摘要
以行动—学习—绩效为逻辑,考察创业拼凑对创业学习和创业绩效的驱动作用及任务并行的调节影响。对285个新创企业进行调查发现:创业拼凑即变通改造使用手头资源,是触发创业学习的有效行为机制;创业拼凑驱动的创业学习包括做中学经验积累、知识交流扩散和开发新知识资产,对创业绩效有显著正向影响;当采用任务并行的分工协作模式时,创业拼凑驱动创业学习的效果明显增强。创业者应带动团队积极进行创业拼凑,采取任务并行的分工方式提高互动效率,激发团队的创业学习效果并转化为创业绩效。
Adapting a "behavior-learning-result" causal logic, this paper investigated how entrepreneurial bricolage inspire entrepreneurial learning(EL) process and the moderate effect of polychronicity. We collected 285 start-up questionnaires to test assumptions. The results showed that entrepreneurial bricolage was an effective driven force to spur EL process, which can be divided into three sub-learning process: communication across teammates, exploitation of knowledge resource, and experience accumulation from failure and experiments. When using polychronicity as cooperate mechanism, the entrepreneurial bricolage-EL pathway became more significant. Therefore, entrepreneurs should drive the team actively to adopt entrepreneurial bricolage and the cooperate mechanism of polychronicity to improve interactive efficiency, stimulate the team’s entrepreneurial learning effect and turn it into start-up’s performance.
作者
赵兴庐
ZHAO Xinglu(School of Business Administration,Guangdong University of Finance,Guangzhou 510521,China)
出处
《福建商学院学报》
2021年第5期29-35,58,共8页
Journal of Fujian Business University
基金
教育部人文社会科学研究青年项目“资源堆积与创造性盘活:资源拼凑在公司创业情境的建模与实证检验”(17YJC630227)
广东省普通高校人文社科重点研究基地“战略新兴产业共性技术政策与管理创新研究中心”(2018WZJD007)。
关键词
创业学习
创业拼凑
任务并行
创业绩效
entrepreneurial learning
entrepreneurial bricolage
polychronicity
start-up’s performance
