Accelerators as authentic training experiences for nascent entrepreneurs

Miles, MP; de Vries, H; Harrison, G; Bliemel, M; de Klerk, S; Kasouf, CJ

Accelerators as authentic training experiences for nascent entrepreneurs

Miles, MP de Vries, H Harrison, G Bliemel, M

de Klerk, S Kasouf, CJ

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Publication Type:: Journal Article
Citation:: Education and Training, 2017, 59 (7-8), pp. 811 - 824
Issue Date:: 2017-01-01

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Field	Value	Language
dc.contributor.author	Miles, MP	en_US
dc.contributor.author	de Vries, H	en_US
dc.contributor.author	Harrison, G	en_US
dc.contributor.author	Bliemel, M https://orcid.org/0000-0002-5160-0888	en_US
dc.contributor.author	de Klerk, S	en_US
dc.contributor.author	Kasouf, CJ	en_US
dc.date.available	2020-05-25T19:03:28Z
dc.date.issued	2017-01-01	en_US
dc.identifier.citation	Education and Training, 2017, 59 (7-8), pp. 811 - 824	en_US
dc.identifier.issn	0040-0912	en_US
dc.identifier.uri	http://hdl.handle.net/10453/115066
dc.description.abstract	© 2017, © Emerald Publishing Limited. Purpose: The purpose of this paper is to address the role of accelerators as authentic learning-based entrepreneurial training programs. Accelerators facilitate the development and assessment of entrepreneurial competencies in nascent entrepreneurs through the process of creating a start-up venture. Design/methodology/approach: Survey data from applicants and participants of four start-accelerators are used to explore the linkages between accelerators and the elements of authentic learning. Authentic learning processes are then mapped onto the start-up processes that occur within the accelerators. Findings: Accelerators take in nascent entrepreneurs and work to create start-ups. This activity develops the participants’ entrepreneurial competencies and facilitates authentic self-reflection. Research limitations/implications: This study explores how accelerators can be useful as authentic learning platforms for the development of entrepreneurial competencies. Limitations include perceptual measures and the inability to conduct paired sampling. Practical implications: Entrepreneurship training is studied through the lens of authentic learning activities that occur within an accelerator. Participants develop and assess their mastery of and interest in entrepreneurship through tasks, exposure to experts and mentors, peer learning, and assessments such as pitching to investors at Demo Day. Originality/value: This paper reports on the authentic learning processes and its usefulness in competency development and self-appraisal by accelerators participants. The opportunity for competency development and self-appraisal by nascent entrepreneurs before escalating their commitment to a start-up may be an accelerator’s raison d’être.	en_US
dc.relation.ispartof	Education and Training	en_US
dc.relation.isbasedon	10.1108/ET-01-2017-0007	en_US
dc.rights	info:eu-repo/semantics/openAccess
dc.subject.classification	Business & Management	en_US
dc.title	Accelerators as authentic training experiences for nascent entrepreneurs	en_US
dc.type	Journal Article
utslib.citation.volume	7-8	en_US
utslib.citation.volume	59	en_US
utslib.for	13 Education	en_US
utslib.for	15 Commerce, Management, Tourism and Services	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Transdisciplinary Innovation
utslib.copyright.status	open_access	*
pubs.issue	7-8	en_US
pubs.publication-status	Published	en_US
pubs.volume	59	en_US

Abstract:

© 2017, © Emerald Publishing Limited. Purpose: The purpose of this paper is to address the role of accelerators as authentic learning-based entrepreneurial training programs. Accelerators facilitate the development and assessment of entrepreneurial competencies in nascent entrepreneurs through the process of creating a start-up venture. Design/methodology/approach: Survey data from applicants and participants of four start-accelerators are used to explore the linkages between accelerators and the elements of authentic learning. Authentic learning processes are then mapped onto the start-up processes that occur within the accelerators. Findings: Accelerators take in nascent entrepreneurs and work to create start-ups. This activity develops the participants’ entrepreneurial competencies and facilitates authentic self-reflection. Research limitations/implications: This study explores how accelerators can be useful as authentic learning platforms for the development of entrepreneurial competencies. Limitations include perceptual measures and the inability to conduct paired sampling. Practical implications: Entrepreneurship training is studied through the lens of authentic learning activities that occur within an accelerator. Participants develop and assess their mastery of and interest in entrepreneurship through tasks, exposure to experts and mentors, peer learning, and assessments such as pitching to investors at Demo Day. Originality/value: This paper reports on the authentic learning processes and its usefulness in competency development and self-appraisal by accelerators participants. The opportunity for competency development and self-appraisal by nascent entrepreneurs before escalating their commitment to a start-up may be an accelerator’s raison d’être.

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http://hdl.handle.net/10453/115066