Dag Håkon Andre Åsmundhavn Haneberg

• 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. Fulltekst i vitenarkiv
• 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. I Lyng, Reidar; Bennedsen, Jens; Bettaieb, Lamjed; Bodsberg, Nils Rune; Edström, Kristina; Guðjónsdóttir, María Sigríður; Roslöf, Janne; Solbjørg, Ole Kristen & Øien, Geir Egil Dahle (Red.), The 19th CDIO International Conference: Proceedings - Full Papers. CDIO Initiative. ISSN 9788230361863. s. 975–988. Fulltekst i vitenarkiv Vis sammendrag

  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.

• 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.
• Sivertsen, Ingrid Berg; Haneberg, Dag Håkon Andre Åsmundhavn & Solvoll, Sølvi (2023). Fremtidens innovatører gjennom studentfrivillighet? Magma forskning og viten. ISSN 1500-0788. 3, s. 84–91. doi: 10.23865/magma.v26.1318. Fulltekst i vitenarkiv Vis sammendrag

  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.

• 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. Fulltekst i vitenarkiv
• Haneberg, Dag Håkon & Solvoll, Sølvi (2022). Learning and progression in (too much of?) an entrepreneurial challenge during COVID-19. I Järvinen, Hannu-Matti; Silvestre, Santiago; Llorens, Ariadna & Nagy, Balázs (Red.), 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 978-84-123222-6-2. s. 307–314. doi: 10.5821/conference-9788412322262.1375. Fulltekst i vitenarkiv
• Solvoll, Sølvi & Haneberg, Dag Håkon (2022). Student challenges in entrepreneurship education: planning for uncertainty. I Wigger, Karin Andrea; Aaboen, Lise; Haneberg, Dag Håkon; Jakobsen, Siri & Lauvås, Thomas Andre (Red.), Reframing the case method in entrepreneurship education : Cases from the Nordic countries. Edward Elgar Publishing. ISSN 9781800881143. s. 110–121. Fulltekst i vitenarkiv
• Aaboen, Lise; Haneberg, Dag Håkon; Jakobsen, Siri; Lauvås, Thomas Andre & Wigger, Karin Andrea (2022). Case-based entrepreneurship education in and for the Nordic region . I Wigger, Karin Andrea; Aaboen, Lise; Haneberg, Dag Håkon; Jakobsen, Siri & Lauvås, Thomas Andre (Red.), Reframing the case method in entrepreneurship education : Cases from the Nordic countries. Edward Elgar Publishing. ISSN 9781800881143. s. 2–17. Fulltekst i vitenarkiv
• Haneberg, Dag Håkon; Aaboen, Lise & Williams Middleton, Karen (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. Fulltekst i vitenarkiv
• 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), s. 57–73. doi: 10.1108/EBR-01-2022-0014.
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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), s. 229–246. doi: 10.1080/13215906.2021.1989626. Fulltekst i vitenarkiv
• 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), s. 1105–1115. doi: 10.1108/IJEBR-08-2021-875. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Sørheim, Roger; Aadland, Torgeir & Haneberg, Dag Håkon (2021). Venture creation programs: what kinds of ventures do students create? I Neck, Heidi & Liu, Yipeng (Red.), Innovation in Global Entrepreneurship Education: Teaching Entrepreneurship in Practice. Edward Elgar Publishing. ISSN 9781839104213. s. 274–285. doi: 10.4337/9781839104206.00028.
• 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. I Mian, Sarfraz; Klofsten, Magnus & Lamine, Wadid (Red.), Handbook of Research on Business and Technology Incubation and Acceleration. Edward Elgar Publishing. ISSN 9781788974776. s. 446–463. doi: 10.4337/9781788974783.00036.
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Haneberg, Dag Håkon & Aadland, Torgeir (2019). Learning from venture creation in higher education. Industry & higher education. ISSN 0950-4222. 34(3), s. 121–137. doi: 10.1177/0950422219884020. Fulltekst i vitenarkiv Vis sammendrag

  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), s. 631–647. doi: 10.1108/TLO-04-2018-0064. Fulltekst i vitenarkiv
• Haneberg, Dag Håkon; Brandshaug, Sigrid Westad & Aadland, Torgeir (2018). Eierskap og teamprosess i aksjonsbasert entreprenørskapsutdanning. UNIPED. ISSN 1500-4538. 41(1), s. 42–53. doi: 10.18261/issn.1893-8981-2018-01-04. Fulltekst i vitenarkiv Vis sammendrag

  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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• 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 978-2-87352-026-7. 12 s. Vis sammendrag

  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 s. Fulltekst i vitenarkiv

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• Fauchald, Ragnhild Nordeng; Haneberg, Dag Håkon Andre Åsmundhavn & Sørensen, Charlotte Irene (2023). Hvorfor​ & hvordan​ satse på​ studentinnovasjon?​.
• Aaboen, Lise; Sørheim, Roger; Widding, Lars Øystein; Haneberg, Dag Håkon Andre Åsmundhavn & Aadland, Torgeir (2023). Hvordan lykkes med å utdanne entreprenører? Khrono.no. ISSN 1894-8995.
• Sivertsen Berg, Ingrid; Haneberg, Dag Håkon Andre Åsmundhavn; Alsos, Ole Andreas & Solvoll, Sølvi (2023). How can we re-think assessment of students’ work in entrepreneurship education?
• Aalto, Pasi Olav; Alsos, Ole Andreas; Haneberg, Dag Håkon Andre Åsmundhavn; Steinert, Martin; Ege, Daniel Nygård & Sivertsen Berg, Ingrid (2023). The effects of learning environments on student active learning. Vis sammendrag

  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.

• Haneberg, Dag Håkon; Fauchald, Ragnhild Nordeng; Solvoll, Sølvi; Sivertsen, Ingrid Berg; Aalto, Pasi Olav & Bolstad, Torstein [Vis alle 7 forfattere av denne artikkelen] (2022). SUPER: Student active learning through wicked problems.
• Politis, Diamanto; Gabrielsson, Jonas; Aaboen, Lise & Haneberg, Dag Håkon (2022). From Loops to Leaps: Advancing Theory on Acceleration in Experiential Learning of Entrepreneurship.
• Fauchald, Ragnhild Nordeng; Aaboen, Lise & Haneberg, Dag Håkon (2021). More than Every Penny Count – Seed Funding as an Extra-Curricular Activity .
• Politis, Diamanto; Aaboen, Lise; Eide, Ann Elida & Haneberg, Dag Håkon (2021). Buddies, boomerangs and builders: alumni engagement in entrepreneurship education ecosystems.
• Fauchald, Ragnhild Nordeng; Aaboen, Lise & Haneberg, Dag Håkon (2021). Utilization of entrepreneurial experiences in student-driven mentoring processes.
• Haneberg, Dag Håkon; Aadland, Torgeir; Djupdal, Kari & Aaboen, Lise (2019). Extracurricular Entrepreneurship Activities - Does Time Matter?
• Haneberg, Dag Håkon & Aadland, Torgeir (2019). Measuring Outcomes: Post-Graduation Ownership of Entrepreneurship Education Alumni.
• 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.
• Haneberg, Dag Håkon; Aaboen, Lise & Williams Middleton, Karen (2019). An evidence-based research agenda for action-based entrepreneurship education.
• Aadland, Torgeir; Sørheim, Roger & Haneberg, Dag Håkon (2018). Hydrosafe - Emma's Investment Issues.
• Aadland, Torgeir & Haneberg, Dag Håkon (2018). Career Characteristics of Entrepreneurship Education Graduates.
• Haneberg, Dag Håkon & Aadland, Torgeir (2018). The Forgotten Majority of VCP Students.
• Haneberg, Dag Håkon (2017). Entrepreneurial Learning in an Extracurricular Initiative.
• Haneberg, Dag Håkon (2016). Action-Based Methods for Student Entrepreneurial Learning and Startup Incubation.
• Haneberg, Dag Håkon; Aaboen, Lise & Sørheim, Roger (2016). Action-based entrepreneurship education as a vehicle for broad entrepreneurial learning.
• Torheim, Maria Gilje; Tesfay, Asfafaw H; Larsen, Even Sønnik Haug; Hæreid, Mari; Vendrig, Sebastian & Haneberg, Dag Håkon (2014). Vil bake etiopisk brød med solstrålar. [Internett]. Bistandsaktuelt.
• Torheim, Maria Gilje; Tesfay, Asfafaw H; Larsen, Even Sønnik Haug; Hæreid, Mari; Vendrig, Sebastian & Haneberg, Dag Håkon (2014). Kan bake mat på solstrålar. [Tidsskrift]. Gemini.

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