My PhD Research
Social entrepreneurs’ conceptions of incubator-based learning
Research on entrepreneurial learning tends to focus on formal environments while entrepreneurs typically learn in non-formal environments such as business incubators. Despite this, incubators are rarely designed with learning in mind. Recent calls for the application of learning theories in incubation research along with a lack of prior studies on the subject led to informal learning theory as the lens to understand the qualitatively different ways in which social entrepreneurs experience learning within an incubator. The research was conducted in South Africa, characterized dichotomously by a relatively advanced economy with an immense social need.
Through twenty phenomenographic interviews, eight conceptions of learning were found: learnability, business concepts, entrepreneur concepts, practical application of knowledge, business transformation, personal transformation, having a champion, and co-created learning. Previous phenomenographic research has focused on formal learning environments but utilizing the methodology in a non-formal learning environment led to two differences in commonly held conceptions of learning – no evidence of memorization and two additional collective-focused conceptions. The eight conceptions were then used to create a model of the informal learning process of social entrepreneurs within incubation programs, contributing to the theory by demonstrating that this learning process is different than informal learning processes in other contexts.
Further analysis showed the conceptions are experienced in five varying ways, characterized as learning by the archetypes of Maximizer, Transformer, Collaborator, Student, and Consumer. As a concept, learning archetypes are not new, but the creation and application of learning archetypes in the context of incubation programs is novel. A phenomenographic outcome space mapped the characteristics of each archetype across each conception, visualizing how different archetypes experience each conception, and therefore the overall experience of learning, in a distinct way.
Incubators can utilize the findings to better support social entrepreneurs’ learning by providing content relevant to social entrepreneurs, focusing on participants’ identities as learners, and offering flexible and customizable programs. Additionally, to create a more collaborative learning environment, incubators should consider relationship dynamics and learning potential when selecting participants.
PUBLICATIONS
Bucci, A. & Marks, J. (2022). Social entrepreneurs’ learning experience in South African incubators. Africa Journal of Management. https://doi.org/10.1080/23322373.2022.2071573
Marks, J. & Bucci, A. (2022). Funding entrepreneurs within business groups: An emerging market view. In Lingelbach (Ed.), De Gruyter Handbook of Entrepreneurial Finance. Berlin, Boston: De Gruyter, pp. 107-118. https://doi.org/10.1515/9783110726312-009.
Conference Presentations
International Conference on New Business Models (NBM); Netherlands | June 2023
International Research Conference on Social Enterprise (EMES); Spain | Oct 2021
International Social Innovation Research Conference (ISIRC) | Italy | Sept 2021
International Social Innovation Research Conference (ISIRC) | United Kingdom | Sept 2020
Institute for Small Business & Entrepreneurship (ISBE) | United Kingdom | Nov 2019
International Society for Third Sector Research (ISTR) | South Africa | May 2019