What makes teams effective in early-stage entrepreneurship—their composition, or the topics they explore?
IGL is undertaking and supporting a number of randomised controlled trials globally.
Can subtle non-monetary nudges be used to influence intrapreneurial behaviour in a large corporation?
How can online-based education be best used to influence pupils to consider an entrepreneurial career? Do the short and long-term impacts of different tools vary?
Is collective bootstrapping with peer selection an effective and scalable model to promote grassroots entrepreneurship? How does it compare with traditional low-cost approaches such as self-learning MOOCs, group commitment devices and participation in startup meetups?
Will increased exposure to the principles of effectuation accelerate novice entrepreneurs’ development of entrepreneurial expertise? What kind of pedagogical tools and methods can provide that exposure and opportunities for deliberate practice?
What are the most effective methods to match entrepreneurs with mentors within the context of (online) entrepreneurship education?
What is the effectiveness goal setting and accountability to promote business growth and learning outcomes?
Why does growth stall in high-growth potential, second-stage companies, and can we intervene to overcome this?
This research seeks to address why growth rates so often peter out in adolescent firms, and why so few make it to “grownup” status.
Is there an effect of incubator spaces on the survival of startups and their economic performance? And if so, why?