How do entrepreneurs initially react when they face business failure (cognitively, emotionally, activity-oriented)? Are these immediate reactions different from later coping and emotional recovery processes? Which patterns of trajectories exist between initial and later reactions? How do these trajectories influence abstract learning outcomes?-see also: Corner et al. (2017) 

Which factors do influence the perceived criticality of a business failure? How does failure perception differ in diverse geographic and/or cultural contexts?

Which alternative trajectories to emotional recovery from failure do exist? Which forms do they take? How do they influence the reflective observation of the failure? What determines which trajectory is pursued?-see also: Corner et al. (2017) 

What are the reasons for skipping the stage of reflective observation via an immediate entrepreneurial re-emergence? Is this pattern a deliberate coping mechanism or the result of a lack of emotional impact?-see also: Pretorius and Le Roux (2011) 

How do Cope’s (2011) critical reflection and Singh et al.’s (2015) concept of epiphanies relate to each other? What are the differences regarding abstract learning outcomes?-see also: Singh et al. (2015) 

What role does the entrepreneur’s social environment (e.g. family, friends) play in the stage of reflective observation? Specifically, how does the social environment influences cognitive and emotional processes?• see also: Cope (2011); Jenkins and McKelvie (2016); Liu et al. (2019) 

What cognitive processes constitute the process of reflective observation on business failure in a narrower sense?-see also: Kolb (1984); Walsh and Cunningham (2017) 

How do entrepreneurs transform their failure-based observations into logically sound theories (abstract conceptualization)? What influences this process?-see also: Kolb (1984) 

What distinguishes reflective observation and abstract conceptualization when learning from a business failure?• see also: Kolb (1984) 

How are specific influence factors on abstract conceptualization linked to subsequent learning outcomes?

How do abstract learning outcomes, which result from individual perceptions, relate to actual learning?• see also: Nielsen and Sarasvathy (2016, p. 262), who critically evaluate the reliability of a (reported) perceived learning outcome

What determines which setting of active experimentation (e.g. entrepreneurship, employment) is chosen by a previously failed entrepreneur?-see also: Singh et al. (2015); Walsh and Cunningham (2017) 

How are abstract learning outcomes transferred to subsequent activities? Which factors do influence this process?

Which abstract learning outcomes are perceived as particularly important/unimportant in specific settings of active experimentation? (e.g. start-up-knowledge may be more relevant for entrepreneurial re-emergence than for employed work)