Entrepreneurial learning for innovation: A multiple case study

Lopes, Carla Cristine Silva; Teixeira, Rivanda Meira

doi:10.1590/1678-6971/eRAMR240046

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Resources and Entrepreneurial Development • RAM, Rev. Adm. Mackenzie 25 (2) • 2024 • https://doi.org/10.1590/1678-6971/eRAMR240046 copy

Entrepreneurial learning for innovation: A multiple case study

Aprendizagem empreendedora para a inovação: Um estudo de múltiplos casos

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

Purpose: The contributions of individuals in the innovative process and the way they learn are crucial. However, the various entrepreneurial learning modes are neglected in discussions about innovation. That said, innovation is considered to emerge from continuous learning processes and the accumulation and development of knowledge from relationships, experiences, skills, and information. Thus, this work aims to identify how small business entrepreneurs adopt the different learning modes in their innovation actions.

Originality/value: The academic contribution of this research is to present initial steps regarding entrepreneurial learning modes in conjunction with innovation. On the other hand, the practical contribution refers to understanding the different forms of learning that can be considered for innovation, which the study will provide to small business entrepreneurs.

Design/methodology/approach: The research strategy adopted was multiple case studies and content and cross-case analysis techniques were used for data analysis.

Findings: Research results show that experiential, through networks, formal, and vicarious learning are important modes to help entrepreneurs achieve market distinction through innovative solutions. Thus, the knowledge accumulation provided by the different learning modes studied resulted in implementing various innovation actions, mainly in services, in the companies participating in the study.

Keywords
entrepreneurship; learning; entrepreneurial learning; learning modes; innovation

Companies	Case A	Case B	Case C	Case D	Case E	Case F	Case G	Case H
Foundation year	2012	2000	2012	2009	2008	2015	2015	1998
Location	Aracaju-SE	Aracaju-SE	Aracaju-SE	Maceió-AL	Aracaju-SE	Aracaju-SE	Aracaju-SE	Aracaju-SE
Size	Micro	Micro	Small	Small	Small	Micro	Micro	Small
Sector	Travel agency	Tourism office	Hostel	Hostel e posada	Pastry shop	Restaurant	Barbershop and bar	Studio
Profile	Case A	Case B	Case C	Case D	Case E	Case F	Case G	Case H
Gender	Female	Female	Male	Male	Female	Female/ female	Male	Male/ female
Age	41	43	44	44	55	42/41	27	47/38
Birthplace	SP	SE	SP	AL	SE	BA/PE	BA	RJ/CE
Education	Graduation	Incomplete graduation	Post-graduation	Post-graduation	Incomplete graduation	Post-graduation	Incomplete higher	Post-graduation

Criteria	Procedures
Construct validity	• Use of multiple sources of evidence: semi-structured interviews, documentary research, and direct observation. • Sending interview transcripts to key informants to review information. • Explanation of the data analysis procedure.
External validity	• Justify the case selection criteria. • Discriminate companies’ characteristics and entrepreneur profiles. • Use of replication logic in the cases studied.
Reliability	• Use of case study protocol. • Elaboration of a database of cases, with transcripts of interviews and storage of data in files.

Evidence sources	Case A	Case B	Case C	Case D	Case E	Case F	Case G	Case H
Interviews	X	X	X	X	X	X	X	X
Direct observation	X	X	X	X	X	X	X	X
Folder					X	X
Site			X	X
Social networks	X	X				X	X	X

Analytical categories	Analysis elements
Experiential learning (Politis, 2005Politis, D. (2005). The process of entrepreneurial learning: A conceptual framework. Entrepreneurship Theory and Practice, 29(4), 399-424. https://doi.org/10.1111/j.1540-6520.2005.00091.x https://doi.org/10.1111/j.1540-6520.2005... )	Personal experience in management positions, in a previous venture, and/or in the industry.
Learning by network (Man, 2006Man, T. W. Y. (2006). Exploring the behavioural patterns of entrepreneurial learning. Education + Training, 48(5), 309-321. https://doi.org/10.1108/00400910610677027 https://doi.org/10.1108/0040091061067702... )	Interactions with employees, suppliers, customers, competitors, partners, family, friends, small business support agencies, other entrepreneurs, and consultants.
Formal learning (Jiao & Cui, 2010Jiao, H., ogilvie, dt, & Cui, Y. (2010). An empirical study of mechanisms to enhance entrepreneurs’ capabilities through entrepreneurial learning in an emerging market. Journal of Chinese Entrepreneurship, 2(2), 196-217. https://doi.org/10.1108/17561391011051162 https://doi.org/10.1108/1756139101105116... )	Academic training, self-learning and participation in courses, training, fairs, workshops, and forums.
Vicarious learning (Holcomb et al., 2009Holcomb, T. R., Ireland, R. D., Holmes, R. M. Junior, & Hitt, M. A. (2009). Architecture of entrepreneurial learning: Exploring the link among heuristics, knowledge, and action. Entrepreneurship Theory and Practice, 33(1), 167-192. https://doi.org/10.1111/j.1540-6520.2008.00285.x https://doi.org/10.1111/j.1540-6520.2008... ; Abecassis-Moedas et al., 2016Abecassis-Moedas, C., Sguera, F., & Ettlie, J. E. (2016). Observe, innovate, succeed: A learning perspective on innovation and the performance of entrepreneurial chefs. Journal of Business Research, 69(8), 2840-2848. https://doi.org/10.1016/j.jbusres.2015.12.053 https://doi.org/10.1016/j.jbusres.2015.1... ).	Observation of parental/mentor model, observation of competitors’ activities, mobility of competitors’ employees, observation of activities of companies in other sectors.

Steps	Description
1. Pre-analysis	Objectives formulation, document organization, and code elaboration.
2. Material exploration	Preparation of full transcripts of recorded interviews.
3. Data treatment and results interpretation	Final categorization according to the analysis elements previously established, depending on the learning modes and the explicit and implicit contents in the messages.
4. Cross-case analysis	Identification of similarities and differences, as well as comparisons between the analyzed cases.

Experiential entrepreneurial learning	Cases	Innovation actions (generic)
Personal experience	A, B, C, D, E, F, G, and H	• New marketing actions (A, B, D, and G). • Introduction of new services to the business (C, D, E, G, and H). • Pioneer business to local market (C, F, and G). • Improvement on the business structure (D and E). • New processes implementation (B e C).
Professional experience	A, B, C, D, G, and H
Previous business experience	A and E
Technical/operational experience	H

Entrepreneurial learning by networks	Cases	Innovation actions (generics)
Employees	A, B, C, D, E, F, and H	• New marketing actions (A, C, D, E, F, and G). • Providing new services (A, B, C, D, E, F, G, and H). • Improvement in the business structure (B and D). • New processes implementation (A, C, D, E, and H). • Organizational improvements (C and D).
Clients	B, C, D, E, F, G, and H
Friends	A, C, D, and H
Suppliers	A, E, G, and H
Other entrepreneurs	A, C, and G
Family	F, G, and H
Support agencies	D and E
Partners	F and H

Formal entrepreneurial learning	Cases	Innovation actions (generics)
Courses	A, B, E, G, and H	• New marketing actions (B, E, and G). • Providing new services (A, B, D, E, F, G, and H). • Implementing new processes (B, C, E, and F). • Organizational improvements (C).
Training	A, C, E, and F
Academic background	C, D, G, and H
Fairs	E, F, G, and H
Self-learning	B and H
Workshops	C
International forums	H

Vicarious learning	Cases	Innovations actions (generic)
Observation of other enterprise’s activities	B, C, D, E, F, and G	• New marketing actions (A, B, D, and E). • Providing new services (A, B, C, D, F, and H). • New processes implementation (B, E, F, and G). • Organizational improvements (D).
Observation of competitor’s activities	A, E, and H
Competitor employee mobility	A
Observation of parental models	B

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E-mail: revista.adm@mackenzie.br

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[1] Carla Cristine Silva Lopes is now an alumnus from the Department of General and Applied Adminis-tration of Federal University of Paraná (Universidade Federal do Paraná - UFPR); Rivanda Meira Teixeira is now a retired professor from the Department of General and Applied Administration of UFPR.