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The Experiential Essence of Entrepreneurial Learning
 

The Experiential Essence of Entrepreneurial Learning

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    The Experiential Essence of Entrepreneurial Learning The Experiential Essence of Entrepreneurial Learning Presentation Transcript

    • The Experiential Essence of Entrepreneurial Cognition: How Understanding Entrepreneurial ThinkingEnhances Teaching & Practice Norris Krueger, PhD – Entrepreneurship Northwest July 2012
    • http://www.youtube.com/wat ch?v=exmwSxv7XJI
    • See a difference/ 3
    • We know how to teach individuals(and organizations and communities) to think more entrepreneurially, to truly make a difference; we now understand why and how.
    • Overview Important new theory & evidence Replicable models of entrepreneurial learning Antecedents & consequences of entrepreneurial learning Implications for teaching, practice, public policy
    •  Important new theory & evidence Critical review: entrepreneurial cognition entrepreneurial learning processes Exciting new multi-disciplinary opportunities e.g. neuro-entrepreneurship
    • Entrepreneurial Thinking: A primer? Intentions: From intent to “informed” intent? Basic model:
    • Entrepreneurial IntentionsPersonal Desirability Perceived DesirabilityPerceivedSocial Norms PERCEPTION of OPPORTUNITY INTENTIONS ActionPerceivedSelf-Efficacy Perceived Precipitating Event FeasibilityPerceivedCollective Efficacy
    • Entrepreneurial Learning: from Novice to Expert! Knowledge Content? or Structure? Perceived Barriers? Pattern recognition? Deep Beliefs (role identity?) Importance of understanding entrepreneurial emotion Understanding cognitive change...
    • Two Ways to Learn Behavioristic - fill the bucket -define the buckets Constructivistic - light the fire (or fan it!)- assume knowledge structures evolve (often discontinuously)
    • Change in what we know (content)Novice Entrepreneurial Mindset Expert Change in how we know it (knowledge structures) Change in Deep Beliefs Critical Developmental Experiences 11
    • Key Mechanisms What truly induces transformative learning? Key developmental experiences? What do entrepreneurship classes actually do? HOW do we support? (ecosystem?)
    • Transformative Learning• There is excellent theory to support – Constructivism – Mental prototyping, role identity – Cognitive developmental psych – Cognitive & social neuroscience• There is excellent empirical evidence – Even in entrepreneurial settings! – Changes in key mental prototypes • And a lot more data about to be released • 2011: ISEEO, GUESSS; 2012: Neergaard
    • Keys to Transformative Learning• “Book Throwing” – Constructivist versus Behaviorist – Entrep educators have always been constructivistic (cue Voltaire)• Neuro-entrepreneurship?* – Neuroplasticity – Emotions – Deep beliefs (Neo, take the...)• Centrality of Action * if curious http://www.slideshare.net/norriskrueger/icsb- 2010-neuroentrepreneurship
    • Accelerating Learning• Problem-Based Learning (“authentic” questions)• Two overlapping themes:• IMMERSION – Action before thinking• MENTORING – Learn the right lessons – Expert mentors – Peer mentors – Or THREE? Ecosystem that supports all of this? – Social infrastructure; cognitive infrastructure – http://bit/ly/EcoSys
    • So what IS this “entrepreneurial mindset” anyway??• Thoughts? Which are the hardest to change? – (More important for here... what can we measure?)Seeing opportunities• Seeing self as entrepreneur (role identity)• Strategic thinking• Dot-connecting / pattern recognition• Effectual thinking (bricolage, improv)• Optimist (attributional)• Metacognition• Counterfactual thinking• Bias for action (vs. FoF!)• Value creation as sine qua non (Market-pull?)
    • Replicable models of entrepreneurial learning Key entrepreneurial training methods maximize entrepreneurial learning deep, transformative learning Existing practices that demonstrably grow entrepreneurial thinking Concrete examples: program level course level
    • Existing Best Practices that demonstrably grow entrepreneurial thinking... Action learning  e.g., Living cases Problem-based learning Counterfactual thinking Explicit script building Active reflection (collaborative)
    • But…. Not just universities It is the entire ecosystem Follow the entrepreneurs Help them!
    • Immersion/Mentoring Chalmers/Gothenburg NU Singapore The Foundry (Utah) http://business.utah.edu/node/1203/ TechStars (www.techstars.org) Startup Weekend www.startupweekend.org Lean Startup http://www.slideshare.net/sblank/successful -entrepreneurship-1
    • Critical Implications For teaching? For training? For practice? For public policy? (and... for research?)
    • Implications: Teaching Need to be constructivistic Need to understand entrepreneurial thinking Need to understand expert thinking Need to address deep beliefs Instructor MUST understand – or share- the expert mindset.
    • Implications: Public Policy Entrepreneurial Potential = F(quantity and quality of potential entrepreneurs) Promote educational activities that nurture expert entrepreneurial thinking . Support similar mechanisms for growing an entrepreneurial community Program leaders MUST understand – or share- the expert mindset.
    • Implications: for Entrepreneurs Work toward expert thinking – lifelong process? Understand their own deep beliefs Good entrepreneurs are good at dot- connecting; great entrepreneurs... Make sure your advisors understand the “Entrepreneur Mind”(tm).
    • To those who want to really make a difference: We know how to teach individuals (and organizations and communities) to think more entrepreneurially. We now understand why and how. How can we translate these insights into helping communities worldwide?
    • If you want to get involved in projects – research or applied: Norris Krueger: norris.krueger@gmail.com @entrep_thinking Facebook LinkedIn
    • Implications: Research Focus on expert entrepreneurial thinking Focus on emotions Focus on cognitive change Focus on deep cognitive change Take advantage of: Multi-disciplinary approaches New tools – theory & method Take advantage of... us
    • Research Agenda:Antecedents & Consequences Antecedents Impact of teaching/training methods Impact of instructor characteristics (e.g., mental models) Impact of context (including students) Developmental experiences?
    • Research Agenda:Antecedents & Consequences Consequences Change in intent (Informed intent?) Change in knowledge content? Change in knowledge structure? Change in deep beliefs? How will we know?  Better dot-connecting?  Amygdala lights up differently?