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Entrepreneurship Research Journal

Ed. by Labaki, Rania / Lyons, Thomas / Zachary, Ramona K. / Mishra, Chandra


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Experiential or Self-Regulated Learning: A Critical Reflection of Entrepreneurial Learning Processes

Alexander Paul Fust
  • Corresponding author
  • Swiss Research Institute of Small Business and Entrepreneurship, University of St. Gallen, St. Gallen, Switzerland
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  • Other articles by this author:
  • De Gruyter OnlineGoogle Scholar
/ Tobias Jenert
  • Institute of Business Education and Educational Management, University of St. Gallen, St. Gallen, Switzerland
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  • De Gruyter OnlineGoogle Scholar
/ Christoph Winkler
Published Online: 2017-11-29 | DOI: https://doi.org/10.1515/erj-2017-0098

Abstract

Research on entrepreneurial learning highlights the importance of experience and prior knowledge to entrepreneurial success. However, a conundrum remains and we are still seeking answers as to why some novice entrepreneurs learn successfully from their experiences and succeed, while some experienced entrepreneurs fail with their ventures. In order to advance the discussion about the role of experience during entrepreneurial learning, our critical reflection aims to (1) highlight some of the shortcomings of experiential learning theory (ELT) and (2) illustrate how alternative theoretical perspectives have the potential to advance our conceptual understanding of entrepreneurial learning processes. We argue for an explanation of entrepreneurial learning as a dynamic and self-regulated process that relies on planning, monitoring, and self-reflection.

Keywords: entrepreneurial learning; experiential learning; self-regulated learning

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Published Online: 2017-11-29


Citation Information: Entrepreneurship Research Journal, Volume 8, Issue 2, 20170098, ISSN (Online) 2157-5665, DOI: https://doi.org/10.1515/erj-2017-0098.

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