Dag Håkon Andre Åsmundhavn Haneberg

• Roald, Gunhild Marie; Jin, Fufen; Solvoll, Sølvi & Haneberg, Dag Håkon Andre Åsmundhavn (2026). Introduction: teaching change agents in different disciplines. In Roald, Gunhild Marie; Jin, Fufen; Solvoll, Sølvi & Haneberg, Dag Håkon Andre Åsmundhavn (Ed.), Reframing Entrepreneurship Education Teaching Change Agents in Different Disciplines. Edward Elgar Publishing. ISSN 9781035345267. p. 2–25. Full text in Research Archive Show summary

  The main purpose of this book is to inspire and empower educators across disciplines to educate change agents. The introductory chapter presents, defines, and discusses core concepts of the book, such as change agent, entrepreneurial competence, entrepreneurship education, and embedded entrepreneurship education. It introduces the educational framework, I-CARE, with its five pillars – Interact, Challenge, Act, Reflect, and Embrace (uncertainty) – on which all the chapters in the book are based. It also elaborates on the origin of the framework and introduces a short presentation of the book's chapters.

• Do, Thi Thanh Thuy; Widding, Lars Øystein; Haneberg, Dag Håkon Andre Åsmundhavn; Cirilli, Manuela; Aadland, Torgeir & Anelli, Giovanni (2026). Extending the potential of venture creation programmes for the commercialisation of research-based technologies. Technovation. ISSN 0166-4972. 156. doi: 10.1016/j.technovation.2026.103619. Full text in Research Archive Show summary

  This paper explores the processes undertaken by students in a venture creation programme (VCP) who engage in early-stage technology commercialisation of research-based technologies provided by external institutions. Our research question is: How can VCPs support students in the commercialisation of research-based technologies? We conducted a process study of a spinoff company that is based on a technology developed at the European Organisation for Nuclear Research (CERN). Facilitated by a VCP and through a formal agreement with an external research institution, it is possible for novice students to identify and create opportunities within a complex and uncertain context, including a highly advanced technological field. Guided by a process study approach, the paper conceptualised the sequence of events during the students’ entrepreneurial process. The paper builds on the conceptual frame of reference that VCPs combine several approaches to supporting entrepreneurship and commercialisation at universities. Thus, it contributes to the literature on research commercialisation processes with insights into the processual micro-foundations of overcoming challenges and junctures in the commercialisation process. We suggest that involving VCP students represents an alternative model of technology commercialisation in high-cost economies that fosters fruitful collaboration among the VCP, VCP students and researchers.

• Do, Thi Thanh Thuy; Haneberg, Dag Håkon Andre Åsmundhavn; Aadland, Torgeir; Widding, Lars Øystein & Nguyen-Quoc, Anh (2026). Progression by imitation – students’ entrepreneurial learning when evaluating the commercial potential of research-based technologies. Industry & higher education. ISSN 0950-4222. doi: 10.1177/09504222261454641. Full text in Research Archive
• Fauchald, Ragnhild Nordeng; Aaboen, Lise & Haneberg, Dag Håkon Andre Åsmundhavn (2026). How extracurricular entrepreneurship initiatives foster entrepreneurial learning: a synthesis of research on the student mentoring program Spark*. In Roald, Gunhild Marie; Jin, Fufen; Solvoll, Sølvi & Haneberg, Dag Håkon Andre Åsmundhavn (Ed.), Reframing Entrepreneurship Education Teaching Change Agents in Different Disciplines. Edward Elgar Publishing. ISSN 9781035345267. p. 151–170. doi: 10.4337/9781035345274.00017. Full text in Research Archive Show summary

  In 2013, students at the Norwegian University of Technology and Science (NTNU) started the peer mentoring program Spark* based on a need for an informal, low-threshold initiative for students who want to explore entrepreneurship as a career direction or the commercial potential of an idea. Over the last seven years, extensive research has been done on Spark* aiming to explore how the initiative and the peer mentoring processes contribute to entrepreneurial learning among students at NTNU. In this chapter, existing research on Spark* is synthesized to offer program organizers, educators, and students practical implications for how such peer mentoring initiatives can foster entrepreneurial learning. The results from this synthesis illustrate how social interactions are essential in developing communities of practice that foster entrepreneurial learning. Based on the synthesis, the chapter provides a list of three criteria that need to be considered when organizing extracurricular mentoring initiatives for the purpose of entrepreneurial learning.

• Solvoll, Sølvi; Ilonen, Sanna & Haneberg, Dag Håkon Andre Åsmundhavn (2025). Entrepreneurial learning among novice entrepreneurs in the tourism industry. In Politis, Diamanto; Aaboen, Lise & Gabrielsson, Jonas (Ed.), Handbook of Research on Entrepreneurial Learning. Edward Elgar Publishing. ISSN 9781803922201. p. 161–176. doi: 10.4337/9781803922218.00019. Full text in Research Archive
• Politis, Diamanto; Gabrielsson, Jonas; Aaboen, Lise & Haneberg, Dag Håkon Andre Åsmundhavn (2025). From Loops to Leaps: Accelerating Experiential Learning in Venture Creation Programs. Entrepreneurship Education and Pedagogy (EE&P). doi: 10.1177/25151274251337751. Full text in Research Archive Show summary

  This paper theorizes conditions accelerating experiential learning within venture creation programs (VCPs). Traditionally, experiential learning theory views learning as a slow and self-directed process. In contrast, VCPs offer time-compressed, enterprise-oriented training structured around predetermined plans and schedules. Our theorizing shifts the primary focus from cyclical movements (“loops”) to the speed and magnitude (“leaps”) of experiential learning. We propose a conceptual framework that identifies catalysts situating VCP students in a favorable position to make significant and rapid progress toward intended learning outcomes. Additionally, we exemplify and discuss how teaching exercises can enable educators to arrange and coordinate activities to exert force and direction in the learning process. By doing so, we explicate the theoretical mechanisms that accelerate experiential learning within VCPs, providing actionable insights for enhancing best practices in entrepreneurship education and pedagogy.

• Wilhelmsen, Åshild; Haneberg, Dag Håkon Andre Åsmundhavn; Sivertsen, Ingrid Berg; Alsos, Ole Andreas & Solvoll, Sølvi (2024). GENERATIVE AI IN DESIGN EDUCATION: BUSINESS AS USUAL, A TROUBLEMAKER, OR A GAME CHANGER? In Kim, Jisun; Storer, Ian; Whitehead, Timothy; Buck, Lyndon; Grierson, Hillary & Bohemia, Erik (Ed.), Rise of the Machines: Design Education in the Generative AI Era. Proceedings of the 26th International Conference on Engineering and Product Design Education (E&PDE 2024). The Design Society. ISSN 9781912254200. p. 431–436. doi: 10.35199/EPDE.2024.73. Full text in Research Archive Show summary

  Higher education institutions (HEI) are facing fundamental questions regarding students’ use of artificial intelligence (AI) tools in the form of large language model (LLM) based chatbots. Students are already using AI tools to respond to written assignments and exams. Our research question is: What is educators’ standpoint about students’ use of generative AI in higher education? A mixed methods approach was applied for the present study. First, a qualitative investigation was conducted, centered around interviews that revolved around potential consequences (i.e., opportunities, threats, challenges, etc.) and factors related to the educators’ views on AI. Based on the qualitative approach, three propositions were postulated for a narrower quantitative approach, including a larger sample of educators from industrial design (ID) educations at HEIs’ in Europe. The quantitative data was collected through a questionnaire and analyzed using a fuzzy-set qualitative comparative analysis (fsQCA). The findings from the questionnaire supported our proposition about (1) Knowledge about AI leads to seeing opportunities rather than challenges, but not our propositions of (2) Emphasizing skill-focused learning outcomes leads to seeing opportunities rather than challenges, and (3) Use of authentic cases leads to educators’ not emphasizing challenges. This study emphasizes the importance of knowledge about AI for educators.

• Larsen, Even Sønnik Haug; Haneberg, Dag Håkon Andre Åsmundhavn & Lakså, Sofie Holtan (2024). Revealing three anomalies: Extending Kolb educator roles profile in experiential entrepreneurship education. The International Journal of Management Education. ISSN 1472-8117. 22(3). doi: 10.1016/j.ijme.2024.101048. Full text in Research Archive Show summary

  Experiential entrepreneurship education programmes expose students to high levels of uncertainty and motivate them to take economic and emotional risks. Navigating educator roles in these programmes is difficult for educators. Although essential for effective student learning, a more theoretical understanding of educator roles within experiential entrepreneurship education programmes is needed. Following an extended case methodology, this study is among the first to validate and question the Kolb Educator Role Profile (KERP) in experiential entrepreneurship education. We theoretically extend the KERP typology by contextualising KERP within the experiential entrepreneurship education literature and incorporating insights from 18 experiential entrepreneurship education programmes. We reveal three anomalies that extend beyond the traditionally defined educator roles within the KERP typology: (1) educators need to initiate concrete experiences, (2) educators need to manage students' access to practical entrepreneurship competence, and (3) educators need to make students do entrepreneurship. By introducing KERP and discussing these anomalies, we provide clarity for experiential entrepreneurship educators, helping them navigate, commit to, and prioritise distinct educator roles. This paper implies a deeper understanding of educator roles in experiential entrepreneurship programmes, clarifying how educators manage effective student learning.

• Hunt, Britt Sophie Elverum; Haneberg, Dag Håkon Andre Åsmundhavn & Boer, Luitzen de (2023). Conceptualising a chameleon: social enterprise as a public provider. Journal of Public Procurement. ISSN 1535-0118. doi: 10.1108/JOPP-08-2023-0056. Full text in Research Archive
• Politis, Diamanto; Aaboen, Lise; Eide, Ann Elida & Haneberg, Dag Håkon Andre Åsmundhavn (2023). Re-viewing entrepreneurial universities through alumni engagement. Small Business Economics. ISSN 0921-898X. doi: 10.1007/s11187-023-00863-2. Full text in Research Archive Show summary

  The paper contributes to re-viewing entrepreneurial universities by expanding the understanding of the role and impact of alumni engagement in this context. Embedded in a stakeholder theory perspective, we develop and test a framework that identifies social, behavioural, cognitive and affective drivers of alumni engagement. We conducted statistical analyses to test hypotheses on a sample of 493 entrepreneurship graduates from Venture Creation Programs (VCP) at three major universities in Scandinavia. Our theorising and findings suggest that alumni engagement is multifaceted—encompassing providing and connecting functions. Furthermore, the analysis suggests social, behavioural and affective drivers to accelerate alumni engagement. Future studies of entrepreneurial universities should focus more specifically on how entrepreneurship education and university managers may prepare students for becoming engaged alumni.

• Aalto, Pasi Olav; Alsos, Ole Andreas; Haneberg, Dag Håkon Andre Åsmundhavn; Steinert, Martin; Ege, Daniel Nygård & Sivertsen, Ingrid Berg (2023). The effects of learning environments on student active learning. In Lyng, Reidar; Bennedsen, Jens; Bettaieb, Lamjed; Bodsberg, Nils Rune; Edström, Kristina; Guðjónsdóttir, María Sigríður; Roslöf, Janne; Solbjørg, Ole Kristen & Øien, Geir Egil Dahle (Ed.), The 19th CDIO International Conference: Proceedings - Full Papers. CDIO Initiative. ISSN 9788230361863. p. 975–988. Full text in Research Archive Show summary

  Student active learning has been shown to have a significant positive effect on learning outcomes as experienced by students. The learning environments where these activities take place are often simplified to describe the immediate surroundings during a short-term task. In this study, we have examined the characteristics of active learning environments that have emerged from a long-term culture of student and tutor participation in a mutual development of their surroundings. We selected 3 technology study programs at the Norwegian University of Science and Technology. These 3 programs have shown a significant positive correlation between learning outcomes and degree of student active learning as experienced by the students over time. We describe the spatial and temporal opportunities for the students to seek out surroundings that support the holistic learning activity at hand based on their own preferences. We propose that environments that support student active learning in the context of wicked problems are fundamentally different from traditional and active learning spaces. Even though this environment can be established for a short while by a skilled supervisor, developing a long-term spatial response that nurtures a culture of student-active learning focused on wicked problems needs to consider a multitude of parameters that are rarely included in university descriptions of space needs. We show that these spaces are to a certain extent dependent on emergent behavior and resist attempts to govern them, re-create them strategically or to standardize their contents. Our findings have implications for the design of learning spaces and advocate nurturing active learning social groups as they emerge through culture, rather than a simplified description of special needs in developing learning spaces.

• Fauchald, Ragnhild Nordeng; Aaboen, Lise & Haneberg, Dag Håkon Andre Åsmundhavn (2023). Pre-seed grant as an enabler of learning. International Journal of Entrepreneurial Behaviour & Research. ISSN 1355-2554. doi: 10.1108/IJEBR-01-2022-0070. Full text in Research Archive Show summary

  Purpose The paper focuses on how student entrepreneurs learn from the process of applying for low-threshold seed capital grants of about €2500 Design/methodology/approach An in-depth inductive study was conducted on the seed capital grant initiative TrønderEnergi–Bidraget (TEB). The research design was based on the Zaltman metaphor elicitation technique (ZMET) to capture the interviewees' perceptions about TEB. From the interviews, 596 codes were identified and grouped into 54 categories. The results are illustrated in a consensus map. Findings TEB is an enabler of student venture creation processes through both the money awarded and activities fostering learning and development. Learning by doing is visible through two processes: 1) repeated writing of applications and 2) “forced” reflective thinking through the steps in the application process. The iterativeness of these processes due to repeated applications to the low threshold initiative is important for learning. Practical implications The authors recommend that university managers and policymakers offer seed funding to student entrepreneurs to ensure that the offering is a low threshold. A low threshold is decisive for generating a positive learning outcome from the application process. The seed funding initiatives should require students to put time and energy into all the integrated processes to make value out of the iterativeness of the processes. Originality/value This paper extends the discussion on the additionality of receiving grants by focusing on the process of applying for a grant. This research contributes to the student entrepreneurship literature by suggesting that the design of the application process and forced reflections are important for learning, as well as specifying the antecedents for student motivation for continued entrepreneurial activity in the application process.

• Sivertsen, Ingrid Berg; Haneberg, Dag Håkon Andre Åsmundhavn & Solvoll, Sølvi (2023). Fremtidens innovatører gjennom studentfrivillighet? Magma forskning og viten. ISSN 1500-0788. 3(3), p. 84–91. doi: 10.23865/magma.v26.1318. Full text in Research Archive Show summary

  Innovative løsninger og nyskapende virksomheter er sentralt for et velferdssamfunn,og for å få til det i tiden fremover må dagens studenter opparbeide seg innovasjonskompetanse. Dessverre er dette kompetanser som ikke nødvendigvis blir vektlagt utviklet i løpet av det formelle studieløpet. Samtidig består studietiden av mer enn det formelle studieløpet, og ved norske universiteter og høyskoler er det mange ulike frivillige organisasjoner drevet av studentene selv. Dette gjør at studenter opparbeider seg mye kompetanse gjennom engasjement i studentdrevne organisasjoner, og denne artikkelen setter søkelys på hvilke innovasjonskompetanser som utvikles, og hvordan dette eventuelt skjer. Først utviklet vi et rammeverk for innovasjonskompetanse bestående av: (1) kreativitet og utforskende aktivitet, (2) problemløsning, (3) strategisk tenkning, samt (4) samarbeids- og kommunikasjonsferdigheter. Deretter gjennomførte vi en studie med dybdeintervjuer med 14 studenter ved ulike utdanningsinstitusjoner i Norge som til sammen enten deltar eller har deltatt i 51 ulike verv. Funnene våre viser hvordan engasjement utover studiene bidrar til at studentene tilegner seg kunnskaper som de ikke får gjennom studiene. Økt kompetanse i å jobbe i tverrfaglige grupper, trygghet i håndtering av konflikter, handlingskompetanse og større nettverk er noen erfaringer studentene sitter igjen med som er i samsvar med innovasjonskompetanse. Vi mener derfor at studentfrivillighet kan gi viktig innovasjonskompetanse for fremtidens arbeidsliv.

• Solvoll, Sølvi & Haneberg, Dag Håkon (2022). Student challenges in entrepreneurship education: planning for uncertainty. In Wigger, Karin Andrea; Aaboen, Lise; Haneberg, Dag Håkon; Jakobsen, Siri & Lauvås, Thomas Andre (Ed.), Reframing the case method in entrepreneurship education : Cases from the Nordic countries. Edward Elgar Publishing. ISSN 9781800881143. p. 110–121. doi: 10.4337/9781800881150.00020. Full text in Research Archive Show summary

  This is an open access title available under the terms of a CC BY-NC-ND 4.0 License. It is free to read, download and share on Elgaronline.com. This book explores how entrepreneurship can be taught through case studies, arguing that entrepreneurship education needs specific cases and case methods to teach students entrepreneurial skills and mindsets. Providing unique perspectives and examples on how case teaching can be applied in entrepreneurship education, the book draws together a wide range of real-life case studies.

• Solheim, Marte Cecilie Wilhelmsen; Aadland, Torgeir; Eide, Ann Elida & Haneberg, Dag Håkon (2022). Drivers for agility in times of crisis. European Business Review. ISSN 0955-534X. 35(1), p. 57–73. doi: 10.1108/EBR-01-2022-0014. Full text in Research Archive
• Aaboen, Lise; Haneberg, Dag Håkon; Jakobsen, Siri; Lauvås, Thomas Andre & Wigger, Karin Andrea (2022). Case-based entrepreneurship education in and for the Nordic region. In Wigger, Karin Andrea; Aaboen, Lise; Haneberg, Dag Håkon; Jakobsen, Siri & Lauvås, Thomas Andre (Ed.), Reframing the case method in entrepreneurship education : Cases from the Nordic countries. Edward Elgar Publishing. ISSN 9781800881143. p. 2–17. doi: 10.4337/9781800881150.00007. Full text in Research Archive Show summary

  This is an open access title available under the terms of a CC BY-NC-ND 4.0 License. It is free to read, download and share on Elgaronline.com. This book explores how entrepreneurship can be taught through case studies, arguing that entrepreneurship education needs specific cases and case methods to teach students entrepreneurial skills and mindsets. Providing unique perspectives and examples on how case teaching can be applied in entrepreneurship education, the book draws together a wide range of real-life case studies.

• Fauchald, Ragnhild Nordeng; Aaboen, Lise & Haneberg, Dag Håkon (2022). Utilisation of entrepreneurial experiences in student-driven mentoring processes. The International Journal of Management Education. ISSN 1472-8117. 20(2). doi: 10.1016/j.ijme.2022.100651. Full text in Research Archive Show summary

  Following the educational perspective of community of practice, students learn from engaging with people sharing the same interests as themselves. Previous research has shown that students in entrepreneurship education learn from other community members' experiences and have addressed learning outcome from peer mentoring. This study explores how students acting as peer mentors utilise their own entrepreneurship experiences from doing entrepreneurship in peer mentoring of nascent student entrepreneurs. The mentoring is provided by a venture incubator functioning as a community of practice. Five peer mentors in the extracurricular student venture incubator are observed during peer mentoring of a total of nine student entrepreneurship groups and then interviewed about their mentoring practices. Our findings show that the peer mentors’ experiences from entrepreneurship studies are utilised in the preliminary stages of mentoring processes, while experiences related to the venture creation processes are utilised later. This implies that when peer mentors relate theoretical knowledge to business experiences from venture creation processes, they help to make both theoretical knowledge and the venture creation process itself more understandable for student entrepreneurs. This study contributes to the entrepreneurship education literature by illustrating how entrepreneurship experiences are utilised in peer mentoring provided through a community of practice.

• Haneberg, Dag Håkon; Aaboen, Lise & Middleton, Karen Williams (2022). Teaching and facilitating action-based entrepreneurship education: Addressing challenges towards a research agenda. The International Journal of Management Education. ISSN 1472-8117. 20(3). doi: 10.1016/j.ijme.2022.100711. Full text in Research Archive Show summary

  Entrepreneurship education is an increasingly distinct domain with particular approaches emphasizing experiential and action-based design. Action-based entrepreneurship education aims to deliver authenticity in entrepreneurial experiences while simultaneously facilitating learning and fair assessment. A venture creation program (VCP) is one such type of action-based entrepreneurship education which uses the creation of a new venture as the main vehicle for students' learning, complemented with more traditional educational content. Engaging students in creating real-life ventures enables unique opportunities for learning but introduces a tension between didactic and pragmatic approaches and thus various challenges for educators. This paper's purpose is to address current controversies related to VCPs and offer research-driven suggestions to key challenges. The empirical investigation, consisting of focus group data and individual interviews, builds on the accumulated knowledge of a global collaborative forum for VCPs—the VCP Forum—which consists of 11 VCPs in six countries in Europe and North America. The findings highlight three main areas that present challenges to educators: (1) facilitating students' venture creation processes, (2) assessment of the students' work connected to real-life activity, and (3) mitigating interaction with external stakeholders. The present paper contributes to entrepreneurship education research by suggesting areas for pedagogic development that need further investigation.

• Haneberg, Dag Håkon & Solvoll, Sølvi (2022). Learning and progression in (too much of?) an entrepreneurial challenge during COVID-19. In Järvinen, Hannu-Matti; Silvestre, Santiago; Llorens, Ariadna & Nagy, Balázs (Ed.), Towards a new future in engineering education, new scenarios that European alliances of tech universities open up. Société européenne pour la formation des ingénieurs (SEFI). ISSN 9788412322262. p. 307–314. doi: 10.5821/conference-9788412322262.1375. Full text in Research Archive
• Hermundsdottir, Fanny; Haneberg, Dag Håkon & Aspelund, Arild (2022). Analyzing the impact of COVID-19 on environmental innovations in manufacturing firms. Technology in society. ISSN 0160-791X. 68. doi: 10.1016/j.techsoc.2022.101918. Full text in Research Archive Show summary

  COVID-19 has had a significant impact on the manufacturing industry, and manufacturers have responded to the crisis in different ways. This study investigates Norwegian manufacturers’ response to the crisis, particularly how it has influenced their adoption of environmental innovations. More specifically, the study investigates whether firms choose “general” or “green” strategic responses to the crisis and how this influences the overall adoption of environmental innovations. In addition, the study investigates how the degree of environmental innovation adoption occurring before COVID-19 affects how the crisis impacted firms. The study adopts a quantitative research approach using survey data from 526 manufacturing firms—a representative sample of manufacturers in Norway. The findings reveal that those manufacturers the most environmentally innovative before COVID-19 were more impacted by the crisis. Moreover, firms adopted both general and green responses to the crisis, and the overall conduction of environmental innovations decreased during the pandemic. The main contribution is the empirical findings related to the overall impact of COVID-19 on sustainability-oriented manufacturing. The implications are discussed for both theory and practice.

• Haneberg, Dag Håkon (2021). How combinations of network participation, firm age and firm size explain SMEs' responses to COVID-19. Small Enterprise Research: The Journal of SEAANZ. ISSN 1321-5906. 28(3), p. 229–246. doi: 10.1080/13215906.2021.1989626. Full text in Research Archive Show summary

  Small- and medium-sized enterprises (SMEs) are important to the economy but vulnerable to changes in their environment. A current example of an exogenous shock threatening SMEs globally is the COVID-19 pandemic, and the firms’ responses to the crisis are essential to the prosperity of national economies in the future. The purpose of this paper is therefore to investigate how different antecedent factors may explain SMEs’ responses to COVID-19. This is done through an empirical study of 247 SMEs in Norway and the application of fuzzy-set qualitative comparative analysis (fsQCA), which enables a nuanced evaluation of how complex combinations of several co-existing factors can explain SMEs’ responses to crises. The results demonstrate how three types of crisis responses can be explained by combinations of SMEs’ participation in formal and informal networks, firm characteristics, such as firm size and firm age, and the negative impact of the crisis on the firm.

• Aaboen, Lise; Djupdal, Kari; Haneberg, Dag Håkon; Øien, Vetle Slagsvold; Aadland, Torgeir & Sørheim, Roger (2021). The importance of time in a university student venture incubator. In Mian, Sarfraz; Klofsten, Magnus & Lamine, Wadid (Ed.), Handbook of Research on Business and Technology Incubation and Acceleration. Edward Elgar Publishing. ISSN 9781788974776. p. 446–463. doi: 10.4337/9781788974783.00036. Full text in Research Archive
• Sørheim, Roger; Aadland, Torgeir & Haneberg, Dag Håkon (2021). Venture creation programs: what kinds of ventures do students create? In Neck, Heidi & Liu, Yipeng (Ed.), Innovation in Global Entrepreneurship Education: Teaching Entrepreneurship in Practice. Edward Elgar Publishing. ISSN 9781839104213. p. 274–285. doi: 10.4337/9781839104206.00028. Full text in Research Archive
• Haneberg, Dag Håkon (2021). SME managers’ learning from crisis and effectual behaviour. Journal of Small Business and Enterprise Development. ISSN 1462-6004. doi: 10.1108/JSBED-01-2021-0009. Full text in Research Archive
• Haneberg, Dag Håkon & Aaboen, Lise (2021). Entrepreneurial learning behaviour of community insiders. International Journal of Entrepreneurial Behaviour & Research. ISSN 1355-2554. doi: 10.1108/IJEBR-04-2020-0255. Full text in Research Archive Show summary

  Purpose The purpose of the present paper is to explore entrepreneurial learning at the centre of communities of practice. Design/methodology/approach Learning perspectives from the community of practice concept are applied to interpret and discuss results from an in-depth empirical investigation using a novel qualitative method, the Zaltman metaphor elicitation technique (ZMET), to study the entrepreneurial learning behaviour of ten coaches in a student venture incubator. The coaches are students with a certain level of entrepreneurial experience. Given their coaching roles and practices, the coaches are considered “community insiders”. Findings The findings show how the socially situated entrepreneurial learning of community insiders could be considered an adaptive process following multiple learning trajectories depending on with whom and about what the entrepreneur involves in social relationships. Practical implications Policy makers seeking to facilitate communities of practice should enable learning activities for community insiders and organic development in addition to networking events and support for the entire ecosystem in order to enable bridging of communities of practice. Originality/value The present paper focuses on the entrepreneurial learning of community insiders using a novel qualitative method, ZMET. The paper empirically demonstrates that community insiders learn through an adaptive process and participation in multiple communities of practice. This is both in interaction with the nascent entrepreneurs whom they coach as well as when interacting with other community insiders.

• Aaboen, Lise; Sørheim, Roger; Haneberg, Dag Håkon & Aadland, Torgeir (2021). Editorial : Context, content and commitment in student venture processes. International Journal of Entrepreneurial Behaviour & Research. ISSN 1355-2554. 27(5), p. 1105–1115. doi: 10.1108/IJEBR-08-2021-875. Full text in Research Archive
• Haneberg, Dag Håkon (2020). Interorganizational learning between knowledge-based entrepreneurial ventures responding to COVID-19. Learning Organization. ISSN 0969-6474. doi: 10.1108/TLO-05-2020-0101. Full text in Research Archive Show summary

  Purpose – The COVID-19 crisis has significantly affected entrepreneurial ventures, where knowledge resources are limited and contextual uncertainty is heightened. This paper aims to identify if and how interorganizational learning (IOL) may assist entrepreneurial ventures adapt, survive and grow in a crisis. Design/methodology/approach – The following research question is asked: How may responding to the adversity induced by the COVID-19 pandemic affect IOL between entrepreneurial ventures? Four hypotheses were developed to carry out a quantitative study of 228 knowledge-based entrepreneurial ventures in Norway. Findings – The results illustrate how different combinations of adversity from COVID-19 and the active responses conducted by entrepreneurial ventures influence IOL. Four clusters representing different behaviors are developed accordingly as follows: “collaborators”, “supporters”, “responders” and “victims.” The findings provide empirical support for the importance of engaging in interactive and collaborative activities for IOL. Research limitations/implications – The findings can help in understanding how COVID-19 influences IOL between entrepreneurial ventures. Policymakers may use these findings to promote organizational continuity in entrepreneurial ventures by creating and nurturing support systems that promote IOL during a crisis. Originality/value – Studying a contemporary and critical situation – the COVID-19 pandemic – the present paper provides an empirical study of the antecedents to IOL, adding to the currently scarce body of research on IOL in and between entrepreneurial ventures.

• Haneberg, Dag Håkon & Aaboen, Lise (2020). Incubation of technology-based student ventures: The importance of networking and team recruitment. Technology in society. ISSN 0160-791X. 63. doi: 10.1016/j.techsoc.2020.101402. Full text in Research Archive Show summary

  Student entrepreneurship is an important but not well-studied field of research. Student venturing activity is characterized by the lack of experience and expertise among founders, which is a critical barrier in technology-based venturing. Through an in-depth qualitative study of a student venture incubation initiative, the present paper finds that to support student ventures in overcoming this barrier, the recruitment of skilled students with sufficient technical knowledge is the most essential. Several different actors are involved in the process, and the support for student ventures tends to be informal and need-driven rather than structured, formal, and university-prescribed. The multiple actors, both internal and external to the university, are complementary for student venture incubation. This perspective indicates the need for university managers and policy makers to support several multiple actors. Value creation from student entrepreneurship could further be boosted by improved team recruitment activities such as matchmaking events and other networking activities at the university.

• Haneberg, Dag Håkon & Aadland, Torgeir (2019). Learning from venture creation in higher education. Industry & higher education. ISSN 0950-4222. 34(3), p. 121–137. doi: 10.1177/0950422219884020. Full text in Research Archive Show summary

  This article explores how students learn from venture creation in higher education by using a novel empirical approach: the Zaltman metaphor elicitation technique (ZMET). This inductive research approach provides extraordinarily rich data that enable a thorough and holistic understanding of students’ learning processes. The participant selection differentiates students who pursue venturing throughout their entrepreneurship education programme and those who exit venturing halfway through, and the article is the first to pinpoint differences between how students with and without ventures in the same environment learn. The findings reveal that students who choose to exit their new ventures learn based on a community of practice – which is facilitated by other students’ venture creation – while the learning process of students who pursue venturing is in line with previous research. Thus, the present article contributes by empirically demonstrating what previous conceptual contributions have suggested: that researchers should emphasise situated and social learning as an integral element of students’ learning in action-based entrepreneurship education. For practice, the findings imply that entrepreneurship education programmes, in which students learn through venture creation, should be organised in a way that leads them to establish relationships and interact with each other on a regular basis.

• Haneberg, Dag Håkon (2019). Entrepreneurial Learning as an Effectual Process. Learning Organization. ISSN 0969-6474. 26(6), p. 631–647. doi: 10.1108/TLO-04-2018-0064. Full text in Research Archive Show summary

  Purpose The purpose of this paper is to address how entrepreneurial learning may be understood as an effectual process in the early phase of venture creation. Design/methodology/approach Previous research is used to develop a conceptual frame of reference, which is further developed through a longitudinal qualitative case study of five new venture teams. Conceptualising these teams’ learning as sequences of events over a one-year period provides rich insight from real-life processes. Findings A conceptual model of how entrepreneurial learning may be understood as an effectual process is presented. The interactions and interdependencies between nine process characteristics along three main dimensions in the process, activity, multiple actors and context-dependent, demonstrate how the process tie together as a whole. Research limitations/implications The present paper argues for further cross-fertilisation of entrepreneurial learning and effectuation research and showcases how studies of entrepreneurial learning may contribute to organisational learning in entrepreneurial ventures. The conceptualisation of characteristics and dimensions aims to support future process studies by suggesting a framework for analysing process events in longitudinal studies. Originality/value Previous research has already established how activities are central to entrepreneurial learning and emphasised that what constitutes the two dimensions of multiple actors and context-dependence is important. The present paper contributes to entrepreneurial learning with an enhanced understanding of why and how the three dimensions are important as well as interdependent and mutually interactive. The present paper also contributes to organisational learning by extending the understanding of learning in emerging entrepreneurial organisations.

• Haneberg, Dag Håkon; Brandshaug, Sigrid Westad & Aadland, Torgeir (2018). Eierskap og teamprosess i aksjonsbasert entreprenørskapsutdanning. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 41(1), p. 42–53. doi: 10.18261/issn.1893-8981-2018-01-04. Full text in Research Archive Show summary

  Artikkelen retter oppmerksomheten mot teamarbeid i entreprenørskapsutdanning og fokuserer på en type utdanning der studenter starter og driver en egen oppstartsbedrift – «Venture Creation Programs» (VCP). Forskningsspørsmålet for studien undersøker hvordan teamarbeid i en VCP-utdanning påvirkes hvis medlemmene opplever ulik grad av eierskap til oppstartsbedriften. For å adressere dette utvikler forfatterne et teoretisk analyserammeverk hvor eierskap blir foreslått som modererende faktor for i hvilken grad individene tilkobles teamet i entreprenørskapsutdanning. Det gjøres en kvalitativ case-studie av to studentteam ved NTNUs Entreprenørskole som tok emnet Eksperter i team i 2016. Datautvalget kommer fra fokusgruppeintervju med hvert av de to teamene og følger deres samarbeidsprosess i dybden. Resultatene viser stor variasjon i eierskap innad i de to teamene både i den entreprenørielle prosessen knyttet til oppstartprosjektet og samarbeidsprosessen. Noen av studentene som opplevde liten grad av eierskap til oppstartprosjektet fokuserte i større grad på akademiske resultater fra arbeidet med oppstartsbedriften. Disse studentene utgjorde mer en konsulentrolle og ble ikke en del av det entreprenørielle teamet på samme måte som de som hadde mer eierskap. Gjennom å vise hvordan samarbeidsprosessen påvirkes av ulik grad av eierskap presenterer denne artikkelen praktiske problemstillinger relevant for teamarbeid i entreprenørskapsutdanning.

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• Roald, Gunhild Marie; Jin, Fufen; Solvoll, Sølvi & Haneberg, Dag Håkon Andre Åsmundhavn (2026). Reframing Entrepreneurship Education Teaching Change Agents in Different Disciplines. Edward Elgar Publishing. ISBN 9781035345267. 322 p. doi: 10.4337/9781035345274. Full text in Research Archive Show summary

  The main purpose of this book is to inspire and empower educators across disciplines to educate change agents. The introductory chapter presents, defines, and discusses core concepts of the book, such as change agent, entrepreneurial competence, entrepreneurship education, and embedded entrepreneurship education. It introduces the educational framework, I-CARE, with its five pillars – Interact, Challenge, Act, Reflect, and Embrace (uncertainty) – on which all the chapters in the book are based. It also elaborates on the origin of the framework and introduces a short presentation of the book's chapters.

• Do, Thi Thanh Thuy; Haneberg, Dag Håkon Andre Åsmundhavn; Aadland, Torgeir & Widding, Øystein (2023). Progression by imitation - Empirical evidence from NTNU-CERN Screening Week. European Society for Engineering Education. ISBN 9782873520267. 12 p. Full text in Research Archive Show summary

  Engineering students should work on authentic and ‘wicked’ challenges to be best prepared for developing technologies that address challenges in our complex world. This can be done with a learning-by-doing approach where students are positioned as entrepreneurs exploring market opportunities for novel technologies. During the NTNU–CERN Screening Week, students in an entrepreneurship program search for and create opportunities based on technologies developed at CERN that may have the potential to later become a start-up. However, the students have limited domain knowledge in terms of the advanced technologies or industrial application of them. Also, the technology readiness level (TRL) of the presented CERN technologies is often far from potential market entry. Previous research has primarily considered how student-oriented programs for technology commercialization are organized. In the present paper, we ask how students proceed to successfully generate market insights for progressing in a technology commercialization process. We performed an empirical process study of five student-driven feasibility studies. Our data includes in-depth interviews, field notes and on-site observations. The data is systematically analysed according to the visual mapping protocol for robustness and reliability. Our findings demonstrate how the students are translating an immature technology into a higher TRL and envision applications that do not exist in the real world, to be able to initiate conversations with potential customers and users. These insights contribute to the understanding of how students are becoming 'great pretenders' or 'breaking the norms' to engage stakeholders and enter the ‘Promoters Dilemma’, also challenging existing norms.

• Wigger, Karin Andrea; Aaboen, Lise; Haneberg, Dag Håkon; Jakobsen, Siri & Lauvås, Thomas Andre (2022). Reframing the case method in entrepreneurship education : Cases from the Nordic countries. Edward Elgar Publishing. ISBN 9781800881143. 306 p. doi: 10.4337/9781800881150. Full text in Research Archive Show summary

  This is an open access title available under the terms of a CC BY-NC-ND 4.0 License. It is free to read, download and share on Elgaronline.com. This book explores how entrepreneurship can be taught through case studies, arguing that entrepreneurship education needs specific cases and case methods to teach students entrepreneurial skills and mindsets. Providing unique perspectives and examples on how case teaching can be applied in entrepreneurship education, the book draws together a wide range of real-life case studies.

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• Jin, Fufen; Maryami, Sara; Haneberg, Dag Håkon Andre Åsmundhavn & Politis, Diamanto (2025). Development of Entrepreneurial Passion. Full text in Research Archive
• Aadland, Torgeir; Aaboen, Lise; Politis, Diamanto & Haneberg, Dag Håkon Andre Åsmundhavn (2025). Student Entrepreneurs on The Move: Post-Graduation Location Choices and Influences. Full text in Research Archive
• Wilhelmsen, Åshild; Sivertsen, Ingrid Berg; Haneberg, Dag Håkon Andre Åsmundhavn; Aalto, Pasi & Alsos, Ole Andreas (2025). SUPER Space – How to Develop Learning Rooms for Student-Active Learning in Entrepreneurship Education? Full text in Research Archive
• Venkatesh, Mukesh Hasirumane; Maryami, Sara & Haneberg, Dag Håkon Andre Åsmundhavn (2024). We did it: How do student teams deal with the problems in action-oriented entrepreneurship education? Full text in Research Archive
• Fauchald, Ragnhild Nordeng; Aaboen, Lise; Haneberg, Dag Håkon Andre Åsmundhavn & Aadland, Torgeir (2024). Capturing the students' mental models. Full text in Research Archive
• Jin, Fufen; Maryami, Sara & Haneberg, Dag Håkon Andre Åsmundhavn (2024). Development of Entrepreneurial Passion among Students in a Venture Creation Program. Full text in Research Archive
• Aalto, Pasi Olav; Alsos, Ole Andreas; Haneberg, Dag Håkon Andre Åsmundhavn; Steinert, Martin; Ege, Daniel Nygård & Berg, Ingrid Sivertsen (2023). The effects of learning environments on student active learning. Full text in Research Archive Show summary

  Student active learning has been shown to have a significant positive effect on learning outcomes as experienced by students. The learning environments where these activities take place are often simplified to describe the immediate surroundings during a short-term task. In this study, we have examined the characteristics of active learning environments that have emerged from a long-term culture of student and tutor participation in a mutual development of their surroundings. We selected 3 technology study programs at the Norwegian University of Science and Technology. These 3 programs have shown a significant positive correlation between learning outcomes and degree of student active learning as experienced by the students over time. We describe the spatial and temporal opportunities for the students to seek out surroundings that support the holistic learning activity at hand based on their own preferences. We propose that environments that support student active learning in the context of wicked problems are fundamentally different from traditional and active learning spaces. Even though this environment can be established for a short while by a skilled supervisor, developing a long-term spatial response that nurtures a culture of student-active learning focused on wicked problems needs to consider a multitude of parameters that are rarely included in university descriptions of space needs. We show that these spaces are to a certain extent dependent on emergent behavior and resist attempts to govern them, re-create them strategically or to standardize their contents. Our findings have implications for the design of learning spaces and advocate nurturing active learning social groups as they emerge through culture, rather than a simplified description of special needs in developing learning spaces.

• Fauchald, Ragnhild Nordeng; Haneberg, Dag Håkon Andre Åsmundhavn & Sørensen, Charlotte Irene (2023). Hvorfor​ & hvordan​ satse på​ studentinnovasjon?​. Full text in Research Archive
• Aaboen, Lise; Sørheim, Roger; Widding, Lars Øystein; Haneberg, Dag Håkon Andre Åsmundhavn & Aadland, Torgeir (2023). Hvordan lykkes med å utdanne entreprenører? Full text in Research Archive
• Berg, Ingrid Sivertsen; Haneberg, Dag Håkon Andre Åsmundhavn; Alsos, Ole Andreas & Solvoll, Sølvi (2023). How can we re-think assessment of students’ work in entrepreneurship education? Full text in Research Archive
• Politis, Diamanto; Gabrielsson, Jonas; Aaboen, Lise & Haneberg, Dag Håkon (2022). From Loops to Leaps: Advancing Theory on Acceleration in Experiential Learning of Entrepreneurship. Full text in Research Archive
• Haneberg, Dag Håkon; Fauchald, Ragnhild Nordeng; Solvoll, Sølvi; Sivertsen, Ingrid Berg; Aalto, Pasi Olav & Bolstad, Torstein [Show all 7 contributors for this article] (2022). SUPER: Student active learning through wicked problems. Full text in Research Archive
• Fauchald, Ragnhild Nordeng; Aaboen, Lise & Haneberg, Dag Håkon (2021). More than Every Penny Count – Seed Funding as an Extra-Curricular Activity. Full text in Research Archive
• Fauchald, Ragnhild Nordeng; Aaboen, Lise & Haneberg, Dag Håkon (2021). Utilization of entrepreneurial experiences in student-driven mentoring processes. Full text in Research Archive
• Politis, Diamanto; Aaboen, Lise; Eide, Ann Elida & Haneberg, Dag Håkon (2021). Buddies, boomerangs and builders: alumni engagement in entrepreneurship education ecosystems. Full text in Research Archive
• Haneberg, Dag Håkon & Aadland, Torgeir (2019). Measuring Outcomes: Post-Graduation Ownership of Entrepreneurship Education Alumni. Full text in Research Archive
• Haneberg, Dag Håkon; Aadland, Torgeir; Djupdal, Kari & Aaboen, Lise (2019). Extracurricular Entrepreneurship Activities - Does Time Matter? Full text in Research Archive
• Haneberg, Dag Håkon; Aaboen, Lise & Middleton, Karen Williams (2019). An evidence-based research agenda for action-based entrepreneurship education. Full text in Research Archive
• Aaboen, Lise; Djupdal, Kari; Aadland, Torgeir; Haneberg, Dag Håkon; Øien, Vetle Slagsvold & Sørheim, Roger (2019). The importance of time in a university student venture incubator. Full text in Research Archive
• Haneberg, Dag Håkon & Aadland, Torgeir (2018). The Forgotten Majority of VCP Students. Full text in Research Archive
• Aadland, Torgeir; Sørheim, Roger & Haneberg, Dag Håkon (2018). Hydrosafe - Emma's Investment Issues. Full text in Research Archive
• Aadland, Torgeir & Haneberg, Dag Håkon (2018). Career Characteristics of Entrepreneurship Education Graduates. Full text in Research Archive
• Haneberg, Dag Håkon (2017). Entrepreneurial Learning in an Extracurricular Initiative. Full text in Research Archive
• Haneberg, Dag Håkon; Aaboen, Lise & Sørheim, Roger (2016). Action-based entrepreneurship education as a vehicle for broad entrepreneurial learning. Full text in Research Archive
• Haneberg, Dag Håkon (2016). Action-Based Methods for Student Entrepreneurial Learning and Startup Incubation. Full text in Research Archive
• Torheim, Maria Gilje; Tesfay, Asfafaw H; Larsen, Even Sønnik Haug; Hæreid, Mari; Vendrig, Sebastian & Haneberg, Dag Håkon (2014). Vil bake etiopisk brød med solstrålar. [Internet]. Bistandsaktuelt. Full text in Research Archive
• Torheim, Maria Gilje; Tesfay, Asfafaw H; Larsen, Even Sønnik Haug; Hæreid, Mari; Vendrig, Sebastian & Haneberg, Dag Håkon (2014). Kan bake mat på solstrålar. [Journal]. Gemini. Full text in Research Archive
• Hunt, Britt Sophie Elverum; Boer, Luitzen de & Haneberg, Dag Håkon Andre Åsmundhavn (2026). Laying the Foundations for Social Procurement in Norway, Strengthening Pathways for Social Enterprises. Norges teknisk-naturvitenskapelige universitet. Full text in Research Archive Show summary

  For governments that are facing increasing strain, reflected in their budgets and resources, social procurement offers an approach for maximising value in public spending and addressing complex social problems. It proposes to create additional and intentional social value through the procurement function. Within social procurement, there are several avenues that can achieve these aims, including soliciting the services of social enterprises. These organisations are drawing the interest of governments for their ability to generate social value and social innovation, which is therefore of value to public welfare. However, developing this linkage proves challenging, where engagement is rudimentary and inconsistent; infrastructure and ecosystems are underdeveloped, and notably, public procurement presents a significant barrier, impeding efficacy and impact. Therefore, this thesis seeks to develop a foundation for social procurement in Norway, centring on social enterprises. Consequently, it aims to develop a comprehensive and multidimensional account of public buying from social enterprises in Norway. To achieve these aims, the thesis is broken down into four key topics of study: 1. The intersections from the literature on social enterprises and public provision. This reveals common challenges and opportunities from the field as well as lessons for the Norwegian context. 2. An examination of social enterprise characteristics: hybridity and social innovation. This enquiry deepens our knowledge of these core qualities and our understanding of how the two interrelate. This leads to a greater understanding of what social enterprises are capable of, what they can offer to public provision, and how to maximise those benefits. 3. An exploration into public authorities’ (tasked with municipal management and provision) perceptions of social enterprises acting in the roles of welfare providers, and how social enterprises experience these evaluations. This focus provides an empirically rich illumination of their working relationship, as well as indications of their integration into the welfare framework, and signals for how these dynamics are likely to progress. 4. An investigation into the procurement conditions, e.g., regulations, award criteria, and legal bases, that are used to buy from social enterprises in practice. This will reveal the procurement mechanisms operationalised in regard to social enterprises. This will provide indications of both how targeted and effective these instruments are at buying from social enterprises and clarity regarding the terms of the procurement. This then holds implications for both contracting authorities and social enterprises in how they can successfully engage and be effectively included within the system. Collectively, the combination of these four dimensions provides a comprehensive and wellrounded account of social enterprises on the welfare landscape, with reflected consideration for their future evolutions and implications thereof. In brief, this study finds that social enterprises currently hold an un-institutionalised position, formed of diverse renderings, in public welfare. Procurement practices are shown to be illfitting and inconsistent when engaging with social enterprises, which then demand different organisational responses and practices. Subsequently, social enterprises experience public buying as non-standardised and challenging, and their contributions to public welfare are inhibited. These findings would indicate that social procurement is underdeveloped and immature. As a counterpoint, findings would also suggest a rising interest in developing connections with social enterprises, which, significantly, are emerging in relational frames and through key institutional actors, such as municipal public buyers. In this way, social procurement targeting social enterprises may derive impetus for further progression through ground-level activity. This may come to shape the opportunity structures for social enterprises, their development and institutional trajectory, and ultimately, the extent social enterprises contribute to public welfare through the dynamics of public buying.

• Fauchald, Ragnhild Nordeng; Aaboen, Lise & Haneberg, Dag Håkon Andre Åsmundhavn (2024). Social interaction in student entrepreneurs’ experiencebased learning processes. Norwegian University of Science and Technology. ISSN 9788232680825. Full text in Research Archive

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