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Autor
Slettli Victoria Konovalenko (Inland Norway University of Applied Sciences, Norway)
Tytuł
Developing Entrepreneurial Mindset for Transformational Entrepreneurship : the Case of Nordic Transformative Learning Circles
Źródło
Journal of Entrepreneurship, Management and Innovation (JEMI), 2019, vol. 15, nr 4, s. 77-106, tab., rys., bibliogr. s. 102-105
Tytuł własny numeru
Evolving Enterprise Competences as a Consequence of Response to Changes in the Environment
Słowa kluczowe
Przedsiębiorczość, Uczenie się, Proces uczenia się, Rozwój przedsiębiorczości
Entrepreneurship, Studying, Learning process, Entrepreneurship development
Uwagi
Klasyfikacja JEL: D83, L26, O15
streszcz., summ.
Abstrakt
Rozwój myślenia przedsiębiorczego był ostatnio przedmiotem obrad polityków UE i jest przedmiotem troski nauczycieli. Tradycyjne podejście do edukacji przedsiębiorczej nie uwzględnia dwuznaczności procesu przedsiębiorczości. Niniejszy artykuł ma na celu zbadanie procesów uczenia się, które przyczyniają się do rozwoju ducha przedsiębiorczości w zakresie przedsiębiorczości transformacyjnej. Przedsiębiorczość transformacyjna odnosi się do zdolności i zamierzonego działania na rzecz zmiany w życiu przedsiębiorcy i organizacji, która przyczynia się do zmian społecznych i charakteryzuje się pojawieniem się nowego jakościowego wymiaru możliwości. Aby promować przedsiębiorczość transformacyjną, Nordic Network for Adult Learning opracował szczególny model uczenia się dorosłych, znany jako Transformative Learning Circles (TLC), przy wsparciu Nordyckiej Rady Ministrów. Artykuł opiera się na badaniu pilotażowego wdrożenia modelu TLC w kontekście krajów skandynawskich. Odkrycia ujawniają, że procesy uczenia się promujące ducha przedsiębiorczości dla transformacyjnej przedsiębiorczości zachodzą w trzech konkretnych fazach: 1) kształtowanie praktyki; 2) wzmocnienie ramy odniesienia; oraz 3) reinterpretacja praktyki. Badanie poszerza obecną wiedzę na temat uczenia się przedsiębiorczości na dwa sposoby. Po pierwsze, łączy kluczowe czynniki wpływające na uczenie się przedsiębiorczości z konkretnymi procesami uczenia się, ułatwiającymi rozwój ducha przedsiębiorczości dla transformacyjnej przedsiębiorczości. Po drugie, ilustruje, w jaki sposób te kluczowe czynniki mogą być wykorzystane razem w jednym modelu uczenia się wzmacniającym efekt uczenia się i transformujący. (abstrakt oryginalny)

Developing entrepreneurial thinking and mindset has recently been on the agenda of the EU policy makers and is a matter of educators' concern. Traditional approaches to entrepreneurial education fail to address the ambiguities of the entrepreneurial process. This paper sets out to explore the learning processes that contribute to developing an entrepreneurial mindset for transformational entrepreneurship. Transformational entrepreneurship refers to a capability and an intended action towards creating change in the life of an entrepreneur and organization which contributes to societal changes and is characterized by the emergence of a new qualitative dimension of possibilities (Staffas, 2017). In order to promote transformational entrepreneurship, a particualar adult learning model known as Transformative Learning Circles was elaborated by Nordic Network for Adult Learning with the support of Nordic Council of Ministers. This article is based on the study of the pilot implementation of the TLC model in the context of Nordic countries. The findings reveal that learning processes promoting entrepreneurial mindsets for transformational entrepreneurship occur in three particular phases: 1) framing the praxis; 2) amplifying the frame of reference; and 3) reinterpreting the praxis. The study extends current knowledge about entrepreneurial learning in two ways. First, it links the key factors influencing entrepreneurial learning to concrete learning processes facilitating the development of an entrepreneurial mindset for transformative entrepreneurship. Second, it illustrates how these key factors may be utilized together in one learning model reinforcing the learning and transformative effect. (original abstract)
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Bibliografia
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Cytowane przez
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ISSN
2299-7075
Język
eng
URI / DOI
https://doi.org/10.7341/20191543
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