How formal institutional antecedents affect Tunisian venture creation decision scripts

The aim of this paper is to reveal the impact of three Tunisian formal institutional systems on their venture creation decision through the study of entrepreneurial scripts of Tunisians nascent entrepreneur post-revolution phase. The method adopted in this study is the cognitive map. This research enriches entrepreneurial process literature by examining a finer-grained linkage between the degree of the development of Tunisian formal institutional systems and the level of expertise in the decision stage as an early process of venture creation. To do this, the cognitive approach is adopted by using the structural analysis method as a tool for structuring ideas and collective reflections. In the field of entrepreneurship, the mentioned approach has been the subject of few empirical studies. This leads to a better understanding of individual’s cognitive universe (actors, coaches, managers, entrepreneurs, etc.). It is important in the context of this study to identify and analyze the influence of formal institutional antecedents on the cognition of Tunisian nascent entrepreneurs and consequently on their decision. Experiments done on 120 born entrepreneurs incubating in the nurseries allowed to present, in the form of a collective map, the formal institutional antecedents that seem to affect their decisions to become entrepreneurs through their NVCD scripts.

Transformative learning in the entrepreneurship education process: the role of pedagogical nudging and reflection

PurposeThis paper introduces “pedagogical nudging” as a method, which can transform student dispositions and their perceived “fit” with the field of entrepreneurship. The authors investigate what characterises the identity change process experienced by students when exposed to pedagogical nudging.Design/methodology/approachUsing ethnography, the authors apply an experiential-explorative approach to collecting data. The authors collected 1,015 individual reflection logs from 145 students of which the authors sampled 290 for this paper combined with interviews, observational and documentary data.FindingsPedagogical nudging techniques help (1) expose and challenge the student habitus by planting footprints in the mind; (2) straddle the divide between student and nascent entrepreneur by enabling them to recognise and experiment with an entrepreneurial habitus and (3) figuratively learn to climb the entrepreneurial tree by embracing an entrepreneurial habitus. In the first step, the authors use the interventions as cognitive means of influencing (pedagogical nudging). In the second, students participate in an iterative meaning-making process through reflection. In the third, they internalise the “new” entrepreneurial habitus—or discard it.Research limitations/implicationsThe authors extend existing knowledge about the effect of particular kinds of pedagogies in entrepreneurship teaching, and how these can support enterprising behaviour. The authors demonstrate how an exploration of the inner self, identity and beliefs develops the capacity for students to re-shape future outcomes and create value.Practical implicationsBy using nudging pedagogies, educators can support students to develop new ways of acknowledging and coping with transformative learning.Originality/valueThe research documents how it is possible to 'nudge' our students towards more entrepreneurial behaviours.

Emergent perspectives toward the business plan among nascent entrepreneur start-up competition participants

Purpose The purpose of this paper is to examine how nascent entrepreneur perspectives towards the utility of the formal written business plan (BP) change before and after start-up competition (SUC) participation. Such focus is pertinent and timely given the enduringly contentious matter of BP creation for nascent entrepreneurs. Despite mounting criticisms, considerable resources continue to be expended on promoting the BP within educative and start-up support provision; the globally ubiquitous SUC phenomenon provides a prominent example of such promotion. Design/methodology/approach In-depth open-ended interviews were undertaken with nascent entrepreneurs at the start, end and six months after participation in a UK university-based SUC. An inductive thematic content analytical approach was taken to identify patterns across participant accounts at each wave of data collection. Findings Upon entering the competition, the nascent entrepreneurs held highly positive views towards the BP, believing that it provided legitimacy and served as a means of sense-making. Immediately after the competition, views were more ambivalent, with the BP viewed as secondary to action but remaining an external expectation. Six months after the competition, the BP was viewed as underutilised and internally irrelevant; an unnecessary feature of an action-led approach and only useful when needed by external parties. Originality/value Contributing to the limited body of SUC research, the enduring centrality of formal BP production within competition provision is challenged given its limited relevance to the nascent entrepreneur beyond the competition context. Emphasis on BPning within a competition need not automatically require BP creation; this has implications for business competition organisers.

Passing on the good vibes: Entrepreneurs’ social support

This study investigates whether the emotional support individuals have available from their social network influences the likelihood that they in turn provide instrumental support to entrepreneurs they know: if they pass on the good vibes. Hypotheses are tested on a Danish data set consisting of individuals who know a nascent entrepreneur ( N = 392). The article demonstrates how emotional support made available to individuals from their social network impacts the likelihood of them providing entrepreneurs with instrumental support. Furthermore, findings show how the relation between available emotional support and the provision of instrumental support depends on culturally defined norms associated with various role-relationships and gender. The study contributes to existing theory by changing the perspective from focusing only on differences in characteristics between entrepreneurs to how the individuals in entrepreneurs’ social networks differ in characteristics and how this affects their social support to entrepreneurs. Furthermore, a significant contribution is the demonstration of how the provision of social support to entrepreneurs is contingent on different role-relationships.

Open data hackathons: an innovative strategy to enhance entrepreneurial intention

Purpose In terms of entrepreneurship, open data benefits include economic growth, innovation, empowerment and new or improved products and services. Hackathons encourage the development of new applications using open data and the creation of startups based on these applications. Researchers focus on factors that affect nascent entrepreneurs’ decision to create a startup but researches in the field of open data hackathons have not been fully investigated yet. This paper aims to suggest a model that incorporates factors that affect the decision of establishing a startup by developers who have participated in open data hackathons. Design/methodology/approach In total, 70 papers were examined and analyzed using a three-phased literature review methodology, which was suggested by Webster and Watson (2002). These surveys investigated several factors that affect a nascent entrepreneur to create a startup. Findings Eventually, by identifying the motivations for developers to participate in a hackathon, and understanding the benefits of the use of open data, researchers will be able to elaborate the proposed model and evaluate if the contest has contributed to the decision of establish a startup and what factors affect the decision to establish a startup apply to open data developers, and if the participants of the contest agree with these factors. Originality/value The paper expands the scope of open data research on entrepreneurship field, stating the need for more research to be conducted regarding the open data in entrepreneurship through hackathons.

Venture creation persistence: overcoming stage-gate issues

Purpose The purpose of this paper is to provide insights into how nascent entrepreneurs persist despite outward appearances of little progress by using participant observations, and autobiographical and interview data. Design/methodology/approach Utilizing a multi-year case study, the authors use participant observation, autobiographical, and interview data to build the arguments. Findings The authors demonstrate that persistence involves overcoming stage-gate issues, and overcoming stage gates requires a flurry of activity and opportunity variation. Once stage gates are overcome, entrepreneurs experience an emergence-like event with a new flurry of activity that propels them toward the next stage gate. Doing so, the authors extend theories of entrepreneurial persistence and entrepreneurial action by suggesting that nascent entrepreneurs who are slowly making progress toward start-up may be persisting by taking small but important steps toward start-up. Originality/value This study offers detailed observations and analysis about the behaviors and activities that a nascent entrepreneur undertook during an extremely long gestation/persistence period, which ultimately ended with the successful completion of the goal.

An exploration of the Business Plan Competition as a methodology for effective nascent entrepreneurial learning

Purpose Business Plan Competitions (BPCs) are readily prescribed and promoted as a valuable entrepreneurial learning activity on university campuses worldwide. There is an acceptance of their value despite the clear lack of empirical attention on the learning experience of nascent entrepreneurs during and post-participation in university-based BPCs. To address this deficit, the purpose of this paper is to explore how participation in a university-based BPC affords entrepreneurial learning outcomes, through the development of competencies, amongst nascent entrepreneurs. Design/methodology/approach Underpinned by a constructivist paradigm, a longitudinal qualitative methodological approach was adopted. In-depth interviews with nascent entrepreneur participants of a UK university-based BPC were undertaken at the start and end of the competition but also six months after participation. This method enabled access to the participant’s experiences of the competition and appreciation of the meanings they attached to this experience as a source of entrepreneurial learning. Data were analysed according to the wave of data collection and a thematic analytical approach was taken to identify patterns across participant accounts. Findings At the start of the competition, participation was viewed as a valuable experiential learning opportunity in pursuit of the competencies needed, but not yet held, to progress implementation of the nascent venture. At the end of the competition, participants considered their participation experience had afforded the development of pitching, public speaking, networking and business plan production competencies and also self-confidence. Six months post-competition, participants still recognised that competencies had been developed; however, application of these were deemed as being confined to participation in other competitions rather than the routine day-to-day aspects of venture implementation. Developed competencies and learning remained useful given a prevailing view that further competition participation represented an important activity which would enable value to be leveraged in terms of finance, marketing and networking opportunities for new venture creation. Research limitations/implications The findings challenge the common understanding that the BPC represents an effective methodology for highly authentic, relevant and broadly applicable entrepreneurial learning. Moreover the idea that the competencies needed for routine venture implementation and competencies developed through competition are synonymous is challenged. By extension the study suggests competition activities may not be as closely tied to the realities of new venture creation as commonly portrayed or understood and that the learning afforded is situated within a competition context. Competitions could therefore be preventing the opportunities for entrepreneurial learning that they purport they offer. Given the practical importance of competition participation as a resource acquisition activity for nascent entrepreneurs, further critical examination of the competition agenda is necessary as too is additional consideration about the design of such competitions and how such competitions should feature within university policy to support new venture creation. Originality/value This study contributes to the limited literature and studies on BPCs by focussing on its effectiveness as a means of providing entrepreneurial learning for participants. The key contribution taking it from an individual nascent entrepreneur participant perspective is that the competencies afforded through competition participation are more limited in scope and application than traditionally promoted and largely orientated towards future BPC participation. Learning is mainly situated for competition sake only and about participants securing further resources and higher levels of visibility. As the nascent entrepreneurs intended learning outcomes from competition participation are subsequently not realised, the study highlights a gap between the intended and actual outcomes of competition participation.

Autonomy Motive and Expected versus Obtained Satisfaction Level from Running a Business

The autonomy motive is perceived as one of the most important motivate that pulls people to start their own business. At the same time it is not of equal importance to every nascent entrepreneur. This paper presents findings of a study conducted on a group of nascent entrepreneurs. Research findings indicate that those participants that declared the importance of the autonomy motive expected to obtain higher level of satisfaction from running their business than those who declared the autonomy motive to be unimportant. The verification of the obtained satisfaction level that took place after one year revealed that the former (i.e. those who declared importance of the autonomy motive) did not obtain the expected satisfaction level whereas the latter group (i.e. those who declared that the autonomy motive was not important) did. The article presents implications of these findings including their possible application to entrepreneurial education.