Håvard Åsvoll

• Rennemo, Øystein & Åsvoll, Håvard (2019). Existential learning: dialogues and places to be(come) in entrepreneurial Ba practice. Journal of Innovation and Entrepreneurship. ISSN 2192-5372. p. 1–29. doi: 10.1186/s13731-019-0103-1. Full text in Research Archive
• Åsvoll, Håvard (2017). Developing a framework of reflective, intuitive knowing in innovation management. Academy of Strategic Management Journal (ASMJ). ISSN 1544-1458. 16(2).
• Åsvoll, Håvard (2017). Developing a Framework of Reflective Intuitive Knowing in Innovation Management. Academy of Strategic Management Journal (ASMJ). ISSN 1544-1458. 16(2). Full text in Research Archive
• Åsvoll, Håvard & Rennemo, Øystein (2015). On the micro dynamics of entrepreneurial learning and existence. Dialogues and places to be(come) in entrepreneurial ba practices. . In Vranešević, Tihomir (Eds.), 2015 M-SPHERE Book of Papers. Selected Papers presented at 4th International M-Sphere Conference for Multidisciplinarity in Science and Business. ISSUU. ISSN 978-953-7930-08-0. p. 56–66. doi: 10.1186/s13731-019-0103-1.
• Rennemo, Øystein & Åsvoll, Håvard (2014). Abduction, Deduction and Induction as Concepts for Understanding Entrepreneurial Opportunities. A Meta-Perspective based on Three Views of the Market Process. Academy of Entrepreneurship Journal. ISSN 1087-9595. 20(2), p. 164–188. Show summary

  There is a considerable amount of literature about entrepreneurial opportunities containing different views and strategies. Three such views focus on entrepreneurial opportunity as a market process: the allocative, discovery and the creative process. Thus, it is possible to understand the entrepreneur in different contexts of opportunities. Using these three views of entrepreneurial oriented research, this article present an extended and complementary metaperspective in terms of C.S. Peirce’s concepts of abduction, deduction and induction. By means of an instrumental case study of the entrepreneurial firm Bread and Circus, we describe the non-linear, recursive and multiple dependent processes of opportunity practice.

• Åsvoll, Håvard (2013). Abduction, Deduction and Induction: Can these concepts be used for an understanding of methodological processes in interpretative case studies? International Journal of Qualitative Studies in Education. ISSN 0951-8398. p. 1–19. doi: 10.1080/09518398.2012.759296.
• Åsvoll, Håvard (2012). Perspectives on reflection and intuition in teacher practice: a comparison and possible integration of the cognitive constructivist and the Dreyfusian intuitive perspectives. Reflective Practice. ISSN 1462-3943. p. 1–16. doi: 10.1080/14623943.2012.697883.
• Åsvoll, Håvard (2012). On Heidegger, 'Theory of Nothing' and Entrepreneurship. A prologue to an entrepreneurial philosophy of nothing. Academy of Entrepreneurship Journal. ISSN 1087-9595. 18(1), p. 55–76. doi: 10.4324/9780429431142-3. Show summary

  This paper proposes that entrepreneurship is often considered a decision-making paradigm and that the equally important ‘theory of Nothing’ has not received the attention it deserves. With reference to Heidegger’s existence oriented philosophy, the paper indicates how nothing can be a condition for an entrepreneurial decision-making paradigm. It is suggested that the ‘theory of Nothing’ bears the possibility of further development and can re-create the entrepreneurial paradigm of decision making. This may also indicate a structure for understanding the possibilities in entrepreneurship research.

• Arman, Rebecka; Vie, Ola Edvin & Åsvoll, Håvard (2012). Refining Shadowing Methods for Studying Managerial Work. In Tengblad, Stefan (Eds.), The Work of ManagersTowards a Practice Theory of Management. Oxford University Press. ISSN 978-0-19-963972-4. p. 301–317. doi: 10.1093/acprof:oso/9780199639724.003.0016.
• Åsvoll, Håvard & Jacobsen, Petter Jacob (2012). A Case Study: Action-based Entrepreneurship Education - How Experience Problems Can Be Overcome and Collaboration Problems Mitigated. Journal of Entrepreneurship Education. ISSN 1098-8394. 15(SI), p. 75–98. Show summary

  This paper contributes by providing suggestions on how to analyze business ideas for exploitation in an entrepreneurial education context, and how the institution can provide support activities to enhance the chance of successful exploitation. Active learning has become the preferred choice of teaching entrepreneurship and external ideas are used to provide the students with business opportunities to exploit. An instrumental case study on the Norwegian University of Science and Technology – School of Entrepreneurship, however, finds challenges on collaborating with these external partners. By reviewing theory, ways to improve the analysis of business opportunities are found and presented. Additionally a structured idea search process and mentors are suggested as a mean of gaining access to sufficient business ideas and the experience and network necessary for a successful evaluation and exploitation process.

• Svensrud, Erik & Åsvoll, Håvard (2012). INNOVATION IN LARGE CORPORATIONS: A DEVELOPMENT OF THE RUDIMENTARY THEORY OF EFFECTUATION. Academy of Strategic Management Journal (ASMJ). ISSN 1544-1458. 11(1), p. 59–89. Show summary

  Motivated by the rudimentary theory of effectuation, this theoretical study was conducted in order to develop the theory to encompass effectual innovation in large corporations, and to include the aspect of tacit knowledge and time. We present a theoretical socio dynamic model focusing on the relationship between the use of effectual strategies and the evolution of the value of opportunities over time. We suggest that effectuation processes are valuable for innovation in large corporations, especially in the early stages of the opportunity growth, and that tacit knowledge and time can be important aspects of the effectuation strategies.

• Åsvoll, Håvard & Widding, Lars Øystein (2011). Perspectives on knowledge in innovation management — Some steps toward developing a framework for tacit knowing. International Journal of Management Concepts and Philosophy. ISSN 1478-1484. 5(4), p. 389–402. doi: 10.1504/IJMCP.2011.044984. Show summary

  This paper outlines a framework for how tacit knowing can be managed by an innovation manager in the process of radical innovation. The tacit knowing perspective is discussed in terms of dynamic knowledge aspects such as proposition, skill and familiarity. Tacit knowing is compared with two other influential views of knowledge in relation to innovation management: the positivistic and externalised perspectives. In light of the tacit knowing perspective an instrumental case study of Steve Jobs as an innovation manager for the Mac project is presented. The instrumental case suggests that focus on potentially dynamic and artful execution of knowledge aspects may be of importance in the management of radical innovation. This can also be considered a challenge to the positivistic ideal of knowledge, and questions the dichotomised tacit-explicit dimension of knowledge in management research.

• Åsvoll, Håvard (2009). Pedagogikken og dens vesen er begynnelsen. Perfeksjonisme og fotballtreneren som perfeksjonist. In Steinsholt, Kjetil & Dobson, Stephen (Ed.), Verden satt ut av spill : postmoderne pedagogiske perspektiver. Tapir Akademisk Forlag. ISSN 978-82-519-2355-2. p. 165–180.
• Åsvoll, Håvard (2007). Et kritisk blikk på mesterlærerteorier ut fra et postmoderne perspektiv. In Karlsdottir, Ragnheidur (Eds.), Læring, kommunikasjon og ledelse i organisasjoner. Tapir Akademisk Forlag. ISSN 978-82519-2201-2. p. 193–214.
• Åsvoll, Håvard (2007). Hva kreves for å bli dyktig til å bruke statistikk. In Eikemo, Terje Andreas & Clausen, Tommy Høyvarde (Ed.), Kvantitativ analyse med SPSS. En praktisk innføring i kvantitative analyseteknikker. Tapir Akademisk Forlag. ISSN 9788251921787. p. 300–310.
• Åsvoll, Håvard (2006). Hvordan tolke Bakhtins dialog? Om to mulige forklaringer. Norsk pedagogisk tidsskrift. ISSN 0029-2052. p. 445–455.

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• Åsvoll, Håvard (2022). A Praxis of Nothingness in Education. On Heidegger and Wittgenstein. Routledge. ISBN 9781032119380. 106 p.
• Åsvoll, Håvard (2018). Heidegger and Entrepreneurship: A Phenomenological Approach. Routledge. ISBN 9781138364776. 108 p.
• Åsvoll, Håvard (2009). Teoretiske perspektiver på taus kunnskap.Muligheter for en taus pedagogikk. Tapir Akademisk Forlag. ISBN 9788251925013. 117 p.
• Åsvoll, Håvard; Gudmundsdottir, Sigrun & Karlsdottir, Ragnheidur (2002). Den femte faktor. En kasusstudie av Bjørn Hansen som talentutvikler i Rosenborg Ballklubb. Tapir Akademisk Forlag. ISBN 1502-2358.

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• Åsvoll, Håvard (2023). Beyond competence, knowledge and learning in educational institutionalized practices - On Heidegger, Bakhtin and phenomena of nothing.
• Åsvoll, Håvard (2022). Meditations on Nothing and Educational Leadership.
• Åsvoll, Håvard (2019). On process and nothing in process theory.
• Åsvoll, Håvard (2018). Teorien om ingenting.
• Rennemo, Øystein & Åsvoll, Håvard (2016). Dialogues and Places to be(come)in entrepreneurial ba practices. The difference between epistemological learning and ontological dialogue. Show summary

  This paper unfold entrepreneurship by viewing it from the perspective of process, focusing on four entrepreneurs in ‘in situ’ dialogues and places to become in entrepreneurial practice. The paper examine how entrepreneurs’ existence and learning unfold from their dialogues in Ba? Emphasis is given to the emergent and relational processes through which learning and being may unfold and through which future entrepreneurial opportunities may be realized. In order to develop a theoretical register with which to articulate the dialogues and places to be(come) in entrepreneurial practices, we advance a dialogic conception of Ba, based upon Nishida (1970), Nonaka (1998) and Bakhtin's relational or ‘shared’ perspectives. We suggest that the notions of dialogues and places to (be) come acts as a central driver and conditions for meaning around which diverse entrepreneurs coalesce. Further, we argue that the dialogical and ‘shared’ potential inherent in temporary shared Ba or world may generated a more creative and sustainable outcome to the entrepreneurial challenges of their life projects. Further, a theoretical discussion is lifted when the paper dwell on possible differences between (epistemological) learning and (ontological) dialogue, a differentiation argued to give valuable insight to the field of entrepreneurial learning. The paper claim the acknowledgement of the dialogue as a manifest phenomenon itself, seen through other lenses than just by inter-action, inter-subjectivity and learning. Finally, the paper shows the need for more facilitation and training programmes for post-start-up entrepreneurs, highlighting the need for educators and entrepreneurial trainers to have a fuller understanding of what we might call lifelong learning processes situated in temporary Ba’s such as small group learning methods,

• Rennemo, Øystein & Åsvoll, Håvard (2015). On the micro dynamics of entrepreneurial learning and existence Dialogues and places to be(come) in entrepreneurial ba practices . Show summary

  Entrepreneurship is more than an economic phenomenon, it can be understood from societal, geographical, cultural, political as well as from many other dimensions (Steyaert & Katz, 2004). The interest in entrepreneurship emanates from Schumpeter’s (1934) thesis on how economic development happens as “the carrying out of new combinations”. Schumpeter (1934) understands entrepreneurship as representing creative destruction, which refers to the incessant product and process innovation mechanism by which new production units replace outdated ones. Generally, entrepreneurship research today defines entrepreneurs as individuals who discover, evaluate, and exploit profitable opportunities (Shane and Venkataraman 2000, p. 218). Thus, entrepreneurs as individuals often need knowledge that does not exist in a useful or tested form but instead it must be created (Aldrich 2000). Today one dominant focus is on the creative aspects of entrepreneurship, i.e. on how opportunities can be transformed into new companies (eg. Shane & Sarasvathy 2000), putting the setting up of businesses in the limelight. The aim of this paper is to unfold entrepreneurship by viewing it from the perspective of process, focusing on four entrepreneurs in ‘in situ’ dialogues and places to become in entrepreneurial practice. This paper addresses the following research question: How can entrepreneurs existence and learning unfold from their dialogues in Ba? We answer this question by developing a framework of entrepreneurial dialogue, which show some important aspects of how the micro dynamics of entrepreneurial learning and existence may occur. Emphasis is given to the emergent and relational processes through which learning and being may unfold and through which future entrepreneurial opportunities may be realized. Entrepreneurship can thus be seen as a matter of entrepreneurial actors relationally ‘becoming the Other’ through enabling themselves, customers and symbols to ‘become the Other’. This means de-centring particular entrepreneurs and, instead, centring relational processes, and letting go of talk about individuals, mind operations, sense making etc. Instead we focus on relational processes as inter-actions to indicate a way into the open. This opens up the possibility that relations could have primacy and be ‘dialogised’ in entrepreneurial practices. In order to develop a theoretical register with which to articulate the dialogues and places to be(come) in entrepreneurial practices, we advance a dialogic conception of Ba, based upon Nishida (1970), Nonaka (1998) and Bakhtin's (1984) relational or ‘shared’ perspectives. By conceiving meaning, being and knowledge creation as the product of social interaction between different entrepreneurs and actors, this approach recognises that dialogue is always based upon a partially shared understanding of an entrepreneurial life world and word. We explore this phenomenon through a phenomenological case study of four entrepreneurs and their project to regenerate and develop business in North Trondelag county, Norway. Drawing upon individual and group based qualitative material, we reflect upon how they talk about entrepreneurship and how this talk shapes the existential and knowledge creation practices. We suggest that the notions of dialogues and places to (be) come acts as a central drivers and conditions for meaning around which diverse entrepreneurs coalesce. Furthermore, we argue that the dialogical and ‘shared’ potential inherent in temporary shared Ba or world may generated a more creative and sustainable outcome to the entrepreneurial challenges of their life projects.

• Åsvoll, Håvard (2014). On reflection and intuition in management research.
• Åsvoll, Håvard (2013). Kognitiv teori. Piaget - kunnskapsutvikling og læring. In Karlsdottir, Ragnheidur & Lysø, Ingunn Hybertsen (Ed.), Læring • utvikling • læringsmiljø — En innføring i pedagogisk psykologi. Akademika forlag. ISSN 978-82-321-0009-5. p. 231–250.
• Åsvoll, Håvard (2013). Perspectives on reflection and intuition in management research - Towards developing a framework of reflective-intuition knowing. Full text in Research Archive
• Åsvoll, Håvard (2012). Reflective intuition: New learning possibilities.
• Åsvoll, Håvard & Jacobsen, Petter Jacob (2011). A Case Study: Action-based Entrepreneurship Education - How Experience Problems Can Be Overcome and Collaboration Problems Mitigated.
• Svensrud, Erik & Åsvoll, Håvard (2011). INNOVATION IN LARGE CORPORATIONS: A DEVELOPMENT OF THE RUDIMENTARY THEORY OF EFFECTUATION.
• Åsvoll, Håvard & Widding, Lars Øystein (2010). Perspectives on knowledge in innovation management-Some steps toward developing a framework for tacit knowing. Show summary

  This paper outlines a framework for how tacit knowing can be managed by the innovation manager in the process of radical innovation. The tacit knowing perspective is discussed in terms of dynamic knowledge aspects such as proposition, skill and familiarity. Tacit knowing is compared with two other influential knowledge views on innovation management; a positivistic and an externalized view of knowledge. In light of the tacit knowing perspective an instrumental case study of Steve Jobs as an innovation manager for the Mac project is presented. The instrumental case suggests that a focus on potentially dynamic and artful execution of knowledge aspects may be of importance in the management of radical innovation. This can also be considered as challenge to the positivistic ideal of knowledge, and a questioning of the dichotomized tacit-explicit dimension of knowledge in management research.

• Åsvoll, Håvard (2009). Verdibasert ledelse - en ny trend i idrettens organisasjoner? Om ledelse av verdier i lys av den reflektive og erfaringsbaserte treneren.
• Rolfsen, Rolf & Åsvoll, Håvard (2008). Doktorgrad på fotballtrener. [Newspaper]. Adresseavisen.
• Åsvoll, Håvard (2005). `I`m an Autodidact`. The Coaching Behaviours of a Professional Norwegian Soccer coach.
• Åsvoll, Håvard (2005). What happened to M. Bakhtin?
• Rolfsen, Rolf & Åsvoll, Håvard (2004). Doktorgrad på fotalltreneren. [Newspaper]. Adresseavisen.
• Åsvoll, Håvard (2004). Dialogical Horizon. Bakhtins concepts of dialogue is used to focus upon the relation between Harald Aabrekks identity as a professional soccer coach and as a human being.
• Åsvoll, Håvard (2008). Den 'tause' pedagogikken. Analyser av en profesjonell fotballtreners praksis. Doktoravhandlinger ved NTNU. ISSN 978-82-471-8382-3.

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