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PurposeThe purpose of the paper is to explore knowledge accumulation in research on pedagogy in entrepreneurship education, with particular attention to how core journal outlets, core topics and core scholarly works have developed over time.Design/methodology/approachThe authors combine a systematic literature review technique and bibliometric analysis to depict the development of this stream of research in the period 1995–2018.FindingsFindings from the analyses suggests that research addressing pedagogy in entrepreneurship education has developed into a coherent research theme over the past decade, with a noticeable cognitive structure in core research topics and core works, as well as a number of core journal outlets for debates and dissemination of findings.Research limitations/implicationsThe study is anchored in a bibliometric research tradition and influenced by the strengths and weaknesses of this approach.Originality/valueThe paper provided contributes to the understanding of knowledge accumulation in research addressing pedagogy in entrepreneurial education.

International audience; This article is presenting an overview of the literature devoted to entrepreneurial learning and, more specifically, those research bringing environmental elements into the study of the entrepreneurial learning process. Then, it shows how each of the four Special Issue selected research papers contribute to enhancing our knowledge of the complexity of the learning process vis-à-vis entrepreneurial processes placed in context. By doing this, it makes an attempt to explain the specific context behind each contribution as well as presenting the wider context. Finally, the article is suggesting a set of key challenges and research pathways that might be explored in the future.

Purpose The purpose of this paper is to develop a conceptual model that explains how learning processes at the team level connect with individual and organizational levels of learning in technology-based ventures, thereby influencing the evolution of innovation capabilities in the entrepreneurial process. Design/methodology/approach The 4I organizational learning framework is used as an overarching theoretical structure to acknowledge entrepreneurial learning as a dynamic process that operate on multiple levels in technology-based ventures. Embedded in this logic, research on team learning is integrated into this theorizing to examine how learning processes at the team level bridge and connect with learning processes operating at individual and organizational levels. Findings The conceptual model identifies different sets of team learning processes critical for the routinization and evolution of innovation capabilities in technology-based ventures. In this respect, the conceptual model advances the scholarly understanding of entrepreneurial learning as a dynamic process operating across multiple levels in technology-based ventures. Originality/value By conceptualizing how individual streams of experiences over time become institutionalized via interaction, conversation and dialogue, the paper provides novel insights into the critical role of team learning for bridging individual and organizational levels of learning in the entrepreneurial learning process.

Purpose – Despite a growing interest in both women and university academic entrepreneurship, there are very few studies addressing women's academic entrepreneurship. The authors address this gap by focusing on university incubators for women's academic entrepreneurship. The purpose of this paper is to examine and analyze the significance of university incubators for the promotion and development of women's academic business start‐ups.Design/methodology/approach – The authors use a unique Swedish database for multivariate statistical tests on the performance of groups of women‐ and men‐led ventures, as well as on groups of women incubatees. The database includes data for over 1,400 ventures, out of which 210 ventures are by women entrepreneurs.Findings – About 15 percent of the ventures in the incubators are started and managed by women entrepreneurs. Several significant differences were found between the groups, but the overall conclusion is that the Swedish incubators in this study do not show any eviden...

PurposeThis paper seeks to develop an integrated framework to examine how entrepreneurs' work experience is associated with the generation of new business ideas. The framework combines human capital theory with theory and research on entrepreneurial learning.Design/methodology/approachA statistical analysis on a sample of 291 Swedish entrepreneurs is conducted.FindingsThe paper finds that a learning mind‐set that favors exploration is the strongest predictor of the generation of new business ideas. It also finds that breadth in functional work experience seems to favor the generation of new business ideas while deep industry work experience is negatively related to new business idea generation. In addition, the paper finds indications that a learning mind‐set that favors exploration is required to more fully benefit from investments in human capital.Research limitations/implicationsThe study's findings add to knowledge of how investments in human capital via work experience, and the employment of a learning mindset that favors exploration, influence performance outcomes in the early stages of the entrepreneurial process.Practical implicationsThe study's findings suggest that entrepreneurs should develop and nurture a learning mind‐set that favors exploration as this will increase their ability to generate more new business ideas. Moreover, movements across different functional work areas appear to have great potential as sources of ideas for new products and markets.Originality/valuePrior empirical studies have not taken individual learning preferences among entrepreneurs into account. Nor have they explicitly tested the effect of depth versus breadth in work experience. The paper thus provides novel insights with respect to how these factors interact in the process of generating new business ideas.

This study responds to the call in recent research for comparative studies examining whether student entrepreneurs are different to other kinds of entrepreneurs. Based on institutional theory, the specific question we ask in this study is whether student entrepreneurs who start up their firms in close relation to the university have a different resource logic compared to entrepreneurs who start their firms outside the university context. We define resource logic as the individual’s set of ideas for how to secure and use resources, and we link this concept to theories of effectual reasoning and bootstrapping to develop our argument. Moreover, we identify two different viewpoints about the effects of the university milieu on the resource logic of student entrepreneurs and we develop hypotheses to test the different viewpoints. The findings give overall support for the view that student entrepreneurs have developed a resource logic that favours both effectual reasoning and the use of bootstrapping methods.

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.

In this study, we test the knowledge corridor theory as an explanation of university professors' involvement in the early stages of research commercialisation. A statistical analysis was made of a sample of full professors from the engineering, natural sciences and medical faculties at a large public university in Sweden. The analysis shows that not only entrepreneurial experience but also private sector work experience significantly influence the ability to identify and develop business ideas based on research. Moreover, the analysis shows that research-based business idea generation increases faster for professors with private sector work experience who as well have more time for research in their positions.