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Publication date: 27 November 2024

Chinthaka Aluthgama-Baduge, Duminda Rajasinghe, Sanna Ilonen and Mark Gilman

We investigate practitioner integration (PI) within higher education institutions (HEIs) by taking a closer look at the entrepreneur in residence (EiR) initiative. Engaging…

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Abstract

Purpose

We investigate practitioner integration (PI) within higher education institutions (HEIs) by taking a closer look at the entrepreneur in residence (EiR) initiative. Engaging experienced entrepreneurs through EiR initiatives to facilitate entrepreneurship education (EE) has become a familiar PI model within HEIs; nevertheless, how EiRs perceive their role and integration in academia has been under-researched. We deepen the understanding of how EiRs facilitate EE and their role and fit into academia.

Design/methodology/approach

This qualitative research employs interpretative phenomenological analysis (IPA) as the methodology. Following IPA guidance, we purposively selected seven EiRs working within HEIs and conducted one semi-structured interview with each participant. The data were analysed using IPA data analysis guidelines.

Findings

The findings suggest that the previous experiences of EiRs influence their confidence, skills and intrinsic motivation in their role in academia. EiRs play a multifaceted role that goes beyond students and simple educational activities to develop trust and understanding among university communities while bridging academic–practitioner, structural and communication gaps that hinder entrepreneurship in higher education. The study reveals the disconnected nature of EiRs’ role in academia and the tensions between academics and EiRs.

Originality/value

This study provides space for unheard EiRs’ voices, enriching the scarce EiR literature by advancing our knowledge about their role and fit in academia. The novel insights into the role of EiRs broaden the scope of EE to university communities beyond students. The findings deepen our understanding of how EiRs foster entrepreneurship by acting as a trust ladder and developing a networked approach to supporting university stakeholders. The challenges lie in how EiRs are integrated and the tensions between academics and practitioners. We also found that EiRs with greater authority, prior exposure to strategic roles within the institution and strong relationships with institutional leaders perform their role efficiently. Hence, this study establishes the importance of a more coordinated, strategic approach to PI within HEIs.

Details

International Journal of Entrepreneurial Behavior & Research, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1355-2554

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Article
Publication date: 2 November 2017

Sanna Ilonen, Jarna Heinonen and Pekka Stenholm

It is unclear how nascent entrepreneurs make decisions during the venture creation process. The purpose of this paper is to investigate decision-making logics and their…

2079

Abstract

Purpose

It is unclear how nascent entrepreneurs make decisions during the venture creation process. The purpose of this paper is to investigate decision-making logics and their transformation over time among student entrepreneurs who aim to create new business ventures in the higher education setting.

Design/methodology/approach

The study employs the mixed methods approach through the use of survey and observation data. The longitudinal survey data comprise three surveys collected via an internet-aided tool. The constructs of causation and effectuation are measured using previously tested scales (Chandler et al., 2011). Non-participant observation data were collected during the course, focussing on the venture creation processes of four different start-ups, and were analysed thematically.

Findings

The findings show three transformation patterns – doubts in how to proceed, unwillingness to proceed, and unsatisfactory team dynamics – that led individuals towards a coping decision-making logic in which no causation or effectuation is emphasised. The findings illustrate that, despite this stage of decision-making logic, the learning process continues: Even if no new business venture is launched, entrepreneurship education can still generate learning outcomes that improve students’ understanding of entrepreneurship as well as understanding of themselves as entrepreneurs.

Originality/value

This study brings the theories of causation and effectuation into the teaching of entrepreneurship. Of particular value to scholars is the fact that the study generates new understanding of the decision-making logics during new venture creation. Accordingly, this study sheds new light on the transformation and complementarity of the decision-making logic of an individual as new ventures emerge in an educational context reflecting the real-life start-up context.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 24 no. 1
Type: Research Article
ISSN: 1355-2554

Keywords

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