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An Entrepreneurial Mindset: Self-Regulating Mechanisms for Goal Attainment
Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Innovation and Design. (Entreprenörskap & Innovation)ORCID iD: 0000-0003-1083-7851
2017 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Comprised of a cover story and five separate but interrelated articles, this dissertation explores entrepreneurial learning. By connecting multiple theoretical perspectives, reviewing extant literature, using four qualitative datasets, and building theory inductively, the articles explain components to and mechanisms of entrepreneurial learning. This dissertation is one of the first to explore the essence of entrepreneurial learning by incorporating non-entrepreneurs and entrepreneurs simultaneously, cognitive processes, and contextual variables.

 Learning lies at the core of entrepreneurship, and scholars have even argued that a theory of entrepreneurship requires a theory of learning. The literature suggests that experiences in the context of entrepreneurship triggers entrepreneurial learning, and that such learning relates to achieving ambitious goals, the discovery of new opportunities and better overall performance. Entrepreneurial learning has also been highlighted in contexts outside entrepreneurship and as a mean to fostering future entrepreneurs and developing people’s entrepreneurial attributes and characteristics. The idea is that entrepreneurship is a way of thinking and acting and that entrepreneurial learning can be of use to anyone, even to those lacking entrepreneurial experience.

Entrepreneurial learning literature, both inside and outside the context of entrepreneurship, emphasizes triggers of entrepreneurial learning, but does not recognize components that enable those triggers to be recognized and acted on and the underlying mechanisms that distinguish entrepreneurial learning from other types of learning. This gap makes it difficult to assess what entrepreneurial learning is and how it can be enhanced for both entrepreneurs and people preparing for entrepreneurship. This dissertation explains how and why entrepreneurial learning can be understood as a simultaneous and active regulation of cognition, motivation, and emotions to achieve goals. This elaboration captures core components and the mechanism of entrepreneurial learning, and illustrates how it can be understood and enhanced in various contexts.

Place, publisher, year, edition, pages
Luleå: Luleå University of Technology, 2017.
Series
Doctoral thesis / Luleå University of Technology 1 jan 1997 → …, ISSN 1402-1544
Keyword [en]
entrepreneurial learning; self-regulated learning; entrepreneurship education; entrepreneurial mindset
National Category
Engineering and Technology
Research subject
Entrepreneurship and Innovation
Identifiers
URN: urn:nbn:se:ltu:diva-63105ISBN: 978-91-7583-890-8 (print)ISBN: 978-91-7583-891-5 (electronic)OAI: oai:DiVA.org:ltu-63105DiVA: diva2:1089965
Public defence
2017-06-16, A1547, Luleå tekniska universitet, Luleå, 13:00 (English)
Opponent
Supervisors
Available from: 2017-04-24 Created: 2017-04-21 Last updated: 2017-05-26Bibliographically approved
List of papers
1. Entrepreneurial development and the different aspects of reflection
Open this publication in new window or tab >>Entrepreneurial development and the different aspects of reflection
2017 (English)In: The International Journal of Management Education, ISSN 1472-8117, E-ISSN 2352-3565, Vol. 15, no 1, 26-38 p.Article in journal (Refereed) Published
Abstract [en]

It has been suggested that students' perceptions of entrepreneurship, as well as their attitude toward entrepreneurship education, are shaped by their previous experiences and contextual belonging. This longitudinal exploratory study explores how reflective practices that are part of entrepreneurship education work to challenge, change, or reproduce such attitudes, as well as the different path of entrepreneurial development students may follow as a result. The discussion also adds to theoretical development in the field by combining Dewey and Bourdieu into a framework for analyzing and understanding the different aspects of reflection and the differing outcomes reflection may yield.

National Category
Other Engineering and Technologies not elsewhere specified
Research subject
Entrepreneurship and Innovation
Identifiers
urn:nbn:se:ltu:diva-61382 (URN)10.1016/j.ijme.2016.12.001 (DOI)2-s2.0-85007552671 (Scopus ID)
Note

Validerad; 2017; Nivå 1; 2017-01-11 (andbra)

Available from: 2017-01-11 Created: 2017-01-11 Last updated: 2017-04-24Bibliographically approved
2. Combining physical and virtual realities to enhance students entrepreneurial development
Open this publication in new window or tab >>Combining physical and virtual realities to enhance students entrepreneurial development
2017 (English)In: International Journal of Innovation and Research in Educational Sceience, ISSN 2349-5219, Vol. 4, no 3, 271-282 p.Article in journal (Refereed) Published
Abstract [en]

The traditional ways of teaching are being supplemented with new tools and new educational approaches in order make education more authentic and aligned with the world beyond school. To prepare young people for a rapidly changing and less predictable environment, policy directives have urged the development of entrepreneurial attitudes and abilities through an education relating closely to the surrounding society (Commission, 2015; OECD, 1992). Simultaneously, new technology is suggested to provide new opportunities for learning in an increasingly digitalised society (Samuelson-Wardrip & Shaphiro, 2016; Brinson, 2015; Cheng, Lin, & She, 2015). Although the entry of ICT and entrepreneurship into the field of education may both work to prepare students for an environment beyond school, few scholars have investigated if and how these processes are interrelated, or how they might complement each other. By adopting a sociocultural perspective on learning, and incorporating literature on combined physical and virtual world contexts, this qualitative study offers insights into how various mediating tools used to relate education to the world beyond school may influence the extent to which primary school students develop entrepreneurial attitudes and abilities. The results indicate that computer-aided learning combining virtual and physical world contexts could support the development of entrepreneurial attitudes and abilities.

Place, publisher, year, edition, pages
Timeline Publication Pvt. Ltd, 2017
Keyword
virtual reality, teaching/learning strategies; elementary education, interactive learning environments; improving classroom teaching
National Category
Other Engineering and Technologies not elsewhere specified
Research subject
Entrepreneurship and Innovation
Identifiers
urn:nbn:se:ltu:diva-63052 (URN)
Available from: 2017-04-18 Created: 2017-04-18 Last updated: 2017-06-02Bibliographically approved
3. Entrepreneurship education: the role of local business
Open this publication in new window or tab >>Entrepreneurship education: the role of local business
2016 (English)In: Entrepreneurship and Regional Development, ISSN 0898-5626, E-ISSN 1464-5114, Vol. 28, no 5-6, 313-336 p.Article in journal (Refereed) Published
Abstract [en]

Entrepreneurship education is high on political agendas for its contributions to cultural change and economic growth. Scholars have suggested that the local context may influence the results of entrepreneurship education, and have recommended that educators strengthen their relationships with local businesses and help students learn from actual business settings. By combining policy analysis with empirical data, the present qualitative study explores two issues. First, we look at how the role of local business is expressed in entrepreneurship education policy documents. Second, we explore how local entrepreneurial activity and culture may influence how policies are understood and translated into practice at the local level. The findings indicate that collaboration between schools and business life may strengthen, rather than change, existing local development paths. The present paper contributes to the literature and understanding of the interplay between entrepreneurship education policy and the local context and proposes several policy recommendations emerging from the empirical study.

National Category
Other Engineering and Technologies not elsewhere specified
Research subject
Entrepreneurship and Innovation
Identifiers
urn:nbn:se:ltu:diva-3032 (URN)10.1080/08985626.2015.1134678 (DOI)000382194000001 ()0c96a433-ea49-4701-a1c2-a11a7f178bd2 (Local ID)0c96a433-ea49-4701-a1c2-a11a7f178bd2 (Archive number)0c96a433-ea49-4701-a1c2-a11a7f178bd2 (OAI)
Note

Validerad; 2016; Nivå 2; 20160204 (andbra)

Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-04-24Bibliographically approved
4. Critical event recognition: An extended view of reflective learning
Open this publication in new window or tab >>Critical event recognition: An extended view of reflective learning
2016 (English)In: Management Learning, ISSN 1350-5076, E-ISSN 1461-7307, Vol. 47, no 5, 525-542 p.Article in journal (Refereed) Published
Abstract [en]

This inductive case study extends existing reflective learning theory by introducing the concept of critical event recognition. We define this as the cognitive process through which individuals conclude that they are facing a critical learning point that demands a change of thoughts and actions. Extant theory has described reflection and learning as processes of interaction among an individual’s various experiences and has emphasized that critical events are important for these processes. Yet, theory has largely ignored how learners develop task-specific cognitions from such critical events when they lack previous task-specific experiences to which they can relate the reflection. This study proposes an extended perspective on reflective learning by shedding light on event recognition and by illustrating how cognitive development may progress when the individual has little prior experience with which to integrate the reflection from critical events

National Category
Other Engineering and Technologies not elsewhere specified
Research subject
Entrepreneurship and Innovation
Identifiers
urn:nbn:se:ltu:diva-60194 (URN)10.1177/1350507615618600 (DOI)000389917200003 ()2-s2.0-84992029049 (Scopus ID)
Note

Validerad; 2016; Nivå 2; 2016-11-08 (andbra)

Available from: 2016-11-08 Created: 2016-11-08 Last updated: 2017-05-24Bibliographically approved
5. Learning and teaching entrepreneurial mindsets: bridging research in business and education
Open this publication in new window or tab >>Learning and teaching entrepreneurial mindsets: bridging research in business and education
2015 (English)In: Goal Setting and Personal Development: Teachers' Perspectives, Behavioral Strategies and Impact on Performance, Nova Science Publishers, Inc., 2015, 35-60 p.Chapter in book (Refereed)
Place, publisher, year, edition, pages
Nova Science Publishers, Inc., 2015
National Category
Other Engineering and Technologies not elsewhere specified
Research subject
Entrepreneurship and Innovation
Identifiers
urn:nbn:se:ltu:diva-21308 (URN)d4bf1495-8d29-4a29-8c5e-20bafbb39309 (Local ID)9781634638692 (ISBN)d4bf1495-8d29-4a29-8c5e-20bafbb39309 (Archive number)d4bf1495-8d29-4a29-8c5e-20bafbb39309 (OAI)
Note
Godkänd; 2015; Bibliografisk uppgift: Lösenord för att läsa kapitlet: 355423; 20150617 (andbra)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-04-24Bibliographically approved

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