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This paper aims to explore the market creation practices of farm-based entrepreneurs in the local food sector. Alternative marketing channels for farm-based products increase, but it is not known how entrepreneurs work to position their products in the marketplace. By expanding on the research of farm-based entrepreneurship and entrepreneurial marketing (EM), this study explores the entrepreneurial practices that farm-based entrepreneurs use through the lens of the EM mix (EMM) and its constituent dimensions: person, purpose, practice and process.

The study uses a multiple case study design and follows a phenomenological approach in conducting in-depth retrospective interviews with 11 successful farm-based entrepreneurs in the local food sector in Norway.

The thematic analysis revealed four key EM practices of the study’s farm-based entrepreneurs: transferring the farm or transforming the farm as the primary purpose; legitimising a local brand through the uniqueness of person, purpose and place; using a personal networking approach in the market development process and flexible and controllable market expansion practices. These elements constitute the pillars of successful, creative and resource-efficient market development.

The study represents a pioneering attempt to explore and conceptualise EM within farm-based entrepreneurship. The findings ultimately give rise to a novel framework: the farm-based entrepreneur’s marketing mix (FEMM).

The purpose of this paper is to address the recent calls for an in-depth investigation of the entrepreneurial marketing (EM) practices of small businesses and a further conceptual development of EM under market uncertainty. Drawing on the EM mix (i.e. person, purpose, practices and process), the authors aim to conceptualise EM under market uncertainty through principles of effectual networking.

The authors conducted an in-depth case study of an owner-manager who networks with many different stakeholders to create new markets for wool in the Norwegian wool industry.

Situated within the creative and craft-based industries, the study demonstrates that market uncertainty can be reduced through effectual networking to produce highly beneficial outcomes for small businesses. The findings give rise to a new model of the EM mix under uncertainty, emphasising the role of the owner-manager (i.e. person) and the purpose as the outset and driving force of the EM process. These two elements constitute the initial means in the means-driven EM process and the foundation for subsequent EM practices. The person, purpose and practices interact iteratively, and focal effectual networking principles guide EM practices.

This paper expands and contextualises existing theories on EM under market uncertainty by introducing the effectual networking perspective. This represents a hitherto under-investigated area of research in small business marketing.

The purpose of this paper is to explore the contributions of peer mentoring as a learning support for mentee students in higher entrepreneurship education.

This paper presents a single embedded case study focussing on mentee students’ perceptions of peer mentors’ support of their entrepreneurial learning during an experiential master’s course. Employing an abductive approach, the researchers conducted cross-sectional, thematic analyses of individual mentee interviews complemented by data from joint reflection sessions, reflection reports and observations during the course timeline.

The peer mentors contributed to the mentee students’ learning through various forms of support, which were categorised into mentor roles, mentor functions and intervention styles. The analysis found that peer mentors fulfil three coexisting roles: learning facilitator, supportive coach and familiar role model. These roles constitute the pillars of a typology of entrepreneurial peer mentoring.

This study contributes theoretical and empirical insights on peer mentoring in entrepreneurship education. It represents a first benchmark of best practices for future studies.

The case study suggests that adding peer mentoring represents more efficient support for entrepreneurial learning than a teacher alone is able to provide. The typology can also be used for training peer mentors.

The researchers construct a new typology for entrepreneurial learning support, which contributes to theory development within the field of entrepreneurship education.

Previous research studying larger market-driving businesses argues that successful entrepreneurs intuitively show market-driving capabilities. Even though market-driving is acknowledged as entrepreneurial action and practice, this phenomenon has rarely been studied from a micro-business perspective. Representing more than 40% of all food businesses in Norway, micro-businesses contribute significantly to both value creation and variety in the marketplace, and this study addresses the existing research gap by examining market-driving practices in food micro-businesses in a competitive Norwegian grocery market.

The study employs a multiple-case-study approach with four pioneering food micro-businesses within the Norwegian local food sector. Data collected during in-depth interviews with the individual founder-managers provide insight into understanding market-driving practices through the lens of entrepreneurial orientation.

The findings suggest that food micro-businesses are disrupting the grocery market through their pioneering practices. A three-pillared framework for market-driving practices in food micro-businesses was developed: (1) taking the risk and following their passion, (2) innovativeness led by a passionate personal value proposition, and (3) proactively and perseveringly building a new category.

The study offers a novel attempt to explore and conceptualize market-driving practices in a micro-business context. The findings present a new framework for market-driving contextualized in the local food sector, representing an under-investigated area in micro-business and enterprise development.

The purpose of this paper is to expand on the entrepreneurial learning literature and situated learning theory to explore how students with different educational backgrounds learn to recognise opportunities at the periphery of an entrepreneurial practice. The authors theoretically outline factors that may influence students’ entrepreneurial learning, including co-participation and roles at the periphery, power relations in communities of practice (CoP), and emotional exposure. The authors make use of the concept legitimate peripheral participation and Politis’ entrepreneurial learning framework to explore empirically students’ entrepreneurial learning transformations and entrepreneurial learning outcomes.

The authors adopted a qualitative approach in research, used the focus group methodology and the critical incident technique in interviewing. The research investigated two groups of Norwegian master students that differed in educational background aiming to explore their experience with entrepreneurial learning in a three months long internship in American start-ups representing emerging CoPs.

The research identified important factors influencing students’ entry transitions into an entrepreneurial practice, highlighting the complexity in peripheral participation. By acknowledging and exploring the social dimensions in students’ learning, the authors demonstrate and exemplify how these influence students’ entrepreneurial learning trajectories, learning outcomes and ultimately their influence in students’ contributions to the practice community.

The research integrates the existing entrepreneurial learning literature and situated learning theory to identify various factors influencing entrepreneurial learning, contributing with novel insights about the role of peripherality in students’ entrepreneurial learning in situated practice.

The experiences materialising as learning tasks in the entrepreneurial context do not automatically transform into effective learning for a novice entrepreneur. In this paper, we develop a comprehensive and situational role taxonomy for entrepreneurial mentoring meant to address this challenge.

Entrepreneurial mentoring builds on the assumption that it can facilitate the transformation of experience and consequently enhance the learning outcomes for a novice entrepreneur. By integrating and extending the extant research on entrepreneurial learning and mentoring, we argue for a dynamic and situational approach, scrutinising the fit between discrete entrepreneurial learning modes and the mentoring functions targeting them.

We complete our theorising by developing four propositions and a taxonomy of mentor roles. The role taxonomy comprises a repertoire of four different roles that target the learning modes through learning-enabling mechanisms drawn from the learning literature.

The role taxonomy poses important implications for future entrepreneurship research. The role taxonomy can be directly employed in more targeted, formal training programmes for both mentees and mentors.

Building on entrepreneurial learning research, the purpose of this paper is to argue that the students participating in foreign entrepreneurial education programmes can have realistic entrepreneurial learning experiences. This research addresses two specific questions: how situated ambiguity induced by a foreign culture may contribute to contextual entrepreneurial learning in education, and whether ambiguity induced by cross-cultural situated experience can stimulate critical reflection and important learning outcomes in entrepreneurship and increase entrepreneurial self-efficacy (ESE).

The authors adopted a phenomenological perspective in the research, and used focus group interviews and the critical incident technique to investigate Norwegian master’s students’ experiences of entrepreneurial learning in a long-term practice in an American startup.

The empirical findings reveal that the students perceived the foreign cultural learning setting as imbued with ambiguity and uncertainty. However, as the students enhanced their understanding of the culture and entrepreneurial milieu through observations and co-participating, they managed to adapt and develop new strategies and methods to cope with the new environment. Eventually, the students became more entrepreneurial and developed their ESE.

The research demonstrates how educators can design educational programmes that approach real entrepreneurial learning contexts. Nevertheless, the research also displays several ethical dilemmas that educators need to address.

The study delineates a new concept for educational designs called situated ambiguity, which reinforces the essence of situated entrepreneurial learning with cross-cultural learning. This concept offers a promising avenue for educators to approach real entrepreneurial learning in both theory and practice.

The maker movement has been gaining increased attention worldwide and has recently spread to universities, strengthening the entrepreneurial university. Makerspace communities are seen as open and democratic social spaces where knowledge sharing and peer-to-peer learning are essential. However, few scholars have examined the social learning dynamics in makerspace communities. The purpose of this paper is to contribute to these recent calls to investigate makerspaces and their relevance in enhancing learning in a university context.

The authors used a case study design to explore the social learning dynamics in the maker community. The authors used observations and interviews to gather rich data from ten members, including two founders. The study occurred over a five-month period.

In contrast to free-choice activities, this makerspace community practised a highly hierarchical and well-managed regulation of activities. The high emphasis on project work and serious play illustrates a community where technology is a means of delivering value through projects rather than a means to play and learn in itself.

Seen in the light of rapid technological development, educators are facing the danger of teaching outdated skills. The makerspace model represents an advanced type of pedagogy and mastery development in science, technology, engineering and mathematics subjects and has the potential to inspire educational designs while challenging traditional education.

The research provides insights into makerspace as a producer of talents, repositioning of technology transfer and value creation from an entrepreneurial university.

The influence of gender on high-tech entrepreneurship is of growing interest worldwide, as scholars argue that women face gendered barriers specific to this field. Although some gender-focussed research exists on the interplay of context and entrepreneurial learning, these issues have yet to be intensively studied, and the research aims to address this gap.

The research draws upon empirical evidence from the entrepreneurial learning of nine women opportunity entrepreneurs in the high-technology sector in Norway. It employs a qualitative phenomenological approach, with retrospective and in-depth interviews to capture and analyse the entrepreneurs' lived experiences and learning histories.

The entrepreneurs in this study highlight gendered learning experiences, leading them to make conscious and strategic decisions of both alignment and resistance to negotiate their enterprise in a highly masculine sector. Their prior learning histories of not belonging seem to underpin their preparedness for entrepreneurship in the sector. Counter to prevailing theorizing, not belonging is an enabling condition, allowing women entrepreneurs to subvert and challenge a highly masculinized context. This condition empowers them to mobilize their “otherness” to create change within their own ventures and make the rules on their own terms.

This interdisciplinary research deepens the understanding of the interplay between gender, entrepreneurial learning and context through the concept of belonging and extends theorization of the gendered dynamics in entrepreneurial learning histories. The paper proposes a framework of gendered entrepreneurial learning in a masculinized industry context, which highlights important implications for future gender and entrepreneurial learning research.

Since there are limited role models and career templates for entrepreneurship education (EE) graduates in the labour market, their careers are largely based on personal preferences, aspirations and values. Few studies have investigated how EE impacts graduates’ career aspirations. The present study addressed this gap by exploring how entrepreneurial identity (EI) manifestations act as career identities for EE graduates.

Five graduates from two EE programmes in Norway were purposefully selected based on their career histories. They were interviewed using a life story approach, and the narratives were analysed to explore how their EIs were developed and how the EIs acted as career identities.

The study findings revealed three EI manifestations that directed the participants’ careers: change agent, career seeker and maverick specialist. Additionally, the findings showed how EI is developed through EE: by connecting previous aspirations to realistic career alternatives, by being a place where individuals can experiment with provisional selves and by gaining social acceptance and affirmations for a claimed identity. Furthermore, the findings demonstrated how EI manifestations act as career identities that give direction to graduates’ careers.

This study has important implications regarding the broader impact of EE on graduates’ careers. Furthermore, by exploring EE graduates’ narratives, this study provides a richer and more nuanced view of how aspirations and career preferences are developed than previous studies.