مقاله انگلیسی رایگان در مورد جهت گیری های یادگیری و پویایی یادگیری – الزویر ۲۰۱۹

elsevier

 

مشخصات مقاله
ترجمه عنوان مقاله جهت گیری های یادگیری و پویایی یادگیری: درک رویکردهای ناهمگون و موفقیت نسبی در کارآفرینی نوظهور
عنوان انگلیسی مقاله Learning orientations and learning dynamics: Understanding heterogeneous approaches and comparative success in nascent entrepreneurship
انتشار مقاله سال ۲۰۱۹
تعداد صفحات مقاله انگلیسی ۱۴ صفحه
هزینه دانلود مقاله انگلیسی رایگان میباشد.
پایگاه داده نشریه الزویر
نوع نگارش مقاله
مقاله پژوهشی (Research Article)
مقاله بیس این مقاله بیس میباشد
نمایه (index) Scopus – Master Journal List – JCR
نوع مقاله ISI
فرمت مقاله انگلیسی  PDF
ایمپکت فاکتور(IF)
۲٫۶۶۹ در سال ۲۰۱۷
شاخص H_index ۱۴۴ در سال ۲۰۱۹
شاخص SJR ۱٫۲۶ در سال ۲۰۱۷
شناسه ISSN ۰۱۴۸-۲۹۶۳
شاخص Quartile (چارک) Q1 در سال ۲۰۱۷
رشته های مرتبط مدیریت
گرایش های مرتبط کارآفرینی، مدیریت استراتژیک، مدیریت دانش و مدیریت اجرایی
نوع ارائه مقاله
ژورنال
مجله  مجله تحقیقات کسب و کار – Journal of Business Research
دانشگاه  McMaster University, Hamilton, Ontario L9H6S9, Canada
کلمات کلیدی جهت گیری های یادگیری، تئوری یادگیری تجربی، شبکه های اجتماعی، تأمین سرمایه گذاری جدید، مطالعه پانل دوم پویایی کارآفرینی
کلمات کلیدی انگلیسی Learning orientations، Experiential learning theory، Social networks، New venture financing، Second panel study of entrepreneurial dynamics
شناسه دیجیتال – doi
https://doi.org/10.1016/j.jbusres.2018.09.014
کد محصول  E10857
وضعیت ترجمه مقاله  ترجمه آماده این مقاله موجود نمیباشد. میتوانید از طریق دکمه پایین سفارش دهید.
دانلود رایگان مقاله دانلود رایگان مقاله انگلیسی
سفارش ترجمه این مقاله سفارش ترجمه این مقاله

 

فهرست مطالب مقاله:
Abstract

۱- Introduction

۲- Theoretical background and hypotheses

۳- Data and methods

۴- Results

۵- Discussion

۶- Limitations

۷- Conclusion

References

بخشی از متن مقاله:

Abstract

Entrepreneurship is a learning process, yet the paths that entrepreneurs take to achieve success and the resources they assemble differ widely. To better understand when and for whom specific learning styles and new venture organizing activities are beneficial, this study develops a theoretical framework based on entrepreneurs’ learning orientations. We compare the founding trajectories of concrete experience and abstract conceptualization learner/entrepreneurs, as defined in experiential learning theory (ELT). The study tests the predictions with multinomial logit models. The results, using longitudinal data from the Panel Study of Entrepreneurial Dynamics, show that entrepreneurs who learn through sensory information and action benefit most from informal sources of capital and from their social networks, while those who learn by analyzing and systematically planning benefit most from formal sources of capital and from following their developed plans. The different trajectories that emerged in terms of capital formation and social network involvement should be of considerable interest to those attempting to either teach or promote entrepreneurship, as students and entrepreneurs undoubtedly have different learning requirements as well as pedagogical needs.

Introduction

Entrepreneurs muster unique combinations of resources with the goal of creating something new – organizations, products and/or services. Only when converting their ideas into reality can entrepreneurs bring about a future state. Such realization involves judgments (Newbery, Lean, Moizer, & Haddoud, 2018), capital investments (O’Brien & Sasson, 2017), actions (Stroe, Parida, & Wincent, 2018), social networks (Shu, Ren, & Zheng, 2018) and learning experiences (Boso, Adeleye, Donbesuur, & Gyensare, 2018). Entrepreneurs can differ in degrees of sophistication, and organizing patterns may differ widely. Yet much of entrepreneurship research still treats the entrepreneur as a homogenous entity, or is anchored in computational exercises that examine decision-making, as though there were an ideal entrepreneurial path (Felin, Kauffman, Koppl, & Longo, 2014). The shortage of studies that examine heterogeneity within the process of entrepreneurship may lead to naïve generalizations (Delmar & Shane, 2003; Greene & Hopp, 2017; Honig & Samuelsson, 2015). The present article’s primary contribution is to develop and test a theoretical model of learning orientation that explains when, and for whom, specific learning styles and organizing activities can lead to new venture creation. Learning orientations are an important and largely unexamined aspect of nascent entrepreneurial emergence. Recognizing different learning orientations is important to understanding entrepreneurial emergence, particularly because both individuals and firms continuously attempt to learn. By focusing on learning theory, the present study addresses individual preferences and individual differences in learning orientations to observe how and why heterogeneity emerges in entrepreneurs’ business-founding trajectories. For example, some individuals prefer to learn through planning and engaging in explicit knowledge and conceptual development. This highly rational style of learning may facilitate legitimacy, inviting formal financial investment with all its related expectations, measures, and performance. In contrast, other business founders prefer to learn through trial and error, by experiencing the results of their experiments and incorporating experientially learned outcomes in their subsequent behavior.

ارسال دیدگاه

نشانی ایمیل شما منتشر نخواهد شد. بخش‌های موردنیاز علامت‌گذاری شده‌اند *