Entrepreneurial learning in extra-curricular start-up programs for students

Abstract

PurposeThis study focuses on extra-curricular start-up programs for students at higher educational institutions. It explores the social and situated learning experiences of students who participate in start-up programs, as well as how the processes and outcomes of entrepreneurial learning are potentially shaped by this context.Design/methodology/approachThe study follows multiple cohorts of students who have participated in an extra-curricular start-up program managed by three collaborating universities in Greater Copenhagen. The data have been inductively analyzed using semi-structured interviews with students and project managers during and after the start-up program, complemented with project progress reports, observation notes and survey data.FindingsThe analysis generates a grounded, theoretically informed process model of entrepreneurial learning situated in extra-curricular start-up programs. The model depicts how the immersion, comprehension and co-participation in entrepreneurship as social practice subsequently enables students to expand knowledge structures and develop greater self-confidence in performing entrepreneurship. The model identifies three interconnected components that trigger entrepreneurial learning among students, which allow them to acquire two set of competencies: venture creation competencies and enterprising competencies.Originality/valueThe findings offer unique insights into how the social and relational environment influence and shape the learning experience of students, hence filling the research void on entrepreneurial learning in the situated context of extra-curricular enterprise activities. The findings also elucidate how individual learning experiences of students are potentially shaped by the immersion, comprehension and co-participation in entrepreneurship as social practice.

Accelerating alienation: gender and self-efficacy in the accelerator context

“…Moreover, it was frequently noted that participants valued the vicarious learning experiences that occurred through intensive mentorship and advising (Cohen, 2013), particularly when the mentor was female and/or exhibited feminine behaviors. Participants Accelerating alienation also benefited from learning alongside a cohort of early-stage founders (Hallen et al, 2014;Pocek et al, 2021) and felt less isolated in the early-stages of venture development. A highly collaborative culture was also noted among female participants, particularly in the womenonly accelerator context, which participants found to be highly beneficial in the early-stages of their venture development.…”

“…Accelerators are becoming widely recognized as important forums for early-stage venture education, and notable programs provide a new credential for investors that enable start-ups to raise growth capital Hallen et al, 2014Hallen et al, , 2020. In addition, engagement in the social learning culture that accelerators and start-up support programs provide, results in not only knowledge-building but also ultimately increased entrepreneurial self-confidence (Pocek et al, 2021). Although as an organization, accelerators are assumed to be "genderneutral," data shows that they are male-dominated, with women representing only 22% of participants (Brush et al, 2019).…”

“…, 2014, 2020). In addition, engagement in the social learning culture that accelerators and start-up support programs provide, results in not only knowledge-building but also ultimately increased entrepreneurial self-confidence (Pocek et al. , 2021).…”

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“…Finalmente se encontraron resultados similares a diversos autores (Pocek et al, 2022;Westerlund, 2021;Zhang, 2020), respecto al aumento del interés de los alumnos expuestos a material de aprendizaje situado, donde se observa que la actitud e interiorización de los estudiantes hacia sus estudios mejora de manera notable.…”

Seberapa besar keyakinan diri pelatih ekstrakurikuler panahan kabupaten Banyumas?

“…Kegiatan olahraga di Indonesia masih memerlukan perhatian dan pembinaan khusus (Artyukhina et al, 2021;Dike & Parida, 2020;Messi et al, 2018). Upaya dalam menggapai prestasi yang baik harus dilakukan pembinaan mulai dari usia dini (Pocek et al, 2021). Oleh kerena itu pada dasarnya untuk mencapai prestasi yang tinggi perlu proses dan pengolahan kepelatihan secara ilmiah terhadap bibit atlet yang unggul pada umur-umur tertentu.…”