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How can entrepreneurship best be promoted?
Jobs & Society Sweden May, 18, 2015Benson Honig, Teresa Cascioli
Chair in Entrepreneurial Leadership,
McMaster [email protected]
Can Entrepreneurship be Taught?
Consider…..ArtistsMusiciansDancersSingersEntrepreneurs
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Reframing Problems Before 1543 people believed that the sun and all the planets
revolve around the earth. It was obvious! Copernicus is still remembered
Violinist Joshua Bell was ignored in the DC metro. Kodak created the easy-use camera and film. They also
invented digital. They failed to open their frame to this new technology.
Netflix began delivering DVDs of movies by mail. It framed its goals more broadly as the movie-delivery business, not just the DVD-delivery business. When technology allowed online delivery of movies, it was poised to dominate in this new arena, too.
Creativity, Innovation, Ingenuity
Some exercises may be effective to teach ‘out of the box’ thinking– But – if everyone could easily do it, it would not be out of
the box! Competitive pressure may add to solution finding –
particularly when the possibility of an option is known. Simulations, Jagaard, Apollo 13
Research Record on Teaching
Entrepreneurship education and training (EET) growing rapidly, globally
Yet, no conclusive evidence that EET is helping to create more or better entrepreneurs– Despite dozens of studies in past several decades– Literature has shown conflicting results, with
methodological problems and inconsistent theoretical grounding
What Does Entrepreneurship Education Research Say?
• Does EET provide entrepreneurial outcomes?• WHAT are we trying, exactly, to teach?• Literature shows intentions increased, but, self selection bias a huge
problem• Some weak indications EET enhances startups, but only Souitaris is
comprehensive • Of 42 studies, 31 failed to include pre and post measures and control
groups – only 6 had random assigned groups!
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Learning TheoryPiaget, intelligence and learning take place in
evolutionary stages, called structural evolution, resulting in adult cognition
Equilibration is how we create a balance between the environment and existing circumstances.
We respond according to our assimilation (analytical tools), unique experiences necessitate accommodation (minor changes in our cognitive structures)
intellect develops as we attempt to achieve a balance between ourselves and the environment
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What To Teach?Entrepreneurship, virtually by definition, demands practical as well as theoretical instruction
Drawing on Piaget’s theory of equilibration entrepreneurial should prepare an individual for disequilibrium, as well as failure, stumbling, and “chipping away at reality” in order to assemble a usable model that helps explain current circumstances.
This requires a student to experience the discomfort of failure – essentially, to “inoculate” them in preparation for failure (Sitkin, 1996).
Accomplished through simulations, or through practical experience
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Instruction on how to write anEntrepreneurial Business Plan
Entrepreneur completes a business plan
Entrepreneur creates a new organization (firm,etc…)
A conventional view of business planning and business education
Method:Solutions based on convergent thinking
Outcomes:Analytical tools(cognitive factors)
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Cognitive team experiences result in a series of learning opportunities based on failure
Students learn to maximize failure as a learning experience
Students are more prepared for entrepreneurial events after they graduate
Method:Solutions based on convergent thinking
Outcomes:Self confidence (personal
properties)Risk tolerance (motivation)Leadership and
managerial experience (cognitive factors)
An experiential model of education: Simulations
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Contingency planning instruction provided for each module
Yes:Bi-passModule XImmediately pursue opportunity
Yes: Step #1Select one of the modulesEx: Marketing research market A
Modify and adapt?
Continue as before?
Select any module, proceeding thorough flowchart from START
marketing module A
production module B
development module D
financial module E
human resource module F
Method:Solutions based on divergent thinking
STARTShould opportunity be pursued?
Outcomes:Self Confidence (personal properties)Risk Tolerance (motivation)Leadership and Managerial Tools (cognitive factors)Practical solutions to new problems (cognitive factors)Organizational development tools (cognitive factors)Evaluation tools (cognitive factors)
Abandon
Step #2 Select next moduleReturn to START
EvaluationEvaluate Progress
Continue as before?
Modify and adapt?
Abandon
NoAbandon
YES
YES
NO
Critical for promotion is an experiential mode of education
Students consult with actual problems, conduct research, identify alternatives, support their decisions.
Requires networks and linking between practice and theory Providing theory at the start of the class is essential for this model to
work effectively. Students have learned if they learn they are unlikely entrepreneurs –
making accurate research difficult Honig, B.(2004) Entrepreneurship education: Toward a model of
contingency-based business planning. Academy of Management Learning and Education Vol 3(3):258-273
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Model 2This model targets individuals with a certain
level of prior entrepreneurship experience
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.
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Feedback
Feedback
Feedback
*This model targets individuals who are currently running their own businesses
. This model targets senior’s who want to start businesses after retirement
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Assumption underlying Business Planning
Goal setting theory -> business planning Business planning -> performance Formalized business planning ->
performance Change business planning ->
performance
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Institutional sources, institutional pressures, and business planning behavior
Government agencies
Industrial field
Educational system
NormativeMimeticCoercive
Human CapitalSocial CapitalDemographic
Variables
Survival Profitability
Institutional sources
Institutional pressures
Performance outcomes
Control Variables
Writing a business plan
Institutional behavior
H1 H2 H3
H4
H5
What does NOT work? Benson Honig. McMaster University. Hamilton Ontario Canada* Mikael Samuelsson. Stockholm School of Economics. Stockholm. Sweden
Findings: NO relationships between planning and any time of performance – measured from 12 months to 10 years
What does work?
Social capital and network building Tacit human capital (experiential learning) Establishing role models, mentors, and
community support Life-long learning – life-cycle learning