SwePub
Sök i SwePub databas

  form:Ext_t

hints:Boolean_operators_t

Träfflista för sökning "AMNE:(SOCIAL SCIENCES Business and economics) ;lar1:(cth);pers:(Lundqvist Mats 1965)"

form:Search_simp_t: AMNE:(SOCIAL SCIENCES Business and economics) > swepub_uni:Cth_t > Lundqvist Mats 1965

  • navigation:Result_t 1-10 navigation:of_t 20
hitlist:Modify_result_t
   
hitlist:Enumeration_thitlist:Reference_thitlist:Reference_picture_thitlist:Find_Mark_t
1.
  • Fernqvist, Niklas, 1973, et al. (creator_code:aut_t)
  • Entrepreneurial Sustainability Engagement of Insiders Initiating Energy System Transition
  • 2021
  • record:In_t: Sustainability. - : MDPI AG. - 2071-1050 .- 1548-7733. ; 13:2, s. 1-16
  • swepub:Mat_article_t (swepub:level_refereed_t)abstract
    • The central point in this article is that energy system transition can be initiated by a team of individuals interacting entrepreneurially beyond their different home-grounds in business, research, or regional development. Such entrepreneurial engagement of insiders with belongings to an established socio-technical system has not been captured in prevalent sustainability transitions or entrepreneurship perspectives. Insiders have mostly been expected to act within (and not outside)of their role expectations. This study investigates who individuals initiating energy transition are, what motives they have, and how they accomplish institutional change. The purpose is to qualify a perspective that can help us better appreciate how transitions, such as in energy systems, can be initiated. The new perspective recognizes the importance of insiders, their personal sustainability beliefs, their choice to teamwork entrepreneurially, and their narratives about the initiative affecting institutional change. It explains how transition in a heavily regulated Swedish energy system can occur. Implications are drawn for research, policy and entrepreneurial teamwork.
  •  
2.
  •  
3.
  • Lundqvist, Mats, 1965, et al. (creator_code:aut_t)
  • Sustainable Wealth Creation beyond Shareholder Value
  • 2008
  • record:In_t: Innovative Approaches to Global Sustainability. - New York : Palgrave Macmillan US. - 0230608043 ; , s. 39-62
  • swepub:Mat_chapter_t (swepub:level_scientificother_t)
  •  
4.
  • Lundqvist, Mats, 1965, et al. (creator_code:aut_t)
  • Emancipating the 'Who am I?' Question in Entrepreneurship
  • 2019
  • record:In_t: 3E CONFERENCE PROCEEDINGS. - 2411-3298. ; 2019, s. 1-23
  • swepub:Mat_conferencepaper_t (swepub:level_refereed_t)abstract
    • Questions we care about Entrepreneurship and thus entrepreneurship education need some fixing. In a time when entrepreneurship is infiltrating everyone and everywhere, we need to ask how this is done for better and not for worse. Many people in society do not find the stereotypic image of an entrepreneur fitting for them. How do we avoid them being alienated by a narrow version of entrepreneurship that simply is not for them? Could we offer tools and terminologies that can answer the question “Who am I?” in relation to entrepreneurship? This paper takes the stance that the stereotyped concepts of “entrepreneurship” and “entrepreneur” will not do the job. Therefore, faith is put into deepening our understanding of “being and becoming entrepreneurial”. Top-cited research using the term“entrepreneurial” is reviewed. An interpretivist “from within” perspective is applied when answering the main question: How can the term “entrepreneurial” help in breaking away from narrow and stereotyped conceptions of entrepreneurship, without diluting an entrepreneurial identity into being almost anything for anyone? Approach Literature on stereotypes in entrepreneurship and on previous attempts to broaden entrepreneurship are reviewed, such as the concept “enterprise education” and a framework for entrepreneurial competencies. A systematic literature review on the use of the term “entrepreneurial” is conducted, reviewing 250 articles that use the term “entrepreneurial” in their title. The nine most common uses are reviewed more in-depth. 45 articles are reviewed in relation to what the authors mean when they use the term “entrepreneurial”. In the analysis, an interpretivist perspective is applied to the identified meanings of “entrepreneurial”, aiming to develop new answers to the question “Who am I?” in relation to entrepreneurship. Results 250 publications that have the word “entrepreneurial” in their title link the adjective to 99 nouns. Focus is simultaneously on many different aspects of being entrepreneurial. Unit of analysis varies considerably; individuals, teams, organizations, regions and nations. Also, most of the publications explore “entrepreneurial” phenomena as something happening to people or firms “out there” rather than as a more personalized entrepreneurial identity. The term “entrepreneurial” is found to be weakly claimed, making it more open for new understandings than “entrepreneur” or “entrepreneurship”. Analysis of findings leads the authors to propose four cornerstones for a more emancipatory understanding of being entrepreneurial, presented as a framework of value-for-others, agency, novelty and learning to guide entrepreneurial people. Implications There is a strong potential in offering understandings and tools for being and becoming entrepreneurial that emancipates beyond a narrow view of entrepreneurship as economic value appropriation though new ventures. The proposed framework focuses on value creation and is societal (social, ecological and economic value creation in all kind of contexts). Value/Originality This paper, to our knowledge, offers a first systematic review of literature focusing on “entrepreneurial”. It also presents a novel, easy to understand and useful framework for what it means to be “entrepreneurial”.
  •  
5.
  • Henricson, Kristina, 1981, et al. (creator_code:aut_t)
  • The University as a Social Entrepreneur
  • 2009
  • record:In_t: Annual Satter Conference on Social Entrepreneurship - NYU Stern.
  • swepub:Mat_conferencepaper_t (swepub:level_refereed_t)abstract
    • Accepting that the university has taken on an entrepreneurial role in society, this paper intends to explore how the university can adopt the role of a social entrepreneur by presenting an example of a school project within Chalmers University of Technology. The overall aim of the school project is to stimulate creativity, project management and entrepreneurial thinking and has over the years developed into a social entrepreneurship activity. The main conclusion of the paper is that the university can adopt the role of a social entrepreneur in alignment with the university’s missions of delivering education, research, and societal utility. The paper provides one example of how the involvement of the university in social entrepreneurship creates multiple societal benefits. This example can lead to further comparison, analysis and research concerning the entrepreneurial roles undertaken by the university.
  •  
6.
  • Williams Middleton, Karen, 1975, et al. (creator_code:aut_t)
  • Developing identity: start-ups and aspirant entrepreneurs gaining authority
  • 2007
  • record:In_t: Institute for Small Business & Entrepreneurship conference, 7-9 of November, Glasgow, proceedings. ; , s. 14-
  • swepub:Mat_conferencepaper_t (swepub:level_refereed_t)abstract
    • Entrepreneurs and the start-ups they build are recognized as important contributors to economic development. However, current policies in many nations point at a lack of entrepreneurs and, in particular, entrepreneurs bridging a perceived gap between research and business. A critical question not well understood is how individuals interested in entrepreneurship develop an entrepreneurial identity. The aim of the study is to explore how aspirant entrepreneurs develop entrepreneurial identity within the interaction with stakeholders in a combined education and supportive incubator environment. Results from this process are start-ups and entrepreneurs with authority.The paper builds from experience and successful formation of more than 25 technology-based start-up companies (valuation 56M€) during ten years in a unique environment, combining entrepreneurship programs with an incubator and support network. This environment offers a unique opportunity to study how specially selected master-students – ‘aspirant entrepreneurs’ - in interaction with different actors - ‘stakeholders’ – gain entrepreneurial authority to run a high-tech startup. The start-up projects originate mainly from university research. Thus, the aspirant entrepreneurs, having no history with the initial invention, must gain confidence and authority around the project during an intense education and incubation year. The ethnographic study focuses on teams of aspirant entrepreneurs, and the stakeholders with whom they engage. The interim results reported in this paper illustrate how the building of entrepreneurial identity is closely associated with the formation of the start-up and how the aspirant entrepreneurs make the project their own, while learning from and involving stakeholders. The key interim conclusion is that aspirant entrepreneurs when positioning themselves as the key drivers of a project – in relation to the stakeholders – both gain authority while also developing their entrepreneurial identities. Implications for educators, incubators and policy makers are that developing entrepreneurs and new companies in combination is a highly beneficial approach. The key contribution of the paper is to illustrate the way in which identity development of aspirant entrepreneurs over time helps to enable start-up formation together with the gaining of ”professional” entrepreneurial authority. The paper is intended to have implications for select audiences. For educators, it is to help understand effective education/training for aspirant entrepreneurs. Incubators and policy-makers can appreciate the importance of supporting entrepreneurial education and linking it to incubation processes. The study explores new ground in its combined interest in understanding how to develop both the human and business side of start-ups.
  •  
7.
  • Alsos, Gry, et al. (creator_code:aut_t)
  • Graduates of venture creation programs - where do they apply their entrepreneurial competencies?
  • 2023
  • record:In_t: Small Business Economics. - : Springer Science and Business Media LLC. - 1573-0913 .- 0921-898X. ; 60:1, s. 133-155
  • swepub:Mat_article_t (swepub:level_refereed_t)abstract
    • The assessment of entrepreneurship education outcomes should move beyond a focus on firm creation and associated economic impact to consider a more nuanced view that pays attention to graduates and their entrepreneurial competencies. There is currently limited understanding to what extent entrepreneurial competencies developed through entrepreneurship education are applied in graduates' subsequent careers across various occupational roles, either as employees or as self-employed. Our analysis is based on a survey administered to 556 graduates from three Nordic master-level entrepreneurship education programs (1997-2018), all identified as venture creation programs. We find that, to a large extent, entrepreneurial competencies developed through venture creation programs are applied in subsequent careers across multiple occupational roles encompassing self-employment, hybrid entrepreneurship, and intrapreneurship. Entrepreneurship education is relevant not only to new firm creation but also to entrepreneurial positions in established organizations when it comes to graduates' application of entrepreneurial competencies in subsequent careers. Plain English Summary Entrepreneurial competencies developed through entrepreneurship education are applicable to careers other than "start-up entrepreneur." This article examines graduates from three entrepreneurship education programs in Northern Europe where students experienced venture creation as part of the education. Graduates report the extent to which they apply entrepreneurial competencies (AECs) in their subsequent career. The most common career among graduates is self-employed entrepreneur, closely followed by a career as intrapreneur, where graduates apply their entrepreneurial competencies in established organizations. A smaller group of graduates have careers as hybrid entrepreneurs, where they combine paid employment with self-employment. A minority group of graduates have more conventional careers as full-time employees in established companies, where entrepreneurial tasks are not their main activities. The results indicate that venture creation programs provide fertile ground for graduates to engage in a broad spectrum of entrepreneurial careers. From the analysis, we found that a career as an intrapreneur is more similar to a self-employed entrepreneur than to a conventional employee. An implication for entrepreneurship education is that real-life educational experience through venture creation is applicable to entrepreneurial careers beyond start-ups. Additionally, the study provides a first attempt to connect entrepreneurial competencies developed through education with how such competencies are manifested in graduates' subsequent careers, motivating a discursive shift in how policies could spur a more entrepreneurial society that goes beyond a narrow start-up perspective.
  •  
8.
  • Aadland, Torgeir, et al. (creator_code:aut_t)
  • Levelling the playing field: Could entrepreneurship education compensate the lack of entrepreneurial pedigree and prior experience?
  • 2022
  • swepub:Mat_conferencepaper_t (swepub:level_scientificother_t)abstract
    • Questions we care about: In the last four decades, the importance of entrepreneurship education for societal renewal has seen a dramatic rise. Policy arguments state that to spur economic development, a more entrepreneurially oriented workforce is needed. To increase our understanding of how entrepreneurship education impacts entrepreneurial careers, the purpose of this paper is to investigate how entrepreneurship education, in the form of venture creation programs (VCPs), mitigate or surpass a lack of entrepreneurial career antecedents, such as entrepreneurial pedigree or prior entrepreneurial experience. We ask: What role do VCPs play in the subsequent career choice of graduates regarding career impact relative to prior entrepreneurial experience and entrepreneurial pedigree? Approach: This paper investigates the role of VCPs, entrepreneurial pedigree, and prior entrepreneurial experience regarding early career choice. A broad perspective of entrepreneurial career is considered, across four occupational forms: self-employed, entrepreneurial employment (intrapreneur), hybrid (self-employed and employed in parallel), and conventional employment. To investigate career choice, data from graduates of VCPs at three universities in Northern Europe was collected through an online survey. Questions addressed graduate background prior to education, yearly occupational employment subsequent to graduation, and graduates’ own perception of entrepreneurial activity in employment positions. The survey was sent to 1326 graduates (total graduate population = 1568) and received 692 responses (52.2% response rate). Results: The educational context of VCPs, whether Ind-VCP or Corp-VCP, mitigated prior entrepreneurial experience. Although prior entrepreneurial experience interacted with Ind-VCP in making a career as self-employed more likely, this was not the case for Corp-VCP, in subsequently choosing intrapreneurial careers. Entrepreneurial pedigree had no significant effect on career choice other than for hybrid careers. Implications: Entrepreneurial experience gained from VCPs seems to influence graduates towards future entrepreneurial careers. For some, a VCP is the first entrepreneurial experience, while others are building existing entrepreneurial experiences. Evidence supports the conclusion that many VCP graduates lacking prior entrepreneurial experience instead develop entrepreneurial competencies (knowledge, skills, and judgmental abilities) through the program, which prepares them to engage in subsequent entrepreneurial careers. For policy and practice, entrepreneurship education can level the playing field for students aspiring to an entrepreneurial career but lacking prior entrepreneurial experience or entrepreneurial pedigree. This is an important insight when considering the need to spur innovativeness among businesses transitioning towards sustainable futures and/or recouping from the economic downturns created and perpetuated by the pandemic. Our evidence illustrates that action-based, contextualized education in entrepreneurship creates graduates that engage either as self-employed or as change agents (working with initiating and developing new opportunities) in established businesses. Value/Originality: This study offers novel evidence that entrepreneurship education can level the playing field for students preparing for entrepreneurial careers but lacking prior entrepreneurial experience or an entrepreneurial pedigree.
  •  
9.
  • Aadland, Torgeir, et al. (creator_code:aut_t)
  • Mitigating the lack of prior entrepreneurial experience and exposure through entrepreneurship education programs
  • 2023
  • record:In_t: International Journal of Entrepreneurial Behaviour and Research. - 1355-2554. ; 30:11, s. 19-44
  • swepub:Mat_article_t (swepub:level_refereed_t)abstract
    • Purpose : To increase the understanding of how entrepreneurship education impacts entrepreneurial careers, the purpose of the paper is to investigate the role that a venture creation program (VCP) might have in mitigating or surpassing a lack of other antecedents of entrepreneurial careers. In particular, the authors focus on entrepreneurial pedigree and prior entrepreneurial experience. Design/methodology/approach : Data from graduates of VCPs at three universities in Northern Europe were collected through an online survey. Questions addressed graduate background prior to education, yearly occupational employment subsequent to graduation and graduates' own perceptions of entrepreneurial activity in employment positions. The survey was sent to 1,326 graduates and received 692 responses (52.2% response rate). Findings : The type of VCP, either independent (Ind-VCP) or corporate venture creation (Corp-VCP), influenced the mitigation of prior entrepreneurial experience. Prior entrepreneurial experience, together with Ind-VCP, made a career as self-employed more likely. However, this was not the case for Corp-VCP in subsequently choosing intrapreneurial careers. Entrepreneurial pedigree had no significant effect on career choice other than for hybrid careers. Research limitations/implications : Entrepreneurial experience gained from VCPs seems to influence graduates toward future entrepreneurial careers. Evidence supports the conclusion that many VCP graduates who lack prior entrepreneurial experience or entrepreneurial pedigree can develop sufficient entrepreneurial competencies through the program. Originality/value : This study offers novel evidence that entrepreneurship education can compensate for a lack of prior entrepreneurial experience and exposure for students preparing for entrepreneurial careers.
  •  
10.
  • Lackéus, Martin, 1974, et al. (creator_code:aut_t)
  • The entrepreneurial employee in public and private sector - What, Why, How
  • 2020
  • swepub:Mat_book_t (swepub:level_scientificother_t)abstract
    • This science-for-policy report has aimed to clarify what it means for employees to be entrepreneurial. The employee perspective is rare in corporate and public entrepreneurship literature. This is both unexpected and unfortunate, since entrepreneurial processes are championed by small teams of highly devoted individuals, who in turn solicit support and participation from a large number of people internally and externally. Reasons for the current bias towards structures, managers and processes include a number of flawed myths and a static view of the entrepreneurial individual. Breaking away from these prevailing views, we have here been able to outline detailed and actionable recommendations for employees who want (or need) to become more entrepreneurial. It is our hope that this report can help both employees and managers in private and public sectors in their pursuit towards a more prosperous and successful future for their organisations, colleagues, customers, clients, for citizens or other stakeholders in general, and for themselves.
  •  
Skapa referenser, mejla, bekava och länka
  • navigation:Result_t 1-10 navigation:of_t 20

Kungliga biblioteket hanterar dina personuppgifter i enlighet med EU:s dataskyddsförordning (2018), GDPR. Läs mer om hur det funkar här.
Så här hanterar KB dina uppgifter vid användning av denna tjänst.

 
pil uppåt tools:Close_t

tools:Permalink_label_t