A rhizomatic learning process to create collective knowledge in entrepreneurship education: Open innovation and collaboration beyond boundaries

Abstract

Entrepreneurship literature has proven the efficacy of an experiential and collaborative learning approach that promotes entrepreneurial capabilities, that is, risk-taking, positive thinking, vision, intuitive decisionmaking, creative problem-solving, managing interdependency, tolerating ambiguity and innovation. To advance this, we propose a Deleuzian-inspired theoretical framework for entrepreneurship learning around innovation based on a rhizomatic perspective. We offer an illustrative case and identify the advantages and challenges of a rhizomatic approach to learning.

Learning everyday entrepreneurial practices through coworking

“…Hence, this research theoretically and empirically enriches the body of knowledge on learning that draws attention to learning possibilities beyond business schools and orthodox forms of management learning (e.g. Beyes and Michels, 2011;Bissola et al, 2017;Bureau and Komporozos-Athanasiou, 2016) by exploring the potential for everyday learning that is situated in unorthodox spaces.…”

Students’ learning experience in a multidisciplinary innovation project

“…Second, the teachers have the opportunity to monitor and control the experience and ease the pain of conflict and contradiction if needed. Too much conflict and new situations might cause a decrease in motivation and affect performance (Biffi et al, 2017;Bissola et al, 2017;Derry et al, 2005). This is particularly true of leadership skills, like coaching others, the ability to recognise competencies, building team spirit and negotiating the division of labour; all these areas can be underdeveloped and need support in recognition.…”

Problem- and inquiry-based learning in alternative contexts: Using museums in management education

“…Approaches promoting student-directed inquiry are well suited for ill-structured, authentic problems. Their solution requires commitment, the engagement in messy processes, and the creation of collective knowledge (Bissola & Imperatori, 2017;McKinney, 2014;Minocha et al, 2017;Peterson, 2004). These conditions are typical for PBL and IBL.…”

“…However, many teaching approaches in business schools emphasize the production of utility rather than wisdom. Students seize rare opportunities to engage in experiential and reflective activities that stimulate critical thinking and entrepreneurial spirit (Bissola & Imperatori, 2017;Cameron et al, 2009;Koris et al, 2017;Sherwood, 2004). Reasons for this development are the increasing mutual isolation of researchers in business schools and other disciplines and a strong focus on the private sector and profit-orientated strategies in research and teaching (March, 2007).…”