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Open Access
Article
Publication date: 1 March 2022

Gustav Hägg, Diamanto Politis and Gry Agnete Alsos

This study aims to examine the role of gender balance in forming individuals’ understanding of entrepreneurship as manifested in the graduates’ occupational choices…

Abstract

Purpose

This study aims to examine the role of gender balance in forming individuals’ understanding of entrepreneurship as manifested in the graduates’ occupational choices, asking: Does gender balance in entrepreneurship education influence start-up behaviour after graduation? Based on gender mainstreaming, this study builds on the assumption that gender balance influences classroom and student community discourses. This study presents two hypotheses suggesting a positive relationship between gender balance (student and mentor gender balance, respectively) and the likelihood of engaging in start-up behaviour after graduation.

Design/methodology/approach

The context is an international one-year master's programme in entrepreneurship and innovation, which adopts an experienced-based pedagogical approach to support learning. This study applies binary logistic regression analysis to test the hypotheses on a sample of 107 graduates who responded to a web-based questionnaire on post-graduation career paths.

Findings

This study finds support for the first hypothesis indicating that student gender balance in the classroom has a significant positive impact on graduates' likelihood of engaging in start-up activity post-graduation. In the interpretation of these findings, this study emphasizes that a master's programme in entrepreneurship is an important arena where students' attitudes, values, aspirations and intentions towards entrepreneurship are shaped and their identity developed.

Originality/value

While studies have demonstrated gender bias in the discourses on entrepreneurship education and content, there is little evidence of its consequences or how it is addressed. Findings of this study point directly to this gap by revealing that improved gender balance is not only beneficial to the underrepresented gender, but to the overall student group.

Details

Education + Training, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 13 August 2019

Diamanto Politis, Jonas Gabrielsson, Nataliya Galan and Solomon Akele Abebe

This study aims to better understand entrepreneurial learning in the context of venture acceleration programs.

Abstract

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.

Details

The Learning Organization, vol. 26 no. 6
Type: Research Article
ISSN: 0969-6474

Keywords

Open Access
Article
Publication date: 1 July 2021

Jasna Pocek, Diamanto Politis and Jonas Gabrielsson

This study focuses on extra-curricular start-up programs for students at higher educational institutions. It explores the social and situated learning experiences of…

Abstract

Purpose

This study focuses on extra-curricular start-up programs for students at higher educational institutions. It explores the social and situated learning experiences of students who participate in start-up programs, as well as how the processes and outcomes of entrepreneurial learning are potentially shaped by this context.

Design/methodology/approach

The study follows multiple cohorts of students who have participated in an extra-curricular start-up program managed by three collaborating universities in Greater Copenhagen. The data have been inductively analyzed using semi-structured interviews with students and project managers during and after the start-up program, complemented with project progress reports, observation notes and survey data.

Findings

The analysis generates a grounded, theoretically informed process model of entrepreneurial learning situated in extra-curricular start-up programs. The model depicts how the immersion, comprehension and co-participation in entrepreneurship as social practice subsequently enables students to expand knowledge structures and develop greater self-confidence in performing entrepreneurship. The model identifies three interconnected components that trigger entrepreneurial learning among students, which allow them to acquire two set of competencies: venture creation competencies and enterprising competencies.

Originality/value

The findings offer unique insights into how the social and relational environment influence and shape the learning experience of students, hence filling the research void on entrepreneurial learning in the situated context of extra-curricular enterprise activities. The findings also elucidate how individual learning experiences of students are potentially shaped by the immersion, comprehension and co-participation in entrepreneurship as social practice.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 28 no. 2
Type: Research Article
ISSN: 1355-2554

Keywords

Article
Publication date: 28 August 2020

Helle Neergaard, William B. Gartner, Ulla Hytti, Diamanto Politis and David Rae

Abstract

Details

International Journal of Entrepreneurial Behavior & Research, vol. 26 no. 5
Type: Research Article
ISSN: 1355-2554

Article
Publication date: 2 May 2017

Ziad El-Awad, Jonas Gabrielsson and Diamanto Politis

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…

1972

Abstract

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.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 23 no. 3
Type: Research Article
ISSN: 1355-2554

Keywords

Open Access
Article
Publication date: 10 May 2022

Hans Landström, Jonas Gabrielsson, Diamanto Politis and Roger Sørheim

In this study, the authors develop knowledge and insights on how the perception of interestingness influences the structure and focus of conversations in entrepreneurial…

Abstract

Purpose

In this study, the authors develop knowledge and insights on how the perception of interestingness influences the structure and focus of conversations in entrepreneurial education (EE) research. In particular, the authors elaborate on what is perceived as interesting among different subgroups of EE researchers, and not least, how EE researchers can identify and engage in scholarly conversation within the field.

Design/methodology/approach

The study is based on a unique database with web-based responses from 465 EE researchers from around the world. The authors conduct analyses of both open-ended and closed questions. The open-ended questions are analyzed by inductive categorization. The closed questions are subject to factor and cluster analyses.

Findings

The findings suggest that EE research is a topic-oriented field, characterized by a strong focus on novel and challenging research issues. In addition, the field is individualistic and fragmented, and the perception of interestingness differs between five subgroups of EE researchers, whose members have a somewhat different perception of interestingness. Accordingly, the authors also find different core conversations going on within the field. Obviously, these conversations tend to be triggered by the field's obsession with novelty and challenging research, but several conversations are related to practically relevant research, as well as methodological and theoretical discussions.

Originality/value

This is the first study to elaborate on the perception of interestingness among EE researchers and the conversations going on within the field. In the study the authors have explored the characteristics of EE research based on the perception of interestingness among the researchers within the field. In this respect, this study contributes insights on how current and aspiring EE researchers can find and build scholarly conversations embedded in passionate interest, while concurrently disseminating and accumulating knowledge on EE together with like-minded peers.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 28 no. 9
Type: Research Article
ISSN: 1355-2554

Keywords

Article
Publication date: 28 August 2020

Jonas Gabrielsson, Gustav Hägg, Hans Landström and Diamanto Politis

The purpose of the paper is to explore knowledge accumulation in research on pedagogy in entrepreneurship education, with particular attention to how core journal outlets…

Abstract

Purpose

The purpose of the paper is to explore knowledge accumulation in research on pedagogy in entrepreneurship education, with particular attention to how core journal outlets, core topics and core scholarly works have developed over time.

Design/methodology/approach

The authors combine a systematic literature review technique and bibliometric analysis to depict the development of this stream of research in the period 1995–2018.

Findings

Findings from the analyses suggests that research addressing pedagogy in entrepreneurship education has developed into a coherent research theme over the past decade, with a noticeable cognitive structure in core research topics and core works, as well as a number of core journal outlets for debates and dissemination of findings.

Research limitations/implications

The study is anchored in a bibliometric research tradition and influenced by the strengths and weaknesses of this approach.

Originality/value

The paper provided contributes to the understanding of knowledge accumulation in research addressing pedagogy in entrepreneurial education.

Details

Education + Training, vol. 62 no. 9
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 27 January 2012

Jonas Gabrielsson and Diamanto Politis

This paper seeks to develop an integrated framework to examine how entrepreneurs' work experience is associated with the generation of new business ideas. The framework…

3339

Abstract

Purpose

This paper seeks to develop an integrated framework to examine how entrepreneurs' work experience is associated with the generation of new business ideas. The framework combines human capital theory with theory and research on entrepreneurial learning.

Design/methodology/approach

A statistical analysis on a sample of 291 Swedish entrepreneurs is conducted.

Findings

The paper finds that a learning mind‐set that favors exploration is the strongest predictor of the generation of new business ideas. It also finds that breadth in functional work experience seems to favor the generation of new business ideas while deep industry work experience is negatively related to new business idea generation. In addition, the paper finds indications that a learning mind‐set that favors exploration is required to more fully benefit from investments in human capital.

Research limitations/implications

The study's findings add to knowledge of how investments in human capital via work experience, and the employment of a learning mindset that favors exploration, influence performance outcomes in the early stages of the entrepreneurial process.

Practical implications

The study's findings suggest that entrepreneurs should develop and nurture a learning mind‐set that favors exploration as this will increase their ability to generate more new business ideas. Moreover, movements across different functional work areas appear to have great potential as sources of ideas for new products and markets.

Originality/value

Prior empirical studies have not taken individual learning preferences among entrepreneurs into account. Nor have they explicitly tested the effect of depth versus breadth in work experience. The paper thus provides novel insights with respect to how these factors interact in the process of generating new business ideas.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 18 no. 1
Type: Research Article
ISSN: 1355-2554

Keywords

Article
Publication date: 12 June 2009

Diamanto Politis and Jonas Gabrielsson

This paper employs theories of experiential learning to examine why some entrepreneurs have developed a more positive attitude towards failures compared to others.

8056

Abstract

Purpose

This paper employs theories of experiential learning to examine why some entrepreneurs have developed a more positive attitude towards failures compared to others.

Design/methodology/approach

The paper conducts statistical analysis on a sample of 231 Swedish entrepreneurs that have started new independent firms in 2004.

Findings

The empirical findings support the guiding proposition that more favourable attitudes towards failure could be learned through entrepreneurs' life and work. The results suggest that previous start up experience is strongly associated with a more positive attitude towards failure. The paper also finds that experience from closing down a business is associated with a more positive attitude towards failure. In addition, a more fine‐grained analysis suggests that experience from closing down a business due to reasons of poor performance is a highly valuable source of learning while closure due to more personal reasons does not lead to the same result.

Research limitations/implications

In sum, the findings add to the knowledge of why some entrepreneurs have a more positive attitude towards failure compared to others. It also provides some general implications for the understanding of entrepreneurial learning as an experiential process.

Practical implications

A positive attitude toward failure might be a significant asset for entrepreneurs as it might help them to deal with and learn from their mistakes and to move forward. The results indicate that the attitudes toward failure are not homogeneous among entrepreneurs. Rather, this attitude can, at least to some degree, be influenced due to new experiences and new information.

Originality/value

The paper provides novel insights with regard to the role that critical career experiences can play for the development of entrepreneurs' attitudes towards failure.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 15 no. 4
Type: Research Article
ISSN: 1355-2554

Keywords

Article
Publication date: 8 August 2008

Diamanto Politis

This paper aims to present a study of the role of prior start‐up experience as a source of learning in the entrepreneurial process. Three learning outcomes are examined…

4794

Abstract

Purpose

This paper aims to present a study of the role of prior start‐up experience as a source of learning in the entrepreneurial process. Three learning outcomes are examined with respect to a comparison between habitual and novice entrepreneurs: skills for coping with liabilities of newness, preference for effectual reasoning, and attitudes towards failure.

Design/methodology/approach

This is an empirical study based on statistical analysis conducted on a sample of 231 Swedish entrepreneurs that have started a new independent firm in 2004.

Findings

The findings suggest that habitual and novice entrepreneurs differ significantly with regard to several interesting aspects of the hypothesized dimensions.

Research limitations/implications

The findings provide a better understanding of start‐up experience as a source of learning and its effects on the skills, preferences and attitudes of habitual entrepreneurs.

Originality/value

Previous research has suggested that prior start‐up experience is an important source of entrepreneurial learning, but has not put much effort into explaining how this particular type of experience influences various learning outcomes on an individual level. The present study advances these suggestions by showing how prior start‐up experience influences entrepreneurs' skills for coping with liabilities of newness, effectual reasoning and attitudes towards failures. Moreover, the study contributes to existing literature and research on entrepreneurial learning by developing explorative measures of individual learning outcomes that have been highlighted as influenced by prior experience in recent entrepreneurship research.

Details

Journal of Small Business and Enterprise Development, vol. 15 no. 3
Type: Research Article
ISSN: 1462-6004

Keywords

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