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Article
Publication date: 13 September 2022

Marte C.W. Solheim, Torgeir Aadland, Ann Elida Eide and Dag Håkon Haneberg

Agile organisations do not arise from a single characteristic but comprise a combination of various aspects. Thus, this study aims to examine the combined effects on…

696

Abstract

Purpose

Agile organisations do not arise from a single characteristic but comprise a combination of various aspects. Thus, this study aims to examine the combined effects on organisational agility regarding firms’ utilisation of digital technology to create value during the COVID-19 pandemic, how firms perceive uncertainty related to their own organisational response and the degree to which they have an entrepreneurial mindset.

Design/methodology/approach

Using a fuzzy-set qualitative comparative analysis, this study investigates 355 established firms and start-ups in Norway.

Findings

This study finds digitalisation is required for agility to develop, but that it needs to be combined with having an entrepreneurial mindset or being a start-up and lower levels of perceived uncertainty. Hence, entrepreneurial mindset and low uncertainty are important factors for digitalisation, and in turn, for agility to be developed.

Originality/value

Agility is recognised as being pivotal for firms’ competitiveness and innovation and argued to be significant in overcoming sudden economic shocks. However, lacking empirical scrutiny are investigations into the relationship between digitalisation and agility, and how digitalisation might act as a driver for building agility, which the authors tackle herein.

Details

European Business Review, vol. 35 no. 1
Type: Research Article
ISSN: 0955-534X

Keywords

Available. Content available
Article
Publication date: 23 July 2021

Lise Aaboen, Roger Sørheim, Dag Håkon Haneberg and Torgeir Aadland

775

Abstract

Details

International Journal of Entrepreneurial Behavior & Research, vol. 27 no. 5
Type: Research Article
ISSN: 1355-2554

Available. Open Access. Open Access
Article
Publication date: 7 December 2023

Torgeir Aadland, Gustav Hägg, Mats A. Lundqvist, Martin Stockhaus and Karen Williams Middleton

To increase the understanding of how entrepreneurship education impacts entrepreneurial careers, the purpose of the paper is to investigate the role that a venture creation…

1681

Abstract

Purpose

To increase the understanding of how entrepreneurship education impacts entrepreneurial careers, the purpose of the paper is to investigate the role that a venture creation program (VCP) might have in mitigating or surpassing a lack of other antecedents of entrepreneurial careers. In particular, the authors focus on entrepreneurial pedigree and prior entrepreneurial experience.

Design/methodology/approach

Data from graduates of VCPs at three universities in Northern Europe were collected through an online survey. Questions addressed graduate background prior to education, yearly occupational employment subsequent to graduation and graduates' own perceptions of entrepreneurial activity in employment positions. The survey was sent to 1,326 graduates and received 692 responses (52.2% response rate).

Findings

The type of VCP, either independent (Ind-VCP) or corporate venture creation (Corp-VCP), influenced the mitigation of prior entrepreneurial experience. Prior entrepreneurial experience, together with Ind-VCP, made a career as self-employed more likely. However, this was not the case for Corp-VCP in subsequently choosing intrapreneurial careers. Entrepreneurial pedigree had no significant effect on career choice other than for hybrid careers.

Research limitations/implications

Entrepreneurial experience gained from VCPs seems to influence graduates toward future entrepreneurial careers. Evidence supports the conclusion that many VCP graduates who lack prior entrepreneurial experience or entrepreneurial pedigree can develop sufficient entrepreneurial competencies through the program.

Originality/value

This study offers novel evidence that entrepreneurship education can compensate for a lack of prior entrepreneurial experience and exposure for students preparing for entrepreneurial careers.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 30 no. 11
Type: Research Article
ISSN: 1355-2554

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Article
Publication date: 9 June 2021

Iselin Mauseth Steira and Marianne Steinmo

The purpose of this study is to explore how effective new venture teams are developed in venture creation programmes.

821

Abstract

Purpose

The purpose of this study is to explore how effective new venture teams are developed in venture creation programmes.

Design/methodology/approach

This paper presents a multiple case study focusing on the development of effective new venture teams. Semi-structured interviews with 15 new venture teams from two different venture creation programmes were conducted and an abductive analysis approach was used.

Findings

Three key phases of the development of an effective new venture team are identified: (1) establishing a foundation for collaboration, (2) structuring the teamwork and (3) adapting to changes. Key activities undertaken by effective new venture teams in each phase are explicated. The findings suggest that new venture teams that are able to establish a foundation for team collaboration and teamwork structuring have the capacity to persevere through the challenges inherent in emerging ventures.

Originality/value

This study offers a much-needed practical perspective about how effective new venture teams are developed in venture creation programmes, and how venture creation programme educators can facilitate the development of effective new venture teams. For educators, these findings provide important insights about team-based learning in entrepreneurship education.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 27 no. 5
Type: Research Article
ISSN: 1355-2554

Keywords

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Article
Publication date: 17 June 2021

Jiejie Lyu, Deborah M. Shepherd and Kerry Lee

The primary purpose of this research is to explore how the cultural context, in this case, China, influences the teaching of entrepreneurship that seeks to cultivate student…

946

Abstract

Purpose

The primary purpose of this research is to explore how the cultural context, in this case, China, influences the teaching of entrepreneurship that seeks to cultivate student entrepreneurs during their university experience.

Design/methodology/approach

A qualitative case study approach is adopted to explore how the cultural environment affects the delivery and application of entrepreneurship education to university students in a Chinese context. Seventeen student entrepreneurs and three lecturing staff members in three Chinese universities were interviewed using a semi-structured interview approach.

Findings

The findings suggest that while Chinese universities have been importing teaching models and methods of entrepreneurship education from the United States and other countries, both students and educators are starting to recognise the need for teaching methods to be contextualised and designed based on national conditions and cultural characteristics. Findings from this study highlight cultural fusion and collision in the process of importing and implementing entrepreneurial teaching methods. For example, teaching students how to write a business plan appears to offer limited value for students' start-up activities and their venture development. The didactic teaching method centred on teachers without entrepreneurial experience works for the teaching “about” entrepreneurship but is paradoxical to the goal of teaching “for” entrepreneurship.

Originality/value

Little theoretical or empirical attention has been paid to the complexity of the cultural environment of teaching approaches to entrepreneurship education. This paper provides novel empirical insight into why the cultural environment plays a critical role in teaching approaches to entrepreneurship education and how these teaching approaches can be culturally nuanced to better meet the needs of nascent student entrepreneurs in various cultural contexts.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 27 no. 5
Type: Research Article
ISSN: 1355-2554

Keywords

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Article
Publication date: 6 May 2021

Aki Harima, Jessica Gießelmann, Vibeka Göttsch and Lina Schlichting

This study aims to explore the intention–behavior gap of student entrepreneurs who develop entrepreneurial intention in a venture creation course and decide to continue working on…

2033

Abstract

Purpose

This study aims to explore the intention–behavior gap of student entrepreneurs who develop entrepreneurial intention in a venture creation course and decide to continue working on the business idea after completing the course. While many students decide to work on business concepts, they often struggle with taking further steps when the course ends. This suggests that the development of entrepreneurial intention in the course does not directly lead to entrepreneurial actions after the course. Hence, this paper examines the sources for the intention–action gap and behavioral responses of student entrepreneurs.

Design/methodology/approach

This study applied a systematic inductive qualitative research method to examine how student entrepreneurs encounter challenges after the entrepreneurship program and how they respond to them. The authors selected a venture development course at a German public university as their research context.

Findings

The findings revealed that students encountered substantial challenges after the program, which invoked their procrastinating behaviors. Based on the findings, this study developed a process model of the intention–behavior gap in student entrepreneurship. The process model provides a roadmap to follow the main findings, which consist of three main parts: (1) the antecedents of the intention–behavior gap; (2) behavioral responses of student entrepreneurs and (3) the outcomes of procrastination.

Research limitations/implications

This study contributes to the emerging student entrepreneurship literature by identifying obstacles for students who intend to continue developing a venture after attending venture creation courses, as well as elaborating on possible student responses to these barriers and their subsequent impact on their nascent ventures. Furthermore, the findings contribute to developing the understanding of the intention–behavior gap in entrepreneurship education at higher education institutions by highlighting challenges for students that emerge in the transition phase from course participants to autonomous entrepreneurial actors.

Originality/value

Scholars have generally emphasized the vital role of entrepreneurship education in developing the entrepreneurial intentions of students as prospective entrepreneurs. However, researchers have only rarely examined how these intentions are translated into actions. Furthermore, the existing research on students' intention–behavior gap is limited to quantitative studies that demonstrate the existence of the gap empirically or apply theoretically derived moderators to their analysis. Consequently, the literature calls for more qualitative, explorative research approaches to understand what happens to students' entrepreneurial intentions once their entrepreneurship program is over.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 27 no. 5
Type: Research Article
ISSN: 1355-2554

Keywords

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Article
Publication date: 8 June 2021

Laetitia Gabay-Mariani and Jean-Pierre Boissin

In line with an emerging body of literature questioning student entrepreneurs’ practices, and recent calls to bridge the intention-action gap, this contribution aims to identify…

526

Abstract

Purpose

In line with an emerging body of literature questioning student entrepreneurs’ practices, and recent calls to bridge the intention-action gap, this contribution aims to identify profiles of commitment among nascent entrepreneurs, and their relationship with the performance of entrepreneurial behaviors.

Design/methodology/approach

Relying on Meyer and Allen's multidimensional model, the authors build an empirical taxonomy regarding affective and instrumental forms of commitment experienced by nascent entrepreneurs (n = 328) operating within French higher education.

Findings

The authors identify three commitment profiles – weak, affective and total – associated with distinct levels of advancement and investment in the entrepreneurial process. This analysis leads them to map out the entrepreneurial process followed by nascent entrepreneurs with three main thresholds: the initial threshold, the resonance threshold and the irreversibility threshold.

Research limitations/implications

The work contributes to an emerging field of research dedicated to student entrepreneurship. It highlights the existence of different trajectories among nascent entrepreneurs, but also to different ways of being tied to them. It also enriches more broadly the understanding of the entrepreneurial process, especially its volitional phase.

Practical implications

The results are also important to guide public action, especially to design relevant support programs accounting for nascent entrepreneurs' diversity.

Originality/value

This is the first research to identify profiles of nascent student entrepreneurs based on the way they feel tied to their project, but also to the broader project of becoming entrepreneurs.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 27 no. 5
Type: Research Article
ISSN: 1355-2554

Keywords

Available. Open Access. Open Access
Article
Publication date: 15 July 2021

Nina Hasche and Gabriel Linton

The study aims to examine the development of student venture creation in a co-curricular business model lab initiative with collaboration between students, researchers, technology…

3107

Abstract

Purpose

The study aims to examine the development of student venture creation in a co-curricular business model lab initiative with collaboration between students, researchers, technology transfer offices (TTO) and industry. It presents a fresh approach to the study of student venture creation by discussing a unique co-curricular case, its embeddedness in a network and drawing on the concept of tension.

Design/methodology/approach

A qualitative, case-based research design is applied containing data from interviews, observations and active participation.

Findings

The findings point to the inherent difficulties in managing and organizing student venture creation and networks surrounding the student venture creation in a co-curricular setting that can lead to several different types of tensions. Episodes where task-, role-, process-, affective- and value-related tensions arise are identified. Furthermore, the findings highlight that affective-related tension is often an outcome of other types of tensions.

Research limitations/implications

Our theoretical implications point to the importance of the context of student venture creation, but not only regarding curricular and co-curricular initiatives; depending on the context, such as if student surrogate entrepreneurship is used, different types of support structure might also be needed to enable student venture creation.

Originality/value

Research on the entrepreneurial university has mainly focused on entrepreneurship education and ventures created by researchers. This study responds to recent calls for research on the venture creation of students. The limited research conducted on student venture creation can be divided between curricular and co-curricular initiatives. Our research points out that many other contextual factors are of importance, such as the origin of ideas, student surrogate entrepreneurship, industry collaboration, team formation and expectations.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 27 no. 5
Type: Research Article
ISSN: 1355-2554

Keywords

Available. Open Access. Open Access
Article
Publication date: 4 May 2021

Gustav Hägg

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…

8044

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 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.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 27 no. 5
Type: Research Article
ISSN: 1355-2554

Keywords

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Article
Publication date: 23 June 2021

Kjersti Kjos Longva

The purpose of the paper is to provide insight into how students navigate entrepreneurial ecosystems and make use of social networks as they create their own ventures. Such…

1219

Abstract

Purpose

The purpose of the paper is to provide insight into how students navigate entrepreneurial ecosystems and make use of social networks as they create their own ventures. Such ecosystems for students are an understudied phenomenon and there is a need for more profound insights into the issue in order to build better support systems for student entrepreneurs. The study aims to increase understanding on the elements that are important in students' entrepreneurial ecosystems and how these impact on students' venture creation processes, with emphasize on the role social networks play. Student entrepreneurs account for a substantial number of the startups that come into being at universities. Understanding more about how the surroundings affects this process is important for facilitating student entrepreneurship in higher education.

Design/methodology/approach

The study is qualitative and makes use of in-depth interviews with student entrepreneurs, educators and support actors in the ecosystems. Multiple actors were interviewed in order to capture different perspectives on the matter, with a total of 15 interviews conducted.

Findings

Two main findings arose from the study. First, it provides insight into elements that are perceived as important for student venture creation by the student entrepreneurs themselves, by educators and by support actors in the ecosystems. Second, it describes how the elements make up the entrepreneurial ecosystems surrounding the students, which serve as platforms from which students can develop their social networks. Therefore, the study highlights how such ecosystems can serve as sources from which students can gain access to ideas, resources and identity processes.

Research limitations/implications

A limitation of the study is that the interviews took place in one country. Consequently, further investigation is necessary to establish whether the findings are valid in other contexts. The research has implications for higher educational institutions, policymakers and researchers concerned with student entrepreneurship and student venture creation.

Originality/value

The study contributes empirical findings on a topic that is currently not well understood and on which there are few empirical studies. While student ventures represent a substantial proportion of university spin-offs, the topic has received little attention compared to research on academic entrepreneurship. The study represents a step towards enhancing understanding of students' entrepreneurial ecosystems and how students gain access to resources through social network ties within these systems.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 27 no. 5
Type: Research Article
ISSN: 1355-2554

Keywords

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