2154: Navigating the Knowledge Breadth–Depth Paradox in Entrepreneurship (12824)

Individuals invariably encounter conflicting demands—paradoxes—that intricately shape their experiences. This struggle becomes particularly pronounced when faced with the crucial decision of selecting between contrasting learning pathways. Traditionally, individuals followed the conven-tional route of pursuing higher education at universities, shaping their future occupational choices. However, a contemporary trend has emerged, advocating for skill-based vocational education as a government-promoted pathway to entrepreneurship. This paradigm shift has instigated a competi-tion between the established path of traditional general education and the rising trend of skill-based vocational education. Drawing upon paradox theory and utilizing a nationally representa-tive administrative dataset, we introduce and examine manifestations of the knowledge breadth–depth paradox in entrepreneurship. Specifically, we investigate the impact of this breadth–depth paradox on prospective entrepreneurs’ preparatory education and training, on the form the entre-preneurial venture takes, and on their performance. Our study reveals that individuals confronted with the choice between general (breadth) and vocational (depth) education are equally inclined to pursue entrepreneurship. However, the type of education they choose significantly influences the venture form manifested and subsequent performance. Opting for general education directs indi-viduals towards higher-earning employer roles, whereas vocational education leads them towards self-employment with more modest earnings. This highlights the intricate interplay between distinct learning pathways and subsequent activities and outcomes, elucidating the paradoxes individuals confront as they navigate the complexities within the entrepreneurial journey. Navigating these paradoxes involves a critical decision-making process entailing the selection of educational trajectories, ultimately shaping career trajectories and economic outcomes, and serving as a groundwork for understanding educational, organizational, and systemic paradoxes.

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