Deliberate practice, an iterative process that leads to expertise, is found to be positively associated with superior performance in domains such as sports, education, and entrepreneurship. At the same time, deliberate practice is also seen as being less than enjoyable and difficult to pursue consistently. As such, passion is considered to be a vital motivator of engagement in and maintenance of deliberate practice. Despite the evident importance of passion, the relationship between passion and deliberate practice in entrepreneurship has not been subject to sufficient empirical evaluation. Therefore, in this study, we consider the way in which passion moderates the relationship between deliberate practice and venture performance. We hypothesize that deliberate practice is positively related to venture performance and that passion positively moderates this relationship. We find support for our first hypothesis, in line with previous studies. However, contrary to our second hypothesis, we find that entrepreneurial passion negatively moderates the deliberate practice-venture performance relationship. In response to this finding, we provide possible explanations as to why this negative moderation effect was observed by drawing on Kolb’s experiential learning cycle.
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Despite its widespread occurrence, the topic of failure is barely addressed in entrepreneurship education. Consequently, students are given an incomplete and unrealistic picture of the complexity of being entrepreneurs. This study explores the pedagogical potential of introducing vicarious learning about failure in educational programs rather than focusing solely on starting, growing and success. Taking a qualitative approach, this study examined students’ reflective reports written after an interview with an entrepreneur on their experience of failure. Using concepts emerging from these reports and theoretical constructs, it was established whether and how students drew lessons and reflections from the failure stories. The findings show that interviewing and reflecting about the experiences of entrepreneurs allow for vicarious learning from failure, yet without students having to experience it themselves. The lessons learned and the reflections feed each other in a continuous loop. Students recognized that entrepreneurship involves trial and error instead of one straight road. Important lessons include the importance of adaptable behavior, access to key resources, insights in business development and the benefits of networking. Hence, this article contributes to the pedagogy of entrepreneurial education and provides initial suggestions for educators to introduce vicarious learning about failure as a topic in their programs.--Malgré sa fréquence élevée, le sujet de l’échec est à peine abordé dans l’enseignement de l’entrepreneuriat. En conséquence, il est communiqué aux étudiants une image incomplète et irréaliste de la complexité d’être un entrepreneur. Cette étude explore le potentiel pédagogique de l’apprentissage par procuration sur l’échec dans les programmes éducatifs, plutôt qu’une focalisation seulement sur le démarrage, la croissance et la réussite. En adoptant une approche qualitative, l’étude a examiné les rapports de réflexions rédigés par les étudiants à la suite d’un entretien avec un entrepreneur, centré sur son expérience de l’échec. À l’aide de concepts émergeant de ces rapports et de constructions théoriques, la manière dont les étudiants tiraient des leçons et des réflexions des récits d’échec – si tel était le cas - a été établie. Les résultats montrent que les entretiens et la réflexion sur l’expérience des entrepreneurs permettent un apprentissage par procuration concernant l’échec, sans pour autant que les étudiants aient eux-mêmes à vivre un échec. Les leçons apprises et les réflexions se nourrissent mutuellement dans une boucle continue. Les étudiants ont reconnu que l’entrepreneuriat a pour implication des épreuves et des erreurs, plutôt qu’une ligne toute droite. Parmi les leçons apprises majeures, citons l’importance des comportements adaptatifs, l’accès aux ressources-clés, les connaissances en matière de développement commercial et les avantages du travail en réseau. Ainsi, cet article contribue à la pédagogie de l’éducation sur l’entrepreneuriat et fait des suggestions pour les enseignants afin qu’ils introduisent l’apprentissage par procuration sur l’échec en tant que sujet à aborder dans leurs programmes.
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With the rise of innovation and entrepreneurship as avenues for journalists to take in their search for journalistic work, we need to critically interrogate how these terms are understood. Various journalism institutions are pushing a particular understanding of journalism, and of what constitutes meaningful and innovative journalism. In this paper, we review the literature on these themes and draw on experimental research done by one of the authors to argue for a more process-oriented approach to journalistic innovation and entrepreneurship. As a researcher-maker, one of the authors created an innovative journalistic project and tried to develop a business model for this project. She participated in an accelerator process organised by one of the main funds aimed at journalism innovation in the Netherlands. We show that one existing, and prevalent, understanding of innovation in journalism is one that is linear, rational and outcome-oriented. We challenge this understanding and draw on process-oriented theories of innovation to introduce the concepts of effectuation, improvisation and becoming as new lenses to reconsider these phenomena. These concepts provide clearer insight into the passionate and improvisational nature of doing innovative journalistic work.
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