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1 – 10 of 17Marte C.W. Solheim, Torgeir Aadland, Ann Elida Eide and Dag Håkon Haneberg
Agile organisations do not arise from a single characteristic but comprise a combination of various aspects. Thus, this study aims to examine the combined effects on…
Abstract
Purpose
Agile organisations do not arise from a single characteristic but comprise a combination of various aspects. Thus, this study aims to examine the combined effects on organisational agility regarding firms’ utilisation of digital technology to create value during the COVID-19 pandemic, how firms perceive uncertainty related to their own organisational response and the degree to which they have an entrepreneurial mindset.
Design/methodology/approach
Using a fuzzy-set qualitative comparative analysis, this study investigates 355 established firms and start-ups in Norway.
Findings
This study finds digitalisation is required for agility to develop, but that it needs to be combined with having an entrepreneurial mindset or being a start-up and lower levels of perceived uncertainty. Hence, entrepreneurial mindset and low uncertainty are important factors for digitalisation, and in turn, for agility to be developed.
Originality/value
Agility is recognised as being pivotal for firms’ competitiveness and innovation and argued to be significant in overcoming sudden economic shocks. However, lacking empirical scrutiny are investigations into the relationship between digitalisation and agility, and how digitalisation might act as a driver for building agility, which the authors tackle herein.
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The COVID-19 pandemic has entailed a critical situation for small- and medium-sized enterprises (SMEs) since restrictions on business activity have been imposed by authorities to…
Abstract
Purpose
The COVID-19 pandemic has entailed a critical situation for small- and medium-sized enterprises (SMEs) since restrictions on business activity have been imposed by authorities to reduce infections. The result is that SME managers must manage their firms through a crisis under very challenging conditions. The purpose of the present paper is to address how SME managers respond in the second “wave” of COVID-19 based on their perceived uncertainty as well as eventual learning from the first “wave” in early 2020.
Design/methodology/approach
Four hypotheses are presented, resulting in a theoretical model relating crisis impact, uncertainty, learning from crisis experience and effectuation behaviour. The theoretical model is tested through an empirical questionnaire-based quantitative study of Norwegian SMEs in the bar and restaurant sector, applying structural equation modelling as the analytical technique.
Findings
The results show that impact from COVID-19 leads to both uncertainty and learning and further that uncertainty primarily leads to a focus on affordable loss while learning leads to experimentation behaviour.
Originality/value
The present paper is novel in several ways. First, it empirically studies a unique situation where a crisis encompasses two “waves” of significant impact on the firms in focus. This provides the opportunity to address managers' learning through a crisis for application in a very similar situation later. Second, the present paper provides an empirically supported model of how uncertainty or learning leads to different dimensions of effectuation behaviour in a crisis situation.
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Lise Aaboen, Roger Sørheim, Dag Håkon Haneberg and Torgeir Aadland
Ragnhild Nordeng Fauchald, Lise Aaboen and Dag Håkon Haneberg
The paper focuses on how student entrepreneurs learn from the process of applying for low-threshold seed capital grants of about €2500
Abstract
Purpose
The paper focuses on how student entrepreneurs learn from the process of applying for low-threshold seed capital grants of about €2500
Design/methodology/approach
An in-depth inductive study was conducted on the seed capital grant initiative TrønderEnergi–Bidraget (TEB). The research design was based on the Zaltman metaphor elicitation technique (ZMET) to capture the interviewees' perceptions about TEB. From the interviews, 596 codes were identified and grouped into 54 categories. The results are illustrated in a consensus map.
Findings
TEB is an enabler of student venture creation processes through both the money awarded and activities fostering learning and development. Learning by doing is visible through two processes: 1) repeated writing of applications and 2) “forced” reflective thinking through the steps in the application process. The iterativeness of these processes due to repeated applications to the low threshold initiative is important for learning.
Practical implications
The authors recommend that university managers and policymakers offer seed funding to student entrepreneurs to ensure that the offering is a low threshold. A low threshold is decisive for generating a positive learning outcome from the application process. The seed funding initiatives should require students to put time and energy into all the integrated processes to make value out of the iterativeness of the processes.
Originality/value
This paper extends the discussion on the additionality of receiving grants by focusing on the process of applying for a grant. This research contributes to the student entrepreneurship literature by suggesting that the design of the application process and forced reflections are important for learning, as well as specifying the antecedents for student motivation for continued entrepreneurial activity in the application process.
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The COVID-19 crisis has significantly affected entrepreneurial ventures, where knowledge resources are limited and contextual uncertainty is heightened. This paper aims to…
Abstract
Purpose
The COVID-19 crisis has significantly affected entrepreneurial ventures, where knowledge resources are limited and contextual uncertainty is heightened. This paper aims to identify if and how interorganizational learning (IOL) may assist entrepreneurial ventures adapt, survive and grow in a crisis.
Design/methodology/approach
The following research question is asked: How may responding to the adversity induced by the COVID-19 pandemic affect IOL between entrepreneurial ventures? Four hypotheses were developed to carry out a quantitative study of 228 knowledge-based entrepreneurial ventures in Norway.
Findings
The results illustrate how different combinations of adversity from COVID-19 and the active responses conducted by entrepreneurial ventures influence IOL. Four clusters representing different behaviors are developed accordingly as follows: “collaborators”, “supporters”, “responders” and “victims.” The findings provide empirical support for the importance of engaging in interactive and collaborative activities for IOL.
Research limitations/implications
The findings can help in understanding how COVID-19 influences IOL between entrepreneurial ventures. Policymakers may use these findings to promote organizational continuity in entrepreneurial ventures by creating and nurturing support systems that promote IOL during a crisis.
Originality/value
Studying a contemporary and critical situation – the COVID-19 pandemic – the present paper provides an empirical study of the antecedents to IOL, adding to the currently scarce body of research on IOL in and between entrepreneurial ventures.
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Dag Håkon Haneberg and Lise Aaboen
The purpose of the present paper is to explore entrepreneurial learning at the centre of communities of practice.
Abstract
Purpose
The purpose of the present paper is to explore entrepreneurial learning at the centre of communities of practice.
Design/methodology/approach
Learning perspectives from the community of practice concept are applied to interpret and discuss results from an in-depth empirical investigation using a novel qualitative method, the Zaltman metaphor elicitation technique (ZMET), to study the entrepreneurial learning behaviour of ten coaches in a student venture incubator. The coaches are students with a certain level of entrepreneurial experience. Given their coaching roles and practices, the coaches are considered “community insiders”.
Findings
The findings show how the socially situated entrepreneurial learning of community insiders could be considered an adaptive process following multiple learning trajectories depending on with whom and about what the entrepreneur involves in social relationships.
Practical implications
Policy makers seeking to facilitate communities of practice should enable learning activities for community insiders and organic development in addition to networking events and support for the entire ecosystem in order to enable bridging of communities of practice.
Originality/value
The present paper focuses on the entrepreneurial learning of community insiders using a novel qualitative method, ZMET. The paper empirically demonstrates that community insiders learn through an adaptive process and participation in multiple communities of practice. This is both in interaction with the nascent entrepreneurs whom they coach as well as when interacting with other community insiders.
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The purpose of this paper is to address how entrepreneurial learning may be understood as an effectual process in the early phase of venture creation.
Abstract
Purpose
The purpose of this paper is to address how entrepreneurial learning may be understood as an effectual process in the early phase of venture creation.
Design/methodology/approach
Previous research is used to develop a conceptual frame of reference, which is further developed through a longitudinal qualitative case study of five new venture teams. Conceptualising these teams’ learning as sequences of events over a one-year period provides rich insight from real-life processes.
Findings
A conceptual model of how entrepreneurial learning may be understood as an effectual process is presented. The interactions and interdependencies between nine process characteristics along three main dimensions in the process, activity, multiple actors and context-dependent, demonstrate how the process tie together as a whole.
Research limitations/implications
The present paper argues for further cross-fertilisation of entrepreneurial learning and effectuation research and showcases how studies of entrepreneurial learning may contribute to organisational learning in entrepreneurial ventures. The conceptualisation of characteristics and dimensions aims to support future process studies by suggesting a framework for analysing process events in longitudinal studies.
Originality/value
Previous research has already established how activities are central to entrepreneurial learning and emphasised that what constitutes the two dimensions of multiple actors and context-dependence is important. The present paper contributes to entrepreneurial learning with an enhanced understanding of why and how the three dimensions are important as well as interdependent and mutually interactive. The present paper also contributes to organisational learning by extending the understanding of learning in emerging entrepreneurial organisations.
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Sophie Hunt, Dag Håkon Haneberg and Luitzen de Boer
This paper aims to make sense of the social enterprise in a frame of social procurement and conceptualise it as a provider of public welfare based on bibliometric material…
Abstract
Purpose
This paper aims to make sense of the social enterprise in a frame of social procurement and conceptualise it as a provider of public welfare based on bibliometric material. Comprehensively, it contributes to developments in social procurement, which has received limited attention.
Design/methodology/approach
Scoping literature from Web of Science and using bibliometric methods, the paper identifies and qualitatively explores the literary intersections between social enterprise and social procurement.
Findings
Of the 183 articles, four literary clusters are revealed illustrating scholarly intersections and a detailed exploration of social enterprise as a public provider. The alignment and themes of the clusters further indicate the application of, and role played by, social enterprise in social procurement. Collectively, they reveal the dominance of social enterprise in this dyadic relationship and a minor undertaking of research in social procurement.
Social implications
This “sense-making” groundwork forms a foundational step in developing our understanding of procurements through social enterprises. Furthermore, a positioning and conceptualisation of social enterprise accredits their utility and applicability in delivering public benefits. In this way, the paper informs and supports scholarly and practice-based interest into social enterprises for the delivery of public services.
Originality/value
The paper presents the first bibliometric conceptualisation of social enterprise in relation to social procurement and offers detailed insights through the bibliometric clusters. Furthermore, the paper contributes to the underdeveloped social dimension of procurement and bridges the gap between two distinct fields of scholarship: public management and administration and social entrepreneurship.
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Iselin Mauseth Steira and Marianne Steinmo
The purpose of this study is to explore how effective new venture teams are developed in venture creation programmes.
Abstract
Purpose
The purpose of this study is to explore how effective new venture teams are developed in venture creation programmes.
Design/methodology/approach
This paper presents a multiple case study focusing on the development of effective new venture teams. Semi-structured interviews with 15 new venture teams from two different venture creation programmes were conducted and an abductive analysis approach was used.
Findings
Three key phases of the development of an effective new venture team are identified: (1) establishing a foundation for collaboration, (2) structuring the teamwork and (3) adapting to changes. Key activities undertaken by effective new venture teams in each phase are explicated. The findings suggest that new venture teams that are able to establish a foundation for team collaboration and teamwork structuring have the capacity to persevere through the challenges inherent in emerging ventures.
Originality/value
This study offers a much-needed practical perspective about how effective new venture teams are developed in venture creation programmes, and how venture creation programme educators can facilitate the development of effective new venture teams. For educators, these findings provide important insights about team-based learning in entrepreneurship education.
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