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The purpose of this paper is to integrate research on entrepreneurship and projects by applying process perspectives on these two fields with the ambition to shed light on how this kind of alternative perspectives can be used to further the fields in research and practice.

This conceptual paper is based on previous research efforts in the two fields and on how they have been treated in the past. Business process research is introduced to enrich notions on how the two areas can be combined.

By rearranging thinking about projects, entrepreneurship and processes, and through introducing the notion of “chunks”, the authors illustrate how different types of business processes in different types of project contexts can be coordinated through orchestration and/or choreography.

The research made for this conceptual paper has been thorough. However, the literature is huge, so the reservation must be made that the authors might have missed some important trends. Anyway, there are implications for how research and analyses of data can be used with the thinking described.

Combining various lines of research is not common as illustrated by the lack of studies combining entrepreneurship and projects; therefore, by adding process notions and “chunk” reasoning, this paper opens up for innovation and renewal in research. To the authors’ knowledge this approach is new.

The purpose of this study is to explore psychological ownership (PO) during team-based projects as part of entrepreneurship education.

The critical incident technique using semi-structured interviews was adopted on a sample of 20 participants involved in team-based entrepreneurship education activities. From reported critical incidents interpretation of the participants’ perceived ownership behaviour centred on: “what” participants perceived they owned; “when” PO occurred; and “how” they perceived that ownership.

Different forms of collective and individual levels PO exist as an important element in the context of team-based entrepreneurship education activities. The form of PO changes at junctures during different stages of team-based entrepreneurship education activity. Moreover, PO is heavily influenced by a range of individual and group-based factors, specifically the social interaction at the start of such projects and self-reflection towards the end.

Further investigations might be made on the measures of PO, and on the relationship between PO and learning outcomes in entrepreneurship education. The impact of group dynamics and culture on the formation of PO should be addressed.

As an important element for effective entrepreneurship education, PO should be promoted through team oriented, authentic and experiential activities allowing nurturing and encouraging contacts with various stakeholders. Such activities should also be reflective, allowing rotation of team roles, and extending over a longer time horizon.

This study is an attempt to empirically examine the role of PO in entrepreneurship project teams. It also contributes to our understanding of the dynamic nature of PO through social interaction and reflection.

This paper is a study of creating organization in the case of cultural projects; cultural entrepreneurship. This includes taking advantage of opportunities and using ones social capital through networks. It is a case study of Vandalorum which is an Swedish international art and design centre with a strong regional connection. They want to offer close collaborations between artists, designers and the creative industry. It is located in Värnamo in the south of Sweden and was inaugurated in April 2011 after an establishment process running over 15 years. Renzo Piano has created the architectural concept of Vandalorum, inspired by traditional Swedish materials and building techniques. The paper aims to discuss these issues.

Through interviews with significant actors over many years and secondary analysis of data collected by others the authors describe and analyze the establishment process of Vandalorum Art and Design Centre.

The case of Vandalorum shows that organizing a cultural project like Vandalorum is characterized by no well-defined starting and stopping point, but – quite typically for entrepreneurship as an organization-creation process – builds momentum and legitimacy narratively.

The originality lies in answering the question that the authors chose to focus on, which is embedded in the opening story of Vandalorum: how can such a cultural project become legitimized in a place like that, outside and rather far from any large city? In a changed cultural landscape with reduced public contributions, the claim is that it is crucial to legitimize the idea and project in relation to the main/key stakeholders. Such legitimization is a key entrepreneurial achievement.

In the literature there is limited knowledge about how to prepare students for a corporate entrepreneurial career. The purpose is therefore to develop a framework for understanding the role corporate development projects play in corporate entrepreneurship education, and to examine the potential role of the design of the project. The study defines a corporate development project as a project being part of an academic education to provide students with working experiences situated in an experiential learning process.

Based on work-integrated learning literature, the authors first develop a conceptual framework. Thereafter, they undertake a multiple case study using data from a Master's Program in Corporate Entrepreneurship. Starting from the conceptual framework, the authors employ deductive thematic analysis in order to analyze data and finally to develop an elaborated framework.

In the framework, the authors identify and label five categories of learning outcomes from the corporate development project. The framework helps understand the interplay between the different learning outcomes in students' learning process and shows how the design of the project shapes the learning process.

The framework can assist educators in designing and integrating the corporate development project as a key module within a corporate entrepreneurship academic program.

Based on the framework, the study develops the knowledge about the design of corporate entrepreneurship education. Future research should test the framework using data from other academic programs in corporate entrepreneurship.

This paper aims to integrate research on KM with the effectuation approach. This paper will add to the understanding of effectuation as a KM tool in the context of social entrepreneurial networks. Although researchers agree that the lack of resources is a structural point for the context of social entrepreneurship and that knowledge is crucial in social entrepreneurship, only few studies deal with trying to understand how resources and knowledge are obtained, transformed and managed. An effectual approach seems to be particularly appropriate to work on this subject.

A literature review leads to a theoretical model that is tested in a single-case study of a French entrepreneurial project.

The empirical study not only shows the legitimacy of using an effectual approach but also puts forward three concepts that enable a better understanding of the access to resources and knowledge and their use in the context of social entrepreneurship. This study contributes to the knowledge management literature in identifying the process of gathering and sharing external resources and knowledge through an effectual process led by the entrepreneur and by the network.

The results complement the extant KM literature on the following points: identify the cumulative and absorptive process of knowledge from the network, contributing to the question of KM for growth and corporate entrepreneurship; answer to the claim from Durst and Runar Edvardsson (2012) to develop a greater understanding of knowledge identification, storage and utilization in small businesses; add to the topics of knowledge sharing, knowledge transfer and knowledge creation; and show that stages of creating, identifying, sharing and absorbing knowledge from/with the network are embedded in an effectual approach.

The lack of resources should not lead the entrepreneur to a dead end, but rather invite him/her to better raise following questions: Who can help me to get the missing resource? How could I develop the project without these resources and knowledge? The entrepreneur is invited to search more flexibility in the making of the project, and to seek more support from the network. A second important implication is a guideline that can be followed by business incubators to give better advice and guidance to social entrepreneurs.

The paper links effectuation, KM and social entrepreneurship literatures. The identification of the role of the network in knowledge creation, identification and sharing is valuable for both researchers and practitioners.

“Entrepreneurship” and “projects” both represent concepts with somewhat hazy boundaries. Interestingly, they also both represent fields of study in which academics representing those fields have worked very hard so as extend rather than delineate the same. In fact, some parts of the debate on, e.g., entrepreneurship could be criticized for engaging in “conceptual colonization,” insofar as it actively attempts to fit more and more activities under the umbrella term of entrepreneurship and/or projects, with the attendant implicit inference that they are thus fodder and resource for studies of the same. The purpose of this paper is to seek to inquire into this phenomenon.

In and of itself this could be seen as merely a case of academic (over-)branding, but the author will in the following paper argue that this also leads to “epistemological emptying,” i.e., a state where terms such as entrepreneurship and project start becoming less and less meaningful as they become more and more general, and that the strive among researchers to extend their fields can be seen as a form of symbolic violence against the same.

The author argues that the author can find conceptual colonization and epistemological emptying by paying critical attention to the manner in which key contributions in the field(s) consistently and uncritically try to extend the boundaries of said field(s).

By reflection on the manner in which field(s) attempts to make themselves more general may backfire and bring about epistemological emptying, the author might develop a more robust discussion regarding the importance of field boundaries and also more critically note power/knowledge ambitions in the field(s).

The aim of this chapter is to present and analyze the role of public entrepreneurship programs in fostering technology-based entrepreneurship in Turkey. More precisely, the authors of the chapter present and analyze the public policy programs aimed at entrepreneurship that have been put into action in Turkey in the last 20 years. The particular focus is on the type of programs that have been introduced, what have they achieved so far, and their contribution to the economy in terms of technology-based entrepreneurship. Together with the statistics about the output of the programs, data are also provided by a series of interviews with technology-based entrepreneurs to develop a deeper understanding of the effectiveness of those programs. Recommendations and ideas are derived from the research to improve these programs.

This chapter provides an introduction to the Global Entrepreneurship Monitor (GEM), a project under Latin America and the Caribbean (LAC) regional approach. As a region, the countries of LAC correspond to the second-highest representation in GEM after Europe. The chapter describes the GEM project, summarizes some key longitudinal indicators for the region, and analyzes the contributions and importance of GEM project for the systematic study of entrepreneurship.