Entrepreneurship and the entrepreneurial self

Skoglund, Annika; Berglund, Karin

doi:10.4324/9781315447599-9

Cited by 7 publications

(7 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Organization-creation is an expression of social creativity that transforms ‘potentiality’ into new organizational forms within established organizations (Farias et al, 2019; Hjorth, 2004, 2005; Hjorth & Reay, 2022). Potentiality refers to the ‘virtually new’ – that is, the not yet actualized – that allows organizations to differentiate themselves from other organizations (Hjorth, 2014; Hjorth & Reay, 2022); for example, through the development of alternative (Redmalm & Skoglund, 2022; Skoglund, Redmalm, & Berglund, 2020) or social (Berglund & Skoglund, 2015; Calás et al, 2018; Dey & Steyaert, 2010, 2012) entrepreneurship that contributes to value for society (Farias et al, 2019; Rindova, Barry, & Ketchen, 2009). As Steyaert and Katz (2004) note, entrepreneurship is about ‘introducing innovative thinking, reorganizing the established, and crafting the new across a broad range of settings and spaces and for a range of goals such as social change and transformation far beyond those of simple commerce and economic drive’ (p. 182).…”

Section: Organization-creation and Spacementioning

confidence: 99%

From Dust to Buzz: Reconfiguring space for organization-creation

Kuismin,

Wickström,

Hietanen

et al. 2024

Organization Studies

View full text Add to dashboard Cite

In this paper, we examine the relationship between space and entrepreneurship, understood as organization-creation, by drawing on Deleuze and Guattari’s spatial theorizing. Building on an ethnographic study of the Nordic Start-Up Incubator, we focus on the ongoing material, discursive, and affective reconfiguration of space to promote entrepreneurial ‘buzz’. We show how emancipatory promises (smoothings) are entangled with a logic of enterprise (striations), and how this ambiguity is enacted (folds) as organization-creation emerges spatially. This allows us to problematize the distinction often made between entrepreneurial spaces of emancipation and managerial spaces of control and to consider how they may co-constitute each other through subtle twists and turns. We conclude by discussing this multiplicity and ambiguity with regard to the politics of entrepreneurial spaces.

show abstract

Section: Organization-creation and Spacementioning

confidence: 99%

From Dust to Buzz: Reconfiguring space for organization-creation

Kuismin,

Wickström,

Hietanen

et al. 2024

Organization Studies

View full text Add to dashboard Cite

show abstract

“…Other research has shown the importance of entrepreneurship educators conveying alternative worldviews, values, and models in line with today's social and environmental challenges to their students (e.g. Biberhofer et al , 2019; Skoglund and Berglund, 2018). The aim of our lesson, described in more detail below, was thus to enrich students' conceptions of responsible entrepreneurship, as an alternative vision of entrepreneurship that would guide the rest of the course.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Evolving students' conceptions about responsible entrepreneurship: a classroom experiment

Pépin

Audebrand

Tremblay

et al. 2021

JSBED

View full text Add to dashboard Cite

PurposeEntrepreneurship education scholarship has been recently challenged to look at what goes on inside the entrepreneurship classroom to assess what students are really learning. Relying on the construction and analysis of a 3-h long set of learning activities on responsible entrepreneurship, this paper focuses on the activities conducted and what students have learned, based on Bloom's revised taxonomy of educational objectives.Design/methodology/approachThis paper builds on a pre-/post-intervention assessment around a set of learning activities with 151 undergraduate students. Before and after the class, students were asked to produce a definition of responsible entrepreneurship. They were also asked to reflect on what had changed from the beginning.FindingsAnalysis of students' pre/post definitions shows a standardization of their conceptions of responsible entrepreneurship. This result confirms that the learning objective of this class was met. Nevertheless, applying Bloom's revised taxonomy to students' reflections allows for more nuanced interpretation. The analysis indeed revealed that some students manifest relatively superficial learning while other shows a deeper ability to reflect on the concept.Originality/valueFirst, this paper contributes to the entrepreneurship education literature by showing the relevance of using Bloom's revised taxonomy for both teaching and research purposes. Second, it presents a set of innovative learning activities on responsible entrepreneurship that could be easily reproduced in other educational contexts. Third, it shows the importance of asking students what they learned and what has changed for them through class activities.

show abstract

“…With entrepreneurship seemingly having found its way to the very core of the university (by that notion of the entrepreneurial university), Tunstall effectively argues how some see this as the evil of capitalism having creeped into the idea of academic freedom as the very purpose of higher education. Skoglund and Berglund (2018) take this further, into the classroom, by challenging the notion of achieving freedom through entrepreneurship. They invite students to bring pictures that relate to entrepreneurship.…”

Section: Deconstructing In Eementioning

confidence: 99%

“…This is in line with what Tunstall (2018) suggests when he discusses the reconstructing of alternatives of entrepreneurship which “create new ways to tackle the interface of teaching, research, society and economy” (p. 29). Skoglund and Berglund (2018) adopt such an approach in the classroom, where students are invited to try out how a social mission can be aligned with a fictive company (see previous section). In this way, they can reconstruct how boundaries can be drawn between the state and the business, with regards to solving a political issue.…”

Section: Reconstructing In Eementioning

confidence: 99%

Pedagogical invention in entrepreneurship education

Verduyn

Berglund²

2019

IJEBR

Self Cite

View full text Add to dashboard Cite

Purpose Following the example of the critical management education tradition, the purpose of this paper is to argue whether we should keep EE vital by disturbing it, in particular by interrogating that which has seemingly become “untouchable” from interrogation. Design/methodology/approach This paper takes inspiration from Paolo Freire’s work by proposing a pedagogical approach to entrepreneurship education which builds on an iterative and interactive process, oscillating between deconstructing and reconstructing entrepreneurship, creating space for invention in the classroom. The paper provides exemplary contributions in developing suggestions as to ways forward. Findings The ways forward being proposed in this paper include entrepreneurship educators engaging students as co-learners, and evoking their curiosity to pose new questions about the phenomenon; “grounding” students in their own creativity and supporting them to build the confidence needed to develop alternative understandings of how entrepreneurship can function – for themselves, in their future organizations and for society as a whole; and challenging our own teaching positions, and adopting a pedagogical process of invention, stimulating curiosity, co-creation, thought-provoking questions and entrepreneurial action. Originality/value This paper provides ways forward in keeping EE “fresh”, by sketching how we need to teach about entrepreneurship, adopting the critical insights emerging in the field. The paper argues how we do not only need other models and approaches to understand entrepreneurship, but also to understand learning and education.

show abstract

Entrepreneurship and the entrepreneurial self

Cited by 7 publications

References 1 publication

From Dust to Buzz: Reconfiguring space for organization-creation

From Dust to Buzz: Reconfiguring space for organization-creation

Evolving students' conceptions about responsible entrepreneurship: a classroom experiment

Pedagogical invention in entrepreneurship education

Contact Info

Product

Resources

About