小企业创业的主题

IF 1.9 1区 文学 Q2 COMMUNICATION Written Communication Pub Date : 2023-07-04 DOI:10.1177/07410883231171866
E. DeJeu
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引用次数: 0

摘要

尽管学生们对创业教育(EE)的兴趣日益浓厚,但一小部分探索提出新商业投资的修辞策略的研究只关注创业企业家在向投资者口头推销时使用的论证策略。相比之下,这项研究探讨了小企业主在为银行贷款人制定书面商业计划时使用的主题或论点。小企业企业家使用九个主题来实现两个修辞目标:通过创造以稳定为中心的价值主张来证明他们的企业的合理性,并建立他们的企业信誉。最后,我认为,小企业企业家利用这些拓扑结构将他们的企业塑造成低风险和稳定的,这与初创企业企业家认为他们的企业具有创新性和破坏性的观点形成对比。除了学习强调创新和破坏的策略外,EE学生还可能从学习最小化风险和强调稳定的修辞策略中受益。
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The Topoi of Small Business Entrepreneurship
Despite students’ growing interest in entrepreneurship education (EE), the small body of research exploring rhetorical strategies for proposing new business ventures has focused only on the argument strategies that startup entrepreneurs use when delivering oral pitches to investors. This study, by contrast, explores the topoi, or lines of argument, that small business entrepreneurs use in written business plans created for bank lenders. Small business entrepreneurs use nine topoi in order to accomplish two rhetorical goals: justifying their ventures, via the creation of stability-focused value propositions, and establishing their entrepreneurial credibility. Ultimately, I argue that small business entrepreneurs use these topoi to frame their ventures as low-risk and stable, which contrasts with startup entrepreneurs’ arguments that their ventures are innovative and disruptive. In addition to learning strategies for highlighting innovation and disruption, EE students would likely benefit from learning rhetorical strategies for minimizing risk and emphasizing stability.
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来源期刊
Written Communication
Written Communication COMMUNICATION-
CiteScore
3.90
自引率
15.80%
发文量
20
期刊介绍: Written Communication is an international multidisciplinary journal that publishes theory and research in writing from fields including anthropology, English, education, history, journalism, linguistics, psychology, and rhetoric. Among topics of interest are the nature of writing ability; the assessment of writing; the impact of technology on writing (and the impact of writing on technology); the social and political consequences of writing and writing instruction; nonacademic writing; literacy (including workplace and emergent literacy and the effects of classroom processes on literacy development); the social construction of knowledge; the nature of writing in disciplinary and professional domains.
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