Luke Pittaway

Simulating entrepreneurial learning: integrating experiential and collaborative approaches to learning

Theorizing about entrepreneurial learning is examined in this article to determine key learning processes within this body of research. It explores how these processes might be simulated in a student-learning environment and highlights the role of emotional exposure, situated learning, action-orientation and discontinuity. An argument is made for experiential, work-based learning when seeking to simulate contexts similar to those in which entrepreneurs learn. A conceptual framework is introduced that highlights a course design based on the factors identified. In the analysis, formal course assessments are reviewed and narrative coding based on student reflections is evaluated. The article illustrates that it is possible to simulate aspects of entrepreneurial learning, such as emotional exposure and situated learning, but not others. It also demonstrates a range of learning benefits linked to experiential learning. In conclusion, the article explains why entrepreneurship education can play an important role in encouraging management learning.

Assessment Practice in Enterprise Education

This paper introduces current debates on assessment practice in Higher Education and explores educational research on assessment. It progresses by exploring a number of outcomes and highlights their role in helping understand the potential reasons for engaging in enterprise education. The paper then applies this outcomes framework to assessment practice. It does so by reporting a series of focus groups undertaken at the International Small Business and Entrepreneurship (ISBE) conference in 2005. The focus groups engaged over 40 entrepreneurship and small business academics in a brainstorming exercise which explored forms of assessment that could be used to meet particular outcomes in enterprise education. These results are presented according to different potential entrepreneurial outcomes. The concluding part of the paper categorises these practices to develop and present the views of the participants and it provides a detailed analysis of assessment practice in enterprise education.

Assessment: Examining Practice in Entrepreneurship Education.

Purpose – The purpose of this paper is to develop knowledge about the nature of student assessment practice in entrepreneurship education.Design/methodology/approach – This paper introduces general assessment practice issues and highlights key considerations. It explains prior research on assessment practice in entrepreneurship education and argues that there is too little empirical research on the subject. Finally, it outlines a typology of entrepreneurship education that highlights variation between different: forms; learning outcomes; subjects; and, possible methods of assessment practice. The methodology for the study gathers data from course outlines (syllabi) and explains how these were collected and analysed.Findings – The results show that educational practice in entrepreneurship education continues to be dominated by the “About” form and highlight that there are different cultures of assessment practice in the UK and the USA. The paper finds compelling evidence that different forms are using asse...

The role of entrepreneurship clubs and societies in entrepreneurial learning

This article focuses on the role of student entrepreneurship clubs and societies. It explores their impact on student learning in order to understand the extent to which such activities simulate entrepreneurial learning. The article reports three studies conducted between 2006— 2007, which explored three different forms of clubs: entrepreneurship clubs; SIFE (Students In Free Enterprise) teams; and investment clubs. Data from 10 unstructured interviews, a series of telephone interviews and an e-mail postcard are reported. The results show that students’ motivations for engaging in clubs vary and that they differ between different types of clubs. In terms of entrepreneurial learning students’ engagement in clubs and societies provides enhanced opportunities for ‘learning by doing’ through action and experience. The data show that increased action leads to reflective practice and that social learning is important. The article highlights the capacity of entrepreneurship education to simulate entrepreneurial learning, illustrating the value of entrepreneurship clubs and societies and explaining why students engage in them.

A framework for entrepreneurial learning: A tribute to Jason Cope

This paper explains Dr Jason Copes work on entrepreneurial learning, and illustrates his approach and how it can be applied to deepen understanding of, and practice in, entrepreneurship education. It begins with a biography of Cope, which summarizes his academic life and offers a timeline for his publications. This paper then explores his philosophical position, before dividing his research into three main phases. In the first, it examines and explains his early work into experiential learning; reflective learning; learning from crises and the role social influences play in entrepreneurial learning. In the second, developments stemming from his PhD are explored. Here, ideas in relation to entrepreneurial learning and the links he makes to transformative learning and double-loop learning are discussed. Finally, in the third part, Copes entrepreneurial learning framework is explained and key contributing concepts are introduced. This part examines how Copes theoretical framework was used to undertake research and subsequently to explain how entrepreneurs learn from failure. In the final sections of this paper, the practical implications of his contribution to entrepreneurship education are presented, in the contexts both of higher education and of the development of students, and then for entrepreneurs themselves.

Entrepreneurial Learning Through Action: A Case Study of the Six-Squared Program

This paper explores the role of ‘action’ in entrepreneurial learning and illustrates how programs designed to support action learning can enhance management development in entrepreneurial businesses. The paper begins by exploring action learning and the way ‘action’ is conceived in different types of program. In the second part, the paper details the policy and theory issues that have led researchers to argue for action learning for entrepreneurs. Here, two basic drivers are identified: first, the inadequacy of current management development support and, second, the growth of entrepreneurial learning as a new area of research. The paper develops an argument to illustrate how action learning is valued within this context. Finally, the paper introduces a case study of an action learning program, reports the evaluative research undertaken and explains the benefits of action learning for entrepreneurs.

Student clubs: experiences in entrepreneurial learning

Student-led clubs that seek to enhance entrepreneurial learning can be found in many universities. Yet, like many areas of extra-curricular activity in entrepreneurship education, their role in supporting learning has not been researched widely. The paper introduces research that addresses this gap and investigates the nature of the learning process students encounter when they take part in clubs. The study explores the literature on entrepreneurial learning; it examines the different concepts and considers their contribution to understanding student learning experiences. From the literature, a conceptual framework is presented, highlighting the key aspects of entrepreneurial learning relevant for the field research. The methodology is introduced, including a series of qualitative studies and a survey of students. The study focuses on two types of student-led clubs ‘entrepreneurship clubs’ and ‘Enactus clubs’ and provides a comparative analysis. The findings reported show a range of student learning benefits that simulate important aspects of entrepreneurial learning, such as learning by doing, learning through mistakes and learning from entrepreneurs. More nuanced findings are also presented showing differences in learning benefits between club forms and heighten benefits for students taking leadership roles. Ultimately, the paper contributes to research in entrepreneurship by illustrating how student clubs support entrepreneurial learning.

Entrepreneurship education and context

Recently the importance of context and, in particular, the regional context and its function in shaping entrepreneurial capital, that is, the knowledge and skills as well as resources needed to start and grow ventures has been highlighted (Kotey 2006; Drakopoulou Dodd and Hynes 2012). Given this increasing interest, our intention in this special issue is to highlight the role context has to play in entrepreneurship education, which is a key input to the development of appropriate knowledge and skills. For many commentators the power of entrepreneurship and its importance in maintaining a growing and thriving economy remains unquestionable (Mitra 2008; Dutta, Li, and Merenda 2011; Liñán, Rodrı́guez-Cohard, and Rueda-Cantuche 2011; Raposo and do Paço 2011). Indeed, the implicit or explicit link between entrepreneurship and economic growth is evident in a variety of contexts and at different levels – international, national, regional and local (Minnitti 2008). For instance, at the European level, Bosma, Schutjens, and Stam (2009, 59) note that the goal of the EU 2000 Lisbon Agenda, for the EU, to become the world’s most innovative area by 2010 was based on the entrepreneurial power of its regions, while in cities entrepreneurial initiatives have been introduced to address economic issues (Tretten and Welter 2007). The interest in the connection between entrepreneurship and economic development has not been confined only to the domain of entrepreneurship but is also evident in related fields such as economics and geography (Drakopoulou Dodd and Hynes 2012). In the economic growth literature, for example, there is increasing focus on the relationship between entrepreneurship, sustainable regional development and competitive advantage: after all, ‘regional competitiveness and effective entrepreneurship are two sides of the same coin’ (Nijkamp 2009, 1). Entrepreneurial ventures help to maintain the economic vitality of a nation in a variety of ways including opportunity recognition, generation of new business ideas, economic activities, value creation and employment generation (Dutta, Li, and Merenda 2011, 163). However, it is not just economic ills for which entrepreneurship has been recommended as a panacea. Along with establishing a dynamic smalland medium-sized enterprise (SME) sector it is now considered to be a vital factor in

Action learning : How learning transfers from entrepreneurs to small firms

This paper presents research with small- and medium-sized enterprise (SME) owners who have participated in a leadership development programme. The primary focus of this paper is on learning transfer and factors affecting it, arguing that entrepreneurs must engage in ‘action’ in order to ‘learn’ and that under certain conditions they may transfer learning to their firm. This paper draws on data from 19 focus groups undertaken from 2010 to 2012, involving 51 participants in the LEAD Wales programme. It considers the literatures exploring learning transfer and develops a conceptual framework, outlining four areas of focus for entrepreneurial learning. Utilising thematic analysis, it describes and evaluates what (actual facts and information) and how (techniques, styles of learning) participants transfer and what actions they take to improve the business and develop their people. This paper illustrates the complex mechanisms involved in this process and concludes that action learning is a method of facilitating entrepreneurial learning which is able to help address some of the problems of engagement, relevance and value that have been highlighted previously. This paper concludes that the efficacy of an entrepreneurial learning intervention in SMEs may depend on the effectiveness of learning transfer.

Synthesising Knowledge in Entrepreneurship Research: The Role of Systematic Literature Reviews

This chapter explains a method new to entrepreneurship inquiry and a recent introduction to management inquiry, the systematic literature review (SLR). It discusses the current status of entrepreneurship research and shows that it has been criticised for being fragmented when drawing evidence from its wide disciplinary base. The paper argues for greater reflection in entrepreneurship research and the SLR is introduced as one method which can achieve both reflection and integration. It progresses by introducing the method using examples from four previous studies and it outlines the basic principles. The conclusions highlight how the method can be of value within the field of entrepreneurship and outline its limitations.