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  • 1.
    Lindh, Ida
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Innovation and Design.
    A research proposal in the interface of entrepreneurs’ and entrepreneurial learning2014Conference paper (Other academic)
  • 2.
    Lindh, Ida
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Innovation and Design.
    An Entrepreneurial Mindset: Self-Regulating Mechanisms for Goal Attainment2017Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Comprised of a cover story and five separate but interrelated articles, this dissertation explores entrepreneurial learning. By connecting multiple theoretical perspectives, reviewing extant literature, using four qualitative datasets, and building theory inductively, the articles explain components to and mechanisms of entrepreneurial learning. This dissertation is one of the first to explore the essence of entrepreneurial learning by incorporating non-entrepreneurs and entrepreneurs simultaneously, cognitive processes, and contextual variables.

     Learning lies at the core of entrepreneurship, and scholars have even argued that a theory of entrepreneurship requires a theory of learning. The literature suggests that experiences in the context of entrepreneurship triggers entrepreneurial learning, and that such learning relates to achieving ambitious goals, the discovery of new opportunities and better overall performance. Entrepreneurial learning has also been highlighted in contexts outside entrepreneurship and as a mean to fostering future entrepreneurs and developing people’s entrepreneurial attributes and characteristics. The idea is that entrepreneurship is a way of thinking and acting and that entrepreneurial learning can be of use to anyone, even to those lacking entrepreneurial experience.

    Entrepreneurial learning literature, both inside and outside the context of entrepreneurship, emphasizes triggers of entrepreneurial learning, but does not recognize components that enable those triggers to be recognized and acted on and the underlying mechanisms that distinguish entrepreneurial learning from other types of learning. This gap makes it difficult to assess what entrepreneurial learning is and how it can be enhanced for both entrepreneurs and people preparing for entrepreneurship. This dissertation explains how and why entrepreneurial learning can be understood as a simultaneous and active regulation of cognition, motivation, and emotions to achieve goals. This elaboration captures core components and the mechanism of entrepreneurial learning, and illustrates how it can be understood and enhanced in various contexts.

  • 3.
    Lindh, Ida
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Innovation and Design.
    Combining physical and virtual realities to enhance students entrepreneurial development2017In: International Journal of Innovation and Research in Educational Sceience, ISSN 2349-5219, Vol. 4, no 3, p. 271-282Article in journal (Refereed)
    Abstract [en]

    The traditional ways of teaching are being supplemented with new tools and new educational approaches in order make education more authentic and aligned with the world beyond school. To prepare young people for a rapidly changing and less predictable environment, policy directives have urged the development of entrepreneurial attitudes and abilities through an education relating closely to the surrounding society (Commission, 2015; OECD, 1992). Simultaneously, new technology is suggested to provide new opportunities for learning in an increasingly digitalised society (Samuelson-Wardrip & Shaphiro, 2016; Brinson, 2015; Cheng, Lin, & She, 2015). Although the entry of ICT and entrepreneurship into the field of education may both work to prepare students for an environment beyond school, few scholars have investigated if and how these processes are interrelated, or how they might complement each other. By adopting a sociocultural perspective on learning, and incorporating literature on combined physical and virtual world contexts, this qualitative study offers insights into how various mediating tools used to relate education to the world beyond school may influence the extent to which primary school students develop entrepreneurial attitudes and abilities. The results indicate that computer-aided learning combining virtual and physical world contexts could support the development of entrepreneurial attitudes and abilities.

  • 4.
    Lindh, Ida
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Innovation and Design.
    Developing entrepreneurial competences through collaboration2014Conference paper (Refereed)
  • 5.
    Lindh, Ida
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Innovation and Design.
    Entrepreneurial development and the different aspects of reflection2017In: The International Journal of Management Education, ISSN 1472-8117, E-ISSN 2352-3565, Vol. 15, no 1, p. 26-38Article in journal (Refereed)
    Abstract [en]

    It has been suggested that students' perceptions of entrepreneurship, as well as their attitude toward entrepreneurship education, are shaped by their previous experiences and contextual belonging. This longitudinal exploratory study explores how reflective practices that are part of entrepreneurship education work to challenge, change, or reproduce such attitudes, as well as the different path of entrepreneurial development students may follow as a result. The discussion also adds to theoretical development in the field by combining Dewey and Bourdieu into a framework for analyzing and understanding the different aspects of reflection and the differing outcomes reflection may yield.

  • 6.
    Lindh, Ida
    et al.
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Innovation and Design.
    Thorgren, Sara
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Innovation and Design.
    Critical event recognition: An extended view of reflective learning2016In: Management Learning, ISSN 1350-5076, E-ISSN 1461-7307, Vol. 47, no 5, p. 525-542Article in journal (Refereed)
    Abstract [en]

    This inductive case study extends existing reflective learning theory by introducing the concept of critical event recognition. We define this as the cognitive process through which individuals conclude that they are facing a critical learning point that demands a change of thoughts and actions. Extant theory has described reflection and learning as processes of interaction among an individual’s various experiences and has emphasized that critical events are important for these processes. Yet, theory has largely ignored how learners develop task-specific cognitions from such critical events when they lack previous task-specific experiences to which they can relate the reflection. This study proposes an extended perspective on reflective learning by shedding light on event recognition and by illustrating how cognitive development may progress when the individual has little prior experience with which to integrate the reflection from critical events

  • 7.
    Lindh, Ida
    et al.
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Innovation and Design.
    Thorgren, Sara
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Innovation and Design.
    Entrepreneurship education: the role of local business2016In: Entrepreneurship and Regional Development, ISSN 0898-5626, E-ISSN 1464-5114, Vol. 28, no 5-6, p. 313-336Article in journal (Refereed)
    Abstract [en]

    Entrepreneurship education is high on political agendas for its contributions to cultural change and economic growth. Scholars have suggested that the local context may influence the results of entrepreneurship education, and have recommended that educators strengthen their relationships with local businesses and help students learn from actual business settings. By combining policy analysis with empirical data, the present qualitative study explores two issues. First, we look at how the role of local business is expressed in entrepreneurship education policy documents. Second, we explore how local entrepreneurial activity and culture may influence how policies are understood and translated into practice at the local level. The findings indicate that collaboration between schools and business life may strengthen, rather than change, existing local development paths. The present paper contributes to the literature and understanding of the interplay between entrepreneurship education policy and the local context and proposes several policy recommendations emerging from the empirical study.

  • 8.
    Lindh, Ida
    et al.
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Innovation and Design.
    Thorgren, Sara
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Innovation and Design.
    Learning and teaching entrepreneurial mindsets: bridging research in business and education2015In: Goal Setting and Personal Development: Teachers' Perspectives, Behavioral Strategies and Impact on Performance, Nova Science Publishers, Inc., 2015, p. 35-60Chapter in book (Refereed)
  • 9.
    Tidåsen, Christine
    et al.
    School of Business and Economics at Linnaeus University.
    Westerberg, Mats
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Innovation and Design.
    Palmér, Hanna
    Linnaeus University, Department of Mathematics Education.
    Leonardson, Joakim
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Karlsson, Lena
    Linnaeus University, Department of Mathematics Education.
    Lindh, Ida
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Innovation and Design.
    Björling, MaxMikael Wilde
    School of Business and Economics at Linnaeus University.
    Kivimäki, Kaarin
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Innovation and Design.
    Studying Entrepreneurial Learning in a Primary School Setting in Sweden2015Conference paper (Refereed)
  • 10. Williams, Trenton
    et al.
    Thorgren, Sara
    Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Business Administration and Industrial Engineering.
    Lindh, Ida
    Rising from failure, staying down, or more of the same?: An inductive study of entrepreneurial reentry2020In: Academy of Management Discoveries, ISSN 1523-2867, E-ISSN 1084-6654Article in journal (Refereed)
    Abstract [en]

    Drawing on a multi-year qualitative study, we explore the phenomenon of reentry into venturing after a failure. The primary discovery of this study is a pathway by which interactions of failure attributions and emotions lead to effective entrepreneurial reentry in the aftermath of a failure. Specifically, we discover three trajectories of reentry: separation (reentry with minimal modifications), reinforcement (no reentry), and metamorphosis (reentry with substantial modifications). We describe the differences between the trajectories and detail three dimensions of primary discovery: negative emotions are not necessarily an obstacle to reentry, as previously thought; perceived controllability is critical in explaining reentry; and the evolution of attributional/emotional responses over time as a result of the interplay between these concepts is central to explaining effective reentry.

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