The Role of Cognitive Social Capital in Entrepreneurial Learning: A Comparison of Nascent Entrepreneurs

As a concept that is rooted in many different social sciences including sociology, education, politics, economics and management, social capital encompasses a number of dimensions. Nahapiet and Ghoshal (1998) suggest that social capital has three distinct dimensions: structural, relational and cognitive. Cognitive social capital is created through communicative language, narratives and codes which influence perceptions of meaning and reality in relationships. This research compares the discursive statements of nascent entrepreneurs based in the high-technology and creative sectors. The two groups had recently completed two very different entrepreneurship training courses. Qualitative data provides an account of how cognitive social capital is created through face-to-face and electronic communication. We demonstrate that entrepreneurial learning extends well beyond the classroom. Making effective use of communication, both face-to-face and electronic, is an essential element of that learning process. The data demonstrate that those experienced individuals (trainers/lecturers) responsible for organizing particular entrepreneurial courses can open-up wider networks and learning for their students.