创业行动学习的特征与效能机制研究
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摘要
创业失败率高是我国普遍存在的经济现象。创业者的学习行为对企业的存活与发展具有重要作用。研究创业者如何有效学习是非常重要的课题。本文在系统回顾创业学习与行动学习理论的基础上,重新解读创业者的学习行为并提出创业行动学习新构思。研究尝试解决三个理论问题：(1)创业行动学习的构思内涵是什么?(2)创业行动学习的影响因素是什么?(3)创业行动学习的效能机制是什么?
研究一,采用多案例研究方法开发创业行动学习的构思内涵。通过系统回顾创业学习和行动学习理论后,基于亲验学习理论的四阶段过程模型提出创业行动学习的构思框架；四个案例被选为验证创业者行动学习构思框架的对象；通过多种方法采集数据,如现场考察、深度访谈、定期访谈和观察等；采用单案例与跨案例对比方法来结构化分析案例材料。最终,本文得到创业行动学习构思的四要素过程模型：体验搜集、交互反思、系统整合和行动验证。最后讨论四要素的学习原理和它们之间的关系。
研究二,采用访谈研究与问卷实证研究结合的方式来开发并验证创业行动学习的测量量表。在研究一的构思框架基础上：开展焦点小组访谈和深度结构访谈来获取开发题项的材料,编制初始题项池；邀请专家评估题项的内容效度并做相应修订；开展量表预试以检验题项的适切性；使用探索因素分析法提炼量表；采用结构方程建模的方法来验证量表的要素结构；验证构思的聚合效度和辨别效度。通过以上步骤,我们得到具有较好信效度的创业行动学习量表。
研究三,采用问卷调查的方法来研究创业行动学习行为的前因因素。由于创业行动学习是一个过程构思,因此本文先研究四要素之间的相互关系。其次,从本质来看,创业行动学习是创业过程中的特殊学习行为,因此我们认为创业者在执行创业任务过程中所展开的两种行为(挑战任务和学习取向)是影响创业行动学习行为的重要因素。此外,我们还检验创业情境特征(创业领域与经营模式)和创业者特征(经验性和专业化)对创业行动学习的影响。研究结果表明：创业行动学习的四个要素组成过程模型；挑战任务和学习取向积极影响创业行动学习的四个要素；创业领域与经营模式交互影响体验搜集行为；经验性积极影响体验搜集行为。
研究四,检验创业行动学习的效能机制。本文将创业者视为企业的主导领导者,选择资源网络和催化领导的视角来研究创业者的学习行为是如何提升创业绩效。研究认为通过并行提升创业者两方面的能力(资源网络能力和催化领导能力),创业行动学习可显著影响创业绩效。通过对73家的209份配套问卷数据检验发现：创业行动学习通过资源网络能力和催化领导能力来提升创业绩效。具体而言,资源网络能力中介创业行动学习的体验搜集、交互反思、行动验证三个要素与创业绩效之间的积极关系；创业者的催化领导能力中介创业行动学习的体验搜集和交互反思与创业绩效之间的积极关系。这些结果从团队与组织层面展示了创业行动学习对创业绩效产生影响的双重机制。
最后,本研究从创业行动学习新构思、创业学习理论和新创企业成长理论三个方面系统归纳研究的理论贡献,并讨论了研究对创业实践的启示。最后,反思本研究存在的局限性和不足并指出未来的研究方向。
The high failure rate in entrepreneurship is a common phenomenon in China. It is well known that entrepreneurs'learning behaviors play an important role to develop the new ventures. To research how entrepreneurs learn effectively is obviously a crucial topic. On the basis of previous research on entrepreneurial learning (EL) and action learning (AL), this dissertation systematically examined the learning behaviors of entrepreneurs and proposed a new construct named entrepreneurial action learning (EAL). The following key issues were explored:(1) What key conceptual elements were EAL (1st and2nd study);(2) What key factors affected EAL (3rd study);(3) What the mechanism of EAL was in on affecting entrepreneurial performance (4th study).
In the first study, we developed the construct of EAL by adopting a multi-case study. With a systematic review of prior researches on EL and AL, the study developed the new concept of EAL with the four phases'framework of experiential learning. Four cases were selected to study action learning for entrepreneurs. By multiple manners of data collection such as site visit, in-depth interview, periodic review and observation, we structurally analyzed the case materials through the within and cross-case analysis. As a result, we extracted four meaningful elements of EAL, i.e., experience search, interactive reflection, systematic integration and action verification. The learning principle of each element and correlations between them were investigated.
In the second study, the methods of interview and questionnaire were combined to develop and verify the scale of EAL. Based on the framework developed in the first study, initial data were collected from focus-group interviews, the items were verified according to the advices of experts. A pilot study was conducted to examine the adequacy of items and an exploratory factor analysis carried out. A confirmative factor analysis was used to verify the structure of EAL, by using structure equation modeling. The convergent validity and discriminant validity of EAL were tested. Ultimately, we developed a scale of EAL with acceptable reliability and validity.
In the third study, we examined the antecedents of EAL by questionnaire survey. As the EAL is a process construct, we examined the inter correlation among the four elements. In its essence, EAL is a typical learning behavior presented entrepreneurship. We therefore proposed that two kinds of entrepreneurs'behaviors toward entrepreneurial tasks (challenging working experiences and learning orientation) are the important influencing factors to EAL. The empirical results revealed that the four elements of EAL constituted a process, challenging working experiences and learning orientation were positively correlated with four elements of EAL.
In the fourth study, the mechanism of EAL was examined. As entrepreneurs were chief leaders of ventures, we adopted the view of resource network and facilitative leadership capability to study how entrepreneurial learning behaviors enhanced the entrepreneurial performance. By promoting two aspects of their competence (resource network and facilitative leadership), EAL may significantly affected entrepreneurial performance. Through the analysis of matched questionnaires from73ventures, we found that the EAL was positively associated with the entrepreneurial performance through the resource network capability (UNC) and facilitative leadership capability (FLC). Specifically, UNC mediated the positive relationship between three elements of EAL and entrepreneurial performance except systematic integration, while the FLC mediated the relationship between two elements of EAL (experience search and interactive reflection) and entrepreneurial performance. These results addressed the dual mechanisms of EAL and entrepreneurial performances cross team and organization level.
In sum, we systematically concluded with theoretical contributions to the new concept of EAL, the theory of entrepreneurial learning and developmental theory of ventures. Practical implications and limitations and future research directions of this study were addressed.
研究一,采用多案例研究方法开发创业行动学习的构思内涵。通过系统回顾创业学习和行动学习理论后,基于亲验学习理论的四阶段过程模型提出创业行动学习的构思框架；四个案例被选为验证创业者行动学习构思框架的对象；通过多种方法采集数据,如现场考察、深度访谈、定期访谈和观察等；采用单案例与跨案例对比方法来结构化分析案例材料。最终,本文得到创业行动学习构思的四要素过程模型：体验搜集、交互反思、系统整合和行动验证。最后讨论四要素的学习原理和它们之间的关系。
研究二,采用访谈研究与问卷实证研究结合的方式来开发并验证创业行动学习的测量量表。在研究一的构思框架基础上：开展焦点小组访谈和深度结构访谈来获取开发题项的材料,编制初始题项池；邀请专家评估题项的内容效度并做相应修订；开展量表预试以检验题项的适切性；使用探索因素分析法提炼量表；采用结构方程建模的方法来验证量表的要素结构；验证构思的聚合效度和辨别效度。通过以上步骤,我们得到具有较好信效度的创业行动学习量表。
研究三,采用问卷调查的方法来研究创业行动学习行为的前因因素。由于创业行动学习是一个过程构思,因此本文先研究四要素之间的相互关系。其次,从本质来看,创业行动学习是创业过程中的特殊学习行为,因此我们认为创业者在执行创业任务过程中所展开的两种行为(挑战任务和学习取向)是影响创业行动学习行为的重要因素。此外,我们还检验创业情境特征(创业领域与经营模式)和创业者特征(经验性和专业化)对创业行动学习的影响。研究结果表明：创业行动学习的四个要素组成过程模型；挑战任务和学习取向积极影响创业行动学习的四个要素；创业领域与经营模式交互影响体验搜集行为；经验性积极影响体验搜集行为。
研究四,检验创业行动学习的效能机制。本文将创业者视为企业的主导领导者,选择资源网络和催化领导的视角来研究创业者的学习行为是如何提升创业绩效。研究认为通过并行提升创业者两方面的能力(资源网络能力和催化领导能力),创业行动学习可显著影响创业绩效。通过对73家的209份配套问卷数据检验发现：创业行动学习通过资源网络能力和催化领导能力来提升创业绩效。具体而言,资源网络能力中介创业行动学习的体验搜集、交互反思、行动验证三个要素与创业绩效之间的积极关系；创业者的催化领导能力中介创业行动学习的体验搜集和交互反思与创业绩效之间的积极关系。这些结果从团队与组织层面展示了创业行动学习对创业绩效产生影响的双重机制。
最后,本研究从创业行动学习新构思、创业学习理论和新创企业成长理论三个方面系统归纳研究的理论贡献,并讨论了研究对创业实践的启示。最后,反思本研究存在的局限性和不足并指出未来的研究方向。
The high failure rate in entrepreneurship is a common phenomenon in China. It is well known that entrepreneurs'learning behaviors play an important role to develop the new ventures. To research how entrepreneurs learn effectively is obviously a crucial topic. On the basis of previous research on entrepreneurial learning (EL) and action learning (AL), this dissertation systematically examined the learning behaviors of entrepreneurs and proposed a new construct named entrepreneurial action learning (EAL). The following key issues were explored:(1) What key conceptual elements were EAL (1st and2nd study);(2) What key factors affected EAL (3rd study);(3) What the mechanism of EAL was in on affecting entrepreneurial performance (4th study).
In the first study, we developed the construct of EAL by adopting a multi-case study. With a systematic review of prior researches on EL and AL, the study developed the new concept of EAL with the four phases'framework of experiential learning. Four cases were selected to study action learning for entrepreneurs. By multiple manners of data collection such as site visit, in-depth interview, periodic review and observation, we structurally analyzed the case materials through the within and cross-case analysis. As a result, we extracted four meaningful elements of EAL, i.e., experience search, interactive reflection, systematic integration and action verification. The learning principle of each element and correlations between them were investigated.
In the second study, the methods of interview and questionnaire were combined to develop and verify the scale of EAL. Based on the framework developed in the first study, initial data were collected from focus-group interviews, the items were verified according to the advices of experts. A pilot study was conducted to examine the adequacy of items and an exploratory factor analysis carried out. A confirmative factor analysis was used to verify the structure of EAL, by using structure equation modeling. The convergent validity and discriminant validity of EAL were tested. Ultimately, we developed a scale of EAL with acceptable reliability and validity.
In the third study, we examined the antecedents of EAL by questionnaire survey. As the EAL is a process construct, we examined the inter correlation among the four elements. In its essence, EAL is a typical learning behavior presented entrepreneurship. We therefore proposed that two kinds of entrepreneurs'behaviors toward entrepreneurial tasks (challenging working experiences and learning orientation) are the important influencing factors to EAL. The empirical results revealed that the four elements of EAL constituted a process, challenging working experiences and learning orientation were positively correlated with four elements of EAL.
In the fourth study, the mechanism of EAL was examined. As entrepreneurs were chief leaders of ventures, we adopted the view of resource network and facilitative leadership capability to study how entrepreneurial learning behaviors enhanced the entrepreneurial performance. By promoting two aspects of their competence (resource network and facilitative leadership), EAL may significantly affected entrepreneurial performance. Through the analysis of matched questionnaires from73ventures, we found that the EAL was positively associated with the entrepreneurial performance through the resource network capability (UNC) and facilitative leadership capability (FLC). Specifically, UNC mediated the positive relationship between three elements of EAL and entrepreneurial performance except systematic integration, while the FLC mediated the relationship between two elements of EAL (experience search and interactive reflection) and entrepreneurial performance. These results addressed the dual mechanisms of EAL and entrepreneurial performances cross team and organization level.
In sum, we systematically concluded with theoretical contributions to the new concept of EAL, the theory of entrepreneurial learning and developmental theory of ventures. Practical implications and limitations and future research directions of this study were addressed.
引文
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