Aprendizagem empreendedora para a inovação: Um estudo de múltiplos casos

Lopes, Carla Cristine Silva; Teixeira, Rivanda Meira

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Sumário

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

Aprendizagem empreendedora para a inovação: Um estudo de múltiplos casos

Autoria SCIMAGO INSTITUTIONS RANKINGS

Resumo

Objetivo:

As contribuições dos indivíduos no processo inovativo, bem como a forma como eles aprendem são cruciais. Todavia, os diversos modos de aprendizagem dos empreendedores são negligenciados nas discussões acerca da inovação. Dito isso, considera-se que a inovação emerge de processos contínuos de aprendizagem, bem como do acúmulo e desenvolvimento de conhecimentos provenientes de relacionamentos, experiências, habilidades e informações. Destarte, identificar como os diferentes modos de aprendizagem são adotados pelos empreendedores de pequenos negócios em suas ações de inovação é o objetivo do presente trabalho.

Originalidade/valor: A contribuição acadêmica desta pesquisa é apresentar passos iniciais a respeito dos modos de aprendizagem empreendedora em conjunto com a inovação. Já a contribuição prática refere-se ao entendimento das diferentes formas de aprendizagem que podem ser consideradas para a inovação, que o estudo proporcionará aos empreendedores de pequenos negócios.

Design/metodologia/abordagem: A estratégia de pesquisa adotada foi o estudo de casos múltiplos e, para a análise dos dados, utilizaram-se a análise de conteúdo e a técnica de cross-case analysis.

Resultados:

Os resultados da pesquisa mostram que as aprendizagens experiencial, por networks, formal e vicária são importantes modos de auxílio aos empreendedores no alcance de distinção mercadológica, mediante soluções inovadoras. Assim, o acúmulo de conhecimento proporcionado pelos diferentes modos de aprendizagem estudados resultou na implementação de variadas ações de inovação, principalmente em serviços, nas empresas participantes do estudo.

Palavras-chave
empreendedorismo; aprendizagem; aprendizagem empreendedora; modos de aprendizagem; inovação

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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[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.