Research Handbook on Entrepreneurial Behavior, Practice and Process
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Research Handbook on Entrepreneurial Behavior, Practice and Process

Edited by William B. Gartner and Bruce T. Teague

This Research Handbook provides a comprehensive and detailed exploration of this question: What do entrepreneurs do? The book offers three perspectives (behaviour, practice, process) on this question, demonstrates specific methods for answering the question (ethnography, autoethnography, participant observation, diaries, social media platforms and multilevel research techniques) and provides insights into the implications of pursuing this question as it pertains to: the timing and relationality of entrepreneurial activities, the influence of socially situated cognitions, the effect of team membership, and, the challenges of pursuing a behaviourally oriented entrepreneurship pedagogy.
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Chapter 15: Designing experiential entrepreneurship education based on entrepreneurial practice and behavior

Jan P. Warhuus, Helle Neergaard and Claus Thrane


This chapter addresses two important issues: (1) what are the main elements of an experiential-type entrepreneurship course, and (2) how can knowledge about entrepreneurial behavior inform how the content of each element is designed? In addressing these issues, we draw on a course design project in higher education that has been evidence-based developed, formally tested during three summer-school programs, and further refined in the intermediate academic years. Grounded in this work, we propose a course design framework that consists of six temporal phases. These phases are based on what entrepreneurs do and how they behave; and are grounded in the view that entrepreneurship is an every-day practice where individuals meet the world and co-develop opportunities, and pursue these opportunities in an effectual manner. We also we propose a route to implementation through discussions of tested class exercises and homework assignments. Further, we emphasize entrepreneurship as a method, and learning this method requires more than just doing, to which student reflections are a key aspect. We do not argue that this design is the best approach, but that it is practically and theoretically coherent and therefore can address typical barriers to designing, offering, and participating in these types of courses.

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