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Students creating Ventures in Higher Education: Nascent Entrepreneurs and Entrepreneurship Students


Special issue call for papers from International Journal of Entrepreneurial Behavior & Research

The submission portal for this special issue will open June 30, 2020.

Guest Editors:
Lise Aaboen, Norwegian University of Science and Technology (NTNU)
Roger Sørheim, Norwegian University of Science and Technology (NTNU)
Kari Djupdal, Norwegian University of Science and Technology (NTNU)

Aims and Scope
Entrepreneurship Education is a growing field of research, where most of the articles have been written after 2010. The literature about entrepreneurship education include descriptions of programs, initiations of programs (e.g. Phan, 2014; Harmeling and Sarasvathy, 2013; Pardede and Lyons, 2012; Stone et al., 2005). While most of the previous studies have been conducted in business schools, there is also an interest in other contexts such as engineering education (e.g. da Silva et al., 2015) and there was also a special issue about social entrepreneurship education in AMLE in 2012. The most common focus in entrepreneurship education is evaluations of programmes and courses. The programmes and courses tend to be described as being ‘about’, ‘for’, ‘through’, ‘in’ or ‘embedded’ entrepreneurship in order to specify the learning approach and objectives (Hannon, 2015; Pittaway and Cope, 2007, Robinson et al., 2016). The learning approaches vary from classroom lectures where the students are passive to approaches where the students are self-driving and the programmes may impact the student in learning to become an entrepreneur or entrepreneurial as well as context when for example a new venture has been started (Aadland and Aaboen, 2018). The majority of the programmes described and evaluated in entrepreneurship education literature focus on ventures as projects in courses or courses that prepare students for creating ventures rather than real venture creation conducted by students. A limited literature within entrepreneurship education focusing on Venture Creation Programs (e.g. Lackéus and Williams Middleton, 2015; Rasmussen and Sørheim, 2006) and extra-curricular activities (Claudia, 2014; Haneberg, 2019) currently mention real venture creation conducted by students.

Literature on venture creation in universities belongs to the literature stream about commercialization of university research, which is also a growing field of academic study (e.g. Rothaermel, Agung and Jiang, 2007; Vohora et al., 2004; Huyghe and Knockaert, 2015; Aldridge, Audretch, Desai and Nadella, 2014). Previous studies have focused on the creation, development and growth of firms (Mustar et al., 2006; Shepherd, 2015). Recent years have seen a shift in focus towards the inclusion of external factors (Autio et al., 2014), context (Welter, 2011) and processes (McMullen and Dimov, 2013; Fayolle, Jack, Lamine and Chabaud, 2016). Following this trend, concepts such as ecosystems (e.g. Clarysse et al., 2014; Oh et al., 2016) and embeddedness (Granovetter, 1985) have gained in popularity. Literature on venture creation in universities tend to focus on venture creation conducted by university employees (Lamine, Mian, Fayolle, Wright, Klofsten and Etzkowitz, 2016; Siegel and Wright, 2015) rather than students. Student entrepreneurship and student venture creation has only received limited scholarly focus (Bergmann et al., 2016; Beyhan and Findik, 2018; Boh et al., 2016). However, recent studies show that student ventures are a considerable contribution to the establishment of ventures from universities (Åstebro et al., 2012) and important contributors to university entrepreneurship (Gianiodis and Meek, 2019; Hayter et al., 2017; Wright et al., 2017; Lundqvist, 2014). Furthermore, the student activities connected to the venture creation seem to be an important contribution to making universities more entrepreneurial.

This special issue will focus on students creating real ventures at the university. The special issue will explore the special conditions for students creating ventures, such as their resources and networks connected to financing, legitimacy and knowledge. The special issue will also explore how learning should be designed and assessed for students that create ventures during higher education. More specifically, the special issue explores how we can ensure that the students do what they need to do in order to learn what they need to learn. Authors are encouraged to present and discuss their manuscript drafts at the 3E Conference in Trondheim 13-15 May, 2020 https://3e2020.org/

Possible Topics
The Guest Editors encourage submissions of theoretical and empirical contributions investigating student venture creation. Possible topics include:

Venture creation as part of entrepreneurship education: Real venture creation as part of entrepreneurship education poses several challenges compared to traditional entrepreneurship education stemming from required involvement of activities outside a controlled learning space (Nabi, Fayolle, Lyon, Krueger and Walmsley, 2017), as well as inherit tensions from the combination real venture creation with education involving curriculum, student assessment and specific learning objectives (Lackéus and Williams Middleton, 2015; Hägg and Kurczewska, 2016; Neck and Greene, 2011). So far, only limited attention has aimed to address the specific challenges of entrepreneurship education emphasizing venture creation.

Venture creation as part of extra-curricular activities: Extracurricular initiatives are different from entrepreneurship education programs in that they are voluntary and usually student-led (Preedy and Jones, 2017). Some extracurricular initiatives have an educational objective while others support students with a new venture idea that wish to launch and grow. Student venture incubators have grown in number during recent years (Guerrero, Urbano, Fayolle, Klofsten and Mian, 2016; Wright, Siegel and Mustar, 2017) and thereby provide a particularly interesting context for exploring student venture creation.

Student-driven ventures as part of the university eco-system: Entrepreneurs face liabilities of newness. Students may face additional liabilities of newness due to their lack of network in the industry. Furthermore, the students are nascent entrepreneurs with limited experience carrying out most of the tasks for growing their venture for the first time. Moreover, the student status mean that they have access to resources ‘for free’ at the universities but simultaneously the student status means that they may not be perceived as ‘serious’, ‘professional’ and as real ventures by their potential business partners. The special conditions of being a student creating a real venture deserves more scholarly attention.

Results from student venture creation: Recent studies show that student ventures are a considerable contribution to the establishment of ventures from universities (Åstebro et al., 2012) and important contributors to university entrepreneurship (Gianiodis and Meek, 2019; Hayter et al., 2017; Wright et al., 2017; Lundqvist, 2014). However, more studies of results from student venture creation are needed in order to get a better understanding of how the venture creation contribute to student learning, university entrepreneurship and graduate activities. In particular longitudinal studies following the students’ ventures and/or the students after graduation are particularly encouraged.

Submissions
Papers should be submitted via the journal’s online submission system available through the journal homepage. When submitting please choose the special issue: “Students creating ventures” as the article type from the drop down menu. All papers must follow the guidelines outlined by the journal for submission, available at:
http://www.emeraldgrouppublishing.com/products/journals/author_guidelines.htm?id=ijebr#13

For any questions interested authors can contact the corresponding guest editor: Lise Aaboen ([email protected])

Submission deadline: 30th September 2020

References
Aadland, T. and Aaboen, L. 2018. Systematising higher education: a typology of entrepreneurship education. in Hytti, U., Blackburn, R. and Laveren, E. (Eds) Entrepreneurship, Innovation and Education: Frontiers in European Entrepreneurship Research. Edward Elgar. Cheltenham. UK. p.103-122. 

Aldridge, T., Audretsch, D., Desai, S. and Nadella, V. 2014. Scientist entrepreneurship across scientific fields. Journal of Technology Transfer, 39, p.819-835.

Autio, E., Kenney, M., Mustar, P., Siegel, D. and Wright, M. 2014. Entrepreneurial Innovation: The importance of context. Research Policy, 43(7), p.1097-1108.

Bergmann, H., Hundt, C. and Sternberg, R. 2016. What makes student entrepreneurs? On the relevance (and irrelevance) of the university and the regional context for student start-ups. Small Business Economics, 30(5), p.334-343.

Beyhan, B. and Findik, D. 2018. Student and graduate entrepreneurship: ambidextrous universities create more nascent entrepreneurs. Journal of Technology Transfer, 43(5), p.1346-1374.

Boh, W.F., De-Haan, U. and Strom, R. 2016. University technology transfer through entrepreneurship: faculty and students in spinoffs. Journal of Technology Transfer, 41(4), p.661-669.

Clarysse, B., Wright, M., Bruneel, J. and Mahajan, A. 2014. Creating value in ecosystems: Crossing the chasm between knowledge and business ecosystems. Research Policy, 43(7), p.1164-1176.

Claudia, C. 2014. The role of extracurricular activities and their impact on learning process. Economic Science Series, 23(1), p.1143-1148.

da Silva, G.B., Costa, H.G. and de Barros, M.D. 2015. Entrepreneurship in engineering education: A literature review. International Journal of Engineering Education, 31(6), p.1701-1710.

Fayolle, A., Jack, S., Lamine, W. and Chabaud, D. 2016. Entrepreneurial process and social networks: A dynamic perspective. Edward Elgar Publishing.

Gianiodis, P.T. and Meek, W.R. 2019. Entrepreneurial education for the entrepreneurial university: a stakeholder perspective. Journal of Technology Transfer, Article in Press.

Granovetter, M. 1985. Economic Action and Social Structure: The Problem of Embeddedness. American Journal of Sociology, 91(3), p.481-510.

Guerrero, M., Urbano, D., Fayolle, A., Klofsten, M. and Mian, S. 2016. Entrepreneurial universities: emerging models in the new social and economic landscape. Small Business Economics, 47(3), p.551-563.

Haneberg, D. 2019. Entrepreneurial learning as an effectual process. The Learning Organization, Article in Press.

Hannon, P.D. 2015. Philosophies of enterprise and entrepreneurship education and challenges for higher education in the UK. International Journal of Engineering Education, 6(2), p.105-114.

Harmeling, S.S. and Sarasvathy, S.D. 2013. When contingency is a resource: Educating entrepreneurs in the Balkans, the Bronx, and beyond. Entrepreneurship Theory and Practice, 37(4), p.713-744.

Hayter, C.S., Lubynsky, R. and Maroulis, S. 2017. Who is the academic entrepreneur? The role of graduate students in the development of university spinoffs. Journal of Technology Transfer, 42(6), p.1237-1254.

Huyghe, A. and Knockaert, M. 2015. The influence of organizational culture and climate on entrepreneurial intentions among research scientists. Journal of Technology Transfer, 40, pp.138-160.

Hägg, G. and Kurczewska, A. 2016. Connecting the dots: A discussion on key concepts in contemporary entrepreneurship education. Education + Training, 58(7/8), p.700-714.

Lackéus, M. and Williams Middleton, K. 2015. Venture creation programs: bridging entrepreneurship education and technology transfer. Education + Training, 57(1), p.48-73.

Lamine, W., Mian, S., Fayolle, A., Wright, M., Klofsten, M. and Etzkowitz, H. 2016. Technology business incubation mechanisms and sustainable regional development. Journal of Technology Transfer, 43(5), p.1-21.

Lundqvist, M. 2014. The Importance of Surrogate Entrepreneurship for Incubated Swedish Technology Ventures. Technovation, 34(2), p.93-100.

McMullen, J.S. and Dimov, D. 2013. Time and the Entrepreneurial Journey: The Problems and Promise of Studying Entrepreneurship as a Process. Journal of Management Studies, 50(8), p.1481-1512.

Mustar, P., Renault, M., Colombo, M.G., Piva, E., Fontes, M., Lockett, A., Wright, M., Clarysse, B. and Moray, N. 2006. Conceptualising the heterogeneity of research-based spin-offs: A multi-dimensional taxonomy. Research Policy, 35(2), p.289-308.

Nabi, G., Liñán, F., Fayolle, A., Krueger, N. and Walmsley, A. 2017. The Impact of Entrepreneurship Education in Higher Education: A Systematic Review and Research Agenda. Academy of Management Learning & Education, 16(2), p.277-299.

Neck, H.M. and Greene, P.G. 2011. Entrepreneurship Education: Known Worlds and Frontiers. Journal of Small Business Management, 49(1), p.55-70.

Oh, D.S., Phillips, F., Park, S. and Lee, E. 2016. Innovation ecosystems: A critical examination. Technovation, 54, p.1-6.

Pardede, E. and Lyons, J. 2012. Redesigning the assessment of an entrepreneurship course in an information technology degree program: Embedding assessment for learning practices. IEEE Transactions on Education, 55(4), p.566-572.

Phan, P.H. 2014. The business of translation: The Johns Hopkins University discovery to market program. Journal of Technology Transfer, 39(5), p.809-817.

Pittaway, L. and Cope, J. 2007. Simulating entrepreneurial learning: Integrating experiential and collaborative approaches to learning. Management Learning, 38(2), p.211-233.

Preedy, S. and Jones, P. 2017. Student-led enterprise groups and entrepreneurial learning: A UK perspective. Industry and Higher Education, 31(2), p.101-112.

Rasmussen, E. and Sørheim, R. 2006. Action-based entrepreneurship education. Technovation, 26(2), p.185-194.

Robinson, S., Neergaard, H., Tanggaard, L. and Krueger, N.F. 2016. New horizons in entrepreneurship education: From teacher-led to student-centered learning. Education + Training, 58(7/8), p.661-683.

Rothaermel, F.T., Agung, S.D. and Jiang, L. 2007. University entrepreneurship: a taxonomy of the literature. Industrial and Corporate Change, 16(4), p.691-791.

Shepherd, D.A. 2015. Party On! A call for entrepreneurship research that is more interactive, activity based, cognitively hot, compassionate, and prosocial. Journal of Business Venturing, 30(4), p.489-507.

Siegel, D.S. and Wright, M. 2015. Academic entrepreneurship: Time for a rethink?. British Journal of Management, 26(4), p.582-595.

Stone, D., Raber, M.B., Sorby, S. and Plichta, M. 2005. The Enterprise Program at Michigan Technological University. International Journal of Engineering Education, 21(2), p.212-221.

Vohora, A., Wright, M. and Lockett, A. 2004. Critical junctures in the development of university high-tech spinout companies. Research Policy, 33(1), p.147-175.

Welter, F. 2011. Contextualizing entrepreneurship – conceptual challenges and ways forward. Entrepreneurship Theory and Practice, 35(1), p.165-184.

Wright, M., Siegel, D.S. and Mustar, P. 2017. An emerging ecosystem for student start-ups. Journal of Technology Transfer, 42(4), p.909-922.

Åstebro, T., Bazzazian, N. and Braguinsky, S. 2012. Startups by recent graduates and their faculty: Implications for university entrepreneurship policy. Research Policy, 41, p.663-677.

Short Biographies of the Guest Editors
Lise Aaboen, Norwegian University of Science and Technology (NTNU)
Lise Aaboen is Professor of technology-based entrepreneurship at Norwegian University of Science and Technology, Norway. Her research interests include incubators, new technology-based firms, entrepreneurship education and early customer relationships. She has published in a range of journals, including Technovation, Industrial Marketing Management and Journal of Purchasing and Supply Management. 

Roger Sørheim, Norwegian University of Science and Technology (NTNU)
Roger Sørheim is Professor of entrepreneurship at Norwegian University of Science and Technology and Nord University. The primary focus in his research related to early-stage finance and commercialization of technology. Sørheim has published in a number of peer reviewed journals including Journal of Small Business Management, Venture Capital, Technology Analysis and Strategic Management, Entrepreneurship and Regional Development and Technovation.

Kari Djupdal, Norwegian University of Science and Technology (NTNU)
Kari Djupdal is Senior Researcher at Norwegian University of Science and Technology. She holds a PhD from Nord University and has practical experience as an analyst of large data sets. Her research interests include entrepreneurial mindset, entrepreneurial passion, sustainability as well as quantitative studies of small firms and entrepreneurship students.