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

Author

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  • Fust Alexander Paul

    (Swiss Research Institute of Small Business and Entrepreneurship, University of St. Gallen, St. Gallen, Switzerland)

  • Jenert Tobias

    (Institute of Business Education and Educational Management, University of St. Gallen, St. Gallen, Switzerland)

  • Winkler Christoph

    (Hynes Institute for Entrepreneurship & Innovation, Iona College, New Rochelle, NY, USA)

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.

Suggested Citation

  • Fust Alexander Paul & Jenert Tobias & Winkler Christoph, 2018. "Experiential or Self-Regulated Learning: A Critical Reflection of Entrepreneurial Learning Processes," Entrepreneurship Research Journal, De Gruyter, vol. 8(2), pages 1-11, March.
    • Handle: RePEc:bpj:erjour:v:8:y:2018:i:2:p:11:n:4
    DOI: 10.1515/erj-2017-0098
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    References listed on IDEAS

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