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Entrepreneurship education for the acquisition of entrepreneurial expertise

Entrepreneurial Selling

Purpose: Preventing business failure remains a significant challenge for small businesses in the Netherlands. Given their importance for the Dutch economy, understanding the causes of business failure and equipping business owners with strategies for resilience is imperative. This dissertation seeks to address this challenge by examining the sales role of business owners, referred to as ‘Entrepreneurial Selling,’ within the context of small-scale Dutch businesses. The goal is to identify how business owners can develop effective sales behaviors to mitigate the risk of failure and enhance the long-term viability of their businesses. The research into Entrepreneurial Selling is rising, yet further advancements, including this dissertation, are required to better support business owners in their continuous sales responsibilities. The main research question, therefore, is: How do small-scale business owners in the Netherlands behave in their Entrepreneurial Selling role and how can they become more effective in their sales behavior? Methods: To address the research question, a multimethod research approach is utilized. The research design comprises a literature review, three progressively linked studies, and practical applications. The first study (Chapter 4) involves a content re-analysis of 55 interviews to underscore the pivotal nature of Entrepreneurial Selling in preventing business failure. The second study (Chapter 5) conducts 12 semi-structured interviews, employing thematic analysis to categorize business owners' sales behaviors based on their entrepreneurial motivations. In the third study (Chapter 6), quantitative methods are employed (N=276) to explore the relationship between Entrepreneurial Selling Role Orientation (ESRO) and effective sales behavior. These studies provide the foundation for the practical applications developed in collaboration with practitioners (Chapter 7).Findings: The first study found that Entrepreneurial Selling is a crucial activity for preventing business failure and one that business owners recognize. Reasons for underperformance can include business owners allocating inadequate time to selling, deficient sales skills, and procrastination of sales activities. The subsequent studies build on this foundation. The second study introduces an Entrepreneurial Selling typology, linking business owners' motivations with their sales role strategies, offering insights into how motivations influence sales behavior. The third study introduces the concept of ESRO and substantiates its impact on sales behavior. Furthermore, a positive connection is identified between sales training and effective sales practices. The findings of the studies are individually applied to Sarasvathy’s Bird-in-Hand principle of Effectuation theory and are synthesized within the Entrepreneurial Selling Matrix. Originality/Value: This dissertation contributes to the Entrepreneurial Selling field by advancing our understanding of the business owners’ sales role in enhancing business resilience. It underscores the connection between ineffective sales practices and business failure and delves deeper by investigating the interplay between entrepreneurial motives and ESRO on sales behavior. Additionally, this study bridges the gap between entrepreneurship- and sales research by applying the Bird-in-Hand principle to business owners' sales behavior. In practical terms, the research's outcomes are twofold. First, it refines the Entrepreneurial Selling Matrix, providing a pragmatic typology that aids sales training practitioners in guiding business owners toward aligning sales behaviors with entrepreneurial goals. Second, it introduces an Entrepreneurial Selling Training Program, accompanied by tools, facilitating sales trainers in evaluating and improving current and desired sales behaviors. This practical approach contributes directly to nurturing resilient and thriving businesses.

The Vocabulary at Entrepreneurial Education for Non-Business Teachers and Students

As entrepreneurship is seen as very important for economic growth the education of entrepreneurship is getting more interest, not only from business oriented schools, but also from non-business schools. It is widely recognized that entrepreneurship education needs other approaches of teaching. To teachers it means that they have to change their education. In 2013 we started an training program for teachers to teach more entrepreneurial. This program is designed around constructivistic teaching and action learning. One of the things we found out during the teachers program, is that non-business teachers and students have other experiences and use other words to describe entrepreneurship. To find the right language and therefore the right teaching program, it is valuable to find out the vocabulary that people use when they describe entrepreneurship. We developed a scale of different elements of entrepreneurship according to which people can score their view on entrepreneurship. Scoring the different elements of entrepreneurship will clear for example the differences of entrepreneurial view between business and non-business students. The entrepreneurial view can be used to design the teaching program for entrepreneurial students. That view can also be used to get a better understanding among different (business and non-business) students to help them to learn more from each other. Besides that, the entrepreneurial view can also be used to discuss about that view and develop a more complete and nuanced view of entrepreneurship. With the right vocabulary the model for entrepreneurship education can be tailor-made.

Learning in networks Community of Practice: a new approach to entrepreneurial learning

Educational programs teaching entrepreneurial behaviour and knowledge are crucial to a vital and healthy economy. The concept of building a Communities of Practice (CoP) could be very promising. CoP’s are formed by people who engage in a process of collective learning in a shared domain of human endeavour (Wenger, McDermott and Snyder, 2002). They consist of a group of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. Normally CoP’s are rather homogeneous. Saxion institute Small Business & Retail Management (SB&RM) started a CoP with entrepreneurs September 2007. Typical in the this community, are the differences between the partners. The Community consists of students, entrepreneurs and members of an institution for higher education. They have different characteristics and they don’t share the same knowledge. Thus, building long-lasting relations can be complicated. Solid relations for longer periods are nevertheless inevitable in using CoP as a mean in an educational concept that takes approximately 4 years. After one year an evaluation took place on the main aspects of a lasting partnership. The central problem SB&RM in Deventer faces is to design the CoP in a way possible members will join and stay for a longer period and in a way it ensures entrepreneurial learning. This means important design characteristics have to be identified, and the CoP in Deventer has to be evaluated to assess whether it meets those design characteristics in an effective and efficient way. The main target of the evaluation is to determine which key factors are important to make sure continuity in partnership is assured and entrepreneurial learning is best supported. To solve the problem, an investigation on how a CoP works, what group dynamics take place, and how this can be measured has to be conducted. Furthermoreusing the CoP as a tool for entrepreneurship means key aspects of entrepreneurial learning have to be identified. After that the CoP in Deventer has to be examined on both aspects. According to literature CoP’s define themselves along three dimensions: domain (indicating what is it about), community (defining how it functions), and practice (indicating what capabilities it has produced) (Wenger, 1998). This leads to meaningful, shared and coordinated activities (Akkerman et al, 2007): Key aspects of a successful CoP lie in both hard and soft sides of creating a partnership. It means on one hand a CoP has to deal with defining their own overall vision, formulating long term goals and targets on the short term. They have to formulate how to achieve those targets and create meaningful activities (reification). On the other hand a CoP has to deal with relations, trust, norms and values (participation). Reification and participation as design characteristic can provide indicators on which the CoP in Deventer can be evaluated. A lasting partnership means joining the CoP and staying. Weick provides us with a suitable model that enables us to do research and evaluate whether the CoP in Deventer is successful or not, Weick’s model of means convergence. To effectively ensure entrepreneurial learning the process in the CoP has to provide or enable actionoriented forms through Project-based activity, accompanied by reflection, with high emotional exposure (or cognitive affection) preferably caused by discontinuities to be suitable as a tool in entrepreneurial learning. Furthermore it should be accompanied by the right preconditions to work effectively and efficiently. The evaluation of the present CoP in Deventer is done by interviewing all participants at the end of the first year of the partnership. In a structured interview, based on literature studies, all participants were separately questioned

I’m not your stereotype: gendering entrepreneurial education (EE)

Questions we care about (objectives) This study contributes to the body of knowledge of entrepreneurial educators’ strategies to work towards gender inclusion in entrepreneurial education (EE). By illustrating how gender stereotypes and gender bias are constructed and reconstructed in EE. An important insight is taken from the study by (Jones, 2014), this author shows that entrepreneurs are presented in EE as a homogeneous group with similar character traits and an equal 'entrepreneurial mindset' (p. 244). This description portraits a right way to be an entrepreneur which is traditionally been associated with a white western man, masculine behaviour and masculine abilities (Jones, 2014). As a consequence, a paradox in EE appears; training and education reduces the gender gap on the one hand (Cheraghi and Schøtt, 2015), but at the same time it is also the place where the gender gap is maintained because these gender stereotypes are intertwined in this training and education (Korhonen, Komulainen and Räty, 2012). The aim of this paper is to use Social Role Theory in order to better understand the dynamics of gender in EE. This leads to the following research questions: what are the main mechanisms that contribute to gender-inclusive entrepreneurship education (EE) and how are the different mechanisms that contribute to gender inclusive entrepreneurship education (EE) integrated into the current curriculum?Approach In-depth interviews with 12 lecturers that teach/coach in the field of EE from across various faculties in a large University for Applied Sciences combined with newsletters created by one of largest EE programs at this institution (267 pages in 2020) is carried out. A semi-structured questionnaire was used to guide the in-depth interviews. Subsequently, discourse analysis gives insight into gendering in EE at the investigated institution. Results The main findings suggests that when questioned about the topic all respondents stressed the importance of gender equally, only a few seem to be aware of the need to address the issue in their classroom(s) while none of the programs currently adopt a gender perspective while coaching their potential entrepreneurs or when addressing how the entrepreneurial ecosystem functions. Implications These findings and perspectives point to the importance of recognizing that a “one size fits all” approach to curricula may not be appropriate, and that gender-sensitive programming, especially related to dealing with these gender stereotypes and gender bias, are needed. This means that in educational development there are opportunities to create better education and create equal opportunities for male and female students. Value/originalityWomen still form the minority amongst the population of (potential) entrepreneurs and find it more difficult to grow their venture due to a range of (institutional) barriers. This study shows that, thus far, EE insufficiently addresses this topic and points to opportunities for interventions for increasing the gender inclusiveness of the entrepreneurial ecosystem, especially for female ones, instilling in them the awareness and knowledge that as a female entrepreneur starting a business isn’t without gendered challenges. This research therefore adds to the body of knowledge on the construction and reconstruction of gender stereotypes and gender bias in the field of EE.

Pursuing entrepreneurial opportunities is not a choice

PurposeAll entrepreneurs interact simultaneously with multiple entrepreneurial contexts throughout their entrepreneurial journey. This conceptual paper has two central aims: (1) it synthesises the current literature on gender and entrepreneurship, and (2) it increases our understanding of how gender norms, contextual embeddedness and (in)equality mechanisms interact within contexts. Illustrative contexts that are discussed include entrepreneurship education, business networks and finance.Design/methodology/approachThis conceptual paper draws upon extant literature to develop its proposed conceptual framework. It provides suggestions for systemic policy interventions as well as pointing to promising paths for future research.FindingsA literature-generated conceptual framework is developed to explain and address the systemic barriers faced by opportunity-driven women as they engage in entrepreneurial contexts. This conceptual framework visualises the interplay between gender norms, contextual embeddedness and inequality mechanisms to explain systemic disparities. An extra dimension is integrated in the framework to account for the power of agency within women and with others, whereby agency, either individually or collectively, may disrupt and subvert the current interplay with inequality mechanisms.Originality/valueThis work advances understanding of the underrepresentation of women entrepreneurs. The paper offers a conceptual framework that provides policymakers with a useful tool to understand how to intervene and increase contextual embeddedness for all entrepreneurs. Additionally, this paper suggests moving beyond “fixing” women entrepreneurs and points towards disrupting systemic disparities to accomplish this contextual embeddedness for all entrepreneurs. By doing so, this research adds to academic knowledge on the construction and reconstruction of gender in the field of entrepreneurship.