This book explores the development of the rapidly evolving field of entrepreneurial learning by bringing together contributions from an international team of researchers, who offer new understanding of its emerging development and its potential scope for the future. Using the three domains of theory, education, and learning-in-practice, this book offers differing and complementary perspectives on entrepreneurial learning:
- Conceptual work which reviews and summarises prior work in the field and advances theoretical understanding of entrepreneurial learning research, enabling a review of the development of research in this area over time.
- Applied work around entrepreneurship education which develops understanding of teaching and learning practices in educational and institutional contexts.
- Exploration of learning in ‘real’ business contexts, including new venture creation, family business and small business development, and ‘intrapreneurial’ learning in larger organisations.
Using global perspectives, originating from the different cultural contexts of the USA, UK, Nordic and Chinese perspectives, the chapters converge to address issues, questions and opportunities for the future development of entrepreneurial learning. This book will be of interest to educators and researchers in the areas of entrepreneurship, enterprise education and entrepreneurial development, as well as policy makers and business advice and support agencies.
Table of Contents
2. Entrepreneurial Learning: Past research and future challenges
3. Becoming an Entrepreneur: The unexplored role of childhood and adolescent human capital
4. Entrepreneurial Learning through Intuitive Decision Making
5. The Contribution of Momentary Perspectives to Entrepreneurial Learning and Creativity
6. The Structure and Scope of Entrepreneurship Programs in Higher Education around the World
7. Progression and Coherence in Enterprise Education: An overall framework supporting diversity
8. A Gestalt Model of Entrepreneurial Learning
9. Entrepreneurial Learning in Small Firm Management Teams
10. The Struggle for Product Development and Innovation in a Family-Owned Business: A knowledge transfer partnership approach
11. Learning to Evolve: Developing a practice-based evolutionary language of entrepreneurial learning
12. Entrepreneurial Preparedness: An exploratory case study of Chinese private enterprises
13. Entrepreneurial Learning in the Chinese Business Context
David Rae is Dean of the Shannon School of Business, Cape Breton University, Canada and Editor-in-Chief of the International Journal of Entrepreneurial Behaviour and Research
Catherine L. Wang is Professor of Strategy and Entrepreneurship at Royal Holloway University of London, UK
This set of exploratory texts draws together significant expertise and sets the scene for future thinking. In the midst of global imperatives to learn, to be more entrepreneurial, it is a most welcome contribution to the debate. - Andy Penaluna, Professor and Director, International Institute for Creative Entrepreneurial Development, University of Wales, UK
In this insightful and timely publication, Rae and Wang explore entrepreneurial learning from its inception as a field of academic inquiry right through to its development in contemporary entrepreneurship literatures. The authors bring together a collection of complementary perspectives on entrepreneurial learning, and in so doing, map out a challenging future research agenda. This text should be of value to researchers and educators alike, as well as to those studying entrepreneurial learning as part of a taught programme. - Colette Henry, Professor, Dundalk Institute of Technology, Ireland
I highly recommend this text, which provides a fresh perspective on the area of entrepreneurial learning, exploring new research, practice and pedagogical practices. The contributing authors include some of the thought leaders in the entrepreneurship discipline and this work offers new insights that will be of great interest to the academic community, policy makers and enterprise support agencies. - Paul Jones, Associate Professor, Plymouth University, UK