Entrepreneurship Education: Team Composition in Known Worlds and New Frontiers

Karlsson, Tomas; Nowell, Pamela

doi:10.1177/2515127420905890

Cited by 8 publications

(17 citation statements)

References 112 publications

(160 reference statements)

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“…As such, the finding may be at odds with Karlsson and Nowell's (2021) finding that heterogeneity in entrepreneurship student teams facilitates external task performance and impedes internal tasks as we find that more homogeneous teams do better in external task performance, such as coping with and responding to feedback from potential stakeholders. This difference could also be because Karlsson and Nowell's teams were formed to do a single well-defined assignment in a relatively short period of time.…”

Section: Discussioncontrasting

confidence: 70%

“…In reference to other recent investigations (e.g. Karlsson and Nowell, 2021;Knipfer et al, 2018), our findings call for a better understanding of the value of well-developed teams and team heterogeneity and their interplay in understanding student team performance in experiential-based entrepreneurship courses. For example, Knipfer et al (2018) found that charismatic team leadership predicts team reflexivity, which means we cannot tell if the self-selection formation process allows the team collectively to be more reflexive or if it allows for a charismatic leader to emerge and foster reflexivity.…”

Section: Implications For Researchsupporting

confidence: 76%

“…It is thus surprising that team formation practices are often deprioritized, and actual team formation is often left to the students or pre-arranged at random (Berge, 1998). Although the use of teams in entrepreneurship education seems to generate positive outcomes for students (Hytti et al, 2010), there is a vacuum concerning the importance of team formation in the entrepreneurship education literature (Karlsson and Nowell, 2021;Man and Farquharson, 2015), while other disciplines seems to find this topic important (Chen and Kuo, 2019).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Teaming up in entrepreneurship education: does the team formation mode matter?

Warhuus

Günzel-Jensen

Robinson

et al. 2021

IJEBR

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PurposeThis paper investigates the importance of team formation in entrepreneurship education, and the authors ask: how do different team formation strategies influence teamwork in higher education experiential learning-based entrepreneurship courses?Design/methodology/approachEmploying a multiple case study design, the authors examine 38 student teams from three different entrepreneurship courses with different team formation paths to uncover potential links between team formation and learning outcomes.FindingsThe authors find that team formation mode matters. Randomly assigned teams, while diverse, struggle with handling uncertainty and feedback from potential stakeholders. In contrast, student self-selected teams are less diverse but more robust in handling this pressure. Results suggest that in randomly assigned teams, the entrepreneurial project becomes the team's sole reference point for well-being. Seeking to protect the project, the team's ability to deal with uncertainty and external feedback is limited, stifling development. In student self-select teams, team well-being becomes a discrete reference point. This enables these teams to respond effectively to external project feedback while nurturing team well-being independently.Originality/valueEducation theories' implications about the benefit of team diversity may not apply to experiential learning-based entrepreneurship education's typical level of ambiguity and uncertainty. Therefore, educators may have to reconsider the unique dynamics of team formation strategies to ensure strong teamwork and teamwork outcomes.

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Section: Discussioncontrasting

confidence: 70%

Section: Implications For Researchsupporting

confidence: 76%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Teaming up in entrepreneurship education: does the team formation mode matter?

Warhuus

Günzel-Jensen

Robinson

et al. 2021

IJEBR

View full text Add to dashboard Cite

show abstract

“…Higher education shoulders the crucial task of training qualified builders and reliable successors of socialist cause with all-round development of morality, intelligence, sports, and beauty ( Karlsson, 2021 ). College graduates have experienced systematic higher education, and they are professionals with specific professional knowledge and skills.…”

Section: Introductionmentioning

confidence: 99%

The Innovation of Entrepreneurship Education for Intangible Cultural Heritage Inheritance From the Perspective of Entrepreneurial Psychology

Zhou

Shi

2022

Front. Psychol.

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The purpose is to help college students start their own businesses and protect and develop China’s intangible cultural heritage. The entrepreneurship of college students in the field of intangible culture is studied from the perspective of entrepreneurial psychology. First, the related characteristics, main content, and research status of college entrepreneurship education are described in detail. Entrepreneurial psychology is divided into entrepreneurial cognition, entrepreneurial emotion and entrepreneurial will. Then, the concept and development status of intangible cultural heritage are briefly summarized to illustrate the importance of inheriting and developing intangible cultural heritage. A questionnaire is designed based on intangible cultural heritage development mode to interview local college students randomly. Finally, the results are analyzed by descriptive statistics. The results show that massive students do not understand the entrepreneurial policy, and only 16% of them know it very well. More than 30% of the students think that entrepreneurship will improve personal responsibility. Nearly 50% of the students believe that entrepreneurship can increase their life experience. Almost 50% of the students have the psychological quality of persistence and courage in entrepreneurship. The final results show that there are great differences in entrepreneurial cognition among students of different grades. Regarding entrepreneurial emotion, there are obvious differences among students of different genders, disciplines, and grades. Regarding the entrepreneurial will, there are only differences among students with different grades. In entrepreneurship education, different teaching methods should be adopted for different ages to comprehensively improve the effect of entrepreneurship education for students of all grades and help them obtain good entrepreneurship results. This exploration provides technical support for the inheritance of material and cultural inheritance and contributes to the entrepreneurship education of college students.

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“…Entrepreneurship education often uses team-based learning situations (Hytti et al, 2010;Karlsson and Nowell, 2020), and this strategy has been particularly employed in venture creation programmes (VCPs) where students learn entrepreneurship through the experience of starting real-life ventures in a safe environment (Haneberg and Aadland, 2019;Lack eus and Williams Middleton, 2015;Ollila and Middleton, 2011). In VCPs, these student teams are called new venture teams, or NVTs (Barr et al, 2009;Haneberg and Aadland, 2019;Lack eus and Williams Middleton, 2015;Ollila and Middleton, 2011).…”

Section: Introductionmentioning

confidence: 99%

The development of effective new venture teams in venture creation programmes

Steira

Steinmo

2021

IJEBR

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PurposeThe purpose of this study is to explore how effective new venture teams are developed in venture creation programmes.Design/methodology/approachThis paper presents a multiple case study focusing on the development of effective new venture teams. Semi-structured interviews with 15 new venture teams from two different venture creation programmes were conducted and an abductive analysis approach was used.FindingsThree key phases of the development of an effective new venture team are identified: (1) establishing a foundation for collaboration, (2) structuring the teamwork and (3) adapting to changes. Key activities undertaken by effective new venture teams in each phase are explicated. The findings suggest that new venture teams that are able to establish a foundation for team collaboration and teamwork structuring have the capacity to persevere through the challenges inherent in emerging ventures.Originality/valueThis study offers a much-needed practical perspective about how effective new venture teams are developed in venture creation programmes, and how venture creation programme educators can facilitate the development of effective new venture teams. For educators, these findings provide important insights about team-based learning in entrepreneurship education.

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Entrepreneurship Education: Team Composition in Known Worlds and New Frontiers

Cited by 8 publications

References 112 publications

Teaming up in entrepreneurship education: does the team formation mode matter?

Teaming up in entrepreneurship education: does the team formation mode matter?

The Innovation of Entrepreneurship Education for Intangible Cultural Heritage Inheritance From the Perspective of Entrepreneurial Psychology

The development of effective new venture teams in venture creation programmes

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