Eduard Maltsev

The article is devoted to developing a change model for entrepreneurial roles that allows to create a conceptual design for the roles of an entrepreneur at different stages of business development. The article highlights four key stages in the business development life cycle. At each step, business focuses on a certain type of client and the value created for that client. The business focus requires an entrepreneur to concentrate on performance of a certain role. An analysis of the literature about role modelling is provided. The article considers entrepreneurs’ roles at different stages of business development. There are several methodological approaches applied in the article. The systems approach and systems thinking allow to describe a business as a whole. Conceptual modelling allows to deal with complexity of a real business. Design approach allows to implement conceptual models in practice of the real business. The article proposes a change model for entrepreneurial roles and the related roles composition at the different stages of business development life cycle. This article uses the conceptual model as an analytical tool to develop a change model for entrepreneurial roles. The further development of the research relates to research of sub-roles composition for different entrepreneurial roles and abilities, necessary to perform the sub-roles efficiently.

The article is devoted to learner-centered learning program development for adult learners, which are experienced professionals – chief executives. The high speed of learning and precise learning outcomes are seen as the main need of an executive in a learner role. A learner-centered learning program satisfies the need.
The article suggests the use of a professional role model of a learner – after learning program completion – as a main tool for the development of an appropriate learner-centered learning program. The details of the professional role model, as well as an algorithm of learner-centered learning program development, are discussed.
One of the key problems in learning program development is that the skills, competencies and capabilities developed during learning programs often can’t be applied outside the learning program – in “real life” contexts. To enable a learner to be successful in real contexts, it is suggested to use a role concept in different contexts. The learning program in this case should develop not only the ability to play a role, but also play it in different contexts; not just to acquire new roles, but to be able to reduce roles for simpler ones, as well as to compose new roles.