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1 – 7 of 7In the context of the question of how entrepreneurship education can contribute to entrepreneurial competency development, this paper aims to outline the deliberate practice (DP…
Abstract
Purpose
In the context of the question of how entrepreneurship education can contribute to entrepreneurial competency development, this paper aims to outline the deliberate practice (DP) method and showcase how it can be applied in entrepreneurship education. To this end, this paper presents a learning innovation in which DP improves entrepreneurial competencies.
Design/methodology/approach
The paper describes an entrepreneurship training in which participants, over a seven-week period, learn about DP and use this approach to develop an aspect of an entrepreneurial competency of their choosing.
Findings
Evaluations show that participants find both short- and long-term gains in their competency development, and value having learnt a competency development method as well.
Practical implications
The presented format is designed in accordance with the DP principles as originally described in the literature on expert performance, and shows that DP can be applied in the context of entrepreneurial competency development at lower levels of proficiency. Entrepreneurship educators interested in competency development can consider to adopt (aspects of) the described approach.
Originality/value
The format applies DP principles as described in the literature on expert performance. The value lies in the short- and long term effects of the training.
Details
Keywords
Sophie Rummel, Jos Akkermans, Rowena Blokker and Marco Van Gelderen
The purpose of this paper is to explore the career shocks that young, newly graduated entrepreneurs experience in the process of starting a business.
Abstract
Purpose
The purpose of this paper is to explore the career shocks that young, newly graduated entrepreneurs experience in the process of starting a business.
Design/methodology/approach
The study adopted a qualitative approach, drawing upon 25 semi-structured interviews with entrepreneurs who recently graduated from university (up to the age of 30) in different European countries.
Findings
The analysis identifies several career shocks that can confront entrepreneurs before and after starting a business and reveals how these shocks influence graduates’ decisions to become and continue to be an entrepreneur.
Research limitations/implications
The study sheds light on the diverse nature of career shocks and the importance of integrating agency concepts and environmental influences in career research. It identifies important factors relevant for school-to-work transition research and complements work in entrepreneurship research on necessity and opportunity entrepreneurship, push and pull motives, and entrepreneurial intentions.
Practical implications
Organizations can use the findings to attract and retain young entrepreneurial employees, while higher education organizations can use the findings to better prepare students for a successful transition into entrepreneurship, whether in the corporate or independent form.
Originality/value
The paper integrates the concept of career shocks with literature on entrepreneurship and offers a categorization of career shocks in the pathway to entrepreneurship.
Details
Keywords