| 1. |
- Aadland, Torgeir, et al.
(författare)
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The gender gap in entrepreneurship: The role of the relative pay off from entrepreneurship
- 2022
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Ingår i: RENT Proceedings. - 2219-5572. ; 2022
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Konferensbidrag (refereegranskat)abstract
- Objectives Entrepreneurship education garners increasing interest, with current trends showing a greater number of women applying. However, less is known about how attendees experience the use of their education post-education in general, in regard to the relative pay-off in graduates’ subsequent careers. Similarly, the extent to which applied entrepreneurial competencies gained may differentiate in careers of women compared to men is also understudied. Research on the distinct gender populations, focusing on occupational differences have limited space in literature. The objective of this paper is to investigate the career metrics in income and work-life balance, comparing and contrasting a population of entrepreneurship education graduates, along gender lines. Literature review Literature points an underlying gender bias in entrepreneurship, where opportunity-based entrepreneurial careers and self-concept of an entrepreneur has predominantly been studied from a male perspective. For example, studies have highlighted aspects of gender bias towards women engaging in opportunity-based entrepreneurship such as difficulty in obtaining necessary funding for growth, challenges in accessing entrepreneurial networks, lower levels of self-belief and self-efficacy regarding entrepreneurial activity, differences in education, and imbalance in work expectations relative to home life. However, these studies have predominantly focused on a new firm formation definition of entrepreneurship. The utilization of entrepreneurial competencies, as developed through entrepreneurship education that focuses on experience- and reflection-based approaches to learning, have in recent studies shown to be equally important for intrapreneurs as self-employed entrepreneurs. This reflects the broader contextual spread of applied entrepreneurial competence in graduate careers. The entrepreneurial careers of the female graduates who engage in ideation and implementation of new business activity after an entrepreneurship education, may it be in firm formation or in employed roles, remains understudied. Therefore, the question is raised: What is the relative pay-off (i.e., income and work-life balance) of entrepreneurship in relation to occupational choice and gender for graduates of entrepreneurship educations? Approach/Method Alumni from three master-level venture creation programs at three universities in Northern Europe were contacted for this study. From a total population of 1103 (graduating between 1997-2018),531 graduates responded, resulting in a response rate of 48.1 percent. The gender distribution in the total population is 28.5 percent female, and within the respondent sample it is 29.5 percent female. Two dimensions of career progress: income and work-life balance, was then analyzed with a set of dependent variables and control variables in ordinal regression. These regressors include career start-up experience and to what extent ideation and implementation of new business activity in employed occupations impacts the independent variables. Models are based on separate regressions on men and women with the purpose to highlight gendered differences in career progression and what regressors contributes to this. Results/Findings The findings were divided into separate sets by the two dependent variables, income and work-life balance. For income levels, career length is shared by both men and women as being a strong predictor. Beyond that, the regression analysis gives different versions for women and men of what contributes to a high income. Men in paid employment (as conventional employees or intrapreneurs) earns more than their self-employed and hybrid (combining employment and self-employment) peers. For women, there is no significant differences among the occupations. For both genders, type of industry is also influential towards the income level. Work-life balance generated regressions that points towards small influences of the regressors for women. For men, having a partner indicates a higher work-life balance, which is not significant for women. Also, having less work related to entrepreneurial competencies (i.e., being conventional employed), results in a more positive work-life balance. Value & Implications Entrepreneurship education is shown to have many positive impacts on subsequent careers. However, entrepreneurial competencies developed through education do not appear to counteract the general gender differences seen in society, as differentiation between male and female graduates is evident through the study. Where previous research has focused on studying these differences, this study instead focuses on how income and work-life balance unfolds across gender categories of venture creation program graduates. These programs have shown to produce graduates who have developed and later utilized entrepreneurial competencies to a high degree in both employed and self-employed contexts. Though in the subsequent careers, the progression of income and work-life balance falls under different mechanisms depending on the gender of the graduate. Women seems to have more stable progression compared to men, with less variation between occupations. Though a limitation lies within that the regressors builds lesser models for women compared to men. This indicates that future research should consider an expanded set of variables or focus on designing qualitative studies target towards career progression of female entrepreneurs. In conclusion this study informs the need to consider the entrepreneurial career progression of women as different compared to their male graduates.
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| 2. |
- Alsos, Gry, et al.
(författare)
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Graduates of venture creation programs - where do they apply their entrepreneurial competencies?
- 2023
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Ingår i: Small Business Economics. - : Springer Science and Business Media LLC. - 1573-0913 .- 0921-898X. ; 60:1, s. 133-155
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Tidskriftsartikel (refereegranskat)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.
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| 3. |
- Berggren, Eva, 1955-
(författare)
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Students in Academic Entrepreneurship : Entrepreneurship Education and Key Actors Facilitating Student Start-ups in the University Context
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The ongoing discussion about academic research not being sufficiently commercialized has overlooked the individual actors in the university context, not least students as potential entrepreneurs. The purpose of this thesis is to enhance our understanding of student entrepreneurs by exploring how entrepreneurship education and key actors in the university context facilitate the formation of student start-ups. Two overall research questions are in focus; i) How does entrepreneurship education at university facilitate start-up formation among students? ii) How and why do key actors in the university context facilitate the formation of student start-ups? These questions are answered by three sub-studies, presented in the five published and appended papers. The data were collected through postal questionnaires as well as interviews in the context of three universities, namely Halmstad University, Chalmers University of Technology and the University of Gothenburg.This thesis makes several contributions. Firstly, it shows that entrepreneurship education at university facilitates start-ups by enabling knowledge spillovers from research to students willing to take on the entrepreneurial role, the so-called missing link in academic entrepreneurship. Secondly, it also demonstrates that entrepreneurship education contributes to the development of long-term entrepreneurial capital, which facilitates future start-ups. Thirdly, entrepreneurship education facilitates start-ups by connecting key actors with different roles; students were found to be present, prepared and persistent entrepreneurs, alumni to be resource-providers and role models, while researchers became enablers with a need for utilization of their research. The revealed reasons for these interconnected key actors to enable student start-ups were; i) students are looking for a career, have start-ups skills from entrepreneurship education and access to role-models and business opportunities in the university context; ii) alumni are anxious to pass on their business experience and maintain the mutually beneficial ties to the university; iii) researchers are reluctant to change their established career but with a strong need for utilization of their research enables students to make commercial use of it.
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| 4. |
- Bergh, Pontus, 1976-
(författare)
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Interorganisatoriska lärandenätverk för chefer från små och medelstora företag
- 2006
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Målet med föreliggande studie är att skapa en ökad förståelse för chefers lärande i konstruerade interorganisatoriska lärandenätverk. Studien kan bidra till utvecklingen av både praktik och teori. På praktisk nivå kan resultaten ligga till grund för beslut om deltagande i lärandenätverk samt hur man kan konstruera dessa nätverk. På teoretisk nivå ger studien en ökad kunskap om vilka läranderesultat som kan uppnås i nätverken samt en ökad förståelse för den specifika lärandesituationen. Intresset för denna studie ligger sålunda i om, och i så fall hur ett konstruerat lärandenätverk kan motsvara de behov av, och förutsättningar för lärande och kompetensutveckling som chefer i små och medelstora företag har. Den teoretiska referensramen i denna studie bygger på en kombination av teoretiska paradigm om lärande samt tidigare forskning om vuxenpedagogik och interorganisatoriska nätverk. Det empiriska exemplet på ett konstruerat interorganisatoriskt lärandenätverk är det nationella utvecklingsprogrammet krAft. I huvudsak baseras analyserna i denna studie på tolkningar av intervjuer med deltagarna i krAft-nätverket vid olika tidpunkter i det ett år långa programmet. Informationen från intervjuerna har även fått ett stöd av och validerats med information från andra datainsamlingsmetoder såsom deltagande observation, frågeguider, lärstilstest och skriftliga redogörelser i samband med presentationer i nätverket. Erfarenheterna från denna jämförande fallstudie tyder liksom tidigare forskning på att ett konstruerat interorganisatoriskt lärandenätverk kan vara en fungerande form och metod för lärande hos de deltagande cheferna från små och medelstora företag. De läranderesultat som deltagarna i nätverket upplevde sig ha fått kategoriserades som kognitiva (kunskapsmässiga), psykodynamiska (emotionella) och sociala (samverkansmässiga). En syntes av de tre typerna av läranderesultat kan dessutom utgöra en förändringskompetens. Analysen av läranderesultaten visar att lärandenätverk har sin främsta styrka i att uppnå psykodynamiska och sociala läranderesultat, med vilka även kognitiva läranderesultat befrämjas. Studien visar också att de tre dimensionerna i lärandesituationen (aktör, relation och design) på olika sätt påverkar vad och hur deltagarna i nätverket lär sig. Ett viktigt bidrag med studien är slutligen att genom de åtta propositionerna i det sista kapitlet ge avstamp för fortsatt forskning.
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| 5. |
- Billström, Anders, 1971-, et al.
(författare)
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Entrepreneurial Networks in University Spin-offs – An Analysis of the External Entrepreneur Model
- 2014
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Ingår i: Entrepreneurship, People and Organisations. - Cheltenham : Edward Elgar Publishing. - 9781783478767 - 9781783478774 ; , s. 136-154
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Bokkapitel (refereegranskat)abstract
- In the study we examine whether external entrepreneurs show differences compared with inventor entrepreneurs in the way they interact and network with others in the start-up process, and – if so – how these differences become manifested in their venturing efforts. The study uses a case study design of four university spin-offs across different industries and development stages originating from a Swedish technical university. In general, our findings emphasize the critical role of incubators for supporting the commercialization and diffusion of technology as they bridge structural holes between research oriented and commercial networks. However, we also find evidence that the external entrepreneur model contains network elements that on the whole makes it more effective in the venturing process. As such, the external entrepreneur model seems to be a highly potent technology transfer mechanism with potential to orchestrate efforts to commercialize public research for the benefit of industry and broader society.
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| 6. |
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| 7. |
- El-Awad, Ziad, et al.
(författare)
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Entrepreneurial learning and innovation : The critical role of team-level learning for the evolution of innovation capabilities in technology-based ventures
- 2017
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Ingår i: International Journal of Entrepreneurial Behaviour & Research. - Bingley : Emerald Group Publishing Limited. - 1355-2554 .- 1758-6534. ; 23:3, s. 381-405
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Tidskriftsartikel (refereegranskat)abstract
- PurposeThe purpose of this paper is to develop a conceptual model that explains how learning processes at the team level connect with individual and organizational levels of learning in technology-based ventures, thereby influencing the evolution of innovation capabilities in the entrepreneurial process.Design/methodology/approachThe 4I organizational learning framework is used as an overarching theoretical structure to acknowledge entrepreneurial learning as a dynamic process that operate on multiple levels in technology-based ventures. Embedded in this logic, research on team learning is integrated into this theorizing to examine how learning processes at the team level bridge and connect with learning processes operating at individual and organizational levels.FindingsThe conceptual model identifies different sets of team learning processes critical for the routinization and evolution of innovation capabilities in technology-based ventures. In this respect, the conceptual model advances the scholarly understanding of entrepreneurial learning as a dynamic process operating across multiple levels in technology-based ventures.Originality/valueBy conceptualizing how individual streams of experiences over time become institutionalized via interaction, conversation and dialogue, the paper provides novel insights into the critical role of team learning for bridging individual and organizational levels of learning in the entrepreneurial learning process.
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| 8. |
- El-Awad, Ziad, Universitetslektor, 1980-, et al.
(författare)
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Unpacking the early alumni engagement of entrepreneurship graduates
- 2024
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Ingår i: Journal of small business management (Print). - Philadelphia, PA : Taylor & Francis. - 0047-2778 .- 1540-627X. ; 62:3, s. 1219-1252
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Tidskriftsartikel (refereegranskat)abstract
- 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.
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| 9. |
- ELZOUMOR, HANI, 1989, et al.
(författare)
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Vem är en entreprenör?
- 2024
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Ingår i: Connoisseur Magazine February 2024 edition.
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 10. |
- Gabrielsson, Jonas, et al.
(författare)
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Been there, done that : exploring the influence of industry and functional work experience on opportunity recognition
- 2006
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Konferensbidrag (refereegranskat)abstract
- The recognition of new venture opportunities has been acknowledged as one of the most important abilities of successful entrepreneurs. Explaining the recognition of new venture opportunities has thus become an important element of the scholarly study of entrepreneurship. Building on this stream of research, we present a study of the influence of prior industry and functional work experience on entrepreneurs’ ability to recognize new venture opportunities. As a theoretical point of departure we acknowledge two alternative lines of reasoning in the literature as explanations of opportunity recognition; the expert thesis and the intersectional thesis. Statistical analysis is made on a sample of 291 Swedish individuals with recent experience of starting up a new venture. In all, the overall results give ample support for the intersectional thesis. The findings suggest that entrepreneurs with experience across different industries and work functions have an enhanced ability to recognize new venture opportunities. On the other hand, we do not find any support for the expert thesis. The findings show no association between deeper experience within a particular industry or work function and generating more new venture opportunities. In addition, a more fine grained analysis of the type of business opportunity recognized reveal supporting evidence that experience across functional areas is positively associated with more innovative business opportunities.
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