Search results

Lean Startup (LS) has gained considerable traction in the startup scene, especially within digital firms where the concept finds the concept's genesis. However, there are more and more calls in the entrepreneurship literature to study LS's application beyond the digital context. The purpose of this study is to explore the applicability of LS within the largely under-researched context of non-digital entrepreneurs. To structure the authors' understanding of the participating entrepreneurs' cognitive and behavioural logic, effectuation theory is applied.

To explore how LS is applied in non-digital settings, this study analyses the LS approach of 15 Dutch brick-and-mortar and click-and-mortar Small to Medium-sized Enterprises (SMEs) and startups.

This study provides empirical evidence that non-digital entrepreneurs pursue an effectual logic in their LS approach. However, the entrepreneurs' LS approach appeared to be contextualised to the non-digital contexts' inherent constraints and trade-offs. Such contextualisation calls for a particular set of skills and competencies, including applying mixed-methods cross-validation, affinity and passion for craftsmanship and aesthetics, inferring from limited, qualitative, and often skewed data, establishing an empathetic collaborative relationship with customers and suppliers, and leveraging prior market knowledge and experience.

This study advances the current understanding of the LS applicability and gives a more nuanced account of how LS is practised in the context of non-digital firms, the challenges entrepreneurs involved in non-digital firms need to overcome, and the skills and competencies they need to possess. In practical terms, the findings help non-digital entrepreneurs and coaches to be more heedful of the contextual peculiarities when employing LS.

Supply chain (SC) professionals and their competence play a key role in creating value and competitive advantage for companies. A considerable amount of this competence is developed at work, but little is known about how this takes place. Drawing on constructivist learning theory, the authors investigate how SC professionals develop their competence at work.

The study takes off from a theoretical framework of workplace learning mechanisms, followed by a series of in-depth interviews with an expertise panel of profoundly competent and experienced SC professionals.

The results provide detailed insights into the learning process of SC professionals. The key findings show that SC professionals use a wide range of learning mechanisms throughout their careers, and that the contribution and complexity of these mechanisms differ and change dynamically with seniority. The findings also show that learning mechanisms should not be viewed as isolated phenomena, but closely related to every-day SCM work as well as learning attitude.

By conceptualizing learning as a process, and congregating the fragmented literature into a framework of workplace learning mechanisms, this research provides a theoretical reference point for future studies. The empirical findings bring a new level of detailed knowledge on how SC professionals learn at work.

The results can assist SC professionals, HR managers and academic program leaders in their quest to develop competence in the field of SCM.

This paper makes a unique contribution to the human aspects of SCM literature by presenting the first study that investigates in depth the crucial but complex process of how workplace learning takes place for SC professionals in practice.

The purpose of this study is to answer the following questions. What kind of entrepreneurial identities do students have that motivate them to choose either of the entrepreneurship course and university-based incubator? How do students involve in the entrepreneurship ecosystem at university based on their entrepreneurial identity?

For this study, the author began to gather information using previous knowledge and any aspect of a work, namely, from the literature review to represent interpretive syntheses of the meaning-making literature review addressing the research question.

This study suggests what happens to entrepreneur students from academia and the reason that they end up in one of the two aforementioned paradigms. This paper aims to underpin the issue of how various entrepreneurial identities of students cause substantial contributing factors in forming such entrepreneurial activities at university and throughout the entire innovation ecosystem.

Almost all of the content of the entrepreneurship education (EE) courses and incubator training is oriented towards consensual entrepreneurship methods, in accordance with entrepreneurship education. Although the core contents of the EE courses and university-based incubators’ training are the same, the outcomes are quite different.

This study considers the students’ entrepreneurial identities with a focus on their point of view that led them to end up in one of the two common entrepreneurship resources at universities: the EE course and entrepreneurial activities related to university-based incubators.