1. The role and impact of peer mentoring in students’ entrepreneurial learning (Working paper) Elin Kubberød, Per Olav Erstad, Siw Fosstenløkken Norwegian University of Life Sciences (Norway) Norwegian University of Life Sciences1 Bergen seminar, HiB feb 2016

2. Why mentoring in EE? “Entrepreneurial mentoring involves a support relationship between an experienced entrepreneur (the mentor), and a novice entrepreneur (the mentee)” (St-Jean and Audet, 2012) –Mentoring as important catalyst for «learning entreprenurially» Studies that empirically examine how entrepreneurial learning competencies can be enhanced in students are scarce (see Pittaway and Cope, 2007, Pittaway et al 2011). –Impact of mentoring models Mentoring seems like an appropriate pedagogical tool in particular experiential learning in EE and in how such processes can be secured Norwegian University of Life Sciences2

3. Aim and scope We delineate a new concept in entrepreneurship education; entrepreneurial peer mentoring The role of peer-mentoring in learning of meta competencies from entrepreneurial practice, including how mentoring contributes to the development of students’ entrepreneurial self-efficacy To shed light on the peer mentor role in entrepreneurial learning processes Norwegian University of Life Sciences3

4. Entrepreneurial peer mentor Mentoring is a two dimensional support relationship (personal and professional development) Entrepreneurial mentor: A facilitator of a more efficient and secure transfer of complex experiences into learning through different behavioural strategies and functions (Kutzhanova et al., 2009; St- Jean and Audet, 2012; Lefebvre and Redien-Collot, 2013) Peer mentor: More experienced students provide functional support and assistance to less experienced students (in EE practice) Peer mentor versus peer tutor role: The dual-function model in peer- mentoring differ from the classical academic peer-tutoring model: one-dimensional supplemental instruction intervention (a teaching assistant) Norwegian University of Life Sciences4

5. Theoretical perspectives Entrepreneurial learning (Rae, 2000, 2005) – “learn to work in entrepreneurial ways” Entrepreneurship as social practice (Pittaway et al, 2011), Bandura (1982) (social learning theory) Entrepreneurial competence relates not only to the mere “hands on” skills, but more to the overall ability to successfully manage them in entrepreneurship (Man et al., 2002, Man, 2006, Pittaway and Cope, 2007) –Learning dimensions: Action oriented learning (incl. opportunity exploration), Learning from experience (incl. critical events), Reflection upon experience (incl. learning from mistakes), Social learning (incl. emotional exposure), Entrepreneurial Self efficacy (incl. changed views of confidence, confidence in entrepreneurial role) Norwegian University of Life Sciences5

6. Study design Longitudinal, in depth case study, (6 months 2014-2015) Norwegian University of Life Sciences6 Research methods and data Semi structured in depth interviews Qualitative primary data from 8 key informants: mentees after course completion Observation and audio records Primary data from 2 reflection sessions with 19 students, 2 teachers and 9 mentors Reflection reportsSecondary data from 6 teams (19 students) ( 2 reports: midway and final reflection about practice team reports)

7. Findings Learning dimension: Mentor contribution: Norwegian University of Life Sciences7 1.Action oriented learning 2.Learning from experience 3.Reflection upon experience 4.Social learning 5.Entrepreneurial Self- efficacy 1.Positive feedback, confirmation, sounding board 2.Knowledge source for similar experiences, Conversation partner (sharing experiences) 3.Ask questions 4.Providing the neutral space for dialogue, link between team members 5.Supporting feedback, model for similar experience

8. Norwegian University of Life SciencesTittel på presentasjon8 Model through similar experience Social reflection space

9. “Entrepreneurial mentoring model" Norwegian University of Life Sciences Kubberød and Hagen (2015) 9 peers, clients/external entrepreneurs, and former students External business/innovation experts Supervisors, external mentors peer mentors

10. Norwegian University of Life Sciences10 “It's perhaps like the mentor is positioned between us and the supervisor. Thus, it might be easier to turn to the mentor, who is of the same age and in the same situation. She [the mentor] can relate to our situation much easier, and that is very helpful ”

11. So what? Match between the mentor – mentee (chemistry) Legitimacy - What roles are needed and can the mentor perform them? Clarification of roles Security net in practiced based EE Norwegian University of Life Sciences11

12. Thanks for your attention!