Matthew Patrick James Lynch

• Brattli, Håvar; Utne, Alexander & Lynch, Matthew Patrick James (2026). Engaging by Design—Pedagogical Interventions That Shape Student Engagement. Social Sciences. 15(5). doi: 10.3390/socsci15050286. Fulltekst i vitenarkiv Vis sammendrag

  The purpose of this study is to examine how three pedagogical interventions, collaborative learning, authentic problem-solving, and ongoing formative feedback, are associated with student engagement in a design thinking course. While prior research has examined these interventions in isolation, less is known about their relative contributions when implemented concurrently. This study employs a quantitative survey design, with data collected from 77 undergraduate students working in self-selected teams on industry-sponsored design thinking projects. The course design integrated the three interventions to foster active, reflective learning, and regression analysis was used to examine their relative influence on student engagement. All three interventions positively predicted engagement, with authentic problem-solving and collaborative learning emerging as the strongest contributors. Formative feedback exerted a significant but smaller effect, suggesting its impact depends on how students internalise and apply it within group processes. Findings suggest that engagement in design thinking education can be understood through social, cognitive, and regulatory interventions, although the interaction between these dimensions was not empirically tested in this study. The study contributes a layered conceptual model of engagement and offers practical guidance for designing engaging learning environments. While the results provide useful insights, they are based on a single course context and self-reported data, and should therefore be interpreted with appropriate caution.

• Brattli, Håvar; Utne, Alexander & Lynch, Matthew Patrick James (2026). Assessment Validity in the Age of Generative AI: A Natural Experiment. Informatics. 13(4). doi: 10.3390/informatics13040056. Fulltekst i vitenarkiv Vis sammendrag

  Universities play a dual role as sites of learning and as institutions that certify student competence through assessment. The rapid diffusion of generative artificial intelligence (GenAI) challenges this certification function by altering the conditions under which assessment evidence is produced. When powerful AI tools are widely available, grades may increasingly reflect a combination of individual understanding and external cognitive support rather than solely independent competence. This study examines how changes in assessment format interact with GenAI availability to reshape observable performance outcomes in higher education. Using exam grade data from a compulsory undergraduate course delivered over five years (2021–2025; N = 1066), the study exploits a naturally occurring change in assessment conditions as a natural experiment. From 2021 to 2024, the course was assessed using an AI-permissive take-home examination, while in 2025 the assessment shifted to an AI-restricted, supervised in-person examination. Course content, intended learning outcomes, grading criteria, examiner continuity, and the structural design of the examination tasks remained stable across cohorts. The results reveal a pronounced shift in grade distributions coinciding with the format change. Failure rates increased sharply in 2025, mid-range grades declined, and the proportion of top grades remained largely unchanged. Statistical analysis indicates a significant association between examination period and grade outcomes (χ2(5, N = 1066) = 60.62, p < 0.001), with a small-to-moderate effect size (Cramér’s V = 0.24), driven primarily by the increase in failing grades. These findings suggest that AI-permissive and AI-restricted assessment formats may not be measurement-equivalent under conditions of widespread GenAI use. The results raise concerns about construct validity and the credibility of grades as signals of independent competence, while also highlighting tensions between certification credibility and assessment authenticity.

• Andersson, Gunnar; Hauge, Bjørn Gitle; Johansen, Frode Ramstad; Leister, Eivind Andre; Valter, Per & Lynch, Matthew [Vis alle 7 forfattere av denne artikkelen] (2026). Fostering Resilience and Innovation in Island Communities – Identifying Systemic Challenges and Opportunities. THE JOURNAL OF DEVELOPMENT STUDIES. ISSN 2720-8672. 6(1), s. 44–56. doi: 10.63410/jds2025/04. Fulltekst i vitenarkiv Vis sammendrag

  This paper explores how stakeholders in island communities perceive and address systemic challenges to resilience and innovation in the context of the green transition and broader societal change. Drawing on insights from the Interreg FREIIA project – a multi-country, participatory initiative across six European islands—this study employs a design thinking framework and grounded theory methodology to explore how local stakeholders perceive and respond to development challenges, highlighting the voices and lived experiences of island residents and aiming to understand the realities on the ground and the multidimensional conditions shaping resilience and innovation in their communities. The findings highlight recurring development challenges, including youth outmigration, housing shortages, seasonal economic dependency, and limited institutional capacity. The paper argues that sustainable development in island contexts requires participatory governance, inclusive innovation ecosystems, and place-based strategies that reflect local realities. By situating island development within broader debates on peripheralization, productive capabilities, and participatory transformation, the study contributes to the literature on systemic development in island communities.

• Utne, Alexander; Brattli, Håvar & Lynch, Matthew (2026). Developing Technical Literacy for Business School Students Studying Innovation. Education Sciences. 16(1), s. 100–100. doi: 10.3390/educsci16010100. Fulltekst i vitenarkiv Vis sammendrag

  This study examines how business school students with no programming background develop technical literacy through a newly introduced Digital Innovation course. Addressing a gap in non-STEM education research—where little is known about how social science students experience technical literacy interventions—we draw on qualitative data from group exam reflections (n = 14) and mid-semester survey responses (n = 7). Using an inductive thematic analysis, the study investigates how students perceived, navigated, and made sense of foundational coding activities. Four themes emerged: (1) Perceived value of coding and technical literacy, (2) Hidden gaps in foundational technical literacy, (3) AI as a cognitive and pedagogical scaffold and (4) Emerging technical competence and identity formation. Framed within theories of digital literacy and constructivist learning, the findings show how limited, scaffolded exposure to web development can shift students from digital consumption toward novice digital production. The study contributes empirical insight into how coding can be meaningfully embedded within business school curricula and offers pedagogical recommendations for designing accessible technical literacy interventions.

• Lynch, Matthew Patrick James; Sethov, Ellen & Skjølsvik, Tale (2025). A Clash of Paradigms: Hidden Paradigms Within Entrepreneurship Pedagogy. Proceedings of the European Conference on Innovation and Entrepreneurship, ECIE. ISSN 2049-1050. 20(1), s. 710–717. doi: 10.34190/ecie.20.1.3795. Fulltekst i vitenarkiv Vis sammendrag

  As the literature around entrepreneurship pedagogy matures and the number of entrepreneurship programmes continue to flourish, we see a clash of paradigms that hide assumptions about what success is and how success is internalised as an internal cognitive schema. This has implications for the way entrepreneurship is viewed by stakeholders, how behaviour success is measured and how it is taught to aspiring students. The goal of this paper is to examine two contradicting paradigms we propose underlie much of existing entrepreneurship pedagogy. Based on existing literature, this paper develops and draws on two main extreme alternative entrepreneurship approaches that is found in literature: The individualistic competitive approach (i.e. often populated by Individuals with problematic narcissistic tendencies) versus the collectivist team-based approach (i.e. embedding extensive psychological safety and a collectivist logic). The previous approach in some of the literature, have been proposed to give superior outcomes in terms of economic measures. More recent research however questions this approach and its outcomes. Among others, the dependent variables on which the more individualistic research orients do not account for the wider set of value(s) that mission-driven and sustainable entrepreneurship build. As such, the two approaches represent different paradigms of entrepreneurship and what entrepreneurship is about. The paper uses existing literature and document analysis of the entrepreneurship programme descriptions at the master level across Europe, Asia and the US. We classify the dominance of the different approaches across programmes and geographies using online available descriptions from the university’s sites. As such, we develop insights into the underlying values and assumptions on which the programmes are based and the consistency of their learning outcomes, given their orientation. The findings illustrate that both paradigms are found in most entrepreneurship programmes, but with different emphasis, while at the same time addressing the difficulties of integrating the two paradigms in the same educational programmes.

• Lynch, Matthew Patrick James; Kubberød, Elin; Sanne, Nils & Jøsendal, Amalie Henriette Finrud (2025). Deliberate Practice Through the Gamification of Entrepreneurship Education. Entrepreneurship Education and Pedagogy (EE&P). 8(3), s. 485–510. doi: 10.1177/25151274241309940. Fulltekst i vitenarkiv
• Kubberød, Elin; Lynch, Matthew Patrick James; Sanne, Nils & Jøsendal, Amalie Henriette Finrud (2023). Utfordringer og muligheter ved bruk av spillelementer i den entreprenørielle læringsprosessen. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 46(4), s. 245–259. doi: 10.18261/uniped.46.4.4. Fulltekst i vitenarkiv Vis sammendrag

  Bakgrunn: Hvordan gi studentene en realistisk opplevelse av entreprenørskap innenfor høyere utdanning, er et pedagogisk spørsmål som stadig diskuteres i litteraturen. Spillifisering (gamification på engelsk) har blitt foreslått som en mulig løsning som kan understøtte læringsmålene vi ønsker å oppnå innenfor entreprenøriell læring. Det er lite tidligere forskning som har undersøkt hvordan studenter opplever spillifiserte kurs, med hensyn til disse læringsmålene.<p> <p>Metode: Gjennom dybdeintervjuer med et totalt utvalg på 18 studenter har denne studien som mål å gi innsikt i studentenes læringsopplevelser av et spillifisert entreprenørskapskurs hvor studenter arbeider i grupper. Resultater: Studien fremhever tre sentrale temaer i studentenes læringsopplevelse: 1) Spillet øker den emosjonelle eksponeringen, 2) Reduksjon av beslutningsusikkerhet gjennom sosial kalibrering og 3) Spillereglene hemmer nødvendige arbeidsprosesser i gruppene.<p> <p>Konklusjon: Studien viser at spillifisering bidrar til et effektivt læringsdesign for entreprenørskap i tråd med ambisjonene og utviklingen innenfor fagfeltet. Studiet representerer videre et pionerbidrag til kunnskapsbygging om spillifisering innenfor høyere utdanning generelt og for design av entreprenøriell læring spesielt.

• Lynch, Matthew Patrick James; Sanne, Nils; Høvig, Øystein Stavø & Voldsund, Kari Håvåg (2022). Calibrating entrepreneurship education for a constantly changing world. Proceedings of the European Conference on Innovation and Entrepreneurship, ECIE. ISSN 2049-1050. 17, s. 311–318. doi: 10.34190/ecie.17.1.742. Fulltekst i vitenarkiv Vis sammendrag

  A key purpose of education has long been to ensure that students are well prepared for the workforce. In an unchanging context where tasks, roles, and expectations are stable, creating an education program that prepares students for the workforce can be achieved relatively easily, and once in place will remain appropriate if the context is stable. The challenge is in educating students for work environments that are rapidly changing and where the expectations placed on them are uncertain and ambiguous. The concept of calibration is the process of ensuring something is in tune or in sync in the intended way. An example from music would be calibrating an instrument to ensure it generates the intended notes. The same approach can be applied to education to ensure that educational approaches used are in tune with the requirements of students who enter the workforce. This research therefore sought out students who had graduated from two master's programs and had been in the workforce for less than a year to better understand what skills and education they felt were missing from their education and what skills they felt their education had provided. In short to hear how well equipped the students felt and whether the program was calibrated to their needs, in carrying out this research it highlighted several conundrums relevant to all entrepreneurship educators.

• Lynch, Matthew P. & Corbett, Andrew C. (2021). Entrepreneurial mindset shift and the role of cycles of learning. Journal of Small Business Management. ISSN 0047-2778. s. 1–23. doi: 10.1080/00472778.2021.1924381. Fulltekst i vitenarkiv
• Lynch, Matthew; Andersson, Gunnar & Johansen, Frode Ramstad (2021). Merging systems thinking with entrepreneurship: Shifting students’ mindsets towards crafting a more sustainable future. Sustainability. 13(9), s. 1–16. doi: 10.3390/su13094946. Fulltekst i vitenarkiv Vis sammendrag

  The major challenges confronting humanity are systemic in nature: climate change, pollution, poverty, and inequality. Entrepreneurship fails to tackle these challenges, and ‘creative destruction’ is mostly just leading to the destruction of the natural world that we inhabit. The present economic, financial, and productive systems can and should be transformed to lead and power a shift towards sustainability. If we are to reverse the course of destruction that current capitalist systems are creating, we need to introduce more of a systems perspective into entrepreneurial education. This article addresses how merging systems thinking and entrepreneurship can be used to nudge students towards sustainability. Through a single case study, we argue that a practice-based pedagogy that combines perspectives from entrepreneurship and systems thinking can be used as a catalyst to bring about local changes in business models by making the business case go beyond the individual organization and seeing entrepreneurship as being about creating more sustainable business systems.

• Lynch, Matthew Patrick James; Andersson, Gunnar & Johansen, Frode Ramstad (2021). Student Reflections of the Difficulties Associated With Taking Entrepreneurial Action. I Matos, Florinda; Ferreiro, Maria de Fátima; Rosa, Alvaro & Salavisa, Isabel (Red.), Proceedings of the 16th European Conference on Innovation and Entrepreneurship ECIE 2021. Academic Conferences International Limited. ISSN 9781914587108. s. 511–517. doi: 10.34190/EIE.12.085. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James; Andersson, Gunnar; Johansen, Frode Ramstad & Lindgren, Peter (2021). Entangling Corporate Innovation, Systems Thinking and Design Thinking. I Matos, Florinda; Ferreiro, Maria de Fátima; Rosa, Alvaro & Salavisa, Isabel (Red.), Proceedings of the 16th European Conference on Innovation and Entrepreneurship ECIE 2021. Academic Conferences International Limited. ISSN 9781914587108. s. 518–524. doi: 10.34190/EIE.21.117. Fulltekst i vitenarkiv
• Andersson, Gunnar; Lynch, Matthew Patrick James; Johansen, Frode Ramstad; Fineide, Mona Jerndahl & Martin, Douglas K. (2020). Exploring perceptions of Lean in the public sector. Public Money & Management. ISSN 0954-0962. doi: 10.1080/09540962.2020.1847454. Fulltekst i vitenarkiv Vis sammendrag

  This paper explores discourses around Lean by examining the perceptions of new users of Lean in the public sector. The paper draws on actor–network theory as the basis for exploring what these new users think about Lean and uses data analysis tools to extrude concepts of significance. The data suggests that Lean continues to retain diverse, parallel and competing perspectives. The responses also signal that key concepts of Lean are missing from the discourses, and that this highlights a need to discuss Lean as a mindset—not just as a set of tools. The paper suggests future directions for research to further explore the issues emphasised by respondents.

• Lynch, Matthew Patrick James; Kamovich, Uladzimir; Longva, Kjersti Kjos & Steinert, Martin (2019). Combining technology and entrepreneurial education through design thinking: Students' reflections on the learning process. Technological Forecasting and Social Change. ISSN 0040-1625. 164. doi: 10.1016/j.techfore.2019.06.015. Fulltekst i vitenarkiv Vis sammendrag

  There has been a growing call to educate scientists and engineers in entrepreneurship. However, how entrepreneurship should be taught to these students is a question that scholars and practitioners are still intrigued with. Design thinking has been put forward as a pedagogy that could be particularly suitable when introducing entrepreneurship to science and engineering students. Empirical evidence to support this claim are scarce. This study therefore seeks to enhance our understanding of this issue through an exploratory case study of students' reflections during and after participation in a course that uses design thinking to teach entrepreneurial skills through a technologically challenging case. The findings indicate that the course constituted a major challenge for the students, but also an opportunity for developing both tangential skills and knowledge about the commercialization of technology. Further, there is evidence of transformational learning as students began to apply design thinking in real-life beyond the context of the course.

• Lynch, Matthew Patrick James; Kamovich, Uladzimir & Steinert, Martin (2019). Promoting strategic entrepreneurship at the firm level: a case study on training staff within a large organisation. International Journal of Product Development. ISSN 1477-9056. 23(4), s. 309–325. doi: 10.1504/IJPD.2019.105495. Fulltekst i vitenarkiv
• Andersson, Gunnar; Lynch, Matthew Patrick James; Johansen, Frode Ramstad; Nielsen, Maya & Margit, Tangen (2018). Coworking, collaborrative capabilities and university-society collaboration. I Chova, L. Gómez; Martínez, A. López & Torres, I. Candel (Red.), ICERI2018 Proceedings. IATED Academy. ISSN 9788409059485. s. 9136–9143. doi: 10.21125/iceri.2018.0693. Fulltekst i vitenarkiv Vis sammendrag

  This study explores the way in which industry, start-ups, students, researchers and public bodies reflect and argue regarding their own engagement in a Living lab. The aim is to create a focus on collaborative capabilities and to contribute to the understanding of how novel sharing economy trends (Bouncken & Reuschl, 2018) like coworking impacts workplaces, innovation and work-integrated learning. Coworking redefine collaboration capability as a competitive advantage (Allred, Fawcett, Wallin, & Magnan, 2011). Coworking takes on the challenges of sharing equipment, ideas, and knowledge both within and between individuals and organizations. Coworking is challenging more traditional approaches to organizing and is actualized in Coworking spaces, living labs and maker spaces. Actor-network theory based models are employed, unfolding coworking as it is revealed in interviews with representatives of participating tourism industry, students, researchers and public bodies. In the project researchers interview individuals linked to coworking. This model introduces concepts, relations and mechanisms, describing a current state discourse of meaning, membership and predictable behavior that shape and are shaped by facts, artifacts and relations, and how disturbance and other factors push the system toward some new future state discourse. The analysis are based on probabilistic topic models that produce networks of words based on the interviews. This is a mathematical model that identify groups or communities of words that are related and that may illustrate the themes in the interviews. These networks are used to characterize the discourses of coworking found in the material. The outcome describes the devlopment of discourses of coworking among the participants. We will use these discourses for discussing collaborative capabilities and how it impacts university-society collaboration. We will also present an online dashboard for further exporation of the material for the reader.

• Lynch, Matthew Patrick James; Steinert, Martin & Andersson, Gunnar (2018). Levels of Internal Resistance in Entrepreneurship: a psychology based model for guiding coaching. GSTF Journal on Business Review (GBR). ISSN 2251-2888. 5(3). doi: 10.5176/2010-4804_5.3_116. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James; Steinert, Martin & Andersson, Gunnar (2017). Levels of Resistance in Entrepreneurship. IE 2017 Conference Proceedings. ISSN 2251-2039. s. 31–38. doi: 10.5176/2251-2039_IE17.9. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James; Tuema, Ludovic; Andersson, Gunnar & Steinert, Martin (2017). Entrepreneurial Mindset - an Empirical Starting Point. LUT Scientific and Expertise Publications Reports. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James; Slåttsveen, Kristoffer; Lozano, Federico; Steinert, Martin & Andersson, Gunnar (2017). Examining entrepreneurial motivations in an education context. Proceedings of the International Conference on Engineering Design. ISSN 2220-4334. 9(87-9), s. 79–88. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James; Kamovich, Uladzimir; Andersson, Gunnar & Steinert, Martin (2017). The language of successful entrepreneurs: An empirical starting point for the entrepreneurial mindset. Proceedings of the European Conference on Innovation and Entrepreneurship, ECIE. ISSN 2049-1050. 2017-September, s. 384–391. Fulltekst i vitenarkiv Vis sammendrag

  The concept of entrepreneurial mindset is growing in popularity within the field of entrepreneurship. Entrepreneurial mindset orients humans' behaviour towards entrepreneurial activities and outcomes. The concept lacks empirical support due to methodological difficulties in discovering how entrepreneurs think. This article aims to address this by examining the language successful entrepreneurs use in an attempt to find evidence of an expert entrepreneurial mindset. Language represents the way people think and what they think about. This paper examines interviews of 51 high-tech entrepreneurs from Silicon Valley who have successfully started companies and attracted between $20 million and $1 billion in start-up funding and have a minimum of 30 employees. The study analyses the linguistic content of what the successful entrepreneurs talk about during interviews by comparing it to a control group of spoken text from average entrepreneurs. This reveals a number of differences in the way language is used between the two groups. We find evidence supporting the presence of several orientations - action, future, customer, collective, and growth - associated with a mindset of successful entrepreneurs. We also contribute to the existing call of using new methodological approaches to study the entrepreneurship paradigm. We outline new avenues for further research into the entrepreneurial mindset.

Se alle arbeider i NVA

• Andersson, Gunnar; Andreassen, Ellinor; Lynch, Matthew & Johansen, Frode Ramstad (2025). Learning in interstitial spaces: Collaboration, time, and institutionalizing change in cross-disciplinary public service improvement. doi: https:/www.neonnet.no/neon-2025. Fulltekst i vitenarkiv Vis sammendrag

  This article explores how learning and results emerge in the organizational and physical spaces between municipal institutions. The study is based on a multi-year improvement project in a medium-sized Norwegian municipality that connected home care services and the municipal car workshop to improve vehicle management—an essential support process for municipal health services. The project crossed both physical spaces (workshop, home, road) and organizational spaces (professional silos, procedures, budgets), illustrating how such interstitial spaces generate friction while also enabling new practices. Methodologically, the study is based on a learning history approach using semi-structured interviews (n=12) and a validating workshop. The analysis highlights three key conditions for achieving results: (1) perspective taking and psychological safety enabled open dialogue and constructive handling of disagreement, (2) a longer time horizon was necessary to translate experiences into organizational memory, and (3) artifacts (shared procedures, e-learning, attitude cards, dedicated communication channels) functioned as bridges between organizational units. Results included standardized procedures across home care services, integration into the municipal quality system, regular network meetings between vehicle coordinators in home care and the workshop, and the establishment of new roles and communication practices. These measures helped reduce barriers, strengthen coordination, and promote learning across organizational boundaries. The study contributes to the understanding of interstitial work in the public sector and demonstrates how boundary objects (e.g., the vehicle), safe arenas, and extended time horizons can make cross-disciplinary collaboration more robust. We argue that improvements require more than technical solutions; they depend on social and material infrastructures that institutionalize learning as an organizational practice.

• Pettersen, Inger Beate; Kubberød, Elin; Lynch, Matthew Patrick James; Bækkelund, Nora Geirsdotter; Mjånes, Jan Ove Rogde & Høvig, Øystein Stavø [Vis alle 7 forfattere av denne artikkelen] (2023). Coping with uncertainty and ambiguity in real-life practice and student team-centered learning courses: supporting pedagogies, the role of mentoring. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2022). Innovating for the future. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2022). Dsign thinking for Crypto Regulations. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2022). Intro to DT. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2022). Introduction to Design Thinking. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2022). Persistent Stories in your life. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2022). Introduction to Design Thinking. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2022). The hard thing about entrepreneurship. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2022). Intro to DT. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2022). Introduction to DT. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2022). Entrepreneurial Mindset. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2022). Intro to DT. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2022). Introduction to Design Thinking. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2022). Introduction to Design Thinking. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2022). Introduction to Design Thinking. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James; Voldsund, Kari Håvåg; hovig, øystein stavo & Sanne, Nils (2022). Aligning innovation and entrepreneurship education for graduates entering a VUCA work life. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James; Voldsund, Kari Håvåg; Høvig, Øystein Stavø & Sanne, Nils (2022). Calibrating entrepreneurship education for a constantly changing world. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2022). Intro to DT. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2022). DT for Crypto regulations. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2022). Intro to Design Thinking. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2021). The fundamentals of connection: building a foundation for collaboration. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2020). Entreprneural Mindset. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2020). Leveraging design thinking to solve complex problems and navigate uncertain entrepreneurial environments. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2019). Innovasjon i hjertet av sentrum. [Journal]. Fredrikstad Sentrum Magasin. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2019). Design Thinking for Welfare. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2019). Innovation Camp. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2019). Presentation of academic work: Entreprneurial mindset. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James & Lozano, Federico (2019). Executive Education - Wilhelmsen. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James & Lozano, Federico (2019). Exectuive Education - Wilhelmsen. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James & Lozano, Federico (2019). Executive Education - Wilhelmsen. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James & Lozano, Federico (2019). Innovate Cool Experiences. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2019). Vil finne svar på bærekraftig turisme. [TV]. NRK Distriktsnyheter. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2019). Presentation for Kirkenes Næringshage. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2019). Design Thinking + Pedagogy. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2019). Entreprenruial Mindset - DT Bergen. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James & Lozano, Federico (2019). Design Region Barents. Fulltekst i vitenarkiv
• Andersson, Gunnar; Lynch, Matthew Patrick James; Johansen, Frode Ramstad; Nielsen, Maya & Margit, Tangen (2018). Coworking, collaborrative capabilities and university-society collaboration. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James & Lozano, Federico (2018). Leadership Potential Program 1. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James & Lozano, Federico (2018). Design Region Bergen - Executive Education Program. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James & Lozano, Federico (2018). Design Thinking - Train the Trainers. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2018). Design Region Bergen - Executive Education Program - Mindset Lecture. Fulltekst i vitenarkiv
• Andersson, Gunnar; Johansen, Frode Ramstad; Hauge, Bjørn Gitle & Lynch, Matthew Patrick James (2018). Ønsker flere med til å utvikle opplevelsesnæring i Gamlebyen. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James & Lozano, Federico (2018). Design Thinking Workshop - Sharelab. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James & Lozano, Federico (2018). Leadership Potential Program 2. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James & Lozano, Federico (2018). Leadership Potential Program 3. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2018). Carrer Day Lecture. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2018). Introduction to Design Thinking/ Re-design Project. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James; Andersson, Gunnar & Steinert, Martin (2017). Levels of Resistance in Entrepreneurship. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2017). NHH Implementation workshop. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2017). How might a Living Lab contribute to Fredrikstad. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2017). BI Innovation & Entrepreneurship. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2017). Design Thinking - a brief introduction. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James & Lozano, Federico (2017). Design Thinking. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2017). Personal development module - Dubai - LePo. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2017). Deep Dive in Dt - DRB. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James; Slåttsveen, Kristoffer; Andersson, Gunnar & Steinert, Martin (2017). EXAMINING ENTREPRENEURIAL MOTIVATIONS IN AN EDUCATION CONTEXT. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2017). Design thinking deep dive - Kirkenes. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2017). Design Thinking for startups. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2017). Design Thinking for Startups - Vietnam. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James & Lozano, Federico (2017). Design Thinking for Duolog. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James & Lozano, Federico (2017). DRB - Train the trainers. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2017). TMM4220 - Innovation and Design Thinking. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2017). Prototyping using design thinking. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James & Andersson, Gunnar (2017). Design Thinking Workshop - FLL. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2017). Combining city development, technology and culture. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2017). Design Thinking as a method for entrepreneurial education. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2017). Fundamentals of teamwork. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James; Kamovich, Uladzimir; Longva, Kjersti Kjos & Steinert, Martin (2017). Combining Technology and Entrepreneurial Education Through Design Thinking: Students’ Reflections on the Learning Process. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James; Andersson, Gunnar & Steinert, Martin (2017). Entrepreneurial Mindset: an Empirical Starting Point. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2017). Training design thinking teachers. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2017). Hva Kjennetegner gode grunder? Fulltekst i vitenarkiv
• Cheok, Jacquelyn & Lynch, Matthew Patrick James (2017). Seriously Fun, The Business Times, Singapore, Pg. 36. [Journal]. http://www.businesstimes.com.sg/life-culture/disrupted/serio. Fulltekst i vitenarkiv
• Lynch, Matthew Patrick James (2017). Fredrikstad Living Lab Opening. Fulltekst i vitenarkiv
• Grøndahl, Beate & Lynch, Matthew Patrick James (2017). Interview on research as part of my PhD. [Radio]. NRK Radio. Fulltekst i vitenarkiv
• Normand, William Maxwell Le; Elverhøi, Ole & Lynch, Matthew Patrick James (2023). Venture studioer og serieentreprenører : en eksplorativ sammenligning av entreprenørielle strategier. Norges miljø- og biovitenskapelige universitet (NMBU). Fulltekst i vitenarkiv Vis sammendrag

  Serial entrepreneurs are important contributors in entrepreneurial ecosystems (Ensign & Farlow, 2016). Research shows that serial entrepreneurs start more businesses than first-time entrepreneurs, and their businesses generally experience higher returns than those started by first-time entrepreneurs (Shaw & Sørensen, 2019). Recently, a new model has entered the entrepreneurial ecosystem that specializes in starting and scaling new ventures (Muñoz Abreu, 2021). The venture studio model is highly regarded and is attracting increasing attention in the industry (Patel & Chan, 2023). Our study seeks to compare serial entrepreneurs and venture studios, not to determine which is more profitable, but to explore how they differ from each other. Our article presents findings that suggest the venture studio is a machine for entrepreneurial learning. We also suggest that venture studios have significant abilities in attracting functionally diverse teams that have been proven to enhance a firm's performance (Kirschenhofer & Lechner, 2012).

• Chadaré, Thomasine Jean; Larssen, Marie Letting; Bø, Veslemøy Bjelland & Lynch, Matthew Patrick James (2023). Norske gründeres erfaringer og lærdommer rundt å skape sitt første team. Norges miljø- og biovitenskapelige universitet (NMBU). Fulltekst i vitenarkiv Vis sammendrag

  Entreprenøriell teamformasjon har fått mye oppmerksomhet i nyere tid. Likevel har flere forskere identifisert en mangel i teorien som omgir dette feltet. Gjennom kvalitativ forskning utført i det norske oppstartsmiljøet har vi forsøkt å avdekke aspekter ved teamformasjonsprosessen i praksis, med fokus på å identifisere muligheter og utfordringer knyttet til å bygge et team. I tråd med eksisterende teori identifiserer vi kjernekompetanse, riktig mentalitet og mellommenneskelig tiltrekning som tre viktige prinsipper for teamformasjon. Vi finner imidlertid at gründerne opplever det som utfordrende å tiltrekke seg teammedlemmer som besitter en kombinasjon av disse tre prinsippene, gitt oppstartsbedriftenes risikofylte natur. Vår forskning bidrar med en nyansering av entreprenøriell teamformasjon gjennom å belyse hvordan gründerne kan gå frem for å tiltrekke seg arbeidstakere fra millenniumsgenerasjonen, samt hvordan de kan tilrettelegge arbeidsforholdet for å beholde dem.

• Sture, Bror Herman Een; Knutzen, Sindre Strupe & Lynch, Matthew Patrick James (2023). Towards net - zero : venture capital investment in green startups. Norges miljø- og biovitenskapelige universitet (NMBU). Fulltekst i vitenarkiv Vis sammendrag

  Venture capital plays an important role in supporting sustainable entrepreneurship, innovation and green startup growth. The following thesis identifies opportunities and challenges that follow the green transition and net zero agenda. With a focus on their investment decisions, motivations and impact of government policies on venture capital investment, the following thesis identifies opportunities and challenges that follow the green transition and net zero agenda. Using qualitative research this thesis identifies venture capitalists' perception on green startup investments, by providing new insight into the dynamics of the VC industry in Norway. In contrast to some established literature, the study finds high VC investor willingness and positive perception of green startup ventures. Questioning the notion of investor hesitance towards high risk investments in the green startup sector, the study highlights new market opportunities within impact, early-stage Venture capital investments.

• Lynch, Matthew Patrick James; Steinert, Martin & Andersson, Gunnar (2020). Entrepreneurial Mindset: Defining the concept, how to measure it, how to teach it and its role in the venture creation process. Norges teknisk-naturvitenskapelige universitet. ISSN 9788232645930. Fulltekst i vitenarkiv Vis sammendrag

  The world is facing numerous challenges, and entrepreneurship represents one method for introducing solutions to solve these challenges. For this reason, entrepreneurship is more relevant today than ever. Yet when we examine those who want to be entrepreneurs, or generate entrepreneurial outcomes, we see that a great many of them do not succeed. When we dig further we see that there is a cognitive element to this, as nothing physically prevents people from becoming entrepreneurs. We posit that it is an entrepreneurial mindset ("EM") that allows some people to take entrepreneurial actions under circumstances of uncertainty in order to create ventures. This leads to the primary research question of this thesis, which is: what is the role of EM in separating those who take entrepreneurial actions from those who have the intention to take entrepreneurial action but never do? In order to examine this research question, I first began by examining three sub-questions that inform our overarching research question. The first of these is: how do you define and conceptualise what is meant by an EM? In order to answer this, I begin with an overview of key literature on mindset and cognition. Two themes became apparent to me from reading literature on this topic. The first is that there has been thorough research into individual cognitive elements, such as biases, heuristics, beliefs, roles, schemas, identity, expert cognition, meta cognition and personality - yet none of these individually provides insights into what is EM. The second theme which comes through from examining existing literature is that existing conceptions of EM are focussed on what I describe as "high level descriptions": they describe broad outcomes such as a willingness to act under uncertainty, or an ability to identify and exploit opportunities. These conceptions are overly broad and are focussed on the expected outcomes of having an EM, instead of describing what an EM is. To resolve this gap between individual parts of cognition and high level broad descriptions, I set out to provide a conceptualisation of EM. I define EM as: An automated non-conscious perspective including the sum total of cognitive processes; that lead to an individual's willingness to take action under uncertainty, make errors, learn from those failures and direct that learning to specific goals to best solve the entrepreneurial tasks within the process of venture creation (Lynch & Corbett, 2019). This new conceptualisation of EM is based on bringing across work from the field of cognitive psychology and synthesising prior research from outside of entrepreneurship. What separates the proposed conception of EM from prior literature is an acceptance that is not one thing or concept, but rather it is something far more fluid and changing. This conception allows for both mistakes and learning, and is important as a distinction from existing conceptions of EM. Having conceived of what we1 mean by EM, the thesis moves onto examining the second researchquestion: how can we measure EM? We show that prior research measures something other than mindset, and it is often focussed on aspects of personality, despite entrepreneurship as field having moved on from personality as a crucial determining factor in entrepreneurial outcomes. Alternative measures also focus on individual elements of cognition, such as risk propensity, need for achievement or meta-cognition. While these elements all play a role in EM, they only partially contribute to our conception of EM. We therefor set out to test a novel method for measuring EM, using language as a proxy for cognition. This is based on the argument that what we talk about and how we talk about it reflects what we think about it and the way we think about it. Based on this argument, our research examines the ways in which expert entrepreneurs use language differently from less expert entrepreneurs. The result is five themes that are consistent with similar work on measuring how expert entrepreneurs think with regards to venture creation. Having conceived of EM and developed a methodology to measure it, we then set out to examine how to teach EM. This is an important theme based on that bringing about change in the world requires more entrepreneurs to take more entrepreneurial action. This thesis is built around the idea that EM plays a role in giving individuals the mental resources they need to bring ideas into reality. Therefore, finding an appropriate pedagogy that fosters this is crucial. In examining the existing literature on pedagogy, we find that learning from experience has gained popularity, and that within this field, design ("DT") as a practice orientated methodology can be useful for teaching EM. This leads to the third and final research question: why is DT a useful pedagogy for teaching EM? In investigating this research question I first describe our conception of DT, and explain how this contributes to having students practice the different elements of EM. We then delve into studentreflections on DT to elaborate on what students receive out of this pedagogy. In order to provide some practical suggestions on how to teach DT, we also include a section on the practical aspects of organising teaching interventions based on DT. These suggestions are based on prior experience with teaching DT in the context of entrepreneurship. Lastly, in order to answer the overarching research question and explain how EM plays a role in entrepreneurial action, I also describe the way EM influences an entrepreneur's world view, and their choice in responding to entrepreneurial stimuluses, such as opportunities. I show congruence between our conception of EM and existing literature and elaborate on the way EM impacts goal achievement/venture creation. I link EM with a model from cognitive psychology called the Rubicon model. This model shows the stages that people move through in their quest to achieve challenging goals, and the role of mindset in this process. The model highlights the two key mindsets used by entrepreneurs: elaborative mindset and implementive mindset. The thesis is based on 9 individual research articles. These articles use a variety of methods, including qualitative, qualitative, case studies, participant observation, surveys and interviews. The range of articles and methods provide a way to triangulate the perspectives discussed, and each article contributes to the research questions in different ways, with a sense of overlap often existing between the articles. As a body of work, this thesis represents contributions in the form of providing a new conceptualisation of EM and provides a synthesis of existing perspectives. If offers up several new models of the role of EM in influencing behaviour of entrepreneurs. The thesis also provides a new method of measuring EM and provides insight into how to teach EM in a way that has not been fully researched before. Like all pieces of research it also opens many new questions as well as providing new insights on old questions. This thesis plays a role in furthering our insight in the role of EM in creating entrepreneurial outcomes.

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