entrepreneurial activities in general terms but in case of the Covid-19 situation, there exists great variations and social stratifications. Third, this study can be extended to other developing or developed countries or comparative study can provide a new flavor of knowledge. Practical implications The study's finding offers few implications for the entrepreneurs, societies and government at large. Although the pandemic crisis has had devastating effects on health and lifestyle activities, there is always a ray of coming to innovative approaches to fulfill the entrepreneurial desires and serve the community. Thus, entrepreneurs are encouraged to contribute to the economy as a part of society through their sustainable products and services for the greater good. There is also a need for some social policies to find entrepreneurial ways to deal with the COVID-19 crisis that integrates value co-creation for society (Ratten, 2020b). Government and society should also intervene and play their role to encourage women entrepreneurs to feel a sense of empowerment, contribute to family income, alleviate poverty, create jobs and help in economic growth. Originality/value This study's unique contribution and origin are to explore the COVID-19-related entrepreneurial learning experiences of women entrepreneurs in a developing country (Pakistan). Moreover, this study theoretically contributes to the development of experiential learning theory by expanding its insights during COVID-19.

Comparing managers’ and non-managers’ learning and competencies

2018 ◽  
Vol 30 (4) ◽  
pp. 274-290 ◽  
Author(s):  
Yoshitaka Yamazaki ◽  
Michiko Toyama ◽  
Andreas Joko Putranto
Keyword(s):  
Experiential Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Theory ◽  
Experiential Learning Theory ◽  
Competency Development ◽  
Learning Skills ◽  
Content Type ◽  
Relationship Skills ◽  
Analysis Theory

Purpose The purpose of this study is to empirically explore how managers differ from non-managers with regard to learning skills as competencies and learning style in a public-sector work setting. The paper also examined how learning style affects competency development. Design/methodology/approach This study applied Kolb’s experiential learning theory concomitant with its instruments to analyze 12 skills and 4 learning styles. A total of 457 government officers from the Indonesian Ministry of Finance and Ministry of Internal Affairs participated in this study, including 112 managers and 345 non-managers. Findings The study had four major findings. Although the two groups were similar in technology skills, managers had stronger skills than non-managers in leadership, relationship, helping, sense making, information gathering, information analysis, theory building, quantitative analysis, goal setting, action and initiative. Relationship skills were important for both managers and non-managers. Managers were more abstract and less concrete learners than non-managers. The learning style with more thinking over feeling affected learning skills development much more than the learning style with more acting over reflecting. Originality/value Using experiential learning theory, this study has clarified what competencies of managers are more developed than those of non-managers and how the two groups learn differently.

Experiential learning theory and hybrid entrepreneurship: factors influencing the transition to full-time entrepreneurship

2020 ◽  
Vol 26 (8) ◽  
pp. 1845-1863
Author(s):  
Caitlin Candice Ferreira
Keyword(s):  
Experiential Learning ◽  
Conceptual Model ◽  
Learning Theory ◽  
Perceived Risk ◽  
Secondary Data ◽  
Full Time ◽  
Experiential Learning Theory ◽  
Content Type ◽  
Factors Influencing ◽  
Conceptual Paper

PurposeThrough the lens of experiential learning theory, this conceptual paper examines the factors influencing the likelihood of transitioning from hybrid to full-time entrepreneurship. It is critical to evaluate the experiential learning that takes place during the hybrid phase, in order to establish a more nuanced understanding of the dynamic entrepreneurial journey.Design/methodology/approachThis conceptual paper made use of a secondary data analysis of the existing academic literature, in particular using a thematic analysis, in order to propose a conceptual model and associated propositions.FindingsThe proposed conceptual model identifies four factors: fear of failure, perceived risk, entrepreneurial competency development and self-efficacy that are predicted to influence the transition decision. This paper establishes hybrid entrepreneurship as an effective learning ground and path toward full-time entrepreneurship.Practical implicationsProviding insights into the factors that influence the transition, allows policy makers to establish systems and incubators to support hybrid entrepreneurs reach the tipping point at which they have sufficient knowledge to enter full-time entrepreneurship. This paper establishes the importance of developmental policies aimed at encouraging hybrid entrepreneurship. There are also implications for managers of hybrid entrepreneurs to establish policies that encourage a culture of transparency and reap the benefits of enhanced employee development.Originality/valueThe paper has three predominant sources of value. First, offering a multidisciplinary approach by extending an existing theory to a new context; second, through the establishment of a conceptual model, offering propositions readily linked to hypotheses for future empirical assessment and third, enhancing the visibility of hybrid entrepreneurship in the literature to encourage public policy intervention and support.

scholarly journals Learning to not belong: entrepreneurial learning experiences of women high-tech entrepreneurs

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Elin Kubberød ◽  
Sally Jones ◽  
Inger Beate Pettersen
Keyword(s):  
Learning Experiences ◽  
Phenomenological Approach ◽  
High Tech ◽  
Strategic Decisions ◽  
Prior Learning ◽  
Entrepreneurial Learning ◽  
Content Type ◽  
Technology Sector ◽  
Qualitative Phenomenological ◽  
Experiences Of Women

PurposeThe influence of gender on high-tech entrepreneurship is of growing interest worldwide, as scholars argue that women face gendered barriers specific to this field. Although some gender-focussed research exists on the interplay of context and entrepreneurial learning, these issues have yet to be intensively studied, and the research aims to address this gap.Design/methodology/approachThe research draws upon empirical evidence from the entrepreneurial learning of nine women opportunity entrepreneurs in the high-technology sector in Norway. It employs a qualitative phenomenological approach, with retrospective and in-depth interviews to capture and analyse the entrepreneurs' lived experiences and learning histories.FindingsThe entrepreneurs in this study highlight gendered learning experiences, leading them to make conscious and strategic decisions of both alignment and resistance to negotiate their enterprise in a highly masculine sector. Their prior learning histories of not belonging seem to underpin their preparedness for entrepreneurship in the sector. Counter to prevailing theorizing, not belonging is an enabling condition, allowing women entrepreneurs to subvert and challenge a highly masculinized context. This condition empowers them to mobilize their “otherness” to create change within their own ventures and make the rules on their own terms.Originality/valueThis interdisciplinary research deepens the understanding of the interplay between gender, entrepreneurial learning and context through the concept of belonging and extends theorization of the gendered dynamics in entrepreneurial learning histories. The paper proposes a framework of gendered entrepreneurial learning in a masculinized industry context, which highlights important implications for future gender and entrepreneurial learning research.

Walking with intangibles: experiencing organisational learning

2014 ◽  
Vol 33 (6) ◽  
pp. 564-579 ◽  
Author(s):  
Jennifer Patterson
Keyword(s):  
Experiential Learning ◽  
Learning Theory ◽  
Outdoor Education ◽  
Qualitative Methodology ◽  
Third Sector ◽  
Project Work ◽  
Transfer Of Knowledge ◽  
Experiential Learning Theory ◽  
Content Type ◽  
Number Of Children

Purpose – The purpose of this paper is to apply experiential learning theory to discuss a UK project-based knowledge transfer partnership (KPT) project between a university and a third sector organisation offering outdoor and experiential education for around 32,000 inner city children annually. It uses different models to critically consider how different experiential paradigms or world-views support different understandings of project experience in the real world. It examines the nature of experiential learning through project experience, applying a phenomenological inquiry to reflect on how experiential learning is valued academically and culturally. It considers environmental influences to balance the relational practices that represent intangible experiential elements in partnership work. Design/methodology/approach – Using a postmodern qualitative methodology, this paper applies different frameworks to narrative, a synthesis of data from the project, an interview, literature and reflection to present a critical consideration of experiential learning constructs. It foregrounds the academic value of ethical subjectivity and as such also presents a reflective Feminist auto-ethnographic praxis grounded in the project. Findings – Experiential learning is critical for human inquiry. Valuing experiential learning methods differently offers ethical applications for facilitating project work and partner relationships. Practical implications – Applied experiential learning theory supports organisational understanding in project work. An ethics of subjectivity places equal value on expertise in its own environment leading to a facilitated rather than a hierarchical transfer of knowledge, critical for project success. The project is financially successful and has wide reaching social and environmental impact. Thinking differently about provision means a substantial number of children beyond those physically visiting the organisation will benefit through teacher training. Social implications – The UK government no longer funds outdoor education. This paper demonstrates the importance of fostering environmental relationships for human identity, to support education for sustainable development and wider societal and environmental understandings. Originality/value – Developed through project process this is a new values-based, environmental, organisational and educational transformational approach to partnership. It is useful in education, working in partnership with businesses and ESD.

Developing marketing curriculum to make students workforce ready

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Diane Edmondson ◽  
Lucy Matthews
Keyword(s):  
Experiential Learning ◽  
Experiential Learning Theory ◽  
Workforce Readiness ◽  
Content Type ◽  
Approach To Learning ◽  
Self Reflection ◽  
Academic Knowledge ◽  
Advantages And Disadvantages ◽  
Quantitative Results ◽  
Reflective Prompts

PurposeThe purpose of this paper is to investigate how to overcome the dilemma of the lack of student workforce readiness upon graduation. Based on experiential learning theory, the authors propose an innovative three-step approach to marketing curriculum to help address this dilemma.Design/methodology/approachThis study examines both quantitative and qualitative data. First, quantitative results were obtained from 5,222 end-of-course surveys of students taking an experiential learning course at a southeastern United States public university. Results were also obtained from 111 end-of-course surveys of students taking experiential learning courses in marketing. Second, qualitative results were obtained through a critical review of self-reflection assignments from over 1,000 students taking a variety of experiential learning marketing courses.FindingsThe authors identify a three-step process that can be used to develop curriculum that will better prepare students for entering the workforce. The advantages and disadvantages associated with this type of curriculum are also discussed. The outcomes indicate that an entire curriculum focused on experiential learning, self-reflection and ePortfolios will allow students to not only be better prepared for the workforce but also will help them be better communicators on what they have learned.Originality/valueIn this paper, the authors contribute to the literature by providing a curriculum-based approach to learning in order to minimize the gap between academic knowledge and workforce preparedness. Sample course projects, reflective prompts and grading rubrics are provided to aid others in the implementation of this type of curriculum.

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