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How can we foster entrepreneurship? This was one of the basic questions to ask when we, like many others, started to consider different approaches concerning how to motivate students to become interested in entrepreneurship. We soon became puzzled by the theoretical approaches to entrepreneurship. Something seemed to be lacking, for example, the im...
Contexts in source publication
Context 1
... have expanded Lewin's psychological life space (see Fig. 4) by adding two peripheral fields, i.e. the environmental and cultural aspects. The centre of our model still contains what Lewin called the temporal dimension of the individual life space. The temporal dimension can be divided into three parts: i.e. the past (experience), the present (real-time) and the future (aspirations). All ...
Context 2
... model (see Fig. 4) suggests that the individual choice of becoming an entrepreneur or making other choices will be affected by situational factors, the 'here and now'. In other words there may be a number of emerging behaviours. Some individuals may never come into a situation where entrepreneurship or self-employment is a logical option. This model ...
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Citations
... Kyrö (2001) katsoo yrittäjämäisen pedagogiikan lähtökohdaksi ajatuksen aktiivisesta, vapaasta ja vastuullisesta toimijasta, joka kohtaa uudet tilanteet uskaliaasti ja uteliaasti, luo ja oivaltaa uusia asioita ja kykenee vastaamaan itsestään ja omista toimistaan sekä niiden seurauksista. Myös muu aikaisempi tutkimuskirjallisuus korostaa niin ikään tekemällä oppimisen ja kokemuksellisen toimintaoppimisen (Cachon & Cotton, 2008;Hannon, 2006), tiimityön (Verzat, Byrne & Fayolle, 2009), sosiaalisten kontekstien (Kjellman & Ehrsten, 2005) ja riskinoppimisen (Kyrö, 2006) merkitystä. Eri pedagogiikkojen vaikutuksia vertailtaessa on siis saatu viitteitä, että käytäntö-orientoituneet kokemukselliset opetusmenetelmät (Demand ja Competence-model) ovat tehokkaampia kuin teoriaorientoituneet (Supply-model: Fiore ym., 2019). ...
Tässä tutkimuksessa mielenkiinnon kohteena on se, miten edistää maahanmuuttajien yrittäjyysvalmiuksia ja tukea yrittäjäksi ryhtymistä. Tutkimuksessa tunnistetaan yrittäjyydestä kiinnostuneiden korkeakoulutettujen maahanmuuttajien osaamisten kehittämistarpeita ja analysoidaan, miten kahdessa koulutuspilotissa v. 2019–2020 onnistuttiin niihin vastaamaan. Koulutuspilottien tavoitteena oli rakentaa maahanmuuttajille soveltuva yrittäjyysvalmiuksia ja suomen kieltä kehittävä koulutuskokonaisuus verkkoon.
Tutkimukseen osallistui kaikkiaan 62 maahanmuuttajaa, joilta tietoa kerättiin ennen ja jälkeen koulutuksen kyselyin ja haastatteluin sekä oppimistehtäviä analysoiden. Aineistoa tarkastellaan pääasiassa kvalitatiivisen sisällönanalyysin keinoin ja analyysikehikkona sovelletaan Euroopan komission EntreComp‐viitekehystä.
Tutkimuksen tuloksissa korostuu, että maahanmuuttajat kaipaavat yrittäjyysvalmiuksien kehittämiseksi ennen kaikkea tietoa suomalaisesta toimintaympäristöstä. Tärkeimpänä he kokivat kognitiivisen tiedon tarpeen laeista ja säännöksistä, jotka ohjaavat yritystoiminnan käytäntöjä. Lisäksi tuloksissa korostuu verkostoitumisen tarve yrittäjien ja yrityskehittäjien kanssa, pääsy osaksi alueellista yrittäjyysekosysteemiä. Toimintakulttuuriin verkostoitumisessa tarvitaan inhimillistä osaamista. Tämä on usein kulttuurin hiljaista tietoa, ja erilaiset tavat ottaa kontaktia tulkitaan helposti kielitaidon puutteiksi. Suomessa yrittäjyyden
tukipalveluita on hyvin tarjolla, mutta yrityskehittäjien, muiden yrittäjien ja asiakkaiden kanssa kontaktiin pääsemiseksi maahanmuuttajat kaipaavat kieli- ja kulttuuritietoista
ohjausta ja välittäjää.
Avainsanat: korkeakoulutetut maahanmuuttajat, yrittäjyysvalmiuksien kehittäminen,
EntreComp
... • More focus on the environmental and cultural aspects of learning Kjellman and Ehrsten 2005 • Teachers provide freedom and opportunities for students and enhance their creativity • Teachers support collaborative learning and consider individual differences • Learning takes place everywhere (not only in classrooms) Kyrö 2005 • The entrepreneurial training program should be practically oriented Klofsten 2000 • Possession of theoretical knowledge of entrepreneurship together with learning activities in which students are prepared for the the real-world environment Todorovic 2004 • Learning by doing; learning in small groups ...
Entrepreneurship is a multifaceted phenomenon that has a vital role in Finnish society. It has become a top priority in national government policies because of its significance as a driver of economic growth, creativity, and innovation. The crucial role of entrepreneurship has also been reflected in educational policies. The research field of entrepreneurship education has increased substantially during the last fifteen years. Several studies reveal the significance of entrepreneurship education, the essential elements of entrepreneurial learning, and the impact of entrepreneurship education on students' entrepreneurial competences. According to a number of studies, teachers play a crucial role in enhancing students' entrepreneurial competences. Collaboration between universities and businesses has been evoked as a good practice in entrepreneurship education. Nevertheless, there is still a great need for research on the relationship between the teachers in charge of entrepreneurship education and the implementations of university–business collaboration.
The objective of this study is to examine the effect of entrepreneurial teaching on teaching practices in entrepreneurship education. The authors of this paper contribute to deepening knowledge about this relation. They also increase the knowledge about the supportive role of university–business collaboration to teachers' adoption and diffusion of entrepreneurial teaching through a control variable of the ease of university–business collaboration. The empirical data for this study come from Finland, collected through an Internet survey. The results show that the teacher's perception of the ease of engaging in university–business collaboration has an indirect effect on the teaching practices used. On the other hand, the teacher's ability to implement entrepreneurial teaching has a positive direct relation to the ease of performing university–business collaboration, affecting also the use of versatile teaching methods.
... It is correctly stated by Kjellman and Ehrsten (2005) that entrepreneurship itself is very risky and unpredictable, but an assumption that if you are not entrepreneurial, you are at a higher risk is genuinely conceivable. Entrepreneurship is considered to be a vital element in pushing a country's committed and competitive knowledge (Fuad and Bohari, 2011). ...
... Michel Foucault conceptualized bio-power as a generalized business projection over the social body and fabric "to turn individual life itself into a kind of permanent and multiple company" [20]. This idea can be also found in many other contemporary sociologists and social analysts [15] [21] [22] [23] [24]. In the same vein, the business logic is projected towards the management of public administration [25], the State [26] [27] [28] [29] or any other institution, encapsulating the principles of neoclassical economics: individualism, opportunism, maximization, competition, etc., which acquire a preponderant role in the way of earning a living [30] and in the expression of subjectivity [31]. ...
... It is correctly stated by Kjellman and Ehrsten (2005) that entrepreneurship itself is very risky and unpredictable, but an assumption that if you are not entrepreneurial, you are at a higher risk is genuinely conceivable. Entrepreneurship is considered to be a vital element in pushing a country's committed and competitive knowledge (Fuad and Bohari, 2011). ...
The present study has tried to explore the impact of psychological empowerment on entrepreneurship and made an attempt to fill underlying research gap especially in the Indian corporates. A theoretical model is developed that highlights the relationship between psychological empowerment and entrepreneurship. The results depict that psychological empowerment is a strong predictor of the entrepreneurial behavior of the employees working in Indian corporates. All the four cognitions are found to be positively and significantly associated with entrepreneurial behavior. The authors have suggested the various ways which can help in enhancing the entrepreneurial behavior among the workforce of the organization.
Keywords: Corporate entrepreneurship, Psychological empowerment, Competence, Self-determination, Entrepreneurial behavior, Cognition
... To the extent that it is tied to one's perception of the extent of difficulty of the course of action or task in question, it can be conceived as an expression of one's selfefficacy. As such, perceived behavioral control is often used interchangeably with Bandura's concept of self-efficacy (Kjellman & Ehrsten, 2006). Past studies have predominantly revealed that amongst the three antecedents of EI, perceived behavioral control is the variable most susceptible to EE ...
The rich body of literature examining the entrepreneurship education-entrepreneurship intention relations tends to neglect the influence of contingent and other mediating factors on the relationship. This elusion creates an erroneous assumption that entrepreneurship intentions are insulated from external influences and the entrepreneurship education-intentions relationship is an automatic, directly linear interaction. Contesting this premise, this research explores the influence of exposure to entrepreneurship education (EE), mediated by precursors (such as attitude, subjective norms and perceived behavioral control) to entrepreneurial intentions on the actual entrepreneurship intentions (EI) of vocational education students at a particular institution in Zimbabwe. Drawing on a cross-sectional research design and 154 randomly selected students, the study examines the extent to which they intended to engage in entrepreneurship careers in the near future. A non-parametric technique, the Spearman correlation test, and regression analysis were employed to test the relationships between EE on the direct determinants of EI, between the immediate determinants of EI and actual EI and to test a number of predictive effects. The results demonstrate that EE had a positive correlation with the direct determinants of EI. In addition, EE predicted all the immediate determinants of EI, except for subjective norms. Lastly, there was no evidence to support a direct predictive effect of EE on EI, controlling for other psychological factors. To a large extent, the results validated the Theory of Planned Behavior as a guiding tool for estimating any premeditated entrepreneurial behavior. Thus, the Theory remains an invaluable theoretical lens for academics, educators and policymakers’ evaluation of effective ways of enhancing the grooming of potential entrepreneurs.
... Many others demonstrate the influence of opportunity, perception, risk-propensity and motivation, in terms of opportunity or necessity on the entrepreneur's expectation for the future ( Kirzner, 1979;Shane and Venkataraman, 2000). However, according to Kjellman and Ehrsten (2005), the environment or life space is one of the substantial factors that have an effect on entrepreneurial behaviour. They claim that the impact of social context should strongly be included to the understanding of the entrepreneurial decisions and actions. ...
Young people have intentions for their vocation. Some have an entrepreneurial intention to start or run an enterprise, whereas others do not have any intention to be an entrepreneur. Young persons' vocational intentions depend on their society and socio-demographic background such as gender, education, occupation, notably unemployment and income. Here we focus on vocational intentions among youth in the MENA countries. We address these questions: 1) What are the effects upon intentions of youth in MENA countries from their socio-demographic background attributes? 2) How are effects differing among the MENA countries? The questions are answered with data on youth surveyed from 2006 to 2013 in Global Entrepreneurship Monitor (GEM). In this study, the youth are the people from 18 years of age 34; they are all asked about their vocational intention, gender, education, occupation, income. Our analyses account for intentions as follows. In MENA countries, young people's intention to be entrepreneurs is increased by the socio-demographic factors, namely gender, education, occupation and income. Differences between the 14 MENA countries have been found, and the determinants that affect entrepreneurial intention among youth are not constantly the same in all MENA countries.
... Many others demonstrate the influence of opportunity-perception, riskpropensity and motivation in terms of opportunity or necessity on the entrepreneur's expectation for the future (Kirzner, 1979;Shane and Venkataraman, 2000). However, according to Kjellman and Ehrsten (2005), environment or life space is one of the substantial factors that have an effect on ...
Young persons have intentions for their vocation. Some have an entrepreneurial intention to start or run an enterprise, whereas others do not have any intention to be an entrepreneur. Young persons' vocational intentions depend on their society and socio-demographic background such as gender, education, occupation, notably unemployment and income. Here we focus on vocational intentions among youth in the MENA countries. We address these questions:-What are the effects upon intentions of youth in MENA countries from their socio-demographic background attributes?-How are effects differing among the MENA countries? The questions are answered with data on youth surveyed from 2006 to 2013 in Global Entrepreneurship Monitor, GEM. In this study, the youth is the persons from age 18 years to age 34; they are all asked about their vocational intention, gender, education, occupation, income. Our analyses account for intentions as follows. In MENA countries, young persons' intention to be entrepreneurs is increased by the socio-demographic factors, namely gender, education, occupation and income. Differences between the 14 MENA countries have been found, the determinants that affect entrepreneurial intention among youth are not constantly the same in all MENA countries.
... Vygotsky's ZPD[2] ("zone of proximal development") construct is especially interesting for educators (Wells, 1999), since it is easy to link to and compare with Lewin's "life space" construct. Kjellman and Ehrsten (2005) note that in the industrial era education has focused on two types of knowledge: technical and theoretical knowledge and practical (vocational) skills. Coincidentally, these types of knowledge are those easiest to articulate, transfer and evaluate. ...
... For example, if a small firm manager has a positive international experience from his past or future ambitions for the firm involving international activities, then the chosen degree of IO may be positively affected. Kjellman and Ehrsten (2005) have expanded Lewin's psychological life space (see Figure 4) by adding two peripheral fields, i.e. the environmental and cultural aspects. The centre of our model still contains what Lewin called the temporal dimension of the individual life space. ...
Purpose
– The purpose of this paper is to present a model concerning family business participation. The model can both be used to explain why somebody chooses to become a family business member and how family entrepreneurs act inside their firms. In this paper the author will present a holistic, socio-cultural and constructivist model concerning entrepreneurship behaviour.
Design/methodology/approach
– The model is based on field theory or the perceptions of human behaviour presented by Kurt Lewin. However, the model is expanded to include modern system theories and family business aspects. The author sees family business participation as an emerging behaviour in a complex social system. The central concept or construct, to help the author understand this emerging behaviour, is the psychological life space of the individual. It is not only family that affects the life space. This life space is affected by the current life situation, the past activities as well as the potential aspirations or “dreams” about the future.
Findings
– A holistic, socio-cultural and constructivistic model is developed. It starts from the notion of a “psychological life space” construct, suggested by Kurt Lewin. The author has developed the concepts further, thereby expanding the area concerning entrepreneurship and modern theories of human behaviour by adding environment and culture to the model. The temporal dimension can be divided into three parts: i.e. the past (experience), the present (real-time) and the future (aspirations). All actions and changes happen in the present, although they are affected by the past and the aspirations for the future. These three parts will continually affect the individual's decision making. In other words the life space is never static, but constantly changing over time Thus, an individual's choice to enter, expand or exit a family business can be explained by the complex relationship between realistic and unrealistic views of the past, present and the future.
Research limitations/implications
– It is only a model. However, it can cast new light on the understanding of how family businesses work and could transfer knowledge to the next generation of the family business.
Practical implications
– A better understanding of the development of the complex behavioural patterns and factors behind entrepreneurial family formation is given. This enables the author to design methods to explore and analyse individual life spaces. If the author would have such methods, the author might be able to see how and why individuals’ behaviour becomes family entrepreneurially oriented, thereby giving use effective ways and new instruments to support growth and stability in our society.
Originality/value
– The field theory, or as it has also been named, topological psychology, has been more or less forgotten for a long time, or overshadowed by other theories of human behaviour. However, according to Martin Gold (1999), Lewin has in recent years again become one of the most frequently quoted social researchers. The paper contributes in this process by applying it to a family business context.
... In his field theory, Kurt Lewin considered a human behaviour as a function of the person (personal attributes) and the environment (the life space which is the closest areas that affect the individual's behaviour) (Lewin, 1976). However, Kjellman and Ehrsten (2005) argue that the life space is one factor that affects entrepreneurial behaviour, the impact of culture should strongly be included to the understanding of the entrepreneurial decisions and actions. ...
An entrepreneur usually has an expectation for the firm, expecting expansion, stability or contraction. Expectation is influenced by the entrepreneur's attributes, but expectation is also embedded in the micro-environment of networking and the macro-environment of culture. Traditional culture and secular-rational culture differ in roles for women, which influence women entrepreneurs' networking and expectations. The design compares cultures, with data from three traditional societies, Algeria, Morocco and Tunisia and two secular-rational societies, France and Belgium, surveyed in the Global Entrepreneurship Monitor, randomly sampling 39,336 women, including 2,306 entrepreneurs. Analyses show that women entrepreneurs have growth-expectations based on their background and increased by their competence and opportunity-motive, which also promote business networks around their firms. Formation of expectations is embedded in the networks in the way that networking increases expectations. Formation of expectations is embedded in culture in the way that, surprisingly, expectations are higher in traditional culture than in secular-rational culture.
