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Gabrielsson, J., Landström, H., Politis, D. & Sørheim, R. (2023). Historical Evolution of Entrepreneurial Education as a Scholarly Field (1ed.). In: Corbett, A.C.; Marino, L.D; Alsos, G.A. (Ed.), The Age of Entrepreneurship Education Research: Evolution and Future (pp. 9-32). Bingley: Emerald Group Publishing Limited
Open this publication in new window or tab >>Historical Evolution of Entrepreneurial Education as a Scholarly Field
2023 (English)In: The Age of Entrepreneurship Education Research: Evolution and Future / [ed] Corbett, A.C.; Marino, L.D; Alsos, G.A., Bingley: Emerald Group Publishing Limited, 2023, 1, p. 9-32Chapter in book (Refereed)
Abstract [en]

Contemporary entrepreneurial education (EE) has global reach and impact, with a growing number of entrepreneurship courses, specializations, and degrees in all parts of the world. There is no longer a question of the significance and demand for EE in the higher education system. At the same time, the interest in scientific knowledge and proven experience of “what works” has accelerated, resulting in a rapid growth in the number of scholars and research-based publications conversing vividly about the field. This chapter elaborates on the historical evolution of EE as a scholarly field. First, an overview of important milestones and major events that shaped the field is provided. Second, by focusing on the development over the last three decades, the authors present an overview of the advances that have occurred within the field in terms of practice, social, and research-based aspects. The historical review shows how EE began in, but gradually separated from entrepreneurship as a field, which can be observed in the development of research outlets, meeting places, and teaching practice. Consequently, this historical review can serve as a point of departure for showing how the field has emerged and how knowledge has been developed and accumulated over time. The authors believe that this review can be helpful for scholars, particularly new entrants such as PhD students and other scholars entering the EE field, to learn from and contextualize their own research-based historical insight.

Place, publisher, year, edition, pages
Bingley: Emerald Group Publishing Limited, 2023 Edition: 1
Series
Advances in Entrepreneurship, Firm Emergence and Growth, ISSN 1074-7540, E-ISSN 1875-8126 ; 23
Keywords
History of ENT education, Pioneers in ENT education, Scholarly field, ENT education as a practice, Social and research field, The future of ENT education as a scholarly field
National Category
Business Administration
Research subject
Smart Cities and Communities, TRAINS
Identifiers
urn:nbn:se:hh:diva-52376 (URN)10.1108/S1074-754020230000023002 (DOI)978-1-83753-057-1 (ISBN)978-1-83753-056-4 (ISBN)978-1-83753-058-8 (ISBN)
Available from: 2024-01-07 Created: 2024-01-07 Last updated: 2024-01-11Bibliographically approved
Gabrielsson, J. & Huse, M. (2023). Sustainability ethics and team production: Implications for value-creating boards in SMEs. In: Talaulicar, Till (Ed.), Research Handbook on Corporate Governance and Ethics: (pp. 48-67). Cheltenham: Edward Elgar Publishing
Open this publication in new window or tab >>Sustainability ethics and team production: Implications for value-creating boards in SMEs
2023 (English)In: Research Handbook on Corporate Governance and Ethics / [ed] Talaulicar, Till, Cheltenham: Edward Elgar Publishing, 2023, p. 48-67Chapter in book (Refereed)
Abstract [en]

Sustainability has become a key concern for SMEs whose board members recognize the need to consider not only the financial bottom line but also the environmental and social performance of the business. Sustainability is about ethics because it calls on board members to consider the condition of current stakeholders as well as the potential condition of future people who are at the mercy of contemporary unsustainable production and consumption patterns. In this chapter, we build on recent developments of the extended team production theory to discuss the characteristics and behavior of value-creating boards in SMEs. We present an integrated value chain framework that may be used for developing the value-creating potential of boards to achieve the long-term sustainability goals of the business. © Till Talaulicar 2023.

Place, publisher, year, edition, pages
Cheltenham: Edward Elgar Publishing, 2023
Series
Research Handbooks in Business and Management series
Keywords
Boards, Ethics, SMEs, Sustainability, Team production, Value creation
National Category
Ethics Business Administration
Research subject
Smart Cities and Communities, TRAINS
Identifiers
urn:nbn:se:hh:diva-51579 (URN)10.4337/9781800880603.00011 (DOI)2-s2.0-85167723754 (Scopus ID)9781800880603 (ISBN)9781800880597 (ISBN)
Available from: 2023-09-05 Created: 2023-09-05 Last updated: 2024-01-10Bibliographically approved
Huse, M. & Gabrielsson, J. (2023). Value-creating boards in SMEs: Team production efforts. Journal of International Doctoral Research, 10(1), 87-105
Open this publication in new window or tab >>Value-creating boards in SMEs: Team production efforts
2023 (English)In: Journal of International Doctoral Research, ISSN 2328-0832, Vol. 10, no 1, p. 87-105Article in journal (Refereed) Published
Abstract [en]

This study theoretically and practically contributes to show how boards in SMEs can contribute to value-creation. Furthermore, a value-creating conceptual framework is developed integrating an extended team production theory. Team production theory has its roots in law and economics, and it is an alternative to agency theory (Blair & Stout, 2001). The extended team production theory has a focus on leadership and managerial behavior, and it integrates core strategy perspectives from both industrial organization and resource approaches. We were honored that an extended version of this article recently accepted for publication in the Handbook of Research in Corporate Governance and Business Ethics (Gabrielsson & Huse, 2023). In this present article, we specifically showcase to what degree boards in practice may create or destroy values within the organization and we apply a novel lens of extended team production theory to do this.© 2013 by International Doctoral Research Centre

Place, publisher, year, edition, pages
Minot, ND: International Doctoral Research Centre, 2023
Keywords
Boards, value creation, SMEs, team production
National Category
Business Administration
Research subject
Smart Cities and Communities, TRAINS
Identifiers
urn:nbn:se:hh:diva-52374 (URN)
Available from: 2024-01-07 Created: 2024-01-07 Last updated: 2024-01-10Bibliographically approved
Jasna, P., Politis, D. & Gabrielsson, J. (2022). Entrepreneurial learning in extra-curricular start-up programs for students. International Journal of Entrepreneurial Behaviour & Research, 28(2), 325-345
Open this publication in new window or tab >>Entrepreneurial learning in extra-curricular start-up programs for students
2022 (English)In: International Journal of Entrepreneurial Behaviour & Research, ISSN 1355-2554, E-ISSN 1758-6534, Vol. 28, no 2, p. 325-345Article in journal (Refereed) Published
Abstract [en]

Purpose: This 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/approach: The 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.

Findings: The 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/value: The 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. © 2021, Jasna Pocek, Diamanto Politis and Jonas Gabrielsson

Place, publisher, year, edition, pages
Bingley: Emerald Group Publishing Limited, 2022
Keywords
Context, entrepreneurial learning, extra-curricular programs, situated learning, social learning
National Category
Business Administration
Identifiers
urn:nbn:se:hh:diva-45348 (URN)10.1108/IJEBR-04-2020-0206 (DOI)000669951000001 ()2-s2.0-85108967412 (Scopus ID)
Projects
Nordic Entrepreneurship Hubs (NEH)
Funder
Interreg Öresund-Kattegat-Skagerrak
Available from: 2021-07-30 Created: 2021-07-30 Last updated: 2022-03-10Bibliographically approved
Landström, H., Gabrielsson, J., Politis, D., Sørheim, R. & Djupdal, K. (2022). The Social Structure of Entrepreneurial Education as a Scientific Field. Academy of Management Learning & Education, 21(1), 61-81
Open this publication in new window or tab >>The Social Structure of Entrepreneurial Education as a Scientific Field
Show others...
2022 (English)In: Academy of Management Learning & Education, ISSN 1537-260X, E-ISSN 1944-9585, Vol. 21, no 1, p. 61-81Article in journal (Refereed) Published
Abstract [en]

Entrepreneurial education as a scientific field can be regarded as an emerging and growing area of research. In this study we pay particular attention to the community of scholars involved in entrepreneurial education. The aim of the paper is to explore how scholars within the field have integrated into larger scholarly communities. Based on a unique database and web-based responses from 313 entrepreneurial education scholars, we demonstrate that scholars within the field exhibit great variety in their scientific outlooks and appreciation of communication systems. However, we find that the field consists of four scholarly communities characterized by a specific combination of scholarly inspirations, favorite meeting places, and publication channels, of which three clusters are anchored in the field of entrepreneurship, and only one cluster shows a strong entrepreneurial education research identity. Finally, the results indicate a low consolidation across the scholarly communities, which highlights the need for reflections on how the field can achieve increased integration and cohesion in the future.

Place, publisher, year, edition, pages
Briarcliff Manor, NY: Academy of Management, 2022
Keywords
Scientific fields, entrepreneurial education, social development, scholarly communities, networks
National Category
Economics and Business
Identifiers
urn:nbn:se:hh:diva-45349 (URN)10.5465/amle.2020.0140 (DOI)000769418200004 ()
Available from: 2021-07-30 Created: 2021-07-30 Last updated: 2022-05-10Bibliographically approved
El-Awad, Z., Gabrielsson, J., Pocek, J. & Politis, D. (2022). Unpacking the early alumni engagement of entrepreneurship graduates. Journal of small business management (Print)
Open this publication in new window or tab >>Unpacking the early alumni engagement of entrepreneurship graduates
2022 (English)In: Journal of small business management (Print), ISSN 0047-2778, E-ISSN 1540-627XArticle in journal (Refereed) Epub ahead of print
Abstract [en]

Alumni engagement plays a crucial role in driving innovation in university-based entrepreneurship ecosystems. We employ an inductive, informant-centric research design to explore the processual dynamics surrounding the early alumni engagement of entrepreneurship graduates and how these translate into enterprising behaviors that foster technology transfer and knowledge-intensive entrepreneurship. Our inductive analysis advances the theoretical understanding of the beginning phases of the alumni engagement process among entrepreneurship graduates, the key drivers that make them gravitate toward different forms of alumni engagement, and the role and impact of their engagement in the surrounding ecosystem. © 2022 The Author(s). Published with license by Taylor & Francis Group, LLC.

Place, publisher, year, edition, pages
Philadelphia, PA: Taylor & Francis, 2022
Keywords
alumni engagement, enterprising behaviors, University-based entrepreneurial ecosystem
National Category
Business Administration
Research subject
Smart Cities and Communities, TRAINS
Identifiers
urn:nbn:se:hh:diva-48638 (URN)10.1080/00472778.2022.2125979 (DOI)000870579000001 ()2-s2.0-85140854068 (Scopus ID)
Note

Funding: The Foundation Entrepreneurship in Lund. The fourth author appreciates the support from the ENGAGE centre.

Available from: 2022-11-23 Created: 2022-11-23 Last updated: 2024-02-02Bibliographically approved
Landström, H., Gabrielsson, J., Politis, D. & Sørheim, R. (2022). What's interesting in entrepreneurial education research? Identifying conversants sharing common interests in the field. International Journal of Entrepreneurial Behaviour & Research, 28(9), 104-131
Open this publication in new window or tab >>What's interesting in entrepreneurial education research? Identifying conversants sharing common interests in the field
2022 (English)In: International Journal of Entrepreneurial Behaviour & Research, ISSN 1355-2554, E-ISSN 1758-6534, Vol. 28, no 9, p. 104-131Article in journal (Refereed) Published
Abstract [en]

Purpose: In this study, the authors develop knowledge and insights on how the perception of interestingness influences the structure and focus of conversations in entrepreneurial education (EE) research. In particular, the authors elaborate on what is perceived as interesting among different subgroups of EE researchers, and not least, how EE researchers can identify and engage in scholarly conversation within the field. Design/methodology/approach: The study is based on a unique database with web-based responses from 465 EE researchers from around the world. The authors conduct analyses of both open-ended and closed questions. The open-ended questions are analyzed by inductive categorization. The closed questions are subject to factor and cluster analyses. Findings: The findings suggest that EE research is a topic-oriented field, characterized by a strong focus on novel and challenging research issues. In addition, the field is individualistic and fragmented, and the perception of interestingness differs between five subgroups of EE researchers, whose members have a somewhat different perception of interestingness. Accordingly, the authors also find different core conversations going on within the field. Obviously, these conversations tend to be triggered by the field's obsession with novelty and challenging research, but several conversations are related to practically relevant research, as well as methodological and theoretical discussions. Originality/value: This is the first study to elaborate on the perception of interestingness among EE researchers and the conversations going on within the field. In the study the authors have explored the characteristics of EE research based on the perception of interestingness among the researchers within the field. In this respect, this study contributes insights on how current and aspiring EE researchers can find and build scholarly conversations embedded in passionate interest, while concurrently disseminating and accumulating knowledge on EE together with like-minded peers. © 2022, Hans Landström, Jonas Gabrielsson, Diamanto Politis and Roger Sørheim.

Place, publisher, year, edition, pages
Bingley: Emerald Group Publishing Limited, 2022
Keywords
Enterprise education, Entrepreneurial education, Entrepreneurship education
National Category
Business Administration
Identifiers
urn:nbn:se:hh:diva-48977 (URN)10.1108/IJEBR-07-2021-0599 (DOI)000792817800001 ()2-s2.0-85132628524 (Scopus ID)
Available from: 2022-12-20 Created: 2022-12-20 Last updated: 2022-12-20Bibliographically approved
Perez Vico, E., Gabrielsson, J. & Politis, D. (2021). Configurations of proximities in collaborative R&D projects as drivers of radical innovation. In: : . Paper presented at DRUID21, Copenhagen, Denmark, October 18-20 2021.
Open this publication in new window or tab >>Configurations of proximities in collaborative R&D projects as drivers of radical innovation
2021 (English)Conference paper, Published paper (Refereed)
Abstract [en]

The purpose of the paper is to advance the scholarly understanding of how different combinations of proximities in collaborative R&D projects drive radical innovation. We use fuzzy set Qualitative Comparative Analysis to explore how configurations of geographical, cognitive, social and institutional proximity lead to radical innovations in collaborative R&D projects. The analysis generates three solutions. Each solution includes either cognitive, organizational or geographical distance, and all include social proximity. Thus, our results indicate that social proximity is central but not sufficient for radical innovation in R&D projects as it must be combined with a distance in another dimension. This shows that even though distance is a necessity to achieve radical innovation it seems difficult to cope with distance in more than one dimension at a time. The results contribute to novel insights in an area where previous research has generated contradictory and ambiguous results.

National Category
Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:hh:diva-45554 (URN)
Conference
DRUID21, Copenhagen, Denmark, October 18-20 2021
Available from: 2021-09-09 Created: 2021-09-09 Last updated: 2021-09-22Bibliographically approved
Johansson, J. & Gabrielsson, J. (2021). Public Policy for Social Innovations and Social Enterprise—What’s the Problem Represented to Be?. Sustainability, 13(14), Article ID 7972.
Open this publication in new window or tab >>Public Policy for Social Innovations and Social Enterprise—What’s the Problem Represented to Be?
2021 (English)In: Sustainability, E-ISSN 2071-1050, Vol. 13, no 14, article id 7972Article in journal (Refereed) Published
Abstract [en]

Social innovations and social enterprise have been seen as innovative measures to achieve sustainable development. Drawing on an evaluation of a development project on creating social enterprises in Sweden, this article analyzes social innovations as a policy area. The policy area is often described as loaded with ideological contradictions. The aim of the article is to explore underlying premises and discourses in policy implementation aimed at creating social innovations in a comparison between two ideal types on social sustainability—(1) an individual activation strategy (responsibilization of the individual) and (2) a societal equilibrium strategy (balancing social values). The research question is inspired by Carol Bacchi’s policy theory and asks what is the problem represented to be? The analysis is carried out at the micro-level as a context-sensitive approach to explore articulations made among actors creating the policy and entrepreneurs participating in a locally organized project. The article contribute with a better understanding of how societal problems and their solutions are discursively determined, with implications for policy makers and project managers active in this policy area. The analysis and findings indicate a significant policy shift during the implementation process. Initially, the policy idea consisted of well-considered ambitions to create a long-term sustainable development. During the implementation of the project, the problem’s representation changes gradually in the direction towards individual activation. This transition is driven by pragmatic difficulties of defining the policy area, problems of separating means from ends, and the need to make decisions based on a limited range of information. We conclude by emphasizing the need for reflection on how the social dimension is defined when implementing social innovation strategies. Furthermore, there is a lack of studies of how this policy area can be linked to policies for social sustainability. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.

Place, publisher, year, edition, pages
Basel: MDPI, 2021
Keywords
Social innovation, social enterprise, policy analysis, problem representation, individual activation, social sustainability
National Category
Economics and Business
Identifiers
urn:nbn:se:hh:diva-45334 (URN)10.3390/su13147972 (DOI)000676934700001 ()2-s2.0-85111135334 (Scopus ID)
Funder
European Regional Development Fund (ERDF)
Available from: 2021-07-22 Created: 2021-07-22 Last updated: 2022-02-10Bibliographically approved
Hägg, G. & Gabrielsson, J. (2020). A systematic literature review of the evolution of pedagogy in entrepreneurial education research. International Journal of Entrepreneurial Behaviour & Research, 6(5), 829-861
Open this publication in new window or tab >>A systematic literature review of the evolution of pedagogy in entrepreneurial education research
2020 (English)In: International Journal of Entrepreneurial Behaviour & Research, ISSN 1355-2554, E-ISSN 1758-6534, Vol. 6, no 5, p. 829-861Article in journal (Refereed) Published
Abstract [en]

Purpose: The purpose of this paper is to create a better understanding of how entrepreneurial education research has evolved with regard to pedagogy over the past decades. Design/methodology/approach: The authors employed systematic review methodology to enable an in-depth analysis of the literature in a process that was both replicable and transparent. Guided by the research purpose, the systematic review of 395 articles published between January 1980 and December 2018 was influenced by a configurative approach aimed at interpreting and understanding the phenomenon under study. Findings: The analysis suggests that the scholarly discourse on pedagogy in entrepreneurial education research has developed over time from teacher-guided instructional models to more constructivist perspectives. A shift in the literature was also observed, where scholarly discussions moved from addressing the issue of teachability to a greater emphasis on learnability. Contemporary discussions centre on the theoretical and philosophical foundations of experience-based teaching and learning. Originality/value: The study illustrates how entrepreneurial education has evolved into a distinct research theme, characterized by a practice-oriented research agenda that emphasizes the need to connect teaching to “real-world” environments. The practice-oriented agenda has led to continued societal interest in promoting entrepreneurial education, while at the same time creating low academic legitimacy. © 2019, Emerald Publishing Limited.

Place, publisher, year, edition, pages
Bingley: Emerald Group Publishing Limited, 2020
Keywords
Entrepreneurial education, Entrepreneurship, Evolution, Pedagogy, Systematic literature review
National Category
Business Administration
Identifiers
urn:nbn:se:hh:diva-41550 (URN)10.1108/IJEBR-04-2018-0272 (DOI)000596470500002 ()2-s2.0-85066037269 (Scopus ID)
Available from: 2020-02-03 Created: 2020-02-03 Last updated: 2021-11-09Bibliographically approved
Projects
Knowledge support and action research for strategic and innovation promoting board work [2015-06594_Vinnova]; Halmstad University
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-0680-1883

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