"This dissertation explores the learning of social entrepreneurs in accelerators. Building on Jarvis' (2010) existential theory of learning, it conceptualises entrepreneurial learning as a process in which purposeful individuals encounter and transform experiences of disjuncture. These experiences are embedded in both human and material contexts. Learning processes and outcomes are portrayed as phenomena that are influenced by social entrepreneurs' interaction with these environments. Accelerators are depicted as non-formal contexts of learning, of relatively short duration - in which the structure and content of education is progressively adapted to the requirements of the individual."