Entrepreneurial learning in practice: The impact of knowledge transfer

Abstract

<jats:p> The aim of this research is to provide perspectives on how entrepreneurial practitioners, specifically owners of high-tech small firms (HTSFs), engage with knowledge transfer and learn. The authors draw on extant research and report on the views and observations of the principals in two case study companies in the HTSF sector with regard to growing their ventures and developing learning while part of a Knowledge Transfer Partnership (KTP) programme. Entrepreneurial learning is an area of significant interest due to the growth of entrepreneurship and the varied ways in which learning can take place. There are many different interventions that can be used to transfer knowledge and develop learning, but there is limited, if any, consensus on their respective effectiveness. The researchers used an ethnographic approach in two companies over an 18-month period. The study concludes that the KTP intervention facilitates an opportunity for learning through disruption, with the key barrier to any new learning being established practice. Interestingly, the findings suggest that entrepreneurial learning is greatly facilitated by ‘on-the-job’ learning. </jats:p>

Intensifying business success of Malaysian housing development firms through entrepreneurial learning

“…In this context, the experiential process was transformed into entrepreneurial knowledge. Such hypothesis of "learning-by-doing" or "onthe-job learning" is congruent with the findings of many other researchers (Baggen et al, 2016;Cowdean et al, 2019;Higgins and Elliot, 2011;Pett and Wolff, 2016;Rae and Carswell, 2001;Read et al, 2016;Wang, 2008) whereas business philosophy should be learned through discovery and reflection simultaneously. Relatedly, on site practice, as epitomized by Resp I, can positively influence the improvement of entrepreneurial skills through the mechanism of learning by doing.…”

“…A research work by Martin and Halstead (2003) finds that businesspersons prefer self-learning and learning-by-doing over formal learning after commencing their business venture. Such view echoes that of Cowdean et al's (2019) verdict. Learning-by-doing, for example, is a high-level learning that entails questioning, testing and innovative capitalization.…”

“…Learning-by-doing, for example, is a high-level learning that entails questioning, testing and innovative capitalization. The significance of "on-the-job" learning was testified by many other fellow scholars (Cowdean et al, 2019;Higgins and Elliot, 2011;Pett and Wolff, 2016;Wang, 2008). Meanwhile, social network learning relays a different kind of learning through cordial relationship within the public system.…”

“…Although growing literature has recently paid much attention to the subject of entrepreneurial learning (Baggen et al, 2016;Cowdean et al, 2019;Soetanto, 2017), little has been done on the prominent field of real estate principally in contributing to business performance and competitiveness of the firms. Extant literature tends to synchronize the essence of entrepreneurial learning as a medium to develop high-quality competencies for the purpose of seeking entrepreneurial opportunities (Corbett, 2007;Minniti and Bygrave, 2001;Politis, 2005) and problem solutions (Deakins and Freel, 1998), yet lack of research efforts on the intersection between individual and organizational levels of learning in the entrepreneurial process is conspicuously alarming.…”

Entrepreneurs’ Life History: Strategy And Research Method To Studying Entrepreneurial Learning

“…Depois de realizar o trabalho de campo e analisar os dados conforme descrito anteriormente, identificou-se o papel e o impacto do contexto na AE (Toutain et al, 2017). Ao fazê-lo, foi possível verificar a existência de um processo de AE ocorrendo durante a atual prática empreendedora desempenhada pelos (Cowdean, Whitby, Bradley, & McGowan, 2019). Porém, também emergiu em algumas das entrevistas realizadas, especialmente quando os participantes expressaram a conexão entre o que eles estavam experienciando naquele momento da vida e o passado, a existência de uma preparação empreendedora (Festervand, & Forrest, 1993;Wang, Rafiq, Li, & Zheng, 2014) A segunda fase, denominada de "educação formal", refere-se ao período durante o qual os empreendedores frequentaram a faculdade.…”