Knowledge about entrepreneurial expertise, how experts think and make decisions have progressed in the last decade. Despite this advancement, studies have difficulties in providing a general conceptual model of expertise that is empirically validated. We attribute these limitations to the lack of existing conceptualizations of entrepreneurial expertise to take into consideration the entrepreneur’s dual systems of information processing. Therefore, in this study, we advance a default-interventionist perspective of entrepreneurial expertise consisting of fast and slow-thinking expertise. We suggest that the two types of expertise coexist and interact during the decision-making process except in the decisions characterized by true uncertainty. Furthermore, taking into consideration that expertise is domain-specific, we suggest three broad sub-domains of entrepreneurial knowledge that are malleable to the specific sector in which an entrepreneur operates.
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Knowledge about entrepreneurial expertise, how experts think and make decisions have progressed in the last decade. Despite this advancement, studies have difficulties in providing a general conceptual model of expertise that is empirically validated. We attribute these limitations to the lack of existing conceptualizations of entrepreneurial expertise to take into consideration the entrepreneur’s dual systems of information processing. Therefore, in this study, we advance a default-interventionist perspective of entrepreneurial expertise consisting of fast and slow-thinking expertise. We suggest that the two types of expertise coexist and interact during the decision-making process except in the decisions characterized by true uncertainty. Furthermore, taking into consideration that expertise is domain-specific, we suggest three broad sub-domains of entrepreneurial knowledge that are malleable to the specific sector in which an entrepreneur operates.
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Organizing entrepreneurial collaboration in small, self-directed teams is gaining popularity. The underlying co-creation processes of developing a shared team vision were analyzed with a core focus on three underlying processes that originate from the shared mental models framework. These processes are: 1) the emergence of individual visions and vision integration, 2) conflict solving, and 3) redesigning the emerging knowledge structure. Key in the analysis is the impact of these three processes on two outcome variables: 1)the perceived strength of the co-creation process, 2) the final team vision. The influence of business expertise and the relationship between personality traits and intellectual synergy was also studied. The impact of the three quality shared mental model (SMM) variables proves to be significant and strong, but indirect. To be effective, individual visions need to be debated during a second conflict phase. Subsequently, redesigning the shared knowledge structure resulting from the conflict solving phase is a key process in a third elaboration phase. This sequence positively influences the experienced strength of the co-creation process, the latter directly enhancing the quality of the final team vision. The indirect effect reveals that in order to be effective, the three SMM processes need to be combined, and that the influence follows a specific path. Furthermore, higher averages as well as a diversity of business expertise enhance the quality of the final team vision. Significant relationships between personality and an intellectual synergy were found. The results offer applicable insights for team learning and group dynamics in developing an entrepreneurial team vision. LinkedIn: https://www.linkedin.com/in/rainer-hensel-phd-8ba44a43/ https://www.linkedin.com/in/ronald-visser-4591034/
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Background: The full potential of social entrepreneurship remains challenging to achieve, despite continuous efforts in various economies, including South-East Asia. Several obstacles need to be addressed, such as the scarcity of skilled employees, limited business understanding among founders, difficulties accessing funding and infrastructure, and the absence of proper social impact measurement. Higher education institutions (HEIs) often face constraints in engaging and supporting early entrepreneurial activities, exacerbating the imbalance in the social entrepreneurship landscape. This imbalance has been observed in both Thailand and Myanmar. Research objectives: The Erasmus+ funded project, STEPup, running from 2020 to 2023, recognized an opportunity to foster innovative social entrepreneurship practices tailored for disruptive business settings in these two countries. By applying the challenge-based learning approach through interactive case challenge proceedings involving social entrepreneurs, faculty mentors and students, the development of the entrepreneurial mindset of the latter group was studied. Research design and methods: To accomplish this, a multi-method research design was chosen, which involved a case-challenge experience within the framework of 6 universities, a questionnaire-based survey conducted among the student population which took part in the case-challenge experience and desk research. Results: The study revealed the necessity for a self-organizing and organic support system for social entrepreneurship. The objective of this paper is to present recommendations and strategic guidelines to enhance access and opportunities for existing social enterprises and social entrepreneurs seeking to establish and sustain a social enterprise ecosystem. The proposed framework leverages the support, expertise, and structure of existing higher education institutions. Conclusions: Higher Education Institutions can serve as excellent cases demonstrating how to design and develop resource hubs for social enterprise practitioners and engage stakeholders from all sectors to address social issues and promote awareness.
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The learning innovation we report in this article is an international rapid-prototyping event (48 hours) in which teams of international BSc and MSc students from two universities (Western Europe and South-East Africa, respectively) jointly designed and developed a prototype for a local small-business owner in a developing economy. The learning innovation has its origin in the simple observation that the majority of the current theories, cases, and learning activities that characterize entrepreneurship education have their origin in western-oriented epistemologies and ontologies. The goal of this entrepreneurial learning activity was to develop students’ entrepreneurial competencies through interaction and cross-boundary entrepreneurial problem-solving between university students from western and non-western origin. The results underpin that it is very worthwhile for higher education teachers—who look for new, cost-effective “wide” entrepreneurship education programs—to adopt such events. The results show that the program not only contributes to short-term impact (e.g., joy of learning and collaborating, confidence in the own expertise, and seeing where to contribute) but also enables longer term impact (e.g., moving from intention to an actual start-up). Moreover, the activity produces actual solutions that, in this case the cheese maker can implement, can help the business to grow and survive.
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Universities have become more engaged or entrepreneurial, forging deeper relations with society beyond the economic sphere. To foster, structure, and institutionalize a broader spectrum of engagement, new types of intermediary organizations are created, going beyond the “standard” technology transfer oces, incubators, and science parks. This paper conceptualizes the role of such new-style intermediaries as facilitator, enabler, and co-shaper of university–society interaction, making a distinction between the roles of facilitation, configuration, and brokering. As a case study, the paper presents the Knowledge Mile in Amsterdam as a novel form of hyper local engagement of a university with its urban surroundings that connects the challenges of companies and organisations in the street to a broad range of educational and research activities of the university, as well as to rebrand the street.
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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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This document focuses on the Bottom-up Business Opportunity (BUBO) method developed by the Knowledge Center Biobased Economy (KCBBE) of the Hanze University of Applied Sciences Groningen as part of the Interreg North Sea PERISCOPE program1. In short, the PERISCOPE program includes the start of a permanent transnational intersectoral innovation platform for sustainable development within the North Sea regions. The program will answer the question what opportunities for new business in the North Sea region can be developed and deployed. The final result is a platform that provides innovations and instruments in the areas of finance, policy and Living Labs.
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This report maps different programs that supportrefugees on the road to entrepreneurship. The municipality of The Hague, along with the refugee and migrant support organization EnterStart (MigrantINC) asked for an evaluation of the program The Hague Test Garden (from now on called The Test Garden) where refugees can ask for help starting their own businesses. The evaluation is not just based on the experiences in The Test Garden; other programs have been included in the evaluation to come to a broader view of the road to entrepreneurship and the obstacles encountered. The increased inflow of refugees in Dutch society and on the Dutch labor market has generated different support programs for starting-up a business. Some of these programs already existed but shifted to accommodate the needs of this specific target group. Other programs were initiated to support refugees because of perceived barriers in Dutch society. Most programs are private initiatives, funded on a project basis. In the Netherlands, refugees that hold a residence permit are called ‘status holders’. Upon arrival, they received a temporary permit for at least five years. They need to follow a civic integration and language program and they are expected to be part of the (regular) education system or labor market as soon as possible. The Test Garden started in 2016, a time when multiple support systems for refugee-entrepreneurs began their programs. This report starts with a short overview ofrefugee flows to the Netherlands. The main part of the report consists of the comparison and evaluation of the different programs. The information was gathered through literature, websites, and in-depth interviews with program managers and others involved. Interviews with the participants are only included for The Test Garden (Appendix 1 gives an overview of the meetings and interviews). LinkedIn: https://www.linkedin.com/in/karijn-nijhoff-89589316/
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