“How to Do Things with Words”: The Discursive Dimension of Experiential Learning in Entrepreneurial Mentoring Dyads

Lefebvre, Miruna Radu; Redien‐Collot, Renaud

doi:10.1111/jsbm.12022

Cited by 77 publications

(74 citation statements)

References 91 publications

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“…Indeed, vicarious learning from mentors was identified as the most significant contribution to mentoring relationships, regardless of the context being studied (Barrett, 2006;Crocitto, Sullivan, and Carraher, 2005;D'Abate and Eddy, 2008;Gordon and Brobeck, 2010;Hezlett, 2005;Lankau and Scandura, 2002;St-Jean and Audet, 2012). Furthermore, mentors may use verbal persuasion strategies to help mentees explore and sometimes change their attitudes and beliefs (Marlow and McAdam, 2012;Radu Lefebvre and Redien-Collot, 2013;St-Jean and Audet, 2013). Finally, mentors may influence mentees' emotional states by reducing their levels of stress related to perceived uncertainty and future challenges (Kram and Hall, 1989;Sosik and Godshalk, 2000).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Among these initiatives, the mentoring of novice entrepreneurs was emphasized as highly beneficial for enhancing entrepreneurial self-efficacy (ESE) and entrepreneurial skills (e.g. Crompton, 2012;Gravells, 2006;Radu Lefebvre and Redien-Collot, 2013;St-Jean and Audet, 2013). Extensive empirical research (Ozgen and Baron, 2007;Sullivan, 2000;Ucbasaran, Westhead, and Wright, 2008) confirmed the positive impact of mentoring relationships on both mentees' cognitions (improving opportunity identification, clarifying business vision) and emotions (reducing stress and feelings of being isolated, establishing more ambitious goals).…”

Section: Introductionmentioning

confidence: 99%

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Can less be more? Mentoring functions, learning goal orientation, and novice entrepreneurs’ self-efficacy

St-Jean

Radu-Lefebvre

Mathieu

2017

IJEBR

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One of the main goals of entrepreneurial mentoring programs is to strengthen the mentees' selfefficacy. However, the conditions in which entrepreneurial self-efficacy is developed through mentoring are not yet fully explored. This article tests the combined effects of mentee's learning goal orientation and perceived similarity with the mentor and demonstrates the role of these two variables in mentoring relationships. Design The current study is based on a sample of three hundred and sixty (360) novice Canadian entrepreneurs who completed an online questionnaire. We used a cross-sectional analysis as research design. Findings Findings indicate that the development of entrepreneurial self-efficacy (ESE) is optimal when mentees present low levels of learning goal orientation (LGO) and perceive high similarities between their mentor and themselves. Mentees with high LGO decreased their level of ESE with more in-depth mentoring received. Limitation This study investigated a formal mentoring program with volunteer (unpaid) mentors. Generalization to informal mentoring relationships needs to be tested. Practical implication/value The study shows that, in order to effectively develop self-efficacy in a mentoring situation, learning goal orientation (LGO) should be taken into account. Mentors can be trained to modify mentees' LGO to increase their impact on this mindset and mentees' entrepreneurial self-efficacy. Originality/value This is the first empirical study that demonstrates the effects of mentoring on entrepreneurial selfefficacy and reveals a triple moderating effect of LGO and perceived similarity in mentoring relationships.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Can less be more? Mentoring functions, learning goal orientation, and novice entrepreneurs’ self-efficacy

St-Jean

Radu-Lefebvre

Mathieu

2017

IJEBR

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“…At the same time, they must find a mentor for their course project; an increasingly popular experiential learning method (Lefebvre and Redien-Collot 2013). One semester I experimented with randomly assigning teams and prescribing mentors to test whether students could spend less time organizing their teams and more time working on their project.…”

Section: Team Assignmentsmentioning

confidence: 99%

Getting Entrepreneurship Education Out of the Classroom and into Students’ Heads

Bliemel

2013

Entrepreneurship Research Journal

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“…Lefebvre (2013) argues that entrepreneurship education uses mainly experiential learning to develop students" critical thinking skills, through involving them in direct experience such as launching business startups or developing business plans (Lefebvre, 2013). Experiential learning allows students to explore their knowledge and also to develop their ability to investigate the unknown, accept uncertainty and to build their self confidence (Lefebvre, 2013). According to Taras (2013), lots of studies have confirmed the effectiveness of experiential learning in business education (Taras, 2013).…”

Section: Experiential Learning For Business Educationmentioning

confidence: 99%

“…Moreover, experiential learning activities have been revealed to improve the overall students" performance and grades (Chavan, 2011). Lefebvre (2013) argues that entrepreneurship education uses mainly experiential learning to develop students" critical thinking skills, through involving them in direct experience such as launching business startups or developing business plans (Lefebvre, 2013). Experiential learning allows students to explore their knowledge and also to develop their ability to investigate the unknown, accept uncertainty and to build their self confidence (Lefebvre, 2013).…”

Section: Experiential Learning For Business Educationmentioning

confidence: 99%

Experiential Learning for Supporting Learning Effectiveness in Business Education: A Case Study from Egypt

Bedawy¹

2017

IJBM

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Higher education plays a crucial role for developing responsible citizens and accordingly a key priority for educators should be how to prepare their students for contributing to society development. Traditional teaching methods have been insufficient to realize these aims and experiential learning has been recommended for supporting learning effectiveness in higher education as experiential learning plays a crucial role to complement the required capabilities. In business education,experiential learning has focused on the simulation of real world business practices. As experiential learning is a relatively new educational practical approach in Egypt, this study sheds the light on the rational process of experiential learning as well as the study aims to evaluate the benefits and obstacles that educators may face when implementing an experiential approach. The case study presents an experiential learning model based on a business simulation, reflecting its effectiveness to develop students" learning process and learning outcome. Using qualitative analysis, the study investigates the responses of diverse undergraduate student teams to a business simulation as a new experiential learning approach. The study recommends that experiential learning approach has proven useful for supporting the business students" effective learning.

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“How to Do Things with Words”: The Discursive Dimension of Experiential Learning in Entrepreneurial Mentoring Dyads

Abstract: (commitment, compliance, resistance) and the enterprise levels (business launching and fund-raising).

Cited by 77 publications

References 91 publications

Can less be more? Mentoring functions, learning goal orientation, and novice entrepreneurs’ self-efficacy

Can less be more? Mentoring functions, learning goal orientation, and novice entrepreneurs’ self-efficacy

Getting Entrepreneurship Education Out of the Classroom and into Students’ Heads

Experiential Learning for Supporting Learning Effectiveness in Business Education: A Case Study from Egypt

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