This text has become a performance of (affirmative) entrepreneurship. This is done by a set of writing (and methodological) techniques: autoethnography, the triptych of mimesis, poiesis, kinesis and a life journey that forms the base of the chapter. As such, this text challenges some well-known shortcomings of entrepreneurship research such as being enacted by a distant observer/writer, decontextualized accounts of entrepreneurship and disregard of creativity and playfulness. The main contribution of the chapter is methodological, in its broadest sense (Steyaert, 2011): I propose autoethnography as “more than method” for engaging with processes of (affirmative) Entrepreneuring that speak to the increased attention for narrativity and playfulness in entrepreneurship (see for example Hjorth, 2017: Hjorth and Steyaert, 2004: Gartner, 2007; Johannisson, 2011). The autoethnographic story offers an engaging and relevant account of the practice of entrepreneurship and provides rich emic insight into the socio-materiality of lived experience. It also highlights the temporality of entrepreneurship – both in terms of chronos (continuous flow of time) and Kairos (taking advantage of the “right moment”) (Johannisson, 2011). And as I continue performing affirmations, I am curious how you are Entrepreneuring your life – tell me. This is a draft chapter/article. The final version is available in Research Handbook on Entrepreneurial Behavior, Practice and Process edited by William B. Gartner and Bruce T. Teague, published in 2020, Edward Elgar Publishing Ltd https://doi.org/10.4337/9781788114523
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The COVID-19 pandemic led to an accelerated implementation of digital solutions, such as online proctoring. In this paper we discuss how the use of an ethical matrix may influence the way in which digital solutions are applied. To initiate an ethical discussion, we conducted an online workshop with educators, examiners, controllers, and students to identify risks and opportunities of online proctoring for various stakeholders. We used the Ethical Matrix to structure the meeting. We compared the outcome of the workshop with the outcomes of a proctoring software pilot by examiners. We found that the two approaches led to complementary implementation criteria. The ethical session was less focused on making things work and more on transparency about conditions, processes, and rights. The ethical session also concentrated more on the values of all involved rather than on fraud detection effectiveness
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Higher educational institutions incorporate projects into their curricula, in which students, together with educators, researchers and professionals from practice, try to find solutions for real, societal problems, to develop relevant skills. Because such solutions are increasingly digital with high impact on society, ethical responsibility is an important part of these skills. In this study, we analyze two cases of digital innovation projects in higher education in which the concept of the Ethical Matrix is adapted and integrated in a Value Sensitive Design approach and applied by educators (case 1) and by students (case 2). We find that an adapted version of the Ethical Matrix supports educators and students in taking values of different types of stakeholders into account which leads to different design choices.
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