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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: 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

Article
Publication date: 17 May 2019

Gustav Hägg and Jonas Gabrielsson

The purpose of this paper is to create a better understanding of how entrepreneurial education research has evolved with regard to pedagogy over the past decades.

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Abstract

Purpose

The purpose of this paper is to create a better understanding of how entrepreneurial education research has evolved with regard to pedagogy over the past decades.

Design/methodology/approach

The authors employed systematic review methodology to enable an in-depth analysis of the literature in a process that was both replicable and transparent. Guided by the research purpose, the systematic review of 395 articles published between January 1980 and December 2018 was influenced by a configurative approach aimed at interpreting and understanding the phenomenon under study.

Findings

The analysis suggests that the scholarly discourse on pedagogy in entrepreneurial education research has developed over time from teacher-guided instructional models to more constructivist perspectives. A shift in the literature was also observed, where scholarly discussions moved from addressing the issue of teachability to a greater emphasis on learnability. Contemporary discussions centre on the theoretical and philosophical foundations of experience-based teaching and learning.

Originality/value

The study illustrates how entrepreneurial education has evolved into a distinct research theme, characterized by a practice-oriented research agenda that emphasizes the need to connect teaching to “real-world” environments. The practice-oriented agenda has led to continued societal interest in promoting entrepreneurial education, while at the same time creating low academic legitimacy.

Details

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

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

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: 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

Book part
Publication date: 13 August 2014

Jonas Gabrielsson, Diamanto Politis and Åsa Lindholm Dahlstrand

There has been a significant rise in the number of patents originating from academic environments. However, current conceptualizations of academic patents provide a…

Abstract

There has been a significant rise in the number of patents originating from academic environments. However, current conceptualizations of academic patents provide a largely homogenous approach to define this entrepreneurial form of technology transfer. In this study we develop a novel categorization framework that identifies three subsets of academic patents which are conceptually distinct from each other. By applying the categorization framework on a unique database of Swedish patents we furthermore find support for its usefulness in detecting underlying differences in technology, opportunity, and commercialization characteristics among the three subsets of academic patents.

Details

Academic Entrepreneurship: Creating an Entrepreneurial Ecosystem
Type: Book
ISBN: 978-1-78350-984-3

Keywords

Article
Publication date: 18 September 2013

Joakim Tell and Jonas Gabrielsson

In this study, we link discussions about management development in small firms to the work environment of small business managers. In particular, our aim is to examine…

Abstract

In this study, we link discussions about management development in small firms to the work environment of small business managers. In particular, our aim is to examine management development as an experiential process carried out in daily managerial practice. Using structured observations of managerial work, we found that small business managers operate in work environments with rich opportunities for learning. However, we also found that various and unexpected interruptions and problems typically fragment their workdays. In addition, such managers lack peer support and guidance and have few external interactions and little internal communication. As a result, small business managers find themselves in a learning dilemma that, in the long run, may limit their creativity and innovation. Based on these empirical findings, we draw conclusions about support for work-based management development in small firms.

Details

International Journal of Innovation Science, vol. 5 no. 3
Type: Research Article
ISSN: 1757-2223

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…

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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.

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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

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