Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Activating entrepreneurial learning processes for transforming university students’ idea into entrepreneurial practices

Activating entrepreneurial learning processes for transforming university students’ idea into... <jats:sec><jats:title content-type="abstract-subheading">Purpose</jats:title><jats:p>The purpose of this paper is to explore how collaborative entrepreneurial learning (EL) processes between entrepreneurs and university students can enhance the entrepreneurial practices in the context of knowledge-intensive enterprises. These learning processes represent a valuable source for entrepreneurship development in incumbent enterprises in the forms of innovative products, services, processes or organizational renewal.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Design/methodology/approach</jats:title><jats:p>An extreme case study is the project “Mimprendo” (<jats:ext-link xmlns:xlink="http://www.w3.org/1999/xlink" ext-link-type="url" xlink:href="http://www.mimprendo.it">www.mimprendo.it</jats:ext-link>), an initiative promoted by the Italian Conference of the University Colleges and the Italian Association of Young Entrepreneurs in collaboration with Italian universities. This is analyzed in the period 2009-2015, during which seven editions were developed.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Findings</jats:title><jats:p>A framework is presented based on collaborative EL processes to perform relevant entrepreneurial projects in knowledge-intensive enterprises. The framework provides a coherent and systematic approach to generate, select and implement entrepreneurial practices in incumbent companies starting from a project competition involving creative students and innovative entrepreneurs. EL processes in the community composed of entrepreneurs, experts and university students are grouped into the entrepreneurial phases of inspiration, exploration, exploitation, acceleration and growth, and include the learning processes of “intuition and sensing,” “contamination,” “experiential and contextual learning,” “experimenting and acting” and finally “thinking and reflecting.”</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Research limitations/implications</jats:title><jats:p>Implications for research can be identified according to many perspectives to deepen the centrality of the learning process in the research on knowledge-intensive entrepreneurship.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Practical implications</jats:title><jats:p>The framework results to be a promising approach to diffuse an entrepreneurial culture both in incumbent enterprises and in university students through a synergic collaboration among industry, university and institution. Practical implications could be derived for enterprise, students and educators involved in the design of innovative learning initiatives to sustain the development of an entrepreneurial mind-set.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Originality/value</jats:title><jats:p>The framework contributes to extending an emerging research area exploring entrepreneurship as a never-ending dynamic learning process. The involvement of brilliant university students in activating EL process with entrepreneurs in incumbent enterprises represents a novel aspect in the field of entrepreneurship and innovation.</jats:p></jats:sec> http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Entrepreneurial Behavior & Research CrossRef

Activating entrepreneurial learning processes for transforming university students’ idea into entrepreneurial practices

International Journal of Entrepreneurial Behavior & Research , Volume 23 (3): 465-485 – May 2, 2017

Activating entrepreneurial learning processes for transforming university students’ idea into entrepreneurial practices


Abstract

<jats:sec><jats:title content-type="abstract-subheading">Purpose</jats:title><jats:p>The purpose of this paper is to explore how collaborative entrepreneurial learning (EL) processes between entrepreneurs and university students can enhance the entrepreneurial practices in the context of knowledge-intensive enterprises. These learning processes represent a valuable source for entrepreneurship development in incumbent enterprises in the forms of innovative products, services, processes or organizational renewal.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Design/methodology/approach</jats:title><jats:p>An extreme case study is the project “Mimprendo” (<jats:ext-link xmlns:xlink="http://www.w3.org/1999/xlink" ext-link-type="url" xlink:href="http://www.mimprendo.it">www.mimprendo.it</jats:ext-link>), an initiative promoted by the Italian Conference of the University Colleges and the Italian Association of Young Entrepreneurs in collaboration with Italian universities. This is analyzed in the period 2009-2015, during which seven editions were developed.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Findings</jats:title><jats:p>A framework is presented based on collaborative EL processes to perform relevant entrepreneurial projects in knowledge-intensive enterprises. The framework provides a coherent and systematic approach to generate, select and implement entrepreneurial practices in incumbent companies starting from a project competition involving creative students and innovative entrepreneurs. EL processes in the community composed of entrepreneurs, experts and university students are grouped into the entrepreneurial phases of inspiration, exploration, exploitation, acceleration and growth, and include the learning processes of “intuition and sensing,” “contamination,” “experiential and contextual learning,” “experimenting and acting” and finally “thinking and reflecting.”</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Research limitations/implications</jats:title><jats:p>Implications for research can be identified according to many perspectives to deepen the centrality of the learning process in the research on knowledge-intensive entrepreneurship.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Practical implications</jats:title><jats:p>The framework results to be a promising approach to diffuse an entrepreneurial culture both in incumbent enterprises and in university students through a synergic collaboration among industry, university and institution. Practical implications could be derived for enterprise, students and educators involved in the design of innovative learning initiatives to sustain the development of an entrepreneurial mind-set.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Originality/value</jats:title><jats:p>The framework contributes to extending an emerging research area exploring entrepreneurship as a never-ending dynamic learning process. The involvement of brilliant university students in activating EL process with entrepreneurs in incumbent enterprises represents a novel aspect in the field of entrepreneurship and innovation.</jats:p></jats:sec>

Loading next page...
 
/lp/crossref/activating-entrepreneurial-learning-processes-for-transforming-4UjTDkQu9U
Publisher
CrossRef
ISSN
1355-2554
DOI
10.1108/ijebr-12-2015-0315
Publisher site
See Article on Publisher Site

Abstract

<jats:sec><jats:title content-type="abstract-subheading">Purpose</jats:title><jats:p>The purpose of this paper is to explore how collaborative entrepreneurial learning (EL) processes between entrepreneurs and university students can enhance the entrepreneurial practices in the context of knowledge-intensive enterprises. These learning processes represent a valuable source for entrepreneurship development in incumbent enterprises in the forms of innovative products, services, processes or organizational renewal.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Design/methodology/approach</jats:title><jats:p>An extreme case study is the project “Mimprendo” (<jats:ext-link xmlns:xlink="http://www.w3.org/1999/xlink" ext-link-type="url" xlink:href="http://www.mimprendo.it">www.mimprendo.it</jats:ext-link>), an initiative promoted by the Italian Conference of the University Colleges and the Italian Association of Young Entrepreneurs in collaboration with Italian universities. This is analyzed in the period 2009-2015, during which seven editions were developed.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Findings</jats:title><jats:p>A framework is presented based on collaborative EL processes to perform relevant entrepreneurial projects in knowledge-intensive enterprises. The framework provides a coherent and systematic approach to generate, select and implement entrepreneurial practices in incumbent companies starting from a project competition involving creative students and innovative entrepreneurs. EL processes in the community composed of entrepreneurs, experts and university students are grouped into the entrepreneurial phases of inspiration, exploration, exploitation, acceleration and growth, and include the learning processes of “intuition and sensing,” “contamination,” “experiential and contextual learning,” “experimenting and acting” and finally “thinking and reflecting.”</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Research limitations/implications</jats:title><jats:p>Implications for research can be identified according to many perspectives to deepen the centrality of the learning process in the research on knowledge-intensive entrepreneurship.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Practical implications</jats:title><jats:p>The framework results to be a promising approach to diffuse an entrepreneurial culture both in incumbent enterprises and in university students through a synergic collaboration among industry, university and institution. Practical implications could be derived for enterprise, students and educators involved in the design of innovative learning initiatives to sustain the development of an entrepreneurial mind-set.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Originality/value</jats:title><jats:p>The framework contributes to extending an emerging research area exploring entrepreneurship as a never-ending dynamic learning process. The involvement of brilliant university students in activating EL process with entrepreneurs in incumbent enterprises represents a novel aspect in the field of entrepreneurship and innovation.</jats:p></jats:sec>

Journal

International Journal of Entrepreneurial Behavior & ResearchCrossRef

Published: May 2, 2017

References