Experiential Learning for Entrepreneurship

Denis Hyams-Ssekasi
Elizabeth F. Caldwell
Editors

Experiential Learning
for Entrepreneurship
Theoretical and Practical Perspectives
on Enterprise Education
Editors
Denis Hyams-Ssekasi Elizabeth F. Caldwell
University of Bolton University of Huddersfield
Bolton, UK Huddersfield, UK

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 Foreword

Can entrepreneurship really be taught? This question has been put to me

throughout my career and, for the first 20 years, my instinctive answer
would have been ‘yes’—after all that is what I did as a professor in a busi-
ness school. However, I then decided to launch my own business and
soon discovered that nothing can really prepare you for the hard work
and stress caused by the roller-coaster of emotional ups and downs—
whether your business is successful or not. I knew I was not a risk-taker,
but I had not anticipated the emotional strain this puts you under when
you depend for your livelihood on the work coming in for you and your
team. Retreating back into academia, I have had the last 20 years to reflect
on my experiences and write about them.
Let us start by asking whether education can influence your entrepre-
neurial tendency. Some entrepreneurs get ‘pushed’ into it by external cir-
cumstances, while others are ‘pulled’ by its attractions. Psychologists
would say that there are five character traits or personality dimensions
that measure this: a high need for achievement; a high internal locus of
control; a need for independence; an acceptance of uncertainty and will-
ingness to take measured risks; and creativity, innovation and opportun-
ism (Burns 2018). These traits are influenced by who you are as well as
your life experiences—entrepreneurs are born and made—and some
traits, like the first three, are hard to influence through education. But the
last two can be influenced.
v
vi  Foreword

There are techniques for mitigating and managing risk and the whole
process of developing a business model and plan is designed to facilitate
this and, in doing so, create more confidence in an uncertain future. I
will never forget the MBA student who had a start-up dream and went
around clutching the latest version of his business plan, almost like a
comfort blanket—he went on to set up an airline. It is about giving
entrepreneurs thinking tools to address uncertain, changing circum-
stances—frameworks to help develop strategies that address the differ-
ent challenges they will face. However, entrepreneurship is a contact
sport and the contact is with customers and competitors, so whilst
entrepreneurs, like any athlete, might benefit from coaching—learning
from the success and failure of others—just teaching strategy and tac-
tics is not enough. Ultimately you have to try them out in your busi-
ness, which is the basis of the ‘lean start-up’ approach of launching a
product/service in a minimum viable state and learning from the feed-
back of customers (Reis 2011). This is pure experiential learning and it
is why mentoring during start-up is such a powerful educational tool. I
wish I had a pound for every excellent business plan produced by an
MBA student with absolutely no intention of starting their own busi-
ness. As I discovered with my business, knowing what to do is far easier
than actually doing it.
Creativity—in particular the ability to spot innovative business
opportunities—is probably the most important entrepreneurial charac-
teristic. It also can be influenced through education and training. For
example, a six-year study of more than 3000 US CEOs, contrasting 25
well-known entrepreneurs (such as Steve Jobs of Apple, Jeff Bezos of
Amazon, Pierre Omidyar of eBay, Peter Thiel of PayPal, Niklas
Zennström of Skype and Michael Dell) with other CEOs who had no
track record for innovation, highlighted five discovery skills: network-
ing, observing, questioning, associating, experimenting (Dyer et  al.
2009). These skills can all be taught but also need to be practised. One
skill in particular—‘associating’—can be difficult to master. Associating
a solution to a problem in one context to another unsolved problem so
as to create an innovative product/service that customers are willing to
pay for requires a truly creative leap, for example, when Henry Ford
  Foreword 
   vii

Know-why
Form concepts

Test concepts
Reflection

Experience

Know-how
Challenge dominant logic
and mental-models

Fig. 1  The wheel of learning. (Adapted from Burns 2016; Kim 1993)

‘associated’ the production line he ‘observed’ in a slaughterhouse with

his vision of building an affordable car for the masses. Another skill—
‘questioning’—goes to the heart of innovation in products and services
and their marketing. It is also at the heart of effective experiential
learning.
Experiential learning is probably the most powerful form of learning.
We learn most things in life—eating, crawling, walking and communi-
cating—through trial and error: action, consequence, reflection and then
remedial action. Building on Kolb’s experiential learning cycle (1984),
Kim (1993) suggested that effective learning can be considered to be a
revolving wheel—the wheel of learning (Fig. 1). During the first half of
the cycle, you form and then test existing concepts and observe what hap-
pens through experience—learning ‘know-how’. In the second half of the
cycle, you are reflecting on the observations and forming new concepts—
learning ‘know-why’—often called ‘double-loop learning’ (Argyris and
Schön 1978). It is this second sort of learning that is of particular value
to entrepreneurs because it is at this point that root causes of problems
viii  Foreword

are diagnosed and systematic solutions put in place. This is when you
question your ‘dominant logic’ or ‘mental models’—the assumptions and
theories about the world upon which your learning is based. Dominant
logic is the mind-set with which an organisation or industry collectively
sees itself and the world it inhabits—its position with customers, com-
petitors and other stakeholders. It filters the information, subconsciously
interpreting environmental data in a certain way and influences behav-
iour. If you start asking ‘why?’ and ‘why not?’ and questioning industry’s
dominant logic, you start to reframe your thinking and become more
creative and innovative, able to spot opportunities for new products or
markets that others have failed to see.
So, can entrepreneurship be taught? I believe entrepreneurs are, in
part, born and, in part, made—shaped through their life experiences,
including education. Whilst there is no blueprint for success, we can help
them ‘play the odds’ by showing which strategies have the best chances of
success, giving them the confidence to address the unexpected challenges
they will face. But that education must include ‘doing’—experimenting,
testing concepts and learning from experience. Experiential learning is
not just about developing knowledge and skills. It is about giving entre-
preneurs thinking tools and frameworks to address changing circum-
stances—not rigid rules to adhere to—allowing them to try them out in
different situations. Not only does it facilitate learning and better embed
it in the individual, it improves judgement and individual confidence. By
incorporating it into the teaching of entrepreneurship, educators can
improve entrepreneurs’ creativity and chances of success. At the heart of
experiential learning lie those all important questions: ‘why?’ and ‘why
not?’
Experiential learning is a powerful tool and this book is an important
part of the enterprise educators’ toolkit. It not only explains the theoreti-
cal underpinning for experiential learning but also outlines the many
ways it can be used in the teaching, learning and assessment of entrepre-
neurship courses. It is particularly useful in showing how it can be used
out of the classroom and its pivotal role in building a learning organisa-
tion, where the constant turning of the wheel of learning, sharing knowl-
edge of know-how and know-why, embeds double-loop learning within
it and generates organisational learning. It demonstrates how, both for
  Foreword 
   ix

the individual and the larger organisation, experiential learning is at the

core of entrepreneurship, creating a self-sustaining entrepreneurial mind­
set that constantly learns from the experiences of the market place.

University of Bedfordshire Paul Burns

Milton Keynes, UK

References
Argyris, C., & Schön, D. (1978). Organizational learning: A theory of action
perspective. Reading: Addison Wesley.
Burns, P. (2016). Entrepreneurship and small business: Start-up, growth and matu-
rity (4th ed.). London: Palgrave.
Burns, P. (2018). New venture creation: A framework for entrepreneurial start-ups.
London: Palgrave.
Dyer, J. H., Gregersen, H. D., & Christensen, C. M. (2009, December). The
innovator’s DNA. Harvard Business Review, 87(12), 60–67.
Kim, D. H. (1993). The link between individual and organizational learning.
Sloan Management Review, 35(Fall), 37–50.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and
development (Vol. 1). Englewood Cliffs: Prentice-Hall.
Reis, E. (2011). The lean start-up: How today’s entrepreneurs use continuous inno-
vation to create radically successful businesses. New York: Crown Publishing.
 Preface

In their study Fayolle et al. (2006) define entrepreneurship education as

a “process of education for entrepreneurial attitudes and skills, which
involves developing certain personal qualities” (p.  702). The European
Commission (2003) associates entrepreneurship education with learning
opportunities that enables one to be creative and to convert an idea into
reality. Similarly, the QAA (2012) views entrepreneurship education as a
means of developing an entrepreneurial mind-set and techniques in terms
of becoming self-employed and/or starting one’s own business. Advocates
for entrepreneurship education note that it can increase students’ interest
in entrepreneurship and influence aspirations to become entrepreneurs
(Dickson et al. 2008; Fayolle et al. 2006; Stokes et al. 2010). According
to Csorba (2014), entrepreneurship education helps students who are
keen to become entrepreneurs to acquire hands-on experience whilst
studying, increase their personal networks, enhance their academic suc-
cess and boost self-confidence levels. Vestergaard et al. (2012) found that
alumni students who undertook entrepreneurship education and train-
ing not only started their own businesses but earned a higher wage as
compared to those who did not.
The delivery of entrepreneurship education in higher education estab-
lishments is not new and Katz (2003) points out that at least 120,000
students took part in this education 50 years ago. However, since then,
interest in increasing the supply of future entrepreneurs has grown and in
xi
xii  Preface

fact has been argued by Burns (2016, p. 7) to be “probably one of the
major challenges facing business schools in the 21st century”. Consensus
has been reached by many educators that it is not enough to teach stu-
dents about entrepreneurship but that students must experience entre-
preneurship through carrying out aspects of developing and running a
business in order to develop their entrepreneurial skills (see Cope 2005;
Politis 2005).
This idea of learning entrepreneurship by actually starting and running
a business aligns with the concept of experiential learning, also known as
‘learning by doing’, which posits that an infusion of direct experiences is
necessary for learning to take place (Kolb and Kolb 2005). The goal of
successful entrepreneurship education is to learn the fundamental con-
cepts of business as well as to develop the ability to apply them flexibly in
multiple situations. Indeed, Kolb’s (1984) experiential learning cycle pro-
vides one mechanism through which to do this. The cycle involves learn-
ers reflecting on experiences, extracting and conceptualising the learning
from that experience, followed by experimenting, testing and honing the
new insights through further experiences.
These principles of experiential learning have been adopted widely in a
variety of disciplines in higher education where graduates must acquire
practical competence as well as theoretical knowledge during their stud-
ies, such as in nursing, counselling and teacher education (Clark et al.
2010). Experiential learning is also widely used for training programmes
outside of formal educational settings, for example, in the retail and ser-
vice sectors. Such programmes, both inside and outside of education,
often involve simulating experiences through games and role-play or
supervising trainees on work placements. However in recent years, educa-
tors have set themselves the challenge of trying to provide students with
the experience of starting a live business venture, in the real world. In
order to do this, many of the most innovative educators have utilised
experiential learning theory in designing their entrepreneurship pro-
grammes. These educational experiences all involve students ‘doing’
aspects of business and range from developing business plans to full ven-
ture creation programmes where students launch and run a live business.
Entrepreneurship education, therefore, not only incorporates some of the
most innovative and immersive educational experiences but also serves as
an opportunity to extend and develop our understanding of experiential
  Preface 
   xiii

learning, by incorporating into it concepts of challenge-led and emotion­

based learning.
It is this shift to designing entrepreneurship programmes which incor-
porate experiential learning that is the key focus of this book. In particu-
lar, the book addresses the following key questions: How can practical
business experiences be incorporated into programmes and courses? How
should experiential learning be assessed? What role can technology and
virtual learning experiences play in entrepreneurship education? How do
we conceptualise, capture and develop the experiential learning that
occurs outside of formal educational institutions, in the ‘real world’ of
business?
We have divided the book into two parts, which examine in turn
approaches to experiential learning for entrepreneurship from both
within educational establishments and organisations outside of educa-
tion. In Part I, the chapters cover key aspects and experiences of design-
ing learning opportunities for entrepreneurship within education. In
Chap. 1, Ramsgaard gives an overview of theoretical perspectives on
experiential learning in entrepreneurship. In Chap. 2, Lackéus and
Williams Middleton review their extensive experience designing and con-
ducting assessment in programmes that utilise experiential learning. Yasin
and Hafeez (Chap. 3) then outline the use of technology-based simula-
tion gaming as potent tool used to enhance experiential learning in entre-
preneurship studies. Following these chapters are four practical case
studies examining different aspects of embedding and running entrepre-
neurial activities in educational institutions. The first case study concerns
embedding a live business experience into an existing entrepreneurship
course structure (Hyams-Ssekasi and Caldwell, Chap. 4). This is followed
by two case studies that examine different aspects of running challengeled
entrepreneurial activities: raising aspirations of schoolchildren (Scott,
Mackie, Smith and Crooks, Chap. 5) and fostering interdisciplinary
working among university students (Power, Chap. 6). The final chapter
in this part explores the interaction between entrepreneurial activities
and the institutional context (Scuotto and Murray, Chap. 7).
Part II consists of six chapters which examine experiential learning in
entrepreneurial environments around the world. Estrada-Robles (Chap. 8)
offers a detailed study of experiential learning in entrepreneurial families
in Mexico and shows how the entrepreneurial family becomes a
xiv  Preface

learning space that allows an exploration and exploitation of business

opportunities. In Chap. 9, Bamber and Gransden discuss how reflection,
a key component of the experiential cycle, can be incorporated into staff
meetings to enhance service in premium dining restaurants. Calisto
(Chap. 10) discusses the way ‘intrapreneurs’, or entrepreneurial individ-
uals who work in large organisations, recognise and act on opportunities.
In Chap. 11, Bamber and Harding present a matrix for taking a planned
approach to developing organisational values through experiential learn-
ing workshops. The final two chapters in this part examine schemes
aimed at supporting new entrepreneurs. Dobson, Maas, Jones and
Lockyer explore the role of an incubator in developing business ideas in
Ghana (Chap. 12). Following this, the work of Penney, Bibikas, Vorley
and Wapshott (Chap. 13) reflects on a pan-European project to develop
young entrepreneurs in the information and communication technology
sector.
Finally, we owe thanks to many people who have enabled this book to
come to fruition. Firstly we would like to thank the contributors for tak-
ing the time to write their chapters. We are also grateful to Dr Jamie
Halsall who has been an invaluable source of inspiration and gave us the
impetus and encouragement to begin on the journey of compiling this
volume. We would also like to thank Liz Barlow and Lucy Kidwell at
Palgrave for their support at every stage of the book and R.ShruthiKrishna
and the production team at Springer for their dedicated work during the
production process.

Bolton, UK Denis Hyams-Ssekasi

Huddersfield, UK  Elizabeth F. Caldwell

References
Burns, P. (2016). Entrepreneurship and small business: Start-up, growth and matu-
rity (4th ed.). London: Palgrave Macmillan.
Clark, R. W., Threeton, M. D., & Ewing, J. C. (2010). The potential of experi-
ential learning models and practices in career and technical education and
career and technical teacher education. Journal of Career and Technical
Education, 25(2), 1–21.
  Preface 
   xv

Cope, J. P. (2005). Towards a dynamic learning perspective of entrepreneurship.

Entrepreneurship Theory and Practice, 29(4), 373–399.
Csorba, E. (2014, October 14). Why become a student entrepreneur? The
Telegraph. Source: http://www.telegraph.co.uk/education/universityeducation/
student-life/11161134/Why-become-a-student-entrepreneur.html. Accessed
27 Feb 2018.
Dickson, P.  H., Solomon, G.  T., & Weaver, K.  M. (2008). Entrepreneurial
selection and success: Does education matter? Journal of Small Business and
Enterprise Development, 15(2), 239–258.
European Commission. (2003). Green paper on entrepreneurship in Europe. Source:
http://ec.europa.eu/enterprise/entrepreneurship/green_paper/. Accessed 20
Mar 2017.
Fayolle, A., Gailly, B. T., & Lassas-Clerc, N. (2006). Assessing the impact of
entrepreneurship education programmes: A new methodology. Journal of
European Industrial Training, 30(8/9), 701–720.
Katz, J.  A. (2003). The chronology and intellectual trajectory of American
entrepreneurship education: 1876–1999. Journal of Business Venturing, 18(2),
283.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and
development. Englewood Cliffs: Prentice-Hall.
Kolb, A.  Y., & Kolb, D.  A. (2005). Learning styles and learning spaces:
Enhancing experiential learning in higher education. Academy of Management
Learning & Education, 4(2), 193–212.
Politis, D. (2005). The process of entrepreneurial learning: A conceptual frame-
work. Journal of Business Venturing, 29(4), 399–424.
QAA. (2012). Enterprise and entrepreneurship education: Guidance for UK higher
education providers. The Quality Assurance Agency for Higher Education.
Source: http://www.qaa.ac.uk/en/Publications/Documents/enterprise-entre-
preneurship-guidance.pdf. Accessed 17 July 2017.
Stokes, D., Wilson, N., & Mador, M. (2010). Entrepreneurship. London: South-­
Western Cengage Learning.
Vestergaard, L., Moberg, K., & Jorgensen, C. (2012). Impact of entrepreneurship
education in Denmark – 2011. The Danish Foundation for Entrepreneurship –
Young Enterprise, Denmark.
 Contents

Part I Experiential Learning in Education    1

1 Experiential Learning Philosophies of Enterprise

and Entrepreneurship Education   3
Michael Breum Ramsgaard

2 Assessing Experiential Entrepreneurship Education: Key

Insights from Five Methods in Use at a Venture Creation
Programme  19
Martin Lackéus and Karen Williams Middleton

3 Enterprise Simulation Gaming: Effective Practices

for Assessing Student Learning with SimVenture Classic
and VentureBlocks  51
Naveed Yasin and Khalid Hafeez

4 An Exploration of Experiential Education as a Catalyst

for Future Entrepreneurs  71
Denis Hyams-Ssekasi and Elizabeth F. Caldwell

xvii
xviii  Contents

5 An Appreciation of the Stakeholder Impact

in an Enterprise Education Experiential Learning Event:
‘The Enterprise Challenge’, a Case Story from Dumfries
and Galloway, Scotland  85
Joan Scott, Bobby Mackie, Robert Smith, and Judy Crooks

6 Embedding Interdisciplinary and Challenge-Led Learning

into the Student Experience 105
Jess Power

7 A Holistic Approach to the Delivery of Effective

Enterprise Education 125
Veronica Scuotto and Alan Murray

Part II Experiential Learning in the World of Work  145

8 Experiential Learning in Entrepreneurial Families:

Lessons from Mexico 147
Mariana Estrada-Robles

9 Learning from a Premium Dining Restaurant

to Implement a Delight Strategy in a Bar/Grill: Applying
Experiential Learning 165
David Bamber and Clay Gransden

10 Do Intrapreneurs Learn by Doing? 185

Maria de Lurdes Calisto

11 Understanding Organizational Values Through

Experiential Learning 205
David Bamber and Steve Harding
  Contents 
   xix

12 Experiential Learning Through the Transformational

Incubation Programme: A Case Study from Accra, Ghana 225
Stephen Dobson, Gideon Maas, Paul Jones, and Joan Lockyer

13 When Pedagogic Worlds Collide: Reflections on a Pan-­

European Entrepreneurship Education Project 245
Kate Penney, Dimitris Bibikas, Tim Vorley, and Robert Wapshott

Index 265
 Notes on Contributors

David  Bamber is Director of PhD Studies at Bolton Business School

(University of Bolton). He has worked as Research Fellow in Organisational
Learning (University of Salford) and Senior Lecturer in International Marketing
(Liverpool Hope University) and is External Examiner in International
Marketing and Business at several UK universities. He is a foundation member
of the Chartered College of Teaching. He has been track co-­ chair for
Organisational Studies with the British Academy of Management for 15 years
and has presented academic papers at 40 international peer-reviewed confer-
ences. He is a reviewer for the International Journal of Contemporary Hospitality
Management.
Dimitris Bibikas  is a researcher at South-East European Research Centre. He
holds a PhD from the Information School of the University of Sheffield, a BSc
in Mathematics of Aristotle University of Thessaloniki and master’s degrees in
Information Systems and Business Administration from the University of
Macedonia, Greece. Bibikas has extensive experience in coordinating R&D
projects awarded by the European Commission, the Greek General Secretariat
for Research and Technology and the Greek Information Society Programme.
He also has significant experience in various FP6/FP7/Horizon2020, CIP PSP,
transnational cooperation and Erasmus projects.
Elizabeth  F.  Caldwell is an academic skills tutor at the University of
Huddersfield, UK, and a fellow of the Higher Education Academy. She holds a
PhD from University College London and has been teaching academic skills to

xxi
xxii  Notes on Contributors

students studying a variety of disciplines for the past 12 years. She has designed
and run both pre-sessional and in-sessional study skills programmes and has
supported students in their academic development from foundation to PhD
level. Her educational research centres around employability and widening par-
ticipation, discipline-specific pedagogies and internationalisation of institutions
and curricula.
Maria de Lurdes Calisto  is an assistant professor at Estoril Higher Institute for
Tourism and Hotel Studies (Portugal) where she also coordinates the Centre for
Entrepreneurship and Business Development and leads a research group on
Entrepreneurship in Tourism. She holds a PhD in Management awarded by the
University of Évora. She is a research collaborator at the Centre for Advanced
Studies in Management and Economics—University of Évora. The current
research interests include innovation in services, strategic entrepreneurship and
intrapreneurship, human capital and strategic human resources management.
She has published papers in international journals as well as book chapters.
Judy  Crooks  is a research assistant who is studying within the School of
Business and Enterprise at the University of the West of Scotland. She has exten-
sive experience of working within the health and third sector services within
managerial and public engagement roles. She has wide research interests which
include human resource management, enterprise and entrepreneurial learning
and economic policy. The key interest is how these interconnect together to
deliver national policy in terms of becoming key drivers within the culture of
public and third sector organisations.
Stephen  Dobson  is a senior research fellow in the International Centre for
Transformational Entrepreneurship (ICTE), Coventry University, and the book
reviews editor for the International Journal of Entrepreneurship and Innovation.
Dobson is also the Programme Manager of the African Institute for
Transformational Entrepreneurship (AITE) which is an entrepreneurial labora-
tory focusing on supporting sustainable socio-economic development through
transformational entrepreneurial knowledge transfer, research, university enter-
prise zones and policy formulation. Between 2011 and 2015, he was the UK
representative on the management committee for the European Academy of
Management (EURAM).
Mariana Estrada-Robles  is Lecturer in Enterprise in the University of Leeds,
UK, and member of the Centre for Enterprise and Entrepreneurship Studies.
Her research focuses primarily on the field of family entrepreneurship specialising
   Notes on Contributors 
   xxiii

in entrepreneurial families and portfolio entrepreneurship. She is also interested

in exploring informality, institutions and culture surrounding entrepreneurship
research.
Clay  Gransden  is Lecturer in Marketing at Liverpool Hope University and
gained his doctorate in 2008 in the area of customer delight in the hospitality
sector. In addition to his academic expertise, he also has over ten years’ experi-
ence working in the Hospitality and Marketing sector. His research on con-
sumer delight was awarded ‘best in track’ at the ‘Fourth International Conference
on Hospitality and Tourism Management’ held in Bangkok. Gransden is
engaged in several research and consultancy projects, providing guidance and
expertise in hospitality marketing and social media at local, regional and inter-
national levels.
Khalid  Hafeez  is an experienced academic with over 25 years of teaching,
research, educational management and technology transfer experience across
disciplines in the UK and TNE. Before his most recent appointment as a profes-
sor and head of Business and Management Division at the Dundee Business
School at Abertay University, Dundee, he served as the founding Dean of the
Claude Littner Business School at the University of West London. Earlier to
this, Hafeez was a tenure-track professor and head of the group at the York
Management School, University of York, UK.
Steve Harding  has over 22 years of experience working within the public and
voluntary and community sectors. Throughout this time, he has been very much
focused in delivering organisational learning and development initiatives. Both
internally for the organisations he has worked within and externally as part of
role or on a consultancy basis. Harding completed his Master of Business
Administration at Liverpool University and his Doctorate of Philosophy in
Business Management at Liverpool Hope University; his thesis focused on val-
ues alignment in supporting organisational development.
Denis  Hyams-Ssekasi is Lecturer in Business Management and Research
Coordinator at the University of Bolton. He is a senior fellow of the Higher
Education Academy and is a member of the Institute for Small Business and
Entrepreneurship. He has delivered courses on Business Enterprise to all levels
and has also helped students start their own businesses. He has also designed and
run several mentoring programmes where local business leaders act as mentors
for undergraduate students. Hyams-Ssekasi has also offered consultancy to start-
­up businesses, especially in developing countries.
xxiv  Notes on Contributors

Paul Jones  is Professor of Entrepreneurship at Coventry University. His cur-

rent focus of research is entrepreneurial activity within Africa. Jones has pub-
lished his work in leading international journals such as International Small
Business Journal, Environment and Planning C, Omega and Journal of Business
Research. Jones is the editor-in-chief for the International Journal of Entrepreneurial
Behaviour and Research and associate editor for the International Journal of
Management Education. Jones has previously successfully co-edited five journal
special editions including the Journal of Small Business and Enterprise Development
and Strategic Change.
Martin Lackéus  is a researcher in entrepreneurial education at the division of
Entrepreneurship and Strategy at Chalmers University of Technology in Sweden.
He is also a teacher at Chalmers School of Entrepreneurship. Lackéus’ research
focuses on how individuals develop entrepreneurial competencies in education
through value creation processes and how such processes can be assessed. In
2016 Lackéus defended his PhD thesis on value creation as a new educational
philosophy. He also works part-­time as an entrepreneur with two IT companies
he co-founded—Vehco and Me Analytics. Me Analytics develops the research
tool LoopMe described in Chap. 2 of this book.
Joan  Lockyer is the Assistant Director of the International Centre for
Transformational Entrepreneurship (ICTE) at Coventry University. She has
worked in higher education for 15 years, prior to which she worked in industry
(in product development, testing and certification) for over 10 years and
­consultancy for 12 years. Lockyer’s teaching experience covers the full spectrum
of accredited and non-accredited programmes (undergraduate, postgraduate to
doctoral level, professional development and vocational). She is experienced in
enterprise education, leading on the development of the Masters in Enterprise
and Entrepreneurship Education and co-delivering the International Enterprise
Educators Programme (IEEP).
Gideon Maas  is the Director of the International Centre for Transformational
Entrepreneurship at Coventry University. Maas has broad international business
and academic experiences in various countries. Within the academic environ-
ment, Maas has created various entrepreneurship centres at different universities
over the past years, developed and implemented undergraduate and postgradu-
ate modules and programmes focusing specifically on enterprise and entrepre-
neurship. Recently Maas has created the African Institute for Transformational
Entrepreneurship to assist African countries in supporting sustainable socioeco-
nomic growth. Maas’ research focus and experiences are in entrepreneurship,
   Notes on Contributors 
   xxv

open innovation, growth strategies, entrepreneurial universities, implementa-

tion of entrepreneurial systems and family businesses.
Bobby  Mackie is Senior Lecturer in Public Sector Management at the
University of the West of Scotland. His expertise is in the development of man-
agement in Scotland’s public services as a former local government officer and
National Chief Examiner for the HNC in Public Administration. In 2008 he
was commissioned by the Scottish Government to research the emerging field of
‘Organisational Performance Management in a Government Context’, provid-
ing evidence to the Christie Commission on the Future Delivery of Public
Services. He has authored Managing Scotland’s Public Services (2013) and has
recently completed research on ‘Talent Management in Scotland’s Public
Services’.
Alan Murray  is Lecturer in Business and Enterprise at the University of the West
of Scotland teaching enterprise and business modules at undergraduate and post-
graduate level. He has over ten years’ industry experience as a business adviser and
consultant and has helped over 1000 clients set up and develop their businesses
across all sectors. Murray was also a Regional Manager with PSYBT; a leading,
national business support organisation which assisted young people to start and
develop businesses in Scotland. Murray is also an experienced ­entrepreneur in his
own right having run his own adventure recreation business since 1999.
Kate Penney  is a researcher in the Centre for Regional Economic and Enterprise
Development at the University of Sheffield. An experienced educator, Penney
has developed and delivered STARTIFY7  in a variety of formats in the UK,
Continental Europe and South America. Penney has also led sessions dissemi-
nating key learning points from the STARTIFY7 project. Penney is currently
engaged on the Erasmus+ project OpenMind, a pan-­European project that aims
at promoting social entrepreneurship to women learners and students from non-
business studies through an innovative gamified open online course.
Jess  Power is Professor of Teaching and Learning and Associate Dean for
Students in the School of Business, Leadership and Economics at Staffordshire
University. She is a senior fellow of the UK Higher Education Academy and
holds the status of National Teaching Fellow. Power believes that excellence in
teaching should be all encompassing, drawing together a diverse range of knowl-
edge, skills, abilities and attributes. Her focus on interdisciplinarity enables her to
transform the student experience by creating networks for students/staff and the
commercial sector, who share common goals of transferring knowledge beyond
discipline boundaries, whilst developing employability and enterprising skills.
xxvi  Notes on Contributors

Michael Breum Ramsgaard  holds an MA (Education) and is a senior lecturer

at Faculty of Health Sciences, VIA University College, Aarhus, Denmark. He
coordinates modules in project management, innovation and leadership in the
bachelor’s degree programme in management, food and service in the
Department of Nutrition and Health. His research interests are entrepreneur-
ship education, innovation management and entrepreneurial leadership.
Joan Scott  is Lecturer in Enterprise Development at the University of the West
of Scotland. Her research interests include enterprise and entrepreneurship edu-
cation, SME business start-up and management, entrepreneurship rurality, rural
business networking and cluster development. Her teaching career of over 20
years included running her own training and consultancy business, working
with the private, public and voluntary sectors in the UK, Australia, Canada and
the USA. She has developed and delivered several enterprise learning and teach-
ing initiatives in collaboration with colleagues from across the university, other
HE institutions and the business community and national support agencies.
Veronica Scuotto  is an associate professor at the Pôle Universitaire Léonard de
Vinci in Paris. Her research interests focus on SMEs, knowledge management
and digital technologies. Her work has been featured in several international
journals and she has authored a book entitled ICT Adoption for Knowledge
Management: Opportunities for SMEs. Scuotto is an associate editor of Journal of
the Knowledge Economy and an editorial board member of Journal of Knowledge
Management. In 2016 her research was awarded as ‘Best Paper’ and in 2017 as
‘Best Commended Paper’ at the annual EuroMed Academy of Business (EMAB)
conference.
Robert Smith  is Professor of Enterprise and Innovation at the University of the
West of Scotland, Dumfries Campus. He has eclectic research interests which
include entrepreneurial learning, entrepreneurial identity, entrepreneurial narra-
tive, gender and entrepreneurship and rural entrepreneurship. He has published
over 150 peer-reviewed journal articles and book chapters to date.
Tim  Vorley is Professor of Entrepreneurship at Sheffield University
Management School. He is also the co-Director of the Centre for Regional
Economic and Enterprise Development (CREED). Vorley’s research focuses on
entrepreneurship and institutions, as well as having an interest in innovation
and regional development policy. His articles have appeared in the Economic
Geography, International Small Business Journal and Entrepreneurship and Regional
Development. Vorley has led a number of large European-funded projects on
   Notes on Contributors 
   xxvii

entrepreneurship education, supporting the design and delivery of enterprise

education programmes across Europe and around the world.
Robert Wapshott  is Senior Lecturer in Entrepreneurship at Sheffield University
Management School. He is a senior fellow of the Higher Education Academy.
Robert’s research, which focuses on small businesses and entrepreneurship, has
been published in outlets such as Work, Employment and Society, British Journal
of Management, Environment and Planning C and International Small Business
Journal.
Karen Williams Middleton  is Associate Professor of Entrepreneurship in the
division of Entrepreneurship and Strategy at Chalmers University of Technology.
Her research interests include nascent entrepreneurship, entrepreneurial identity
and behaviour, entrepreneurial learning and education, and university entrepre-
neurship. She has been faculty at the Chalmers School of Entrepreneurship since
2004. Her research has been published in, for example, Journal of Small Business
and Enterprise Development, International Journal of Entrepreneurial Behaviour
and Research, International Journal of Management Education and International
Journal of Entrepreneurship and Innovation Management among others.
Naveed  Yasin is Senior Lecturer in Entrepreneurship at Manchester
Metropolitan University in England, UK. Yasin holds a PhD in Cross-National
Comparative Immigrant Entrepreneurship from the University of Huddersfield
with the Vice-Chancellor’s Award for an Outstanding Research Degree Thesis in
2014. He has been the recipient of the ‘Outstanding All-Round Academic
Award’ in 2015 and various national and international awards for teaching and
scholarly research in entrepreneurship and enterprise education. Yasin is Fellow
of the Chartered Management Institute (FCMI), Fellow of the Higher Education
Academy (FHEA) and keynote speaker for the Academy for Innovation
Conference in London.
 List of Figures

Fig. 1.1 Proposed relation between philosophies of experiential

learning13
Fig. 2.1 A proposed model for assessment in experiential education
containing dual assessment of learning and outsourced
assessment of value 39
Fig. 6.1 Framework for the wicked and commercial design-led
challenges109
Fig. 6.2 Blue Bin and Project Blue challenge board, concept, and
prototype. (Courtesy Project Blue 2017) 117
Fig. 10.1 The dynamic and multilevel nature of intrapreneurial
learning. (Source: The author) 196
Fig. 11.1 The Organizational Values Matrix 214
Fig. 12.1 A framework for transformational entrepreneurship 239

xxix
 List of Tables

Table 2.1 A brief summary of five different assessment methods 22

Table 5.1 The Enterprise Challenge stakeholder testimonials 98
Table 8.1 Members of the entrepreneurial family 153
Table 10.1 Key intrapreneurial roles and competencies 189
Table 13.1 STARTIFY7: Themes, locations, and participant numbers 249
Table 13.2 STARTIFY7 learning outcomes 253

xxxi