A Dynamic Model of Entrepreneurial Learning

Minniti, Maria; Bygrave, William D.

doi:10.1177/104225870102500301

Cited by 771 publications

(737 citation statements)

References 16 publications

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“…Recent studies of entrepreneurial cognition, such as Mitchell et al (2002) and Parker (2004) have been limited by the cognitivist paradigm of individual (not social) and cerebral (not behavioural) conceptualisation. The results can be seen in the algorithmic "dynamic model of entrepreneurial learning" produced by Minniti andBygrave (2001), As Spinosa et al (1997) observed, there is a need to move beyond such entitative and positivist approaches to entrepreneurship in order to create understanding of the human processes involved.…”

Section: Summary Of Relevant Literaturementioning

confidence: 96%

“…The model does not make claims or assertions about people's cognitive processes. There is, therefore, no basis for comparison with theories which propose rational or economic understanding of entrepreneurial behaviour rooted in cognitive theory (for example, Minniti and Bygrave: 2001;Mitchell et al, 2002;Shepherd and Krueger: 2002), Although cognitivism is pervasive and influential in the literature, as Gergen (1999) observes, there is a strong case to be made against simply accepting this and it is equally valid to propose a social constructionist alternative.…”

Section: Entrepreneurial Learningmentioning

confidence: 99%

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Entrepreneurial learning: a narrative‐based conceptual model

Rae

2005

Journal of Small Business and Enterprise Development

289

337

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Purpose -Entrepreneurial learning is an important area of enquiry which is not well understood in either the academic study of entrepreneurship or the practical development of new entrepreneurs. The article aims to explore two questions: first, how do people learn to work in entrepreneurial ways -are there significant processes and experiences in their learning, which can be related to existing learning theories? Second, can a useful framework to understand entrepreneurial learning be developed and applied both in entrepreneurial practice and conceptually by educators? Design/methodology/approach -The article includes a brief critical review of the theoretical literature in the areas of entrepreneurship and learning. Thematic discourse analysis is used to interpret the life story narratives of three entrepreneurs in the creative industries. Material from their learning experiences is used to support the development of a conceptual model. This demonstrates connections between the emergence of entrepreneurial identity, learning as a social process, opportunity recognition, and venture formation as a negotiated activity. Findings -The principal finding is to propose a conceptual framework of entrepreneurial learning as a triadic model, including major themes of personal and social emergence, contextual learning, the negotiated enterprise, and a group of 11 related sub-themes. Practical implications -Applications of the model in entrepreneurship education, work-based learning and practice, are proposed, within and beyond the context of the creative media industry. Originality/value -The paper develops an original and distinctive conceptual understanding of entrepreneurial learning through analysis of entrepreneurs' experiences, based on a social learning and constructionist perspective.

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Section: Summary Of Relevant Literaturementioning

confidence: 96%

Section: Entrepreneurial Learningmentioning

confidence: 99%

Entrepreneurial learning: a narrative‐based conceptual model

Rae

2005

Journal of Small Business and Enterprise Development

289

337

View full text Add to dashboard Cite

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“…Inward represents introspection about self (Minniti and Bygrave, 2001) while outward describes reflection about interaction with others. Backward considers reflection on past events (Daudelin, 1996) while forward represents visualisations about how the experience should change future actions (Gibb, 1997;Senge, 1990).…”

Section: Reflecting Inward Outward Backward and Forwardmentioning

confidence: 99%

Student clubs: experiences in entrepreneurial learning

Pittaway

Gazzard

Shore

et al. 2015

Entrepreneurship & Regional Development

127

131

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Student-led clubs that seek to enhance entrepreneurial learning can be found in manyuniversities. Yet, like many areas of extra-curricular activity in entrepreneurship education, their role in supporting learning has not been researched widely. The paper introduces research that addresses this gap and investigates the nature of the learning process student's encounter when they take part in clubs. The study explores the literature on entrepreneurial learning, it examines the different concepts and considers their contribution to understanding student learning experiences. From the literature a conceptual framework is presented, highlighting the key aspects of entrepreneurial learning relevant for the field research. The methodology is introduced, including a series of qualitative studies and a survey of students. The study focuses on two types of student-led clubs 'entrepreneurship clubs' and 'Enactus clubs' and provides a comparative analysis. The findings reported show a range of student learning benefits that simulate important aspects of entrepreneurial learning, such as, learning by doing, learning through mistakes and learning from entrepreneurs. More nuanced findings are also presented showing differences in learning benefits between club forms and heighten benefits for students taking leadership roles. Ultimately the paper contributes to research in entrepreneurship by illustrating how student clubs support entrepreneurial learning.

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“…Moving from the classroom to the laboratory, this methodology applies experiential learning where the student learns the business by doing it (Lackeus, 2015;Cope, 2005;Minniti and Bygrave, 2001), acquiring knowledge and developing entrepreneurial skills, abilities and competences (Borgese, 2011;Kiraly, 2011). From this point of view, it is exceeded the «talk and chalk approach» of the topics, encouraging a new way of learning business administration disciplines (Veneziani, 2012;Le Boterf, 2000).…”

Section: The Methodology Of Practice Firmmentioning

confidence: 99%