The entrepreneurial diary – a reflective learning activity to enhance the judgmental abilities of student entrepreneurs
(2021) In International Journal of Entrepreneurial Behaviour & Research 27(5). p.1142-1165- Abstract
Purpose: The purpose of the paper is to theorize how to develop student entrepreneurs' ability to reflect by means of a learning activity called the entrepreneurial diary, which seeks to develop self-regulated learners capable of intelligent entrepreneurial action. The importance of self-regulation in entrepreneurship is linked to the individual's ability to make judgments under conditions of uncertainty, which requires reflective thinking. Design/methodology/approach: The paper builds on a synthesized conceptualization of three main literature strands, reflective thinking, cognitive-load theory and experiential entrepreneurship education. In addition to the synthesized conceptualization, it builds on some empirical insights derived... (More)
Purpose: The purpose of the paper is to theorize how to develop student entrepreneurs' ability to reflect by means of a learning activity called the entrepreneurial diary, which seeks to develop self-regulated learners capable of intelligent entrepreneurial action. The importance of self-regulation in entrepreneurship is linked to the individual's ability to make judgments under conditions of uncertainty, which requires reflective thinking. Design/methodology/approach: The paper builds on a synthesized conceptualization of three main literature strands, reflective thinking, cognitive-load theory and experiential entrepreneurship education. In addition to the synthesized conceptualization, it builds on some empirical insights derived from a venture creation master programme in which the learning activity has been developed and refined for the last seven years. Findings: The main finding from the paper is the theoretical justification for why reflective thinking deserves an important place in the educational process and how the entrepreneurial diary as a learning activity can create a bridge between theory and practice in venture creation programmes that take an experience-based pedagogical approach. Furthermore, the study also provides some empirical insights of how students create self-awareness of their learning through the method and the metareflection reports. Self-awareness is foundational for developing conditional knowledge on why and when to make entrepreneurial decisions to balance the often action-oriented processes seen in venture creation programmes. Originality/value: The paper provides both a practical learning activity to be used in the entrepreneurial classroom and a theoretical contribution on how entrepreneurial experience is transformed into entrepreneurial knowledge to enhance students' judgmental abilities to make entrepreneurial decisions in future entrepreneurial endeavours.
(Less)
- author
- Hägg, Gustav LU
- organization
- publishing date
- 2021
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Cognitive load theory, Entrepreneurial diary, Experiential entrepreneurship education, Reflective thinking
- in
- International Journal of Entrepreneurial Behaviour & Research
- volume
- 27
- issue
- 5
- pages
- 24 pages
- publisher
- Emerald Group Publishing Limited
- external identifiers
-
- scopus:85106333595
- ISSN
- 1758-6534
- DOI
- 10.1108/IJEBR-07-2020-0496
- language
- English
- LU publication?
- yes
- id
- af0405cc-eca3-4c31-8dbb-42f59a016c02
- date added to LUP
- 2021-04-22 21:19:57
- date last changed
- 2022-04-26 03:15:36
@article{af0405cc-eca3-4c31-8dbb-42f59a016c02,
abstract = {{<p>Purpose: The purpose of the paper is to theorize how to develop student entrepreneurs' ability to reflect by means of a learning activity called the entrepreneurial diary, which seeks to develop self-regulated learners capable of intelligent entrepreneurial action. The importance of self-regulation in entrepreneurship is linked to the individual's ability to make judgments under conditions of uncertainty, which requires reflective thinking. Design/methodology/approach: The paper builds on a synthesized conceptualization of three main literature strands, reflective thinking, cognitive-load theory and experiential entrepreneurship education. In addition to the synthesized conceptualization, it builds on some empirical insights derived from a venture creation master programme in which the learning activity has been developed and refined for the last seven years. Findings: The main finding from the paper is the theoretical justification for why reflective thinking deserves an important place in the educational process and how the entrepreneurial diary as a learning activity can create a bridge between theory and practice in venture creation programmes that take an experience-based pedagogical approach. Furthermore, the study also provides some empirical insights of how students create self-awareness of their learning through the method and the metareflection reports. Self-awareness is foundational for developing conditional knowledge on why and when to make entrepreneurial decisions to balance the often action-oriented processes seen in venture creation programmes. Originality/value: The paper provides both a practical learning activity to be used in the entrepreneurial classroom and a theoretical contribution on how entrepreneurial experience is transformed into entrepreneurial knowledge to enhance students' judgmental abilities to make entrepreneurial decisions in future entrepreneurial endeavours.</p>}},
author = {{Hägg, Gustav}},
issn = {{1758-6534}},
keywords = {{Cognitive load theory; Entrepreneurial diary; Experiential entrepreneurship education; Reflective thinking}},
language = {{eng}},
number = {{5}},
pages = {{1142--1165}},
publisher = {{Emerald Group Publishing Limited}},
series = {{International Journal of Entrepreneurial Behaviour & Research}},
title = {{The entrepreneurial diary – a reflective learning activity to enhance the judgmental abilities of student entrepreneurs}},
url = {{http://dx.doi.org/10.1108/IJEBR-07-2020-0496}},
doi = {{10.1108/IJEBR-07-2020-0496}},
volume = {{27}},
year = {{2021}},
}