A Technology-Business-Environment Model for Effective Internet Entrepreneurship Education

Zhang, Sonya

doi:10.1109/itng.2015.105

Cited by 3 publications

(4 citation statements)

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“…Relating to focus in content and setting, Pittaway and Thorpe (2012) introduce temporal business phasespre-start-up, start-up, growth, crisis and failureto contextualization. Type of start-up is also presented as a contextual setting (Zhang, 2015), with family businesses positioned as having particular context elements as a type of startup (Barrett, 2014;Rautamäki and Römer-Paakkanen, 2016).…”

Section: Cross-level Observationsmentioning

confidence: 99%

Conceptualizing context in entrepreneurship education: a literature review

Thomassen

Middleton

Ramsgaard³

et al. 2019

IJEBR

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Purpose -Context impacts the design and practice of entrepreneurship education, but there is limited focus on context in entrepreneurship education literature. The purpose of this paper is to review the entrepreneurship education literature to understand how context has been addressed, derives contextual elements from prioritized literature and explores how context can be adapted to and designed with in entrepreneurship education. Design/methodology/approach -A systematic literature review is undertaken to explore context in entrepreneurship education literature. Context entrepreneurship education yielded 239 items. After refinement, 232 entrepreneurship education associated publications were reviewed by the team of authors. Using selection criteria, 26 prioritized publications were analyzed and categorized according to a theoretical framework. Findings -Context has been addressed both conceptually and empirically, quantitatively and qualitatively, and can be categorized across three sociological phenomena levelsmicro, meso and macro. Within these levels, more specific context elements emerge from the entrepreneurship education literature. The findings assert that while context is highly influential in relation to entrepreneurship education, it is arbitrarily described, and holds a variety of documented and diffuse elements. Educators have a limited span of control in relation to context elements, however, for the most parts elements can be adapted to or designed with. Finally, due to the influence of context it is difficult to identify a universal best practice of entrepreneurship education because there simply is no ceteris paribus. Research limitations/implications -Contextual elements which emerged from the literature consider various subjects, spaces, structures and networks. Context is complex and has had limited treatment in entrepreneurship education literature, thus additional analysis and experimentation is necessary. Practical implications -Context shapes understanding and influences learning. Addressing entrepreneurship education across three levelsmicro, meso and macroand through four framing questionswho, what, where and whenguides educators in how context influences and can be used when designing education. Originality/value -The paper gives new insight into how context is addressed in entrepreneurship education literature, and how this can influence educational design.

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Section: Cross-level Observationsmentioning

confidence: 99%

Conceptualizing context in entrepreneurship education: a literature review

Thomassen

Middleton

Ramsgaard³

et al. 2019

IJEBR

View full text Add to dashboard Cite

show abstract

“…al. [35] and used bubble plots to combine and compare the different facets that were [15] Empirical Study Philosophical Paper Model Teaching 9.5 Järvi (2015) [22] Case Study Evaluation Research Lessons Learned Teaching 9.5 Schilling (2010) [42] Case Study Evaluation Research Guidelines Teaching 9.5 Zaina (2015) [47] Case Study Evaluation Research Framework/Method Teaching 9.0 Currie (2011) [10] Case Study Experience Paper Framework/Method Real Projects 9.0 Chesney (2014) [9] Case Study Evaluation Research Guidelines Real Projects 9.0 Izurieta (2016) [21] Case Study Experience Paper Framework/Method Real Projects 9.0 Zhang (2015) [48] Experiment Solution Proposal Model Teaching 8.5 de Lange (2016) [12] Case Study Validation Research Framework/Method Environment 8.5 Joseph (2006) [23] Case Study Evaluation Research Lessons Learned Multidiscipline 8.5 Daimi (2008) [11] Empirical Study Solution Proposal Guidelines Teaching 8.5 Chenoweth (2008) [8] Survey Experience Paper Guidelines Teaching 8.0 Ribeiro (2016) [37] Case Study Experience Paper Lessons Learned Environment 8.0 McMahon (2014) [28] Case Study Experience Paper Lessons Learned Teaching 8.0 Vitolo (2016) [45] Experiment Evaluation Research Lessons Learned Multidiscipline 8.0 Kaltenecker (2013) [25] Empirical Study Philosophical Paper Lessons Learned Teaching 8.0 Buffardi (2017) [7] Case Study Solution Proposal Framework/Method Multidiscipline 7.5 Porter (2015) [36] Case Study Solution Proposal Lessons Learned Multidiscipline 7.5 Bharadwaj (2014) [2] Experiment Experience Paper Framework/Method Teaching 7.5 Nguyen-Duc (2016) [30] Case Study Evaluation Research Model Teaching 7.5 Breytenbach (2013) [5] Case Study Experience Paper Lessons Learned Environment 7.5 Pauca (2012) [33] Case Study Solution Proposal Framework/Method Real Projects 6.5 Heintz(2014) [20] Case Study Experience Paper Lessons Learned Teaching 6.5 Ford (2004) [14] Case Study Experience Paper Lessons Learned Multidiscipline 6.5 Barbe (2010) ...…”

Section: Results Of the Systematic Mappingmentioning

confidence: 99%

“…The overview of this systematic mapping study, detailed in Table 2, indicates that there is one study [39] contributing with tools, five studies [1,15,30,44,48] focusing on models, and seven studies [2,7,10,12,21,33,47] exploring methods and methodologies. By combining and summarizing this information, the main contributions to the field are: (i) Business Model Canvas -helps students define a vision for their business model.…”

Section: Research Questions Analysismentioning

confidence: 99%

See 1 more Smart Citation

A Systematic Mapping Study On Software Startups Education

Chanin

Sales

Pompermaier

et al. 2018

Proceedings of the 22nd International Conference on Evaluation and Assessment in Software Engineering 2018

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This study aims to characterize the state-of-the-art of the software startup education by analyzing and identifying best practices, opportunities and gaps on this field. To do so, we conducted a systematic mapping study in order to analyze and evaluate studies on software startup education. As a result, we found 31 publications in this process. These studies were classified into four categories: real projects, multidiscipline, environment and teaching. We concluded that research on software startup education is still scarce. Furthermore, there are several gaps and opportunities to be explored in future works. One of them is the difficulty in providing a real world experience in a educational setting. Successful cases reported combine three major components: real world projects, the right environment and a multidisciplinary context.

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