In order to contribute to research on the process aspect of entrepreneurial networks, the present chapter addresses how start-ups can overcome the loss of all their customer relationships through repositioning. The chapter is based on a qualitative case-study methodology and, from the case study, a pattern of repositioning is observed. Repositioning occurs through looking backwards and forwards. It is the combination of utilizing similar structural networking patterns as earlier, together with updated projections of the future, that enables the start-up firm to see opportunities for relationship initiation and repositioning in the present.
Lise Aaboen and Frida Lind
Torgeir Aadland and Lise Aaboen
In this chapter, we develop a new typology for entrepreneurship education based on the literature in the field. The typology consist of six different approaches to entrepreneurship education, consisting of the objectives and learning activities. We separated the learning approaches into three different classes of student involvement: passive, participative (input/output focused) and self-driving (method focused). Furthermore, we separate the objectives into ‘student-centred impact’ and ‘contextual impact’, based on the influence from the education on external stakeholders. Compared to the ‘about’, ‘for’ and ‘through’ framework, our new typology allows for a more nuanced separation based on both the students’ learning activity and the educational impact in terms of time and external contact and influence. Compared to prior classification, which is somewhat teacher-centred, we move the focus to the students. The main implication from this chapter is that it enables cumulative research in the growing field of entrepreneurship education.