How do entrepreneurs learn and engage in an online community-of-practice? A case study approach

This paper investigates the ways in which entrepreneurs use communities of practice (CoPs) to express themselves, using narrative theory and rhetorical analysis, to gain insight into an electronic social network medium, namely, YoungEntrepreneur.com. In particular, the study focuses on CoPs themes, including why entrepreneurs engage in CoPs, what role the moderators and resident entrepreneurs can play in managing online CoPs, on communication rituals of the knowledge sharing through interactivity, and on ‘how to develop an intervention’ to maintain and stimulate entrepreneurs for engaging in an online community. Findings reveal that the topic title plays a major role in attracting people. Successful topics with successful conclusions (in terms of the original query that was answered) will not necessarily get high responses and vice versa. It is observed that the domain expert does not play a big role in keeping the discussion going. Finally, the study also discovered that entrepreneurs like to communicate in a story telling genre. A comprehensive set of engagement measurement tools are introduced to effectively measure the engagement in a virtual CoP, along with a classification to define and categorise discourse of messages in terms of content and context, which allow practitioners to understand the effectiveness of a social networking site

Cities Online: Urban Development and the Internet

Examines how institutions in Austin, Texas; Cleveland, Ohio; Nashville, Tennessee; Portland, Oregon, and Washington, D.C., are adapting to the Internet as an economic development and community building tool

Teacher 2020. On the Road to Entrepreneurial Fluency in Teacher Education

No abstract available

Knowledge Management As an Economic Development Strategy

The United States is shifting to an information economy. Productive capability is no longer completely dependent on capital and equipment; information and knowledge assets are increasingly important. The result is a new challenge to the practice of local economic development. In this information economy, success comes from harnessing the information and knowledge assets of a community and from helping local businesses succeed in the new environment. Knowledge Management (KM) can provide the tools to help economic development practitioners accomplish that task. KM is a set of techniques and tools to uncover and utilize information and knowledge assets -- especially tacit knowledge. Economic development organizations can use KM tools to enhance external communications of local companies including marketing and to promote internal communications within local businesses and help companies capture tacit knowledge. More importantly, they can use those tools to uncover and develop local intellectual assets, including helping develop information products, and helping identify entrepreneurial and business opportunities. KM tools are also useful in developing local economic clusters. Finally, these tools can be used to enhance external knowledge sharing among the economic development community and to capture and share tacit knowledge within an economic development organization

The Role of Entrepreneur-Venture Fit in Online Home-based Entrepreneurship: A Systematic Literature Review

Home-based businesses and their founders represent an important, but under-researched facet of entrepreneurship. Far from being small, hobby-businesses with little economic impact, home-based business make significant contribution to national economies in terms of both turnover and employment. Online home-based businesses have been recognised as an important and distinct sector of the home-based business domain, offering unique opportunity for innovation and business diversity. The paper presents a systematic literature review of extant research on online home-based entrepreneurs and their businesses. The findings of the review are structured and discussed using the theoretical lens of entrepreneur-venture fit. Use of this lens allows the study to bring coherence to previously fragmented extant studies, providing a basis for future research in this domain. The study also develops a novel model of entrepreneur-venture fit in the specific case of online home-based businesses. This allows us to suggest five positive interactions between entrepreneurial and venture characteristics. It also allows us to suggest a number of previously unidentified negative interactions, which may result in entrepreneurs becoming ‘locked-in’ and suffering multiple sources of stress

Global board games project:a cross-border entrepreneurship experiential learning initiative

Entrepreneurship training and development in the context of higher education has grown tremendously over the past four decades. What began as offerings of a handful of courses aimed primarily at business planning and small business management has evolved into over 3.000 higher education institutions around the world offering degree programs and concentrations in entrepreneurship on both undergraduate and graduate levels (Morris, Kuratko and Cornwall, 2013). Universities – particularly in the USA, UK and EU – have invested into developing entrepreneurship curricula but also extra-curricular programs and infrastructure aimed at supporting enterprise development. It is consensus among educators that entrepreneurship can be taught (Kuratko, 2005). Indeed, entrepreneurship education research has become a field in its own right (Fayolle, Gailly and Lassas‐Clerc, 2006; Pittaway and Cope, 2007; Penaluna, Penaluna and Jones, 2012; Fayolle, 2013; Fayolle and Gailly, 2015; Pittaway et al., 2015; Nabi et al., 2017). As literature indicates, entrepreneurship education can have an important impact on a variety of outcomes, including entrepreneurial intentions and behaviours. Intentions are a motivation to engage in certain behaviour that is geared towards venture creation (Gibb, 2008, 2011) as well as recognition and exploitation of opportunities (Shane and Venkataraman, 2000). Moreover, research has also identified the impact of entrepreneurship education on more subjective indicators such as attitudes (Boukamcha, 2015), perceived feasibility (Rauch and Hulsink, 2015), and skills and knowledge (Greene and Saridakis, 2008). Recently, the literature on the best practices in entrepreneurship education has centred on the importance of experiential learning allowing students to create knowledge from their interactions with the environment (Kolb, 1984). The key to effective experiential learning is engaging students individually and socially in a situation that enables them to interact with elements of the entrepreneurial context thus moving them away from text-driven to action-driven learning mode (Morris, Kuratko and Cornwall, 2013). Increasingly, digital technologies have been leveraged to create a learning environment that provides opportunities for experiential learning (Onyema and Daniil, 2017). This chapter provides findings of a study related to the development and implementation of a collaborative, digitally supported simulation project aimed at enhancing entrepreneurial social skills in an international context

Impactful learning: exploring the value of informal learning experiences to improve the learning potential of international research projects.

The Horizon 2020 (H2020) is the largest EU funded research programme, which supports mobility of international researchers through secondments to engage in collaborative research activities to enhance individual and collective research capacity within the EU. This paper explores how an analysis of secondees’ informal learning experiences can highlight opportunities for increasing individual and collective learning capacity of an international partnership and achievement of project objectives. A thematic analysis method (Miles and Huberman, 1994), was applied to 19 secondee’s individual learning reports. The main findings discussed three themes elicited through secondees informal learning, including living and working in a host country and developing an academic career. The paper outlines practice, policy and research implications for improving the learning potential of international research projects

Catalysts of university social responsability into strategic planning by thematic analysis and deductive coding

The relevance of higher education institutions (HEI) for social development is unquestionable because of their potential for contributing intellectual solutions for the social, economic, and environmental welfare of society. The current study aims to: 1) examine which are the main catalysts of university social responsibility (USR) from a strategic management perspective; 2) show the relations among those catalysts through semantic networks; and 3) analyse the role of university promotion of entrepreneurship. The method uses a content analysis in a sample of 23 universities and examines the subject and codes to clarify the catalysts. The semantic networks are shown to reveal these connections. It was found that a high percentage of universities orient their efforts towards enhancing the employability of students, mainly through entrepreneurial projects intended to achieve social responsibility.Postprint (author's final draft

Complex regional innovation networks and HEI engagement the case of Chicago

This article considers how HEIs engage within local complex development networks in order to develop the urban metropolis, using the case of Chicago as a specific example. It focuses on three main issues: how collaboration occurs amongst regional stakeholders; how goals are set and how shared goals have been created; and the extent to which there exist conflicting views amongst stakeholders, and their capability to create solutions where there are disagreements and clashing purposes. Chicago is in the middle of making a paradigm shift, with at its core an open system approach that includes a variety of ways to engage citizen-users as co-creators, including through user-driven innovation and digitalised services. In the metropolitan area there is a widely shared goal amongst stakeholders to develop and improve novel approaches for regional engagement to enhance innovativeness and competitiveness. The paradigm shift in regional engagement from building co-operation clusters to one of organisational betweenness and open systemic thinking requires new skills in management and leadership centred on interaction, co-creation and sharing of knowledge