Pub Date : 2018-11-26DOI: 10.1108/S2040-72462018000009A010
D. Higgins, S. Smith
Abstract The growing importance of ‘lived practices’ in entrepreneurship-related studies has sought to pose several questions and challenges for researchers/scholars in the field (Ruona & Gilley, 2009; Short, Keefer, & Stone, 2009). The issue of how current entrepreneurship research practices can become more applied in nature provides the basis for articulating more clearly what we mean by research impact and why it has become a central concern in the research field (Beyer & Trice, 1982; Huggins et al., 2008; Rynes, 2007; Starkey & Tempest, 2005). This debate has drawn specific attention to the need for applied research in entrepreneurial scholarship, which is more reflective of lived practice. The need to reach a balance between practitioners and academics’ expectations in terms of delivering research which is focussed towards achieving academic rigour and application to practice, which is both meaningful and relatable, is significant for both communities (Ram, Edwards, Jones, Kiselinchev, & Muchenje, 2017). This chapter seeks to assist and inspire both existing and future researchers in the field to make more informed choices and offer tangible evidence of good practice, serving as a guide to researchers wishing to develop engaged research. The authors hope that the nature of this chapter would seek to clarify the importance of engaged research in supporting how we understand and respond to the needs of entrepreneurial practice as a means of building trust and confidence in research reported. A key characteristic of the issue will be the different ‘framing’ of questions that can enhance practical knowledge.
{"title":"Chapter 10 Scholarly Practice and Meaningful Research: Utilising Voice by Enabling Action … if it was only that Simple!","authors":"D. Higgins, S. Smith","doi":"10.1108/S2040-72462018000009A010","DOIUrl":"https://doi.org/10.1108/S2040-72462018000009A010","url":null,"abstract":"Abstract \u0000The growing importance of ‘lived practices’ in entrepreneurship-related studies has sought to pose several questions and challenges for researchers/scholars in the field (Ruona & Gilley, 2009; Short, Keefer, & Stone, 2009). The issue of how current entrepreneurship research practices can become more applied in nature provides the basis for articulating more clearly what we mean by research impact and why it has become a central concern in the research field (Beyer & Trice, 1982; Huggins et al., 2008; Rynes, 2007; Starkey & Tempest, 2005). This debate has drawn specific attention to the need for applied research in entrepreneurial scholarship, which is more reflective of lived practice. The need to reach a balance between practitioners and academics’ expectations in terms of delivering research which is focussed towards achieving academic rigour and application to practice, which is both meaningful and relatable, is significant for both communities (Ram, Edwards, Jones, Kiselinchev, & Muchenje, 2017). This chapter seeks to assist and inspire both existing and future researchers in the field to make more informed choices and offer tangible evidence of good practice, serving as a guide to researchers wishing to develop engaged research. The authors hope that the nature of this chapter would seek to clarify the importance of engaged research in supporting how we understand and respond to the needs of entrepreneurial practice as a means of building trust and confidence in research reported. A key characteristic of the issue will be the different ‘framing’ of questions that can enhance practical knowledge.","PeriodicalId":278492,"journal":{"name":"Creating Entrepreneurial Space: Talking Through Multi-Voices, Reflections on Emerging Debates","volume":"13 1-4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134230262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-26DOI: 10.1108/S2040-72462018000009A009
M. Murphy, Felicity Kelliher, D. Harrington
Abstract This chapter explores the perceived impact of strategic learning plans on growth-focussed small service firms from the owner-manager’s (OM) perspective. Adopting a social learning lens, the study employs the action research method, involving three cycles performed over a 12-month period wherein the authors studied the co-created design and implementation of a strategic learning plan in each of the three participant firms. Findings present insights into the ways in which firms that wish to grow can be facilitated to learn strategically. A contextualised approach involving OMs in both design and implementation resulted in openness to the formal planning process. Notably, OMs may impede growth depending on their learning orientation, planning perspective, and their ability to delegate tasks. Over time, the OMs honed their reflective skills to the benefit of organic learning strategies. There was a distinct preference for social learning, and a perceived need for external monitoring to sustain plan momentum. The proposed framework offers a process for embedding a strategic learning approach in order to leverage strategic position. It also highlights the value of considering and evaluating OM perceptions of their own learning activities and the impact that these perceptions may have on the enactment of enabling policies to promote growth in their firms.
{"title":"Chapter 9 Exploring the Perceived Impact of Strategic Learning Plans on Growth-focussed Small Service Firms","authors":"M. Murphy, Felicity Kelliher, D. Harrington","doi":"10.1108/S2040-72462018000009A009","DOIUrl":"https://doi.org/10.1108/S2040-72462018000009A009","url":null,"abstract":"Abstract \u0000This chapter explores the perceived impact of strategic learning plans on growth-focussed small service firms from the owner-manager’s (OM) perspective. Adopting a social learning lens, the study employs the action research method, involving three cycles performed over a 12-month period wherein the authors studied the co-created design and implementation of a strategic learning plan in each of the three participant firms. Findings present insights into the ways in which firms that wish to grow can be facilitated to learn strategically. A contextualised approach involving OMs in both design and implementation resulted in openness to the formal planning process. Notably, OMs may impede growth depending on their learning orientation, planning perspective, and their ability to delegate tasks. Over time, the OMs honed their reflective skills to the benefit of organic learning strategies. There was a distinct preference for social learning, and a perceived need for external monitoring to sustain plan momentum. The proposed framework offers a process for embedding a strategic learning approach in order to leverage strategic position. It also highlights the value of considering and evaluating OM perceptions of their own learning activities and the impact that these perceptions may have on the enactment of enabling policies to promote growth in their firms.","PeriodicalId":278492,"journal":{"name":"Creating Entrepreneurial Space: Talking Through Multi-Voices, Reflections on Emerging Debates","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131409220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-05-30DOI: 10.1108/S2040-72462019000009B003
Lucy Hatt
Entrepreneurs make a significant contribution to the health of any economy and higher education is regarded as pivotal in efforts to grow entrepreneurial talent. Entrepreneurship education has grown rapidly yet there is still controversy over the best way to educate and assess students. This chapter presents a study gathering a consensus of entrepreneur opinion on the concepts critical to thinking as an entrepreneur, in order inform entrepreneurship curriculum development. There is a general lack of entrepreneurship education research that integrates the external stakeholder perspective in this way. Using a Delphi-style method with twelve entrepreneurs, five candidate entrepreneurship threshold concepts are identified. Threshold concepts have a powerfully transformative effect on the learner, and important integrative qualities, allowing the learner to make sense of previously isolated pockets of knowledge. A “new world-view” or episteme can be constructed - a kind of disciplinary thinking, peculiar in this case, to entrepreneurs. This chapter contributes to the call for more research grounded discussion on the quality and effectiveness of entrepreneurship education initiatives. Designing curricula around the threshold concepts in entrepreneurship will enable educators to offer particular support in areas where students are likely to become “stuck” and will facilitate constructive alignment with assessment.
{"title":"Chapter 3 What Does it Mean to Think as an Entrepreneur? Using the Threshold Concept Framework to Inform Entrepreneurship Education","authors":"Lucy Hatt","doi":"10.1108/S2040-72462019000009B003","DOIUrl":"https://doi.org/10.1108/S2040-72462019000009B003","url":null,"abstract":"Entrepreneurs make a significant contribution to the health of any economy and higher education is regarded as pivotal in efforts to grow entrepreneurial talent. Entrepreneurship education has grown rapidly yet there is still controversy over the best way to educate and assess students. This chapter presents a study gathering a consensus of entrepreneur opinion on the concepts critical to thinking as an entrepreneur, in order inform entrepreneurship curriculum development. There is a general lack of entrepreneurship education research that integrates the external stakeholder perspective in this way. \u0000Using a Delphi-style method with twelve entrepreneurs, five candidate entrepreneurship threshold concepts are identified. Threshold concepts have a powerfully transformative effect on the learner, and important integrative qualities, allowing the learner to make sense of previously isolated pockets of knowledge. A “new world-view” or episteme can be constructed - a kind of disciplinary thinking, peculiar in this case, to entrepreneurs. This chapter contributes to the call for more research grounded discussion on the quality and effectiveness of entrepreneurship education initiatives. Designing curricula around the threshold concepts in entrepreneurship will enable educators to offer particular support in areas where students are likely to become “stuck” and will facilitate constructive alignment with assessment.","PeriodicalId":278492,"journal":{"name":"Creating Entrepreneurial Space: Talking Through Multi-Voices, Reflections on Emerging Debates","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115304241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1108/s2040-72462019000009B001
J. Paul
{"title":"Chapter 1 Putting ‘Thought’ into the Theory/Practice Debate","authors":"J. Paul","doi":"10.1108/s2040-72462019000009B001","DOIUrl":"https://doi.org/10.1108/s2040-72462019000009B001","url":null,"abstract":"","PeriodicalId":278492,"journal":{"name":"Creating Entrepreneurial Space: Talking Through Multi-Voices, Reflections on Emerging Debates","volume":"191 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132768084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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