https://numerons.files.wordpress.com/2012/04/1culture-and-entrepreneurial-potential.pdf

Culture and entrepreneurial potential: A nine country study of locus of control and innovativeness

The purpose of this article is to explore different themes within entrepreneurship education via the use of a systematic literature review (SLR) Systematic literature reviews are recognized method

Entrepreneurship education: a systematic review of the evidence

Public policy spanning a broad range of contexts, ranging from the European Union, to states, cities and local communities around the globe, has turned to entrepreneurship to provide the engine for economic growth, competitiveness in globally linked markets, and jobs. This book explains why entrepreneurship has emerged as a bona fide instrument of growth policy. The knowledge spillover theory of entrepreneurship suggests that entrepreneurship provides a crucial mechanism in the process of economic growth by serving as a conduit for knowledge spillovers. Investments in new knowledge and ideas may not automatically spill over and result in commercialization, as has typically been assumed in models of economic growth. Rather, the existence of what is introduced as the knowledge filter impedes the spillover and commercialization of investments in new ideas and knowledge. By penetrating the knowledge filter and facilitating the spillover of knowledge that might otherwise not be commercialized, entrepreneurship provides the missing link to economic growth. This new focus of entrepreneurship as a conduit transmitting the spillover of knowledge generates a series of theoretical propositions, involving not just the impact of entrepreneurship on economic performance and growth, but also the very nature of entrepreneurship. The theoretical propositions range from positing that entrepreneurial opportunities are not exogenously given but rather endogenously and systematically created by investments in new knowledge and ideas, to the importance of geographic proximity between entrepreneurial activity and knowledge sources, the impact of location on entrepreneurial performance, and the new roles for board, managers and modes of finance in entrepreneurial firms accessing and absorbing knowledge spillovers. These propositions are subjected to systematic econometric scrutiny and verification using both aggregate data to analyze the links between entrepreneurship and growth, as well as firm-level data to analyze the impact of knowledge spillover on entrepreneurial location, performance, boards, managers and mode of finance. The resulting empirical evidence supports the knowledge spillover of entrepreneurship not only by linking entrepreneurship to economic growth and performance, but also by identifying how the organization and strategy of entrepreneurial firms are influenced by the need to access, absorb and commercialize external knowledge spillovers. The book concludes that the new millennium may not be so much about the process of Joseph Schumpeter's creative destruction, where entrepreneurial startups displace and ultimately drive incumbent company's out of business, but rather characterized by creative construction. Globalization and its concomitant outsourcing and offshoring is the source of the "destruction", especially in terms of lower skilled jobs. By contrast, in the 21st century global economy, entrepreneurship is constructive by commercializing investments in knowledge and ideas that might never have been commercialized but ultimately result in growth, global competitiveness and employment. Thus, the emergence of entrepreneurship policy can be interpreted as the attempt to generate entrepreneurial based economic growth by creating an entrepreneurial economy.

Entrepreneurship and Economic Growth

The present article seeks to advance the theoretical knowledge of entrepreneurial learning by reviewing and synthesizing available research into a conceptual framework that explains the process of entrepreneurial learning as an experiential process. The framework identifies three main components in the process of entrepreneurial learning: entrepreneurs' career experience, the transformation process, and entrepreneurial knowledge in terms of effectiveness in recognizing and acting on entrepreneurial opportunities and coping with the liabilities of newness. Based on the arguments in the article, five major propositions were developed to refine our understanding of entrepreneurial learning. Finally, theoretical and practical implications were discussed.

The Process of Entrepreneurial Learning: A Conceptual Framework

The concept of 'employability' plays a crucial role in informing labour market policy in the UK, the EU and beyond. This paper analyses current and previous applications of the term and discusses its value as an exploratory concept and a framework for policy analysis. It then traces the development of the concept, discusses its role in current labour market and training strategies (with particular reference to the UK) and seeks to identify an approach to defining employability that can better inform labour market policy, by transcending explanations of employment and unemployment that focus solely on either supply-side or demand-side factors. Although the literature offers a range of definitions of 'employability', many policy-makers have recently used the term as shorthand for 'the individual's employability skills and attributes'. It is argued that this 'narrow' usage can lead to a 'hollowing out' of the concept of employability. The paper concludes by presenting a broad framework for analysing employability built around individual factors, personal circumstances and external factors, which acknowledges the importance of both supply- and demand-side factors.

/pdf/the-concept-of-employability-2xpc822nfd.pdf

The Concept of Employability

The paper argues for a new approach to the study of entrepreneurship and a new paradigm as a basis for entrepreneurship education. It also argues that such an approach is unlikely to come from university business schools. It needs an organisational revolution which, however, can be managed within a university as a whole. The paper is divided into two parts. The first explores the political imperative in Europe for development of the 'enterprise culture' and attributes this mainly to pressures for greater international competitiveness. The educational response is then examined and, with the help of a number of recent surveys, some of the key issues pertaining to the development of entrepreneurship education in higher education institutions in the UK and Europe are reviewed. The second part attempts to address the imperative at a more conceptual level. The pursuit of entrepreneurial behaviour is seen as a function of the degree of uncertainty and complexity in the task and broader environment and/or the desire of an individual, in pursuit of an opportunity or problem solution, to create it. It is argued that the key trigger for the growing interest in entrepreneurship is globalization. The way in which this has impacted on the role of the state, the organization of business activity and public services and on individuals to create greater uncertainty and complexity in the environment is explored. This leads to a conclusion that a wide range of stakeholders are being confronted with the need for entrepreneurial behaviour, for example, priests, doctors, teachers, policemen, pensioners and community workers and, indeed, potentially everyone in the community. Entrepreneurship is therefore not solely the prerogative of business. It follows that the traditional focus of entrepreneurship education on business, and new venture management in particular, provides an inadequate basis for response to societal needs. Moreover, the pervasive ideology of the 'heroic' entrepreneur can be seen as a dysfunctional when viewed against the needs of a wider community. The wider notion of 'enterprise' is therefore introduced as a means of moving away from the hitherto narrow paradigm. How this relates to the development of the individual and the design of enterprising organizations is explored. The paper explores the challenge of this broader context by reference to a number of issues central to the globalization debate including: culture, market liberalization, forms of governance and democracy. It then links these with the ontological and epistemological challenge to education. It concludes with discussion as to how this relates to the traditional concept of a university and argues that universities as a whole are in a much better position to respond to the challenge than are business schools.

https://papers.ssrn.com/sol3/Delivery.cfm/ijmr086.pdf?abstractid=347145&mirid=1

In Pursuit of a New 'Enterprise' and 'Entrepreneurship' Paradigm for Learning: Creative Destruction, New Values, New Ways of Doing Things and New Combinations of Knowledge

PROFESSOR ALLAN GIBB IS CHAIRMAN OF the Small Business Centre at Durham University Business School, England. This paper begins with a review of the present concerns to link training with competitiveness in the United Kingdom and Europe. It notes that many of the issues raised in this respect are over 20 years old. It suggests therefore a new way to approach the problems, namely by considering the learning needs that will reduce the transaction costs of the small firm operating its stakeholder environment. After defining the concept of learning it makes the distinction between contextual learning (via experience) and the associated tacit (subjective) knowledge that is gained by this, and objective and abstract knowledge frequently purveyed by teachers. It then explores the issue of the SME as a 'learning company' and argues that the key to its learning is via the transactional and other relationship that it has with its immediate network environment. The concept of learning circles and learning partnership...

Small Firms' Training and Competitiveness. Building Upon the Small business as a Learning Organisation

The paper argues for a new approach to the study of entrepreneurship and a new paradigm as a basis for entrepreneurship education. It also argues that such an approach is unlikely to come from university business schools. It needs an organisational revolution which, however, can be managed within a university as a whole. The paper is divided into two parts. The first explores the political imperative in Europe for development of the ‘enterprise culture’ and attributes this mainly to pressures for greater international competitiveness. The educational response is then examined and, with the help of a number of recent surveys, some of the key issues pertaining to the development of entrepreneurship education in higher education institutions in the UK and Europe are reviewed. The second part attempts to address the imperative at a more conceptual level. The pursuit of entrepreneurial behaviour is seen as a function of the degree of uncertainty and complexity in the task and broader environment and/or the desire of an individual, in pursuit of an opportunity or problem solution, to create it. It is argued that the key trigger for the growing interest in entrepreneurship is globalization. The way in which this has impacted on the role of the state, the organization of business activity and public services and on individuals to create greater uncertainty and complexity in the environment is explored. This leads to a conclusion that a wide range of stakeholders are being confronted with the need for entrepreneurial behaviour, for example, priests, doctors, teachers, policemen, pensioners and community workers and, indeed, potentially everyone in the community. Entrepreneurship is therefore not solely the prerogative of business.

It follows that the traditional focus of entrepreneurship education on business, and new venture management in particular, provides an inadequate basis for response to societal needs. Moreover, the pervasive ideology of the ‘heroic’ entrepreneur can be seen as a dysfunctional when viewed against the needs of a wider community. The wider notion of ‘enterprise’ is therefore introduced as a means of moving away from the hitherto narrow paradigm. How this relates to the development of the individual and the design of enterprising organizations is explored. The paper explores the challenge of this broader context by reference to a number of issues central to the globalization debate including: culture, market liberalization, forms of governance and democracy. It then links these with the ontological and epistemological challenge to education. It concludes with discussion as to how this relates to the traditional concept of a university and argues that universities as a whole are in a much better position to respond to the challenge than are business schools.

In pursuit of a new ‘enterprise’ and ‘entrepreneurship’ paradigm for learning: creative destruction, new values, new ways of doing things and new combinations of knowledge

PROFESSOR ALLAN A GIBB IS chairman of the Small Business Centre, Durham University Business School, England The overall objective of this paper is to produce a clearer understanding of the meanin

Enterprise culture and education

This article reviews the case for business schools becoming more seriously involved in teaching and research in the field of entrepreneurship and small business. It begins by reviewing some of the global pressures that underpin the need for management schools to devote more serious attention to these phenomena. It then argues the central case for a clear conceptual stance to be taken on the relationship between small business and entrepreneurship as a basis for core programme and pedagogical design. It finally reviews the key issues of change that will confront business schools wishing to move into this area under the three headings of: involvement with the community; teaching and research; and organization design.

Allan Gibb

Papers

In Pursuit of a New 'Enterprise' and 'Entrepreneurship' Paradigm for Learning: Creative Destruction, New Values, New Ways of Doing Things and New Combinations of Knowledge

Small Firms' Training and Competitiveness. Building Upon the Small business as a Learning Organisation

In pursuit of a new ‘enterprise’ and ‘entrepreneurship’ paradigm for learning: creative destruction, new values, new ways of doing things and new combinations of knowledge

Enterprise culture and education

Entrepreneurship and Small Business Management: Can We Afford to Neglect Them in the Twenty-first Century Business School?