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29:07 Threats and possibilities of the increasing professionalization of entrepreneurship education Karlsson, Tomas; Landström, Hans; Löwegren, Marie Lund University, Lund, Sweden In this paper we discuss how entrepreneurship education is likely to be affected by the current development in entrepreneurship specific theory and the increasing levels of professionalization of entrepreneurship educators. Entrepreneurship education has grown significantly in importance all over the world. Most universities and business schools now include courses labeled entrepreneurship. Characteristic of entrepreneurship courses are their business plan tasks and their focus on teaching related to the students’ own ideas. Many, if not most of the theory used in entrepreneurship courses are borrowed from mainstream strategy and marketing (e.g. Porter and Kotler). It has also been common with teaching staff that has a strong industry background and academic training in other fields of research, a clear distinction between entrepreneurship research and teaching, and simple normative ”how to do it” text books. This has made entrepreneurship education quite distinct from other topics within business schools, where education has been dominated by within field researchers, who base their teaching on established theories in their fields. However, over the last couple of years some changes could be noticed. Entrepreneurship has developed as an academic field. More and more scholars have their academic training in entrepreneurship (often written their Ph D thesis in entrepreneurship) and we have seen theories emerging within the field of entrepreneurship (e.g. effectuation, bricolage, bootstrapping, co-optation, self-efficacy, etc.) In this paper we will discuss the effects of the increasing supply of entrepreneurship specific theories, and the increasing levels of highly specialized staff of entrepreneurship teachers. More specifically: ◦ How does recently developed theories in entrepreneurship effect entrepreneurship education? ◦ What are the effects of the increasing specialization of entrepreneurship teachers? ◦ What desirable and detrimental consequences could be expected from the above mentioned developments? 29:08 Towards team learning – Entrepreneurship supportive learning Linnossuo, Timo 1 ; Sandström, Katarina 1 ; Westerlund, Maria 2 ; Ramström, Joachim 2 1 Turku University of Applied Sciences, Turku, Finland; 2 Novia university of applied sciences, Turku, Finland The Finnish Higher Education (HE) sector faces large challenges. The rate of graduates becoming entrepreneurs has been flat at 3.5% for the past 10 years. An important actor in Finland, EK, has noticed that 93% of SMEs have no cooperation with universities. Furthermore, tiredness, depression and lack of motivation are increasing among students. The constructivist pedagogy has officially been adopted by HE´s, but implementation is struggling. However, Team Academy (TA) in Jyväskylä University of Applied Sciences has successfully implemented a socio-constructivist pedagogy with staggering results. 37% of TA graduates start companies, and 47% become entrepreneurs within 2 years of graduation. The 200 students of TA make over 150 projects with companies yearly. Student motivation is high, and 96% of students graduate on time. This paper discusses how two Finnish Universities of Applied Science, Novia and TUAS, have attempted to apply the learning model by TA. Three core principles are central to the pedagogical model of Novia and 144 TUAS : 1) learning is always contextual, you cannot learn to storage ; 2) learning is based on experiences 3) learning is collective, because people best learn with other people. While projects with the business world have an important function, project work is not enough. Quite a lot of ‘learning by doing’ is already done in HE, but it seldom leads to major changes in learning results or in developing the students expertise. Additionally, if we only remain in the world of concrete, we will never learn to think. Based on these realizations, Novia and Turku Amk have worked out the following principles underlying the team learning model 1. Organizing a. students form self-organizing teams of 15-20 persons b. student teams start their own companies 2. Doing / action a. students perform projects and activities relevant for their own learning, b. project must have a development aspect, for instance developing a company c. students define goals and criteria for evaluating their performance 3. External commissions a. projects always have an external commission b. commission are always negotiated and based on contracts 4. Reading-program a. Students create an extensive reading program with literature supporting their professional development 5. Dialogue and reflection a. dialogue makes tacit knowledge visible and shared with the rest of the team b. reflection and dialogue with 1) oneself 2) literature 3) team-members 4) activities 29:09 Practice makes perfect? A longitudinal investigation of Junior Achievement (JA) Sweden Alumni and their entrepreneurial careers, 1990-2007 Carin, Holmquist; Rahm, Rasmus; Karl, Wennberg Stockholm School of Economics, Stockholm, Sweden In this paper we analyze the direct effects of entrepreneurship among Junior Achievement (JA) Sweden Alumni on job creation and growth and the comparative effects of experience from the “JA Company Program” (JACP) during high school on subsequent entrepreneurial performance. 29:10 An entrepreneurial process model for the university Williams Middleton, Karen; Lundqvist, Mats Chalmers University of Technology, Göteborg, Sweden The process of entrepreneurship has been shown not to follow one distinct sequence of events (Alsos and Kolvereid, 1998, Carter et al., 1996, Gartner and Carter, 2003). However, researchers such as Reynolds et al. (2004), Baron (2002), and others have proposed conceptual models of the entrepreneurial process including phases of activity and key points of transition. Recognizing the increasing engagement of the university in entrepreneurial activities (Etzkowitz et al., 2000, Mowery and Sampat, 2005), it is possible to explore models of the entrepreneurship process in association to the context of the university, particularly incubation and technology transfer activities. The purpose of this paper is to align models of technology transfer and incubation with models of the entrepreneurial process in order to formulate a model of the process applicable to all entrepreneurial activity taking place at the university. By relating the different models and descriptions to one another, including the incubation and technology transfer process descriptions, a conceptual model to explain the general phases of the entrepreneurial process can be presented, emphasizing the emerging (nascent) phase of new venture being created. An initial transition point into the emerging (nascent) phase occurs when the idea is recognized or conceived in visual or written format such that it can be communicated to another person as a viable opportunity, the idea is selected to be incubated, or the idea is disclosed for intended transference.
Thus, activities up to this first transition point have not specifically focused upon the development of an idea towards the creation of a new venture or some other form of utility creation, but are rather research or development towards some scientific query or technological dilemma. The terms launch and birth, both of which, along with the term hatch, meaning an incubated firm, and the transaction of the technology which is transferred, are comparable to incorporation of a venture in an entrepreneurial process model, and can be seen as a second transition point. In between these points, I argue that the entrepreneurial process activities described as pre-launch or launch (Baron, 2002) are in fact associated to the activities taking place in the emerging (nascent) phase, while the postlaunch activities are comparable to activities for growth or sustainability of a new firm. 29:11 Entreprenöriellt lärande - Gymnasieelevers skilda uppfattningar av entreprenöriellt lärande Otterborg, Annica Högskolan för lärande och kommunikation (HLK), Jönköping, Jönköping, Sweden Elever behöver bli entreprenöriella, av flera skäl. Synen på elevers lärande har ändrats. Det är idag inte liktydligt med att ta emot kunskap som förmedlas genom undervisning av läraren, utan kan även ske ute i samhället eller med uppgifter hämtade i näringslivet. Informationsteknologin påverkar dessutom alla i samhället. Elevers möjligheter och sätt att inhämta fakta går därmed utanför klassrummet, ut i världen. Historiskt sett är hela samhället inne i en period av omställningar och nytänkande. Individen får bära ett allt större ansvar för sitt lärande och sin utkomst. Ekonomiska aspekter har drivit fram förslag samt beslut om förändringar i skolan. Överstatliga organ som OECD och EU har påverkat skolan att inta en entreprenöriell hållning genom att föreslå införande av entreprenörskap. Svenska regeringen kungjorde hösten 2008 att entreprenörskap ska löpa som en röd tråd genom elevens hela utbildning, vilket innebär från förskola till och med gymnasium. Från och med höstterminen 2011 finns entreprenörskap inskrivet i samtliga program på gymnasieskolan. En högaktuell fråga i gymnasieskolan är därför vilken lärandeform som kan svara upp mot att få eleverna entreprenöriella. I min studie undersöker jag hur gymnasieelever vid ett teoretiskt program med uttalad entreprenöriell profil – uppfattar och förstår entreprenöriellt lärande. Resultatet visar att eleverna på olika sätt lär sig ta ansvar för sin arbetsuppgift, skaffa sig externa kontakter, teambilda, lära i olika sociala praktiker samt visar prov på att de ser bortom det uppenbara med uppgiften. Jämfört med andra förekommande lärandeformer är den entreprenöriella lärandeformen den som ger eleverna makt över sitt lärande. Eleverna finns i två sociala praktiker – skola och näringsliv. De gör själva jämförelser mellan praktikerna. I skolan är det bara eleven som berörs av uppgiften ifråga medan en uppgift i näringslivet ofta ingår som en del av ett större arbete med flera andra personer involverade. Det ställer krav på eleven att samarbeta med andra som kan ha andra kvaliteter än vad eleven själv besitter samt att leverera sin del av arbetsuppgiften i tid. En inlämningsuppgift i skolan berör bara eleven som ska byta inlämningsuppgiften mot ett betyg. En levererad uppgift i näringslivet bedöms däremot till exempel i termer av på vilket sätt den höjer kvaliteten i företaget, vad den utvecklar eller vilka besparingar den genererar. 29:12 Facilitating entrepreneurial behavior development through learning Williams Middleton, Karen Chalmers University of Technology, Göteborg, Sweden Emphasis on developing new entrepreneurs is marked by the continued growth of entrepreneurial education programs (for example Finkle and Deeds, 2001, Solomon, 2007). But developing new entrepreneurs through education can have different objectives, methods and associated results (Kickul and Fayolle, 2007). Learning can be seen as the dynamic process which enables entrepreneurial behavior to be enacted (Rae and Carswell, 2001). However, this simple statement hides challenges as learning is designated as a complex phenomenon (Nicolini and Mesnar, 1995). Entrepreneurship education research of, for example, Cope and Watts (2000), Gibb (1997) and Hjorth and Johannisson (2007) provide a definition of learning as the potential to change behavior based on processing of information. I build on this as the potential to change or develop behavior, where the processing of information which is conducted by the individual is impacted by the environment, through both availability of information and interaction around information. A review of entrepreneurship education literature (Mwasalwiba, 2010) draws distinctions between education conducted for, about, in or through entrepreneurship. Many scholars agree that entrepreneurial education has to have an experiential learning perspective together with interactive pedagogy in order to enhance learning and innovative capacity (for example Collins et al., 2006, Honig, 2004, Johannisson et al., 1998, Vinton and Alcock, 2004, Yballe and O’Connor, 2000). Based on a review of learning concepts, I argue that learning by doing combined with mentoring processes can facilitate a decision cycle for testing hypotheses, providing feedback through physical engagement, and through reaction from a surrounding roleset. I describe this as learning through interaction. Interaction with the role-set facilitates “generative learning” (Barrett and Peterson, 2000, Gibb, 1997) providing insights into potential future action, including abilities to see possibilities beyond problem barriers. Learning through interaction involves experiential learning including reflection-in-action (Schön, 1984) and generative learning based upon cycles of hypothesis testing and feedback between the nascent entrepreneur and her role-set. 30:01 Bridging theory and practice in the Humanities and Social Sciences: The case of a collaborative arena in Sweden Jernberg, Sara1 ; Södergren, Birgitta2 1Uppsala University, UU Innovation, Uppsala, Sweden; 2Uppsala University, IPF and Department of Business Studies, Uppsala, Sweden Although there has been a lot of research on knowledge exchange, it has mainly focused on collaborations around technologies and production methods. This paper examines the development of collaborative arenas to enhance knowledge exchange between researchers from the humanities and/or the social sciences and public and/or private organizations. The challenges that need to be overcome and the key factors leading to the creation of a sustainable collaborative arena will be discussed. The study on which this paper draws also had an interactive purpose: to contribute to the developmental work at Uppsala University Innovation and at The School Forum. This paper focuses on a case study of The School Forum, in Uppsala, Sweden - an arena for knowledge exchange between Uppsala University and the municipality of Uppsala, where ethnology researchers collaborate with school teachers in 145
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School of Business NFF 2011 August
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Welcome to the 21 st NFF conference
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Conference theme The process of pro
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About Stockholm University School o
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Wednesday 9:30-10:30 Paper sessions
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Seminar room 3:240 Track 17: Nordic
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Seminar room 3:240 Track 17: Nordic
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Seminar room 3:240 Track 18: Sustai
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TRACK 1 - Perspectives on Service r
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TRACK 2 - The practice of services
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TRACK 3 - Brands & branding - conte
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04:03 Cooperation and competition -
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TRACK 6 - Interdisciplinary perspec
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Wednesday August 24 13:30-15:00 08:
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12:03 Entrepreneurial success: The
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Monday August 22 15:30-17:00 13:08
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14:02 Art-based interventions in ex
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TRACK 17 - Nordic Practices of HRM
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TRACK 21 - Practicing restructuring
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TRACK 23 - Mergers & acquisitions:
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24:08 Knowledge creation in multina
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TRACK 29 - Entrepreneurship educati
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Tuesday August 23 13:30-15:00 Works
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Abstracts 01:01 Service Systems as
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i.e. contractual arrangements estab
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innovation in different parts and c
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01:19 The buyer-seller paradox of p
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02:05 Managers in professional serv
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02:11 Cognitive distortion accounte
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as retailers internationalize, they
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integration, including communicatio
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03:06 Sensory positioning of metrop
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1995), customers as active co-creat
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are expressed from various directio
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04:09 Integrating government author
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introduced. In a strategic context
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its home turf of financial reportin
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of this analysis can also help to i
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08:06 Volatility, leverage effect a
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the recent financial crisis. The in
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10:04 From Time to Time: Time as a
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enterprise actors in their scaling
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innovations. Thus, the paper discus
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Page 153 and 154: Author index *Presenting author A A
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