Entrepreneurial learning in extra-curricular start-up programs for students
(2022) In International Journal of Entrepreneurial Behaviour & Research 28(2). p.325-345- Abstract
- Abstract
Purpose: This study focuses on extra-curricular start-up programs for students at higher educational institutions. It explores the social and situated learning experiences of students who participate in start-up programs, as well as how the processes and outcomes of entrepreneurial learning are potentially shaped by this context.
Design/Methodology: The study follows multiple cohorts of students who have participated in an extra-curricular start-up program managed by three collaborating universities in Greater Copenhagen. The data has been inductively analysed using semi-structured interviews with students and project managers during and after the start-up program, complemented with project progress reports,... (More) - Abstract
Purpose: This study focuses on extra-curricular start-up programs for students at higher educational institutions. It explores the social and situated learning experiences of students who participate in start-up programs, as well as how the processes and outcomes of entrepreneurial learning are potentially shaped by this context.
Design/Methodology: The study follows multiple cohorts of students who have participated in an extra-curricular start-up program managed by three collaborating universities in Greater Copenhagen. The data has been inductively analysed using semi-structured interviews with students and project managers during and after the start-up program, complemented with project progress reports, observation notes and survey data.
Findings: The analysis generates a grounded, theoretically informed process model of entrepreneurial learning situated in extra-curricular start-up programs. The model depicts how the immersion, comprehension and co-participation in entrepreneurship as social practice subsequently enables students to expand knowledge structures and develop greater self-confidence in performing entrepreneurship. The model identifies three interconnected components that trigger entrepreneurial learning among students, which allow them to acquire two set of competencies: venture creation competencies and enterprising competencies.
Originality/Value: The findings offer unique insights into how the social and relational environment influence and shape the learning experience of students, hence filling the research void on entrepreneurial learning in the situated context of extra-curricular enterprise activties. The findings also elucidate how individual learning experiences of students are potentially shaped by the immersion, comprehension and co-participation in entrepreneurship as social practice.
(Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/ad924759-5cb6-4b04-b042-2ff37f0fb1e2
- author
- Pocek, Jasna LU ; Politis, Diamanto LU and Gabrielsson, Jonas
- organization
- publishing date
- 2022-03-01
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- context, entrepreneurial learning, extra-curricular programs, situated learning, social learning
- categories
- Higher Education
- in
- International Journal of Entrepreneurial Behaviour & Research
- volume
- 28
- issue
- 2
- pages
- 21 pages
- publisher
- Emerald Group Publishing Limited
- external identifiers
-
- scopus:85108967412
- ISSN
- 1355-2554
- DOI
- 10.1108/IJEBR-04-2020-0206
- language
- English
- LU publication?
- yes
- id
- ad924759-5cb6-4b04-b042-2ff37f0fb1e2
- date added to LUP
- 2021-07-07 10:09:02
- date last changed
- 2022-04-27 02:42:04
@article{ad924759-5cb6-4b04-b042-2ff37f0fb1e2,
abstract = {{Abstract<br/>Purpose: This study focuses on extra-curricular start-up programs for students at higher educational institutions. It explores the social and situated learning experiences of students who participate in start-up programs, as well as how the processes and outcomes of entrepreneurial learning are potentially shaped by this context.<br/><br/>Design/Methodology: The study follows multiple cohorts of students who have participated in an extra-curricular start-up program managed by three collaborating universities in Greater Copenhagen. The data has been inductively analysed using semi-structured interviews with students and project managers during and after the start-up program, complemented with project progress reports, observation notes and survey data.<br/><br/>Findings: The analysis generates a grounded, theoretically informed process model of entrepreneurial learning situated in extra-curricular start-up programs. The model depicts how the immersion, comprehension and co-participation in entrepreneurship as social practice subsequently enables students to expand knowledge structures and develop greater self-confidence in performing entrepreneurship. The model identifies three interconnected components that trigger entrepreneurial learning among students, which allow them to acquire two set of competencies: venture creation competencies and enterprising competencies. <br/><br/>Originality/Value: The findings offer unique insights into how the social and relational environment influence and shape the learning experience of students, hence filling the research void on entrepreneurial learning in the situated context of extra-curricular enterprise activties. The findings also elucidate how individual learning experiences of students are potentially shaped by the immersion, comprehension and co-participation in entrepreneurship as social practice.<br/>}},
author = {{Pocek, Jasna and Politis, Diamanto and Gabrielsson, Jonas}},
issn = {{1355-2554}},
keywords = {{context; entrepreneurial learning; extra-curricular programs; situated learning; social learning}},
language = {{eng}},
month = {{03}},
number = {{2}},
pages = {{325--345}},
publisher = {{Emerald Group Publishing Limited}},
series = {{International Journal of Entrepreneurial Behaviour & Research}},
title = {{Entrepreneurial learning in extra-curricular start-up programs for students}},
url = {{http://dx.doi.org/10.1108/IJEBR-04-2020-0206}},
doi = {{10.1108/IJEBR-04-2020-0206}},
volume = {{28}},
year = {{2022}},
}