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论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2010-12-13编辑:anterran点击率:17567
论文字数:14235论文编号:org201012131303089100语种:英语 English地区:英国价格:免费论文
关键词:entrepreneurial learningEntrepreneurshiplearningdiscoursesocial con-struction, life story
Entrepreneurship, learning, discourse, social con-struction, life story
INTRODUCTION
The question of `how people become entrepre-neurs' is long standing and unresolved. This articleexplores the role of learning in entrepreneurial
# 2001 Henry Stewart Publications, ISSN 1462±6004, 150±158Journal of Small Business and Enterprise Development, Volume 8, Number 2development and seeks to generate new insightsthrough the use of life story research. By studyingthe processes through which practising entrepre-
neurs have developed their attitudes, behavioursand ways of working, we argue that it is possibleto understand better the ways in which individualslearn to act entrepreneurially. The subjectiveexperience of entrepreneurs, as recounted in theirown words through their life stories, has a funda-mental role in enabling us to explore their learning
processes. Through this medium, the discursiveframing (Watson and Harris, 1999) of entrepreneur-ial thinking and acting becomes apparent. Thisresearch has the potential to make important con-tributions to understanding the entrepreneurial
process, to theory and to the design of learningexperiences.Previous research has aimed to de®ne entrepre-neurial personality (Timmons et al., 1985) and toanalyse entrepreneurial career development and
the signi®cance of factors such as self-ecacy(Bird, 1988). There has also been extensiveresearch into entrepreneurship education (Garavan
and O'Cinneide, 1994; Gibb, 1993), while study ofcognitive approaches to entrepreneurial learninghas suggested the signi®cance of expert knowledgeand use of memory (Young and Sexton, 1997).None of these approaches, however, has yet pro-vided an understanding of the nature of entrepre-neurial learning which is capable of both
theoretical and practical application. One reasonmay be the entitative preoccupation in much ofthe existing literature, already criticisedelsewhere(Gray,1998; Steyaert and Bouwen,1997), in whichemphasis is placed on non-personal factors. Thisconcern with the signi®cance of speci®c factors,however, has so far impeded a fuller understand-ing of the nature of entrepreneurial experience; the
entrepreneur's own story is rarely heard, and thereis a need `to enable voices to be heard that areusually silent' (Plummer, 1983).There is an acknowledged need for work of an interpretative and processual nature to exploreentrepreneurial development (Deakins, 1996).Little work of this nature has so far been pub-lished, and the adoption in the entrepreneurship®eld of interpretative methods such asdiscourseanalysis, which are accepted in social scienceresearch and which may yield new perspectives,has been slow (Potter and Weatherall, 1987),
although discussions with other researchers indi-cate a growing use of these approaches in as yetunpublished research.This research suggests that there is a close rela-tionship between learning and entrepreneurial
achievement, but that the associated learning pro-cesses are not yet understood. Public policy withinthe UK and Europe aims to stimulate entrepre-neurship through education (Gavron et al., 1998;
DTI, 1998). This assumes that educational estab-lishments such as universities can facilitate thedevelopment of entrepreneurial capabilities,although the OECD Jobs Strategy observed that:
`Many of the behaviours associated with entre-preneurship can be taught. Others may bedicult to emulate. The key 本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。