Entrepreneurial learning: a narrative‐based conceptual model

Rae, David

doi:10.1108/14626000510612259

Cited by 286 publications

(375 citation statements)

References 25 publications

(25 reference statements)

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“…While, on one hand it is assumed that entrepreneurship behaviour is genetically established, on the other hand, it is explained that entrepreneurship behaviour is shaped from experience and interaction with one's surroundings, making it a matter of learning (Aldrich and Wiedenmayer, 1993;Baron 2002;White et al, 2006). The theorists solved the dilemma based on the premise that entrepreneurship has two sides: 'science' and 'art' (Jack and Anderson, 1998;Rae, 2005). Science governs the functional skills of the corporate management, while art involves creative and innovative thinking.…”

Section: Background Higher Education and Entrepreneurshipmentioning

confidence: 99%

The effect of curricular and extracurricular activities on university students’ entrepreneurial intention and competences

Arranz

Ubierna²,

Arroyabe

et al. 2016

Studies in Higher Education

124

130

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This paper examines the effect of curricular and extracurricular activities on the entrepreneurial motivation and competences of university students. In order to address these issues, we have used Azjen's (1991Azjen's ( , 2002 INTRODUCTIONThe importance of universities in the task of orienting graduates to develop their entrepreneurial intention has been stressed by numerous researchers. Over the years researchers have tried to provide an answer to these questions: What, How and When to teach at universities in order to foment entrepreneurial initiative? (Krueger et al., 2000; Autio et al., 2001; Kirby, 2005; Liñan and Chen, 2009;Nabi et al., 2006;Nabi and Holden, 2008;Fayolle et al., 2006; Cranmer, 2006: Pittaway andCope, 2007; Buckland, 2009;De Silva, 2015). Taking into account the importance of entrepreneurship in the economy (Acs and Szerb, 2007), universities devote considerable effort to developing both curricular and extracurricular activities to encourage entrepreneurial intention in their students (Fayolle et al., 2006;Shinnar et al., 2009;Souitaris et al., 2007;Wilson et al., 2007;Davey et al., 2010;Ertuna and Gurel, 2011;Thomas et al., 2014).In recent years, academicians have developed a growing interest in the effectiveness of those efforts on entrepreneurship initiative (Kirby, 2005;Fayolle et al., 2006;Shinnar et al., 2009; Souitaris et al., 2009; Markman et al., 2002; Boissin et al., 2009a, b). The results of such research have produced numerous studies on education in entrepreneurship (Alexei and Kolvereid, 1999;Karanja et al., 2012;Shinnar et al., 2009; Soutaris et al., 2007; Liñan and Chen, 2009;Venciana et al., 2005;Peterman and Kennedy, 2003), but these tend to be limited and contradictory (Collins et al., 2004;Guerrero et al., 2008;Gurel et al., 2010;Thompson et al., 2010;Wu and Wu, 2008). While some researchers complain that formal education reduces the individual's desire for entrepreneurship (e.g., Shapero and Sokol, 1982; Collins et al., 2004), others consider that education increases the individual's entrepreneurship motivation (e.g., Davidsson, 1995; Boissin et al., 2009a). This controversy was the starting point of some studies whose aim was to explain the effectiveness of university education in entrepreneurial motivation.Following the Global Entrepreneurship Monitor, Acs et al., (2005) point out that some of the actions developed by universities were not channelled correctly. In this way, Laukkanen (2000) and Kirby (2005) regarding the application of educational models designed to develop entrepreneurship intention, no model has been consolidated yet, and the lack of this general model means that university attempts to develop entrepreneurial initiative lack effectiveness. In spite of these efforts, the controversy continues, with this research question being a major debate issue: the role that university should play in developing and fomenting university students' entrepreneurship motivation.Our work tries to shed light on this question. Based on the issues raised above,...

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Section: Background Higher Education and Entrepreneurshipmentioning

confidence: 99%

The effect of curricular and extracurricular activities on university students’ entrepreneurial intention and competences

Arranz

Ubierna²,

Arroyabe

et al. 2016

Studies in Higher Education

124

130

View full text Add to dashboard Cite

show abstract

“…According to Rae (2005), entrepreneurial learning is undoubtedly toward acquiring knowledge from a new field or adding up to existing one. In addition, healthier understanding of entrepreneurship knowledge is essential for the creation of entrepreneurship education and training programmes so that we can discern the entrepreneur's learning needs via concentrating on the personal and business development of the entrepreneur (Rae & Carswell, 2000).…”

Section: Knowledge Of Entrepreneurshipmentioning

confidence: 99%

Towards Entrepreneurial Learning Competencies: The Perspective of Built Environment Students

Kissi¹,

Matthew²,

Samuel³

2015

HES

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This paper sought to discuss entrepreneurial learning competencies by determining the outcome of entrepreneurial learning on the views of built environment students in the university setting. In this study, three relevant competencies were identified for entrepreneurial learning through literature, namely: entrepreneurial attitude, entrepreneurial skills and knowledge of entrepreneurship. On this basis, questionnaire was designed and administered to graduate students in built environment. In all, a total of 124 questionnaires were administered to respondents. Out this, 84 were retrieved representing a response rate of 68% and were further subjected to analysis using Relative Importance Index (RII). The findings from the study highlighted on competencies factors that have great impact on entrepreneurs in dealing with tasks and problems related to entrepreneurial learning processes. These key entrepreneurial competencies as perceived by the built environment students were ranked as: entrepreneurial attitude, knowledge of entrepreneurship and entrepreneurial skill. The findings may help stakeholders in the building industry including up-coming graduate students. Thus, it could help in their journey into entrepreneurial terrain affiliated to advancement of their career, as a way to increase private wealth and the pursuit of a more balanced life.

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“…As stated above, however entrepreneurship is also about a psychological attitude and a state of mind difficult to be taught, as the "art" of being entrepreneurs (Jack, Anderson, 1999;Rae, 2005). Especially, traditional methods and approaches seem to fail in successfully stimulate such mindset in students (Krueger, Carsrud, 1993;Fretschner, Weber, 2013).…”

Section: Entrepreneurial Education As "Hard" and "Soft" Coresmentioning

confidence: 99%

“…These skills have several qualities: with a more technical foundation, regarded as easier to transfer to students and more often offered in business school courses (Rideout, Gray, 2013). This "hard" core of entrepreneurship, called also the "science" of entrepreneurial teaching (Jack, Anderson, 1999, Rae, 2005, should not be taken for granted in entrepreneurial education nor assumed as completely secondary. For example, Nonaka and Johansson (1985) criticized Japanese business schools due to their low focus on this area of contents, compared to the "American model", though such model is far to be free of opposite criticisms.…”

Section: Entrepreneurial Education As "Hard" and "Soft" Coresmentioning

confidence: 99%