Entrepreneurial learning: A conceptual framework for technology-based enterprise

Rae, David

doi:10.1080/09537320500520494

Cited by 134 publications

(164 citation statements)

References 24 publications

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“…Numerous authors have argued that the idea of identifying and acting upon opportunities represents the dominant view of what entrepreneurship is. Shane (2003, p4) defines entrepreneurship as entailing practices that involve the identification and development of "new goods, services, ways of organising, market processes and raw materials through organising efforts that previously had not existed", (Corbett, 2005;Rae, 2006). Gartner (1985), Peterson (1985) and others, suggested that there was no accepted definition of the term 'entrepreneur'.…”

Section: Management Education and Institutionalismmentioning

confidence: 99%

“…Contemporary empirical studies suggest that studying both the nature and conditions of learning in the context of the entrepreneur is essential in order to understand how these actors, innovate, survive, and grow in what are highly dynamic environments, characterised by changing trends, globalisation, and sustainability (Macpherson and Holt, 2007). The importance of entrepreneurial learning is reflected in the increased number of studies that are now taking place, Rae, 2006). However despite such importance, research that specifically addresses the question of what methods best enable and sustain entrepreneurial learning is still in poor supply .…”

Section: Introductionmentioning

confidence: 99%

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Learning to make sense: what works in entrepreneurial education?

Higgins

Elliott

2011

Journal of European Industrial Training

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Objectives:The article aims to explore the changing influences and relevance of passive and experiential methods of learning within what can be described as a new era of entrepreneurial education. What still largely remains unaddressed in the literature is how are entrepreneur's best educated and developed in a manner which can have a direct impact on their personal and business development.Prior Work: The article suggests that learning is action-oriented, and that entrepreneurs are not merely "doers"; they are "practitioners". An integral part of being a "practitioner" is the use of practice to help move the firm beyond the "adaptive" learning which takes place in naturally occurring non-contrived learning occasions. Approach:The article is theoretical in its intent and adopts a social constructionist view of knowledge and learning. The research approach is informed by practitioner-based practice and research, education and participation as a process of social learning. Practical Implications: The article sets out to develop an argument against the traditional 'passive' means of business education, by suggesting that entrepreneurs who are exposed to passive learning are spectators rather than active participators. Originality/Value:The article contributes to our current understanding of entrepreneurial learning by recognising that entrepreneurial learning in the context of higher education takes place beyond the domain of the classroom learning experiences, through experiential and discovery based learning which questions traditional orthodox pedagogies. The article illustrates how knowledge is constructed through a situated practice of knowing, and demonstrates how a practice-based perspective might be useful for the study of entrepreneurial education.

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Section: Management Education and Institutionalismmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Learning to make sense: what works in entrepreneurial education?

Higgins

Elliott

2011

Journal of European Industrial Training

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“…Accordingly the BPC, with its inherently experiential emphasis, has been widely positioned and asserted as an experience conducive to promoting entrepreneurial learning amongst those who decide to participate (Hegarty, 2006;Roldan et al, 2005;Russell et al, 2008;Sekula et al, 2009). Entrepreneurial learning is of pronounced importance amongst nascent entrepreneurs (Honig et al, 2005), the lynchpin of successful venture emergence (Aldrich and Yang, 2014;Fayolle and Gailly, 2008) but also the personal and social emergence of the entrepreneur (Karatas-Ozkan and Chell, 2010;Rae, 2004Rae, , 2006.…”

Section: Introductionmentioning

confidence: 99%

An exploration of the Business Plan Competition as a methodology for effective nascent entrepreneurial learning

Watson

McGowan

Cunningham

2017

IJEBR

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Purpose -Business Plan Competitions (BPCs) are readily prescribed and promoted as a valuable entrepreneurial learning activity on university campuses worldwide. There is an acceptance of their value despite the clear lack of empirical attention on the learning experience of nascent entrepreneurs during and post-participation in university-based BPCs. To address this deficit, the purpose of this paper is to explore how participation in a university-based BPC affords entrepreneurial learning outcomes, through the development of competencies, amongst nascent entrepreneurs. Design/methodology/approach -Underpinned by a constructivist paradigm, a longitudinal qualitative methodological approach was adopted. In-depth interviews with nascent entrepreneur participants of a UK university-based BPC were undertaken at the start and end of the competition but also six months after participation. This method enabled access to the participant's experiences of the competition and appreciation of the meanings they attached to this experience as a source of entrepreneurial learning. Data were analysed according to the wave of data collection and a thematic analytical approach was taken to identify patterns across participant accounts. Findings -At the start of the competition, participation was viewed as a valuable experiential learning opportunity in pursuit of the competencies needed, but not yet held, to progress implementation of the nascent venture. At the end of the competition, participants considered their participation experience had afforded the development of pitching, public speaking, networking and business plan production competencies and also self-confidence. Six months post-competition, participants still recognised that competencies had been developed; however, application of these were deemed as being confined to participation in other competitions rather than the routine dayto-day aspects of venture implementation. Developed competencies and learning remained useful given a prevailing view that further competition participation represented an important activity which would enable value to be leveraged in terms of finance, marketing and networking opportunities for new venture creation. Research limitations/implications -The findings challenge the common understanding that the BPC represents an effective methodology for highly authentic, relevant and broadly applicable entrepreneurial learning. Moreover the idea that the competencies needed for routine venture implementation and competencies developed through competition are synonymous is challenged. By extension the study suggests competition activities may not be as closely tied to the realities of new venture creation as commonly portrayed or understood and that the learning afforded is situated within a competition context. Competitions could therefore be preventing the opportunities for entrepreneurial learning that they purport they offer. Given the practical importance of competition participation as a resource acquisition activity for nascent en...

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“…Numerous authors have argued that the idea of identifying and acting upon opportunities represents the dominant view of what entrepreneurship is. Shane (2003, p4) defines entrepreneurship as entailing practices that involve the identification and development of 'new goods, services, ways of organising, market processes and raw materials through organising efforts that previously had not existed' (Corbett, 2005b;Rae, 2006). Gartner (1985) and others suggested that there was no accepted definition of the term 'entrepreneur'.…”

Section: Entrepreneurship Education and Institutionalismmentioning

confidence: 99%

Refocusing — Building a Future for Entrepreneurial Education and Learning

Higgins

Galloway

2014

Industry and Higher Education

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The field of entrepreneurship has struggled with fundamental questions concerning the subject's nature and purpose. To whom and to what means are educational and training agendas ultimately directed? Such questions have become of central importance to policy makers, practitioners and academics alike. There are suggestions that university business schools should engage more critically with the lived experiences of practising entrepreneurs through alternative pedagogical approaches and methods, seeking to account for and highlighting the social, political and moral aspects of entrepreneurial practice. In the UK, where funding in higher education has become increasingly dependent on student fees, there are renewed pressures to educate students for entrepreneurial practice as opposed to educating them about the nature and effects of entrepreneurship. Government and EU policies are calling on business schools to develop and enhance entrepreneurial growth and skill sets, to make their education and training programmes more proactive in providing innovative educational practices which help and facilitate life experiences and experiential learning. This paper makes the case for critical frameworks to be applied so that complex social processes become a source of learning for educators and entrepreneurs and so that innovative pedagogical approaches can be developed in terms both of context (curriculum design) and process (delivery methods).

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Entrepreneurial learning: A conceptual framework for technology-based enterprise

Cited by 134 publications

References 24 publications

Learning to make sense: what works in entrepreneurial education?

Learning to make sense: what works in entrepreneurial education?

An exploration of the Business Plan Competition as a methodology for effective nascent entrepreneurial learning

Refocusing — Building a Future for Entrepreneurial Education and Learning

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