The Role of Peripherality in Students' Entrepreneurial Learning

Autor/inn/en	Kubberød, Elin; Pettersen, Inger Beate
Titel	The Role of Peripherality in Students' Entrepreneurial Learning
Quelle	In: Education & Training, 60 (2018) 1, S.2-15 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0912
DOI	10.1108/ET-06-2016-0106
Schlagwörter	Entrepreneurship; Foreign Countries; Graduate Students; Masters Programs; Focus Groups; Qualitative Research; Educational Background; Communities of Practice; Internship Programs; Business; Emotional Response; Outcomes of Education; Interviews; Norway; Texas (Houston) + Suchen Sie Ihr Suchwort? Unternehmungsgeist; Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Qualitative Forschung; Vorbildung; Community; Berufspraktische Ausbildung; Business studies; Wirtschaft; Betriebswirtschaft; Emotionales Verhalten; Lernleistung; Schulerfolg; Interviewing; Interviewtechnik; Norwegen
Abstract	Purpose: The purpose of this paper is to expand on the entrepreneurial learning literature and situated learning theory to explore how students with different educational backgrounds learn to recognise opportunities at the periphery of an entrepreneurial practice. The authors theoretically outline factors that may influence students' entrepreneurial learning, including co-participation and roles at the periphery, power relations in communities of practice (CoP), and emotional exposure. The authors make use of the concept legitimate peripheral participation and Politis' entrepreneurial learning framework to explore empirically students' entrepreneurial learning transformations and entrepreneurial learning outcomes. Design/methodology/approach: The authors adopted a qualitative approach in research, used the focus group methodology and the critical incident technique in interviewing. The research investigated two groups of Norwegian master students that differed in educational background aiming to explore their experience with entrepreneurial learning in a three months long internship in American start-ups representing emerging CoPs. Findings: The research identified important factors influencing students' entry transitions into an entrepreneurial practice, highlighting the complexity in peripheral participation. By acknowledging and exploring the social dimensions in students' learning, the authors demonstrate and exemplify how these influence students' entrepreneurial learning trajectories, learning outcomes and ultimately their influence in students' contributions to the practice community. Originality/value: The research integrates the existing entrepreneurial learning literature and situated learning theory to identify various factors influencing entrepreneurial learning, contributing with novel insights about the role of peripherality in students' entrepreneurial learning in situated practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01