Using Classroom-Run Virtual Startup Incubator to Facilitate Experiential Learning Experiences and Global Marketing Alliances

Abstract

The purpose of this study was to fill the gaps in the literature in terms of understanding how marketing and international entrepreneurship educators have responded to the impact of the pandemic on experiential learning pedagogy in developing countries. To address these gaps in the literature, this article conceptualizes a Classroom-run Virtual Startup Incubator (CVSI) program as a virtual learning space for seamless collaboration, networking and relationship building among multiple stakeholders across borders to inspire students to create startups and marketing alliances in marginalized communities. This article extends the KNOW-DO-BE model to include the OPERATE dimension to encourage innovation, experimentation, failure, and collaboration opportunities among the participants on the CVSI platform. Also, the study shows that relational/network approaches such as the resource dependence theory are important lenses for understanding participants’ experiences on the CVSI platform. These theoretical contributions are based on the analysis of the qualitative case studies gathered from the experiential learning experiences of students and mentors who participated in the CVSI program.

From Lab to Market: Learning Entrepreneurial Marketing Through Multi-Semester, Stage-Gate, Capstone Project in STEM MBA

“…Therefore in this article, we have sought to answer the specific research question: How can EM educators design and validate innovative and practical frameworks that can educate entrepreneurs, would-be entrepreneurs, and managers in a variety of ventures, thereby preparing for rapid industry change and volatile competitive situations? To answer this question, our article explains in detail how an Integrative Project that functions in many ways like an in-class incubator (Oyedele et al, 2022) can more fully demonstrate how to incorporate innovation and creativity into marketing pedagogy. Below, we briefly discuss our anticipated contributions to theory, educational pedagogy, and practice; we highlight some of the future research opportunities; and we note the limitations that bound our research.…”