Conceptual Richness and Methodological Diversity in Entrepreneurship Research
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Conceptual Richness and Methodological Diversity in Entrepreneurship Research

Edited by Alain Fayolle, Paula Kyrö, Tonis Mets and Urve Venesaar

This important book identifies the current developments within entrepreneurship that are characterized by conceptual richness and methodological diversity. It presents the latest developments of topics such as the entrepreneurial mindset, culture and values as well as advances in entrepreneurship education and development. The contributors open the field for methodological renewal by introducing the current state of and opportunities for explorative research in entrepreneurship.
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Chapter 7: Differences in students’ understanding of opportunity process matters for their learning!

Paula Kyrö, Agnieszka Kurczewska and Nana Osei-Bonsu


Despite different views on opportunities and opportunities identification, there seems to be consensus about the significant role of opportunities in the entrepreneurship process and regarding the success of the entrepreneur (Shane and Venkataraman, 2000; Eckhardt and Shane, 2003; Gaglio and Katz, 2001). However, even though opportunities are regarded as a core element, process or competence in entrepreneurship, only recently has the question of how to teach or learn these opportunity-related competences started to attract scholars (Saks and Gaglio, 2002; Corbett,2005; Lumpkin and Lichtenstein, 2005). For Kirby (2007), for example, entrepreneurship education requires the development of the abilities to perceive opportunities. Or as Carrier (2007) suggests, opportunity identification is regarded as a basic entrepreneurial competency that should be implemented at the very beginning of the educational process. So far, however, not much research has been devoted to detecting the nexus of education and opportunity process. Therefore we do not go deeper into opportunity competences, but rather we first try to understand what the individuals’ understanding of the opportunity process is and only then study how differences emerge in their understanding of learning opportunity competences.

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