Entrepreneurial learning in venture acceleration programs

Abstract

Purpose This study aims to better understand entrepreneurial learning in the context of venture acceleration programs. Design/methodology/approach A qualitative research strategy was used based on multiple in-depth interviews with 21 lead entrepreneurs complemented with participatory observations and secondary sources. The data were inductively analysed following the Gioia methodology (Gioia et al., 2012). Findings The authors build on experiential learning theory to generate a process-focussed model exploring the learning dynamics that venture acceleration programs can facilitate. In this model, the authors identify three catalysts that trigger processes of experiential learning and two contingencies that alleviate the effects of the catalysts on learning outcomes. The findings suggest that the potential of venture acceleration programs to be effective learning environments pends on the presence and quality of these catalysts and contingencies. Originality/value The findings provide novel insights on how venture acceleration programs trigger entrepreneurial learning, thereby offering a deeper understanding of the learning dynamics in this setting.

Business model innovation in corporate entrepreneurship: exploratory insights from corporate accelerators

“…It can initiate a process of organizational learning that might ultimately lead to business model reconfiguration (Dada and Fogg 2014;Lumpkin and Lichtenstein 2005;Nielsen 2015;Sambrook and Roberts 2005). Our findings are consistent with various recent streams of entrepreneurship research that support entrepreneurial learning in corporate ventures (Brockman 2013;Cope 2011;Haneberg 2019;Politis et al 2019). By approaching the inherent challenges as opportunities for change, corporations can take advantage of the wide range of potential benefits and multiply their effects.…”

Situated learning in a business incubator: Encouraging students to become real entrepreneurs

“…Kolb and colleagues (Baker et al, 2005) also extend experiential learning theory by suggesting that conversations help groups of learners construct new meaning and transform their collective experiences into knowledge and knowing. More recently, Politis et al (2019) have confirmed the links between experiential learning and collective learning based on a study of entrepreneurs in a venture accelerator programme.…”

Guest editorial

“…Two articles in the special issue focus on distinct types of learning situations and extend our understanding of EL within both domains. The article by Politis et al (2019) advances our understanding of experiential learning theory in the specific setting of venture acceleration programs. The authors find that entrepreneurial learning is triggered in this setting by three catalysts – affective motivation, constructive feedback and peer atmosphere.…”

“…The articles by Breslin (2019) and Nogueira (2019) initiate an important discussion on this issue. How does the meaning of (distinct) EL (or subordinate EL concepts) change as it is applied to different units of analysis and different settings (Politis et al, 2019;Bonfanti et al, 2019)? Importantly, applying the same concept across different units of analysis may change its meaning (Suddaby, 2010).…”