Table 2 Data structure First-order... | Emerald Publishing

Table 2

Data structure

First-order concepts	Second-order themes	Aggregate dimensions
Spending time in music-related contexts (i.e. record stores or festivals) Basic training in playing music instruments (i.e. at a music school) Preforming in a trial-and-error fashion (i.e. for family and friends)	Acquiring basic knowledge of resources
Working in music-related contexts Experimenting with creating music through recording equipment Forming new collaborations with other actors	Orientating toward a direction
Collaborating with other actors to form enterprises Creating networks of actors Recording music and acquiring essential equipment	Broadening the scope	Types of VCPs
Becoming an expert in playing a music instrument Managing entrepreneurship and commercial success Working as a producer in a studio with advanced equipment	Mastering RI
Coaching and teaching others Creating networks with individuals other than music actors Providing resources, such as a studio, that other actors can use	Shaping other actors' learning

Attending evening school to learn to play an instrument Participating in songwriting camps to learn to write and produce music Studying at a university (i.e. music, marketing, or management)	Learning through formal education
Doing an internship at a music enterprise Being a member of a band Watching social media content (i.e. YouTube videos)	Learning by performing concrete VCPs
Playing computer games Engaging in distance collaborations (i.e. through social media) Utilizing broadband infrastructure	Learning by experimenting with technology	Ways of learning RI by engaging in VCPs
Imitating senior music actors Collaborating with skilled music actors Participating in mentorship programs	Learning from role models
Dealing with disruptions and finding solutions Maneuvering the politics of the music industry Engaging in conflicts that encourage new collaborations	Learning by solving problems

Growing up in a family that plays music Playing at weddings and birthday parties Learning from parents active in the music industry	Family
Being involved with similar actors (i.e. songwriting community) Collaborating in computer programming and gaming communities Learning how to gain access to networks through actor connections	Community	Generic social contexts of learning RI
Participating in market competition Working in the music industry to acquire knowledge of the market Starting a firm to formalize music activity	Corporation/markets

First-order concepts	Second-order themes	Aggregate dimensions
Spending time in music-related contexts (i.e. record stores or festivals) Basic training in playing music instruments (i.e. at a music school) Preforming in a trial-and-error fashion (i.e. for family and friends)	Acquiring basic knowledge of resources
Working in music-related contexts Experimenting with creating music through recording equipment Forming new collaborations with other actors	Orientating toward a direction
Collaborating with other actors to form enterprises Creating networks of actors Recording music and acquiring essential equipment	Broadening the scope	Types of VCPs
Becoming an expert in playing a music instrument Managing entrepreneurship and commercial success Working as a producer in a studio with advanced equipment	Mastering RI
Coaching and teaching others Creating networks with individuals other than music actors Providing resources, such as a studio, that other actors can use	Shaping other actors' learning

Attending evening school to learn to play an instrument Participating in songwriting camps to learn to write and produce music Studying at a university (i.e. music, marketing, or management)	Learning through formal education
Doing an internship at a music enterprise Being a member of a band Watching social media content (i.e. YouTube videos)	Learning by performing concrete VCPs
Playing computer games Engaging in distance collaborations (i.e. through social media) Utilizing broadband infrastructure	Learning by experimenting with technology	Ways of learning RI by engaging in VCPs
Imitating senior music actors Collaborating with skilled music actors Participating in mentorship programs	Learning from role models
Dealing with disruptions and finding solutions Maneuvering the politics of the music industry Engaging in conflicts that encourage new collaborations	Learning by solving problems

Growing up in a family that plays music Playing at weddings and birthday parties Learning from parents active in the music industry	Family
Being involved with similar actors (i.e. songwriting community) Collaborating in computer programming and gaming communities Learning how to gain access to networks through actor connections	Community	Generic social contexts of learning RI
Participating in market competition Working in the music industry to acquire knowledge of the market Starting a firm to formalize music activity	Corporation/markets

Note(s): RI: Resource integration; VCP: Value cocreation practices