PL EN


Preferencje help
Widoczny [Schowaj] Abstrakt
Liczba wyników
2019 | 15 | nr 4 Evolving Enterprise Competences as a Consequence of Response to Changes in the Environment | 77--106
Tytuł artykułu

Developing Entrepreneurial Mindset for Transformational Entrepreneurship : the Case of Nordic Transformative Learning Circles

Warianty tytułu
Języki publikacji
EN
Abstrakty
EN
Developing entrepreneurial thinking and mindset has recently been on the agenda of the EU policy makers and is a matter of educators' concern. Traditional approaches to entrepreneurial education fail to address the ambiguities of the entrepreneurial process. This paper sets out to explore the learning processes that contribute to developing an entrepreneurial mindset for transformational entrepreneurship. Transformational entrepreneurship refers to a capability and an intended action towards creating change in the life of an entrepreneur and organization which contributes to societal changes and is characterized by the emergence of a new qualitative dimension of possibilities (Staffas, 2017). In order to promote transformational entrepreneurship, a particualar adult learning model known as Transformative Learning Circles was elaborated by Nordic Network for Adult Learning with the support of Nordic Council of Ministers. This article is based on the study of the pilot implementation of the TLC model in the context of Nordic countries. The findings reveal that learning processes promoting entrepreneurial mindsets for transformational entrepreneurship occur in three particular phases: 1) framing the praxis; 2) amplifying the frame of reference; and 3) reinterpreting the praxis. The study extends current knowledge about entrepreneurial learning in two ways. First, it links the key factors influencing entrepreneurial learning to concrete learning processes facilitating the development of an entrepreneurial mindset for transformative entrepreneurship. Second, it illustrates how these key factors may be utilized together in one learning model reinforcing the learning and transformative effect. (original abstract)
Rozwój myślenia przedsiębiorczego był ostatnio przedmiotem obrad polityków UE i jest przedmiotem troski nauczycieli. Tradycyjne podejście do edukacji przedsiębiorczej nie uwzględnia dwuznaczności procesu przedsiębiorczości. Niniejszy artykuł ma na celu zbadanie procesów uczenia się, które przyczyniają się do rozwoju ducha przedsiębiorczości w zakresie przedsiębiorczości transformacyjnej. Przedsiębiorczość transformacyjna odnosi się do zdolności i zamierzonego działania na rzecz zmiany w życiu przedsiębiorcy i organizacji, która przyczynia się do zmian społecznych i charakteryzuje się pojawieniem się nowego jakościowego wymiaru możliwości. Aby promować przedsiębiorczość transformacyjną, Nordic Network for Adult Learning opracował szczególny model uczenia się dorosłych, znany jako Transformative Learning Circles (TLC), przy wsparciu Nordyckiej Rady Ministrów. Artykuł opiera się na badaniu pilotażowego wdrożenia modelu TLC w kontekście krajów skandynawskich. Odkrycia ujawniają, że procesy uczenia się promujące ducha przedsiębiorczości dla transformacyjnej przedsiębiorczości zachodzą w trzech konkretnych fazach: 1) kształtowanie praktyki; 2) wzmocnienie ramy odniesienia; oraz 3) reinterpretacja praktyki. Badanie poszerza obecną wiedzę na temat uczenia się przedsiębiorczości na dwa sposoby. Po pierwsze, łączy kluczowe czynniki wpływające na uczenie się przedsiębiorczości z konkretnymi procesami uczenia się, ułatwiającymi rozwój ducha przedsiębiorczości dla transformacyjnej przedsiębiorczości. Po drugie, ilustruje, w jaki sposób te kluczowe czynniki mogą być wykorzystane razem w jednym modelu uczenia się wzmacniającym efekt uczenia się i transformujący. (abstrakt oryginalny)
Twórcy
  • Inland Norway University of Applied Sciences, Norway
Bibliografia
  • Burkhalter, S., Gastil, J., & Kelshaw, T. (2002). A conceptual definition and theoretical model of public deliberation in small face-to-face groups. Communication Theory, 12(4), 398-422. https://doi.org/10.1111/j.1468-2885.2002.tb00276.x
  • Cho, Y. S., & Jung, J. Y. (2014). The relationship between metacognition, entrepreneurial orientation, and firm performance: An empirical investigation. Academy of Entrepreneurship Journal, 20(2), 71-86.
  • Cope, J. (2003). Entrepreneurial learning and critical reflection: Discontinuous events as triggers for 'higher-level'learning. Management Learning, 34(4), 429-450. https://doi.org/10.1177/1350507603039067
  • Cope, J., & Watts, G. (2000). Learning by doing-an exploration of experience, critical incidents and reflection in entrepreneurial learning. International Journal of Entrepreneurial Behavior & Research, 6(3), 104-124. https://doi.org/10.1108/13552550010346208
  • Dewey, J. (1986). Experience and education. The Educational Forum, 50(3), 241-252. https://doi.org/10.1080/00131728609335764
  • Fayolle, A., Pittaway, L., Politis, D., & Toutain, O. (2014). Entrepreneurial learning: Diversity of education practices and complexity of learning processes. Entrepreneurship & Regional Development, 26(3-4), 1-3. https://doi.org/10.1080/08985626.2014.911426
  • Ghauri, P., & Grønhaug, K. (2005). Research Methods in Business Studies. A Practical Guide (Third ed.). New York: Prentice Hall.
  • Haynie, J. M., Shepherd, D., Mosakowski, E., & Earley, P. C. (2010). A situated metacognitive model of the entrepreneurial mindset. Journal of Business Venturing, 25(2), 217-229. https://doi.org/10.1016/j.jbusvent.2008.10.001
  • Higgins, D., & Elliott, C. (2011). Learning to make sense: What works in entrepreneurial education? Journal of European Industrial Training, 35(4), 345-367. https://doi.org/10.1108/03090591111128324
  • Higgins, D., Smith, K., & Mirza, M. (2013). Entrepreneurial education: Reflexive approaches to entrepreneurial learning in practice. The Journal of Entrepreneurship, 22(2), 135-160. https://doi.org/10.1177/0971355713490619
  • Kakouris, A. (2015). Entrepreneurship pedagogies in lifelong learning: Emergence of criticality? Learning, Culture and Social Interaction, 6, 87-97. https://doi.org/10.1016/j.lcsi.2015.04.004
  • Kolb, D. A. (2015). Experiential Learning: Experience as the Source of Learning and Development (Second ed.). Upper Saddle River, New Jersey: Pearson Education.
  • Kotter, J. P. (2012). Leading Change. Boston, Massachusetts: Harvard Business Review Press.
  • Krueger, N. F. (2007). What lies beneath? The experiential essence of entrepreneurial thinking. Entrepreneurship Theory and Practice, 31(1), 123-138. https://doi.org/10.1111/j.1540-6520.2007.00166.x
  • Lamberton, D. M. (2005). Information sharing. In D. Rooney, G. Hearn, & A. Ninan (Eds.), Handbook on the Knowledge Economy (pp. 155-164). Cheltenham, UK; Northampton, MA: Edward Elgar Publishing.
  • Leon, R. D. (2017). Developing entrepreneurial skills. An educational and intercultural perspective. Journal of Entrepreneurship, Management and Innovation, 13(4), 97-121. https://doi.org/10.7341/20171346
  • Liang, C.-T., Lee, J.-L., & Liang, C. (2015). Interaction of psychological factors in shaping entrepreneurial intention among computer and electrical engineering students. Journal of Entrepreneurship, Management and Innovation, 11(2), 5-29. https://doi.org/10.7341/20151121
  • Lincoln, Y. S., & Guba, E. G. (1985). Establishing trustworthiness. In Naturalistic Inquiry (pp. 289-327). Newbury Park, CA: SAGE Publications.
  • Lindh, I., & Thorgren, S. (2016). Critical event recognition: An extended view of reflective learning. Management Learning, 47(5), 525-542. https://doi.org/10.1177/1350507615618600
  • Maas, G., Jones, P., & Lockyer, J. (2016). A position paper for International Centre for Transformatinal Entrepreneurship at Coventry University. Retrieved from https://pureportal.coventry.ac.uk/en/publications/position-paper-international-centre-for-transformational-entrepre
  • McGrath, R. G., & MacMillan, I. C. (2000). The Entrepreneurial Mindset: Strategies for Continuously Creating Opportunity in an Age of Uncertainty. Boston, Massachusetts: Harvard Business School Press.
  • McWilliam, E. (2008). Unlearning how to teach. Innovations in Education and Teaching International, 45(3), 263-269. https://doi.org/10.1080/14703290802176147
  • Mezirow, J. (1978). Perspective transformation. Adult Education, 28(2), 100-110. https://doi.org/10.1177/074171367802800202
  • Mezirow, J. (1991). Transformative Dimensions of Adult Learning. San Francisco: Jossey-Bass.
  • Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education, 1(1), 58-63. https://doi.org/10.1177/1541344603252172
  • Mezirow, J. (2009). An overview on transformative learning. In K. Illeris (Ed.), Contemporary Theories of Learning (pp. 109-125). New York: Routledge.
  • Miller, R. A., & Collier, E. W. (2010). Redefining entrepreneurship: A virtues and values perspective. Journal of Leadership, Accountability and Ethics, 8(2), 80-89.
  • Namdar, K. (2016). Evaluation design for the NVL project: Fostering transformative entrepreneurship through transformative learning circles. A position paper for the NVL Network, the Nordic Council of Ministers.
  • Ndlela, M., Hole, Å. S., Slettli, V. K., Haave, H., Mei, X. Y., Lundesgaard, D., Namdar, K. (2019). Facilitation of learning in Transformative Learning Circles: Enabling entrepreneurial mindsets through co-creation of knowledge. In D. Higgins, P. Jones, & P. McGowan (Eds.), Creating Entrepreneurial Space: Talking through Multi Voices, Reflections on Emerging Debates (Vol. 9, pp. 73-93): London: Emerald Publishing Limited.
  • Nonaka, I., & Von Krogh, G. (2009). Tacit knowledge and knowledge conversion: Controversy and advancement in organizational knowledge creation theory. Organization Science, 20(3), 635-652. https://doi.org/10.1287/orsc.1080.0412
  • Oyugi, J. L. (2015). The mediating effect of self-efficacy on the relationship between entrepreneurship education and entrepreneurial intentions of university students. Journal of Entrepreneurship, Management and Innovation, 11(2), 31-56. https://doi.org/10.7341/20151122
  • Pittaway, L., & Thorpe, R. (2012). A framework for entrepreneurial learning: A tribute to Jason Cope. Entrepreneurship & Regional Development, 24(9-10), 837-859. https://doi.org/10.1080/08985626.2012.694268
  • Ramsey, R. E., & Miller, D. J. (Eds.). (2003). Experiences between Philosophy and Communication: Engaging the Philosophical Contributions of Calvin O. Schrag. New York: State University of New York Press.
  • Ratten, V., & Jones, P. (Eds.). (2018). Transformational Entrepreneurship. London: Routledge.
  • Ravensbergen, F., & Vanderplaat, M. (2010). Learning circles: One form of knowledge production in social action research. McGill Journal of Education, 45(3), 339-350. https://doi.org/10.7202/1003566ar
  • Reason, P., & Rowan, J. (Eds.). (1981). Human Inquiry: A Sourcebook of New Paradigm Research. Chichester [England]; New York: John Wiley & Sons.
  • Ritchie, J., Lewis, J., Nicholls, C. M., & Ormston, R. (2013). Qualitative Research Practice: A Guide for Social Science Students and Researchers (Second ed.). Thousand Oaks, CA: SAGE Publications.
  • Staffas, K. (2017). Evaluation of Transformative Learning Circles: A learning model from an NVL pilot project. Retrieved from http://www.diva-portal.org/smash/get/diva2:1184507/FULLTEXT01.pdf
  • Stein, D. (2009). The use of deliberative discussion to enhance the critical thinking abilities of nursing students. Journal of Public Deliberation, 5(1), 1-18.
  • Taylor, D. W., & Thorpe, R. (2004). Entrepreneurial learning: A process of co-participation. Journal of Small Business and Enterprise Development, 11(2), 203-211. https://doi.org/10.1108/14626000410537146
  • Tikkamäki, K., Heikkilä, P., & Ainasoja, M. (2016). Positive stress and reflective practice among entrepreneurs. Journal of Entrepreneurship, Management and Innovation, 12(1), 35-56. https://doi.org/10.7341/20161212
  • Täks, M., Tynjälä, P., & Kukemelk, H. (2016). Engineering students' conceptions of entrepreneurial learning as part of their education. European Journal of Engineering Education, 41(1), 53-69. https://doi.org/10.1080/03043797.2015.1012708
  • Woods, P. (2012). Critical Events in Teaching and Learning. New York: Routledge.
Typ dokumentu
Bibliografia
Identyfikator YADDA
bwmeta1.element.ekon-element-000171581762

Zgłoszenie zostało wysłane

Zgłoszenie zostało wysłane

Musisz być zalogowany aby pisać komentarze.
JavaScript jest wyłączony w Twojej przeglądarce internetowej. Włącz go, a następnie odśwież stronę, aby móc w pełni z niej korzystać.