ISSN: 1795-6889
www.human echnology.jyu. i Volume 14(2), Augus 2018, 233–257
233
DESIGNING A EUSTRESS TOOLBOX: FROM ENTREPRENEUR
EXPERIENCES TO AN ONLINE SERVICE
Abs ac : S ess is ypically seen as a nega i e phenomenon. Howe e , he posi i e side
o s ess (i.e., eus ess) has he po en ial o imp o e well-being, p oduc i i y, and
inno a i eness, hus inc easing indi iduals’ daily esou ces a wo k. Focusing on
eus ess could enhance wo k engagemen by u ning some o he nega i ely pe cei ed
s esso s in o posi i e challenges. We explo ed his possibili y by in e iewing 21 Finnish
en ep eneu s om a ious ields ega ding hei expe iences o eus ess. Nine o he
in e iewed en ep eneu s also eco ded a eus ess dia y. Based on hema ic analysis o
he in e iew da a, six main hemes suppo ing eus ess we e iden i ied: (a) Sel -
e lec ion owa d changing he mindse , (b) O ganizing wo k, (c) S imula ing posi i e
p essu e, (d) Ha nessing a eeling o joy, (e) Men al p epa a ion, and ( ) Reco e y. A
Web-based se ice, he Eus ess Toolbox, was designed o suppo p ac icing eus ess
skills ela ed o he six main hemes wi hin he daily li es o he en ep eneu s.
Keywo ds: eus ess, posi i e s ess, wo k engagemen , digi al se ices, human-cen e ed
design, en ep eneu in e iews, quali a i e esea ch.
©2018 Päi i Heikkilä, Elina Ma ila, & Ma i Ainasoja, and he Open Science Cen e,
Uni e si y o Jy äskylä
DOI: h p://dx.doi.o g/10.17011/h /u n.201808103818
This wo k is licensed unde a C ea i e Commons A ibu ion-NonComme cial 4.0 In e na ional License.
Päi i Heikkilä
VTT Technical Resea ch Cen e o Finland
Finland
Elina Ma ila
VTT Technical Resea ch Cen e o Finland
Finland
Ma i Ainasoja
Uni e si y o Tampe e
Finland
Heikkilä, Ma ila, & Ainasoja
234
INTRODUCTION
S ess has been de ined as a psychological and physiological s a e esul ing om an imbalance
be ween demands and esou ces (Laza us & Folkman, 1984). This e m ypically e e s o
nega i e s ess (dis ess), which occu s when an indi idual pe cei es ha he demands o an
ex e nal si ua ion (i.e., s esso s causing s ess) a e beyond his o he pe cei ed abili y o cope
wi h hem (Laza us, 1966). Howe e , he esponses o s esso s can also be posi i e because a
s esso can be pe cei ed ei he as a nega i e h ea o as a posi i e challenge (Le Fe e, Kol ,
& Ma heny, 2006).
Posi i e s ess, also known as eus ess, has gained a he mino a en ion in he ields o
and esea ch in psychology, heal h echnology, and human–compu e in e ac ion (HCI). E en
hough he posi i e side o s ess is no a new concep (Laza us, 1966; Selye, 1974), ela i ely
ew s udies ocus on eus ess (see, e.g., Le Fe e e al., 2006; Simmons & Nelson, 2007)
compa ed o he o e all numbe o s ess s udies. In his pape , eus ess means a posi i e
esponse o s esso s (Le Fe e e al., 2006; Simmons & Nelson, 2007). Al hough nega i e
s ess is a signi ican issue and causes se ious heal h p oblems (Chandola, B unne , &
Ma mo , 2006; Ki imäki e al., 2006), app oaching s ess only om his pe spec i e may
igno e a ema kable esou ce o well-being, inno a i eness, and p oduc i i y.
In his pape , we concen a e on en ep eneu s’ expe iences o eus ess. The e m
en ep eneu e e s o small business owne s o sel -employed wo ke s. Managing dis ess
and sa o ing eus ess is especially impo an o en ep eneu s. En ep eneu ship comes wi h
s ess ul condi ions, such as hea y wo kloads and a high need o achie emen (Ha is,
Sal s one, & F aboni, 1999; Langan-Fox & Ro h, 1995), along wi h a pe sonal commi men
o he company and he isk o ailu e (G eenhaus & Callanan 1994). A lowe deg ee o
s uc u e, p edic abili y, and suppo a e cha ac e is ic as well o he en ep eneu ’s wo k
(G eenhaus & Callanan, 1994).
Despi e he s esso s o en ep eneu ial wo k, no all en ep eneu s a e epo ing highe
le els o nega i e s ess compa ed o o ganiza ionally employed people (Ba on, F anklin, &
Hmieleski, 2016; Rahim, 1996). Ca don and Pa el (2015) elabo a ed ha he a i ude owa d
s ess, and hus he sel -e alua ion o i , migh di e because he e ec o s ess on one’s
income can be posi i e, e en while s ess can impac nega i ely one’s physical heal h. Ba on e
al. (2016) s a ed ha psychological capi al, coping, and e ec i e s ess managemen a e c i ical
ac o s in luencing he s ess expe ience and, po en ially, he su i al o companies. In addi ion
o app oaching s ess om he pe spec i e o managing dis ess, we belie e ha lea ning o
sa o eus ess can suppo hese ac o s and hus, posi i ely a ec one’s o e all well-being.
En ep eneu s o en ha e he eedom o a ange hei wo king schedules and ways o
wo king. This eedom c ea es he possibili y and need o balancing one’s ime (bo h a wo k
and in pe sonal li e) o achie e he in ended esul s e icien ly and o ensu e ime o eco e y
om wo k. We chose o concen a e on en ep eneu s’ expe iences o eus ess a wo k because
he line be ween wo k and ee ime is no always clea in he daily li es o en ep eneu s.
The objec i e o his esea ch was o inc ease knowledge o he posi i e side o s ess
and he en ep eneu s’ ways o os e ing i and, based on he quali a i e da a, p esen a Web-
based se ice p o o ype o s imula e eus ess in he daily wo k o en ep eneu s. O e all, we
aimed a con ibu ing o he design o well-being and he posi i e app oach o design, which
Designing a Eus ess Toolbox o En ep eneu s
235
a e g owing esea ch in e es s in he ield o HCI (Cal o & Pe e s, 2014; Desme &
Hassenzahl, 2012; Desme , Pohlmeye & Fo lizzi, 2013).
The esea ch ques ions ha guided he a ious aspec s o ou s udy a e
1. Wha ways o hinking and wo king help en ep eneu s o iden i y and eel eus ess
(i.e., posi i e s ess)?
2. How could a Web-based se ice be designed o suppo en ep eneu s in de eloping
eus ess skills in hei daily li es?
Based on he indings ela ed o Resea ch Ques ions 1 and 2, we p esen he esul ing
Eus ess Toolbox, wi h he aim o p o iding p ac ical in o ma ion on eus ess and he means
o achie e i . Focusing on he posi i e side o s ess builds unde s anding o one’s well-being
a wo k and may empowe people o iew s ess om he bene icial pe spec i e. We expec
he esul s o be use ul o p ac i ione s and o he membe s o he HCI communi y who a e
in e es ed in he new app oaches and s udies ela ed o digi al se ices os e ing holis ic well-
being in gene al and suppo ing he oppo uni y o expe ience eus ess in pa icula .
The pape i s p esen s ela ed esea ch on eus ess and digi al se ices designed o
enhance well-being. We hen elabo a e on how eus ess ela es o o he posi i e wo k- ela ed
concep s, and wo k engagemen in pa icula . Second, ou design p ocess, me hods, and
pa icipan s a e desc ibed. The esul s desc ibe b ie ly he cen al indings ela ed o
en ep eneu s’ expe iences o os e ing eus ess (see mo e on expe iences ela ed o echnology
in Heikkilä, Ainasoja, & Oksman, 2015) and ocus mo e on in oducing he Eus ess Toolbox.
We conclude his pape wi h discussion o he indings and sugges ions o u u e esea ch.
RELATED RESEARCH
In his sec ion, we p esen ela ed wo k on eus ess and digi al se ices de eloped o
suppo ing well-being. Rele an design amewo ks also a e in oduced. The ela ed wo k on
eus ess p o ides backg ound unde s anding o he concep and i s ela ionship o mo e
amilia posi i e wo k- ela ed concep s, and wo k engagemen in pa icula . The sec ions
ela ed o digi al se ices suppo ing well-being and design amewo ks connec he ela ed
esea ch mo e igh ly o HCI and ele an design p inciples and ecommenda ions.
Eus ess: S ess as a Resou ce
The posi i e side o s ess was ecognized al eady a ew decades ago (Laza us, 1966; Selye,
1974). The e m eus ess was in oduced by Hans Selye (1974), who dis inguished wo sides o
s ess: he ha m ul side (dis ess), caused by nega i e s esso s, and he bene icial side
(eus ess) ha include posi i e emo ions. He sugges ed ha one can lea n o eac o s esso s
wi h posi i e emo ions, such as g a i ude, hope, o good will, which is likely o maximize
eus ess and minimize dis ess. E en be o e Selye, Richa d Laza us (1966) p oposed ha he
cogni i e esponse o s esso s can also be posi i e, leading o posi i e emo ions, such as a
eeling o ul illmen .
Despi e hese ea ly no ions, he heo ies o s ess ha e app oached s ess p ima ily as a
nega i e phenomenon o ha e ocused on he nega i e impac s o s ess when s udying he
Heikkilä, Ma ila, & Ainasoja
236
applica ion o hese heo ies. The a ious heo ies o wo k s ess ha e emphasized, o
example, he ela ionship be ween job demands and job con ol ( he demand–con ol model;
Ka asek & Theo ell, 1990), he imbalance be ween pe cei ed e o s and ewa ds a wo k
( he e o – ewa d imbalance model; Sieg is , 1996), o he p ocesses o app aisal and coping
( he cogni i e s ess heo y; Laza us & Folkman, 1984). The la e belongs o he
ansac ional heo ies o s ess ha acknowledge he ole o cogni i e and emo ional
p ocesses in s ess expe iences. Mo e speci ically, Laza us and Folkman (1984) emphasized
ha he indi idual’s esou ces and abili y o cope de ine he s ess expe ience.
The cu en de ini ions o eus ess a e based mainly on he ansac ional s ess heo ies,
which emphasize he indi idual in e p e a ion o s esso s. In o he wo ds, indi idual
esponses o s esso s can be posi i e o nega i e: A s esso can be pe cei ed as a nega i e
h ea o a posi i e challenge (Le Fe e e al., 2006). Consequen ly, eus ess is de ined as a
posi i e esponse o s esso s and dis ess as a nega i e esponse o s esso s (Le Fe e e al.,
2006; Simmons & Nelson 2007). Thus, he s ess esponse is de e mined by he pe cep ion o
demand ela ed o he s esso s, bu also by he pe cep ion o o he con ex ual cha ac e is ics,
such as he sou ce, iming, and desi abili y o a s esso and one’s pe cep ion o ha ing
con ol o e i (Le Fe e e al., 2006). Acco ding o Simmons and Nelson (2007), eus ess
and dis ess a e no he wo ends o he same con inuum, bu a he dis inc quali a i e
cons uc s. This means ha a s esso may no only be in e p e ed ei he as posi i e o
nega i e, bu i may ha e bo h ou comes. Posi i e and nega i e esponses o a s esso a e
complex and mixed, and hey mani es hemsel es in di e en physiological, psychological,
and beha io al indica o s. Howe e , he eus ess expe ience is cha ac e ized wi h posi i e
emo ions, a i udes, and beha io s, such as a eeling o joy, con en men , o exci emen , as
well as pe cei ing he si ua ion as meaning ul, manageable, o engaging, o men ion some o
he indica o s lis ed by Simmons and Nelson (2007).
In addi ion o minimizing dis ess, sa o ing eus ess has been sugges ed as ha ing he
po en ial o inc easing he well-being o an indi idual (Ha g o e, Nelson, & Coope , 2013;
Simmons & Nelson, 2007). Ha g o e e al. (2013) p oposed h ee means o leade s o
encou age eus ess in hei employees: o e ing meaning ul wo k, encou aging mind ulness a
he wo kplace, and suppo ing employees in unde s anding and emb acing hei capaci y o
mee challenging s esso s. Mo eo e , hey iewed he ma ch be ween a pe son’s skills and
he demands o he ask as c i ical. Because he means o app oaching s esso s a e based on
sel -leade ship, hey can be assumed o sui en ep eneu s oo.
Al hough expe iencing eus ess may enhance well-being, an excess o eus ess can lead
o exhaus ion (Ha g o e e al., 2013). The e o e, he need o eco e om eus ess is equally
impo an . Reco e y and de achmen om wo k s esso s o bo h kinds can be suppo ed, o
example, by de eloping mind ulness, accep ance, and sel - egula ion skills (Sonnen ag &
F i z, 2015).
Al hough he e ms eus ess and posi i e s ess a e no o en used as such in esea ch, in
ecen app oaches o s ess he posi i e impac s ha job condi ions may ha e on well-being
a e ecognized. Fo example, he job demands– esou ces model (Schau eli & Bakke , 2004)
s a ed ha job demands can boos wo k engagemen when su icien esou ces a e a ailable.
Expe iencing demands such as high ime p essu e and/o a high wo kload has been iewed as
ha ing he po en ial o lead o he de elopmen o sel -e icacy and esilience when adequa e
esou ces and eco e y be ween exposu es a e a ailable (Ilies, Aw, & Pluu , 2015).
Designing a Eus ess Toolbox o En ep eneu s
237
Eus ess is closely connec ed o mo e amilia posi i e wo k- ela ed concep s, such as
low expe ience and wo k engagemen . Expe iencing eus ess can culmina e in low
(Ha g o e e al., 2013), in which he indi idual is ex emely ocused on he wo k ask
(Csikszen mihalyi, 1990). Wo k engagemen is de ined as a posi i e, ela i ely s able,
a ec i e–mo i a ional s a e o ul illmen a wo k (Schau eli, Salano a, González-Romá, &
Bakke , 2002). I e e s o a pe sis en s a e ha is no ocused on any pa icula objec , e en ,
o indi idual (Schau eli & Bakke , 2004). This dis inguishes i om eus ess o dis ess,
which a e seen as sho - e m esponses o s esso s (Fe e e al., 2006; Simmons and Nelson,
2007). Howe e , he ela ionship o eus ess and wo k engagemen is no comp ehensi ely
elabo a ed in he li e a u e. The de ini ions o eus ess and wo k engagemen a e in e wined
and may suppo each o he in se e al ways. Acco ding o he holis ic s ess model (Simmons
& Nelson, 2007), engagemen is seen as one posi i e esponse o s esso s among o he
a i ude indica o s, such as hope, meaning ulness, and manageabili y. On he o he hand, he
HRD (human esou ce de elopmen ) eus ess model (Ha g o e, Becke , & Ha g o e, 2015)
p esen ed engagemen as one posi i e ou come o eus ess.
In his pape , we ocus on eus ess, as i has he po en ial o empowe people o iew
s ess om a bene icial pe spec i e. This, in u n, can po en ially build pe sonal esou ces and
a ec he mo e s able s a e o wo k engagemen .
In he ield o posi i e psychology, a shi owa d ecognizing he posi i e has been
called o in many a eas. Thus, eus ess is seen as an in e es ing opic o esea ch. As
posi i e psychology esea che s explo e heal h as he p esence o he posi i e—and no only
as he absence o he nega i e (Seligman & Csikszen mihalyi, 2000)— hen s ess esea ch is
seen bene i ing om a holis ic iew ha includes eus ess (Nelson & Coope , 2005).
Al hough he li e a u e sheds ligh on eus ess as a concep , mo e empi ical esea ch is
needed o unde s and he e e yday expe iences o eus ess and ways o achie e i . We belie e
ha app oaching s ess also as a esou ce and lea ning o eac o s esso s in a posi i e way
may be especially use ul o p e en ing dis ess- ela ed p oblems o en ep eneu s, who o en
ha e o cope wi h high ime demands and p essu e.
Well-being Th ough Digi al Se ices
Digi al se ices a e being used inc easingly o suppo heal h and well-being, including
ackling men al heal h and s ess symp oms. Due o limi ed esou ces, adi ional public
heal h and clinical in e en ions canno p o ide ea ly p e en ion and heal h p omo ion o all
people wi h ea ly-s age heal h o men al heal h conce ns. Digi al in e en ions p o ide a
scalable means o dis ibu ing heal h p omo ion and well-being se ices o a wide ange o
people. They enable a o dable, anonymous, and sel -paced access o well-being se ices
wi h inc eased ideli y in in e en ion deli e y (Po noy, Sco -Sheldon, Johnson, & Ca ey,
2008). Web-based heal h p og ams ha e been p o en e ec i e and many o hem a e as
e ec i e as ace- o- ace p og ams o a wide a ie y o heal h p oblems, including
dep ession, anxie y diso de s, smoking, and alcohol abuse (Cunningham, Gulli e , Fa e ,
Benne , & Ca on-A hu , 2014).
Se e al Web-based p og ams ha e been de eloped o managing men al heal h symp oms
and s ess among employees (S a on e al., 2017). Fo example, Hasson, Ande bo g, Theo ell,
and A ne z (2005) p esen ed a Web-based p og am consis ing o s ess moni o ing, cogni i e

Heikkilä, Ma ila, & Ainasoja
238
exe cises, and a cha op ion o clien s’ s ess managemen . They ound ha du ing he 6-mon h
p og am, employees’ a ings o hei s ess managemen abili y, sleep quali y, men al ene gy,
concen a ion abili y, and social suppo imp o ed. In a s udy by an S a en, Cuijpe s, and
Smi s (2008), a 4-week Web-based p og am o dep ession, anxie y, and wo k- ela ed s ess
esul ed in educed symp oms o dep ession and anxie y, bu less p onounced e ec s on s ess.
In addi ion o Web-based p og ams, mobile applica ions can be u ilized in deli e ing
heal h p omo ion p og ams. Ah inen e al. (2013) p esen ed a mobile applica ion o s ess
managemen based on accep ance and commi men he apy (ACT). The applica ion used
audio and ex exe cises o each he use s ACT-based skills, including mind ulness and
accep ance. In a mon h-long pilo s udy wi h 15 use s, inc eases in sa is ac ion wi h li e and
dec eases in expe ienced s ess we e ound. Ly, Asplund, and Ande sson (2014) s udied he
e ec i eness o an ACT-based s ess managemen p og am deli e ed ia a mobile
applica ion. The p og am consis ed o six weekly modules con aining sho audio lec u es,
ex s, and exe cises on s ess and he p inciples o ACT. In a andomized con olled ial wi h
middle manage s, he applica ion was ound o dec ease s ess and inc ease gene al heal h.
Addi ionally, posi i e psychology app oaches a e being inco po a ed in o digi al
in e en ions aimed a imp o ing psychological well-being. Ouweneel, Le Blanc, and
Schau eli, (2013) de eloped an online p og am in ended o imp o e posi i e emo ions, sel -
e icacy, and wo k engagemen h ough happiness, goal-se ing, and esou ce-building
exe cises. In a con olled ial, imp o emen s in posi i e emo ions and sel -e icacy we e ound,
bu no in wo k engagemen . Howe e , addi ional analyses e ealed imp o emen s in wo k
engagemen among hose who sco ed low a he beginning o he s udy. Lu hans, A ey, and
Pa e a (2008) de eloped a Web-based aining p og am o inc easing posi i e psychological
capi al, namely hope, sel -e icacy, op imism, and esiliency. The p og am consis ed o wo 45-
minu e sessions ha included ideos, na a ed Powe Poin p esen a ions, and sel - e lec ion
exe cises. A b ie s udy ound imp o emen s in psychological capi al in he in e en ion g oup
compa ed o a con ol g oup. Mi chell S animi o ic, Klein, and Vella-B od ick (2009)
de eloped a 3-week Web-based posi i e psychology in e en ion ocusing on pe sonal
s eng hs. In hei 3-mon h s udy, he in e en ion was compa ed o a p oblem-sol ing
in e en ion and a placebo con ol; small bu signi ican e ec s in well-being we e ound in he
s eng hs in e en ion. The a i ion in he s udy was high, wi h 34% o pa icipan s comple ing
he s eng hs in e en ion bu only 15.5% o pa icipan s comple ing he p oblem-sol ing
in e en ion. The au ho s hypo hesized ha he di e ence in adhe ence o he in e en ions may
ha e been caused by he ac ha he s eng hs in e en ion ocused on posi i e aspec s whe eas
he p oblem-sol ing in e en ion ocused on p oblems.
Despi e ac i e esea ch in he ields o s ess managemen and employee wellness, i seems
ha achie ing la ge and sus ained imp o emen s in s ess managemen and posi i e wo k-
ela ed skills, such as wo k engagemen , a e challenging. Howe e , a la ge majo i y o s udies
so a ha e app oached he issue om a nega i e pe spec i e, and posi i e app oaches ha e
eme ged only in ecen yea s (e.g., O sila, Luukkaala, Manka, & Nygå d, 2011). No ably, o
ou knowledge, no Web-based in e en ions ocusing speci ically on eus ess exis .
Finally, we conside digi al se ices p omising o suppo ing en ep eneu s as hey a e
inexpensi e o dis ibu e, can be ailo ed o a ious needs, do no equi e appoin men s o
occupa ional heal h ca e, and can be used independen o ime and place. Combining Web
and mobile echnologies ensu es ha mos use s can ind ways o inco po a e he ools in o
Designing a Eus ess Toolbox o En ep eneu s
239
hei daily li es. Digi al se ices may also p o ide a eel o ha ing a i ual communi y o
pee s, which en ep eneu s o en lack.
Design F amewo ks
The challenges o digi al in e en ions include low up ake and high a i ion a es ha hinde
he e ec i eness o he in e en ions (Eysenbach 2005). To add ess hese conce ns, digi al
in e en ion designe s ha e de eloped amewo ks and guidelines o s ee he de elopmen o
new se ices. In pa icula , he need o iden i y and add ess end-use pe spec i es in
in e en ion design has been acknowledged. Ya dley Mo ison, B adbu y, and Mulle (2015)
in oduced he pe son-based app oach o in e en ion de elopmen , which emphasizes
unde s anding and inco po a es he pe spec i es o he a ge use s a e e y s ep o he design
p ocess, ha is, adop ing a human-cen e ed app oach in in e en ion design. The design p ocess
in ol es in-dep h quali a i e esea ch wi h a ge -g oup use s o de elop guiding p inciples.
The guiding p inciples s a e he key objec i es o he in e en ion and ou line he key ea u es
equi ed o achie e each objec i e. A p o o ype is ini ially es ed wi h end use s o e alua e he
accep abili y, a ac i eness, pe suasi eness, ease o use, and easibili y o he p o o ype. A e
imp o emen s, he p o o ype may be es ed by asking use s o use he in e en ion on hei
own, which enables hem o y ou beha io al changes.
Ya dley e al. (2015) lis ed guiding p inciples ha a e common o many in e en ions,
d awn om he sel -de e mina ion heo y. The p inciples add ess h ee key design objec i es:
(a) p omo ing use au onomy by p o iding use choice, when possible; (b) p omo ing use
compe ence by p o iding a clea s uc u e and guidance, examples, s o ies modeling
o e coming ba ie s, g aded goal-se ing, minimizing conscious e o , and li es yle dis up ion,
when possible; and (c) p omo ing posi i e emo ional expe ience and a sense o ela edness
h ough se e al ea u es. The ea u es include using posi i e language; gi ing a a ionale o
ad ice; acknowledging and add essing conce ns; ensu ing all communica ions p o ide
some hing in e es ing, enjoyable, ele an , and help ul o he use ; p o iding immedia ely
ewa ding eedback; and ollowing bes p ac ice o maximize accessibili y, usabili y, and us .
The pe suasi e sys ems design model (PSD; Oinas-Kukkonen & Ha jumaa, 2009) is a
amewo k o designing beha io ial-change-suppo ing echnologies. The model di ides
pe suasi e ea u es in o ou ca ego ies: (a) p ima y ask suppo , which consis s o se en
echniques, including educ ion o use e o , unneling he use h ough a p ocess, sel -
moni o ing, and ehea sal, (b) dialogue suppo , which consis s o se en echniques, including
eminde s, ewa ds, and sugges ions, (c) sys em c edibili y suppo , which consis s o eigh
echniques, including us wo hiness, su ace c edibili y, and eal-wo ld eel, and (d) social
suppo , which consis s o se en echniques, including social lea ning, social acili a ion, and
ecogni ion. Resea ch sugges s ha pe suasi e ea u es can inc ease adop ion and engagemen
in Web-based in e en ions (Kelde s, Kok, Ossebaa d, & Van Geme -Pijnen, 2012).
Bo h amewo ks ha e se e al ecommenda ions in common, ha is, p o iding a clea
s uc u e and guidance h ough he p og am, minimizing conscious use e o , social modeling
and lea ning om o he s, p o iding ways o moni o p og ess, and gi ing ewa ding eedback.
In addi ion, us is emphasized in bo h amewo ks, which is an impo an aspec o conside in
heal h- ela ed digi al se ices. These ecommenda ions we e adop ed as guiding p inciples in
he design o he Eus ess Toolbox.
Heikkilä, Ma ila, & Ainasoja
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DESIGN PROCESS AND METHODS
The design p ocess o ou s udy ollowed a human-cen e ed design app oach (In e na ional
O ganiza ion o S anda diza ion [ISO], 2010) and p oceeded om a wo-phased collec ion o
use da a o designing a p o o ype o he Eus ess Toolbox Web se ice (see Figu e 1). The
collec ion and analysis o use da a we e conduc ed by ou esea che s o a mul idisciplina y
eam ha ing expe ise in psychology, HCI, adul educa ion, and business. We conduc ed ou
s udy wi h a quali a i e app oach o gain deepe unde s anding o he eus ess expe iences
and ways o os e eus ess in e e yday wo k li es o en ep eneu s.
In he i s phase o he s udy (en ep eneu in e iews), 21 Finnish en ep eneu s we e
in i ed o pa icipa e h ough a ious channels, o example, en ep eneu e-mail lis s. The
olun ee pa icipan candida es comple ed a sho ques ionnai e ha collec ed backg ound
in o ma ion, designed explici ly o assu e ha he da a ep esen ed di e si y in gende , ields
ep esen ed, and en ep eneu ial expe ience. The s udy pa icipan s comp ised 10 emales and 11
males, aged 30 o 52 yea s. Mos had a small company wi h ewe han 10 employees, and hese
companies we e ac i e in ields om consul ing and educa ion o building indus y and so wa e
design. Th ee en ep eneu s had a la ge company wi h 50–130 employees. The majo i y o he
pa icipan s we e ela i ely new en ep eneu s; 12 o hem had wo ked as an en ep eneu o
ewe han 5 yea s. Se en o he en ep eneu s had wo ked as an en ep eneu a leas 10 yea s.
All pa icipan s signed an in o med consen o pa icipa ing in he s udy.
We hen in e iewed he en ep eneu s in pai s o explo e hei pe sonal expe iences o
eus ess and hei means o “ eeding” and main aining i in hei daily li es. A semis uc u ed
in e iew p o ocol was selec ed as he esea ch me hod o enable he pa icipan s’ eedom
in desc ibing hei expe iences while main aining a sys ema ic p ocess o he ques ions asked.
Figu e 1. Design p ocedu e desc ibing he s udy me hods and ou comes as Phases 1–4.
Designing a Eus ess Toolbox o En ep eneu s
241
The in e iews las ed 2 hou s and we e oice eco ded. We conduc ed hem ace- o- ace a
he pa icipan ’s wo kplace o o he quie place ag eed upon wi h he pa icipan . All
in e iews we e conduc ed in Finnish; bo h he in e iewe s and he en ep eneu s we e
compe en in he language. The quo es p o ided in his pape we e ansla ed om Finnish o
English by a p o essional ansla o .
A he s a o he in e iew, each pa icipan was asked o desc ibe his/he cu en wo k
and daily li e as an en ep eneu . The in e iewe hen b ie ly explained he e m eus ess as an
expe ience ha occu s when one “enjoys wo king because o o despi e a eeling o p essu e.”
Because eus ess has a ious indica o s, enjoymen was selec ed as a amilia and posi i e e m
o encompass posi i e eelings and a i udes. The in e iewee was asked whe he he/she has
expe ienced i and whe he he/she could ecall ecen expe iences. The pa icipan was asked o
elabo a e he ecen eus ess expe iences and any eelings o beha io s be o e, du ing, and a e
hem, as well as he causes o eeling p essu e and enjoymen in he si ua ion. Finally, he
in e iewe asked how o en he en ep eneu expe ienced eus ess, wha igge s i , and
whe he he/she has de eloped o iden i ied means o achie e i .
The esea che s aimed o c ea e appo wi h he pa icipan s o suppo hem in sha ing
hei expe iences eely. Howe e , se e al means we e used o minimize he esea che s’
impac on he da a: The e m eus ess was explained wi h a simila desc ip ion o all
pa icipan s, he semis uc u ed in e iew was used as a me hod ins ead o a mo e open
app oach, and he pa icipan s we e encou aged o desc ibe conc e e examples o hei
expe iences ins ead o gene al abs ac ions.
We analyzed he e ba im ansc ip ions o he in e iews ollowing he s eps o
hema ic analysis de ined by B aun and Cla ke (2006). Each esea che i s ead h ough
each in e iew ansc ip ion independen ly and hen he comple e body o ansc ip ions was
discussed wi hin he eam o cla i y o unde s anding. Then, we sys ema ically coded he
pa s o he da a in which en ep eneu s desc ibed he ways o s imula ing eus ess. The
coding was no limi ed o speci ic ques ions; a he , codes we e added e e y ime he
esponden desc ibed a way he/she s imula ed eus ess, no ma e whe e ha ook place in he
cou se o he in e iew. Based on he simila i ies, we g ouped he codes in o wide hemes.
This da a-d i en analysis led o six main hemes ha la e became he oolse s o he Eus ess
Toolbox (desc ibed in Resul s sec ion and Table 1). A e iew and u he analysis o hese
hemes p oduced 24 sub hemes ha we e la e employed as he ools in he oolse s and
illus a ed wi h en ep eneu quo a ions chosen om he da a. Thus, he basis o he con en
o he Eus ess Toolbox was o med om his i s use da a collec ion phase.
The second phase o he use da a collec ion ( ollow-up ield s udy) was o ganized wi h
nine pa icipan s om he i s phase o collec hei nea - eal- ime expe iences on eus ess
o e he cou se o a week. We o e ed he oppo uni y o pa icipa e in his phase o esea ch
o all pa icipan s, and all who we e willing o in es ime in pa icipa ing we e accep ed. The
me hods o his phase we e designed o suppo sel - e lec ion o all s ess expe iences and
we e eco ded daily. We c ea ed a subjec i e dia y in a o m o a pape bookle . I included a
calenda iew whe e he pa icipan s assessed he imes o expe iencing posi i e o nega i e
s ess, hei o e all eeling in he si ua ion (smileys), and he causes o p essu e and
enjoymen in he si ua ion. We asked pa icipan s o make mo e de ailed no es o he
momen s in which hey el eus ess ( ha is eeling enjoymen while eeling p essu e) and o
p o ide mo e de ailed desc ip ions on wo o h ee o hese si ua ions. In addi ion o illing in
Heikkilä, Ma ila, & Ainasoja
248
Figu e 2. Main iew o he Eus ess Toolbox: in oduc ion module, six oolse s, and ending module.
Figu e 3. Main iew o a oolse : access o in oduc ion, h ee ools, and o -line exe cises.

Designing a Eus ess Toolbox o En ep eneu s
249
by ound p og ess indica o s, which display he numbe o s eps comple ed in each ool. The
indica o s u n in o check ma ks when all s eps wi hin a ool a e comple ed.
Eus ess Tools
All ools ha e an iden ical in e nal s uc u e and consis o h ee s eps: a desc ip ion o he
ool, en ep eneu quo a ions, and a e lec ion exe cise. Fu he mo e, a e comple ing each
ool, he use s can p o ide eedback o he esea che s. The quo a ions om en ep eneu s
who pa icipa ed in he i s phase o da a ga he ing we e used o illus a e eal-wo ld
expe iences ela ed o he ool and o show he o igin o he ool (see an example in Figu e 4).
This way o p esen ing he ools can make hem eel mo e au hen ic and in e es ing, and also
enable lea ning om pee s acco ding o design guideline 4.
The e lec ion exe cises aim o help use s iden i y hei own p ac ices and habi s and o
assess how he ools ela e o hei li es. This is done h ough one o mo e ques ions
p omp ing sel - e lec ion on he opics p esen ed in he ool. A ex box is p o ided o en e ing
no es and e lec ions.
Figu e 4. Example o con en s o a ool: quo a ions om en ep eneu s who pa icipa ed in he i s
phase o da a ga he ing. Pho o by Je emy Bishop on Unsplash.
Heikkilä, Ma ila, & Ainasoja
250
An example o a e lec ion exe cise ela ed o ecalling successes asks he use o look
back on one’s successes a wo k:
When ha e you el he eeling o success in a challenging wo k si ua ion? Wha did you do?
Can you ecall a si ua ion whe e you succeeded e en hough you we e a aid o ailing? Wha
did you lea n?
The use s can see only hei own esponses o he e lec i e exe cises. Should hey wish
o e isi hose commen s, hey can access hem ia he ools o ia he main iew (e.g., see
he My Though s op ion; uppe igh o Figu e 1).
O -line Exe cises and Eus ess Applica ions
The las s ep o each oolse is an o -line exe cise ha aims o p o ide an oppo uni y o he
use s o ehea se he skills and, ul ima ely, o in eg a e hem in o hei daily li es. The use s a e
p o ided wi h 2 o 3 o -line exe cise op ions and a e asked o selec one o comple e du ing he
ollowing week. O -line exe cises consis o long ac i i ies, such as planning wo k asks on a
weekly basis o including a momen o eco e y o each day o he week, and sho e exe cises,
such as ha ing a mee ing wi h onesel o analyze one’s alues o en isioning and ying ou a
new app oach o a wo k assignmen . De ailed ins uc ions o comple ing he exe cise a e
p o ided and he use s may also w i e down hei own plans o he exe cise. The commi men
and plans a e hen sen o hei email as a eminde . Twen y- ou hou s a e ac i a ing he
exe cise, a e lec ion o m is enabled in he Toolbox, allowing he use o e lec on he exe cise
du ing o a e he ehea sal pe iod and o ma k i as done a e comple ing i .
An example o an exe cise ela ed o he oolse o Ha nessing a Feeling o Joy
challenges he use o li his/he own mood and ha o o he s:
P aise Week
On each day o he week, p aise you sel o someone else o a job well done, an
inspi a ional a i ude, o a b a e y. This can be abou e en small deeds and successes
and is jus one way o su p ise o he s and c ea e a posi i e buzz a ound you. Remembe
o choose you sel as a ecipien o p aise on a leas one o he days!
Answe he ollowing ques ions a e P aise Week: Did you emembe o p aise someone
e e y day? Wha kinds o eac ions esul ed om p aising o he s? Did you lea n
some hing du ing he week o begin o see any hing in a new ligh ?
As pa o he o -line exe cises, use s also a e p o ided wi h links o selec ed hi d-pa y
mobile and Web applica ions ela ed o he oolse . These applica ions aim o p o ide
p ac ical ools o os e eus ess and gi e use s addi ional means o in eg a ing he skills in o
hei daily li es and wo k. Fo example, in he i s oolse (i.e., Sel - e lec ion), a
mind ulness- ela ed applica ion2 is p o ided, and in he second oolse (O ganizing Wo k),
applica ions o lis ing, scheduling, and delega ing asks a e included.3
Ending Module
The inal module o he se ice con ains an ending ques ionnai e ha epea s he
ques ionnai e p esen ed in he in oduc ion module. The ending ques ionnai e opens only 3
weeks a e he i s use session o ensu e ha use s ha e had ime o p ac ice he skills be o e
Designing a Eus ess Toolbox o En ep eneu s
251
epea ing he ques ionnai e. A e he use s comple e he ques ionnai e, g aphical eedback
summa izing he s a us o a ious eus ess skills is p o ided along wi h a compa ison o he
sc eening ques ionnai e s a us. This eedback enables he use s o e lec on wha hey ha e
lea ned du ing he p og am and o see hei p og ess in he skills ela ed o he oolse s.
DISCUSSION
This pape sheds ligh on en ep eneu s’ means o eel eus ess in hei daily li es and, based
on his unde s anding, i p esen s he design p ocess and implemen a ion o an online se ice
p o o ype, he Eus ess Toolbox, o os e ing eus ess. We wan ed o ocus on he posi i e
side o s ess because esea ch has been ocused mo e ypically on he nega i e aspec s o
s ess. Howe e , a posi i e iew o s ess may o e new ools o well-being (Simmons &
Nelson, 2007). Al hough a posi i e app oach has become a g owing esea ch and design
app oach in HCI (Cal o & Pe e s, 2014; Desme & Hassenzahl, 2012; Desme & al., 2013)
and in e en ions os e ing psychological well-being ha e eme ged (Ah inen e al., 2013;
Lu hans e al., 2008; Mi chell e al., 2009; Ouweneel e al., 2013), design s udies and
expe imen s ha e no ocused on he posi i e side o s ess. Ou s udy p o ides new insigh s
on his phenomenon, based on he expe iences o Finnish en ep eneu s. I also p oposes a
new way o app oach wo k engagemen , ha is, acknowledging he holis ic na u e o s ess
and po en ially o e ing new ools o see some wo k s esso s in a mo e posi i e ligh .
The ways o hinking and wo king ha en ep eneu pa icipan s iden i ied as helping hem
eel eus ess we e analyzed and g ouped in o six oolse s o he Eus ess Toolbox: 1) Sel -
Re lec ion and Changing he Mind-se , 2) O ganizing Wo k, 3) S imula ing Posi i e P essu e,
4) Ha nessing a Feeling o Joy, 5) Men al P epa a ion, and 6) Reco e y. These oolse s ha e
simila i ies o me hods p oposed by Ha g o e e al. (2013) o help manage s encou age eus ess
among hei employees. Ha g o e e al. (2013) sugges ed ha eus ess expe iences can be
os e ed by o e ing meaning ul wo k, encou aging mind ulness in he wo kplace, and
suppo ing employees in unde s anding hei capaci y o mee challenging s esso s. Acco ding
o ou in e iews wi h he en ep eneu s, he meaning ulness o he wo k was seen as a
pa icula ly impo an accele a o o eus ess expe iences. Thus, he i s oolse in he Toolbox
ela es o sel - e lec ion, p o iding ools ha help use s ind meaning in hei wo k o ecognize
he meaning ul aspec s o hei wo k. Seeking ou meaning ul wo k is also a ool in he ou h
oolse : Ha nessing a Feeling o Joy. Ou i s and i h oolse s (Sel -Re lec ion and Men al
P epa a ion) acknowledge he bene i o mind ulness. All oolse s can be seen o con ibu e o
unde s anding o inc easing one’s capaci y o mee challenging s esso s h ough a ious
means: inc easing sel -knowledge, enhancing he eeling o con ol o one’s wo k, exposing
onesel o challenges, s imula ing posi i e a ec , o e ing means o p epa e o challenges, and
eminding o he need o es and eco e be o e new challenges.
A Web-based se ice was chosen as he deli e y channel o he Eus ess Toolbox. Web-
based se ices enable easy access, independen o he use ’s ime and loca ion, as well as sel -
paced use, an in e ac i e and pe sonalized app oach o p o iding con en , and he abili y o
design means o guide he use h ough a p og am. Ano he bene i is he possibili y o
eminding use s o ye - o-be comple ed asks and p o iding eedback on p og ess. The
guidelines used o designing he Eus ess Toolbox we e (a) minimizing use e o , (b)
Heikkilä, Ma ila, & Ainasoja
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p o iding eedom o disco e , (c) enabling ollow-up o p og ess, (d) enabling lea ning om
pee s, and (e) suppo ing in eg a ion o skills in o daily li e. Fo his se ice, we conside ed
lea ning om pee s an especially impo an componen as i may be mo e enligh ening and
mo i a ional o hea abou expe iences om pee s han om esea che s. In he u u e, his
aspec could be u he s eng hened by p o iding ways o communica e wi h o he
en ep eneu s, o example, by c ea ing a discussion boa d o an associa ed Facebook g oup.
Ano he c ucial pa o he se ice was o p o ide exe cises and hi d-pa y applica ions ha
would suppo he in eg a ion o skills in o he use ’s daily li e. The e a e housands o
applica ions and se ices a ailable ela ed o well-being and wo k managemen , bu inding and
adop ing hem akes ime, a commodi y in sho supply o mos en ep eneu s. In eg a ing
ecommenda ions o se ices such as hese may help o lowe he h eshold o adop ing new
p ac ical ools. Re lec ion exe cises we e designed o help use s iden i y hei own p ac ices
and assess wha each ool signi ies o hem, enabling he use s o in e nalize he di e en
concep s and skills ela ed o eus ess. The in en ion o he o -line exe cises was o encou age
p ac icing he skills in he eal wo ld and o help in in eg a ing hem in o e e yday ou ines.
Ou design app oach was in line wi h human-cen e ed design app oaches (ISO, 2010)
and was ela ed closely o he pe son-based app oach applied by Ya dley e al. (2015).
Addi ionally, he PSD model (Oinas-Kukkonen & Ha jumaa, 2009) was consul ed o include
ea u es ha would acili a e adop ion and inc ease engagemen wi h he se ice. Ou design
was based on he ac ual expe iences o en ep eneu s a he han a speci ic psychological
he apy, which is a ypical base o many digi al in e en ions. Mo eo e , ou app oach was
empi ical and expe ience-based wi h he goal o lea n om he mind-se s and wo k p ac ices
o en ep eneu s, o ind ou hei ways o os e ing eus ess, and o sha e he insigh s h ough
a digi al se ice. In he ecen yea s, bo h heo y-based digi al well-being in e en ions and
design expe imen s based on he empi ical use da a ha e inc eased, and ou wo k is one
a emp o os e a dialogue be ween hese ields.
Despi e he as esea ch on wo k s ess, he complex ela ion be ween nega i e and
posi i e s ess is a om clea . Al hough he wo sides o s ess ha e been acknowledged
al eady decades ago, s ess usually is conside ed a nega i e phenomenon and e med as such,
and his can esul in challenges in s udying he posi i e side o s ess. The e ms eus ess and
posi i e s ess di ided opinions also in ou da a, and some en ep eneu s exp essed
con adic o y eelings abou he e ms, e en hough hey ecognized he phenomenon.
Addi ionally, he ela ionship o eus ess and wo k engagemen is s ill somewha
specula i e and based on only a ew linkages p esen ed in ea lie s udies. As wo k engagemen
can be seen as a mo e s able s a e han eus ess, i may con ibu e o a g ea e likelihood o
expe iencing eus ess. Fu he mo e, he means o os e eus ess may inc ease he a ibu es o
wo k engagemen —such as igo , dedica ion, and abso p ion (Schau eli e al., 2002)—
especially i hey a e adop ed as e e yday ools and p ac ices. Howe e , mo e empi ical
esea ch and u he elabo a ion on he concep ual le el is needed o b ing cla i y o he
ela ionship be ween hese wo concep s. The ela ionship could be empi ically cla i ied wi h
quan i a i e esea ch. Fo ins ance, su eying a ep esen a i e sample o en ep eneu s could
indica e whe he people who expe ience highe wo k engagemen also expe ience eus ess
mo e o en o mo e in ensi ely. Ano he op ion could be an expe imen es ing in o whe he
p ac icing he means o os e eus ess as a pa o daily li e also inc eases wo k engagemen in
Designing a Eus ess Toolbox o En ep eneu s
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he long un. Howe e , he implemen a ion o such esea ch is no s aigh o wa d, pa icula ly
because no alida ed measu e o pe cei ed eus ess exis s.
The Eus ess Toolbox was c ea ed based on he expe iences o Finnish en ep eneu s,
and in i s cu en o m, i is a ge ed a en ep eneu s. Because en ep eneu s o en ha e a
need o e ec i eness, he s a e o eus ess can be seen as especially bene icial o hem.
En ep eneu s also need o p o ec hemsel es om oo long days and oo in ensi e wo king
in he goal o main aining hei well-being and men al esou ces. Fu he esea ch is equi ed
in e alua ing whe he he cu en oolse s and p ocesses a e he mos e ec i e in assis ing
en ep eneu s in achie ing hese goals.
We belie e he Eus ess Toolbox migh be bene icial o o he use g oups as well. As
sel -leade ship skills a e impo an in con empo a y wo king li e, he se ice may be
bene icial o employees needing an en ep eneu -like mindse and skills. Howe e , adop ing
he se ice equi es olun a y in e es om he use . P omo ing ways o implemen eus ess
by a supe iso in ol es e hical issues ha need o be conside ed: The ool canno be used as
a means o inc ease s ess ul wo k among employees, no ma e how posi i e ha s ess
migh be. By emphasizing he po en ial o s ess as a posi i e esou ce, we do no wan o
deny he ha m ul e ec s o dis ess o o claim ha all s esso s could be pe cei ed as
posi i e. Ins ead, we aim a a mo e holis ic iew on s ess by p esen ing he en ep eneu s’
cu en p ac ices o os e he posi i e side o i and explaining a se ice p o o ype ha may
help en ep eneu s in pe cei ing some s esso s as mo e posi i e and by challenging hei
cu en ways o hinking and wo king.
The s eng hs and limi a ions o he esea ch and design wo k ela e o he use g oup
s udied. En ep eneu s ga e aluable insigh s on eus ess, bu na u ally, he esul s canno be
s aigh o wa dly gene alized o o he occupa ional g oups. In he u u e, quali a i e esea ch
on o he use g oups would p o ide in e es ing new knowledge. Also quan i a i e app oaches
will be needed o gi e a wide pe spec i e on he subjec and alida e he esul s.
The Eus ess Toolbox is a Web-based se ice p o o ype buil o he pu poses o his
s udy and i s wide u iliza ion would equi e u he de elopmen al s eps. In he nex phase o
he p ojec , he con en and implemen a ion o he Eus ess Toolbox will be e alua ed among
a new g oup o abou 20 en ep eneu s and company employees doing en ep eneu -like
wo k. This pilo will be used o s udy whe he he con en and design o he Eus ess Toolbox
a e accep able and use ul o he use s, as well as o in o m us on u he needs o
de elopmen and design ideas. The po en ial o he Toolbox will be e alua ed based on he
use expe iences, use accep ance, pe cei ed bene i s, and ini ial impac s on he use s’ well-
being o s ess expe iences.
In he u u e, i would be in e es ing o s udy he use o Eus ess Toolbox also wi h a la ge
g oup o use s. I would allow us o s udy he use o he se ice in ela ion o wo k engagemen .
Speci ically, i would be in e es ing o lea n whe he he wo k engagemen o he use s a ec s
he use o he se ice and impac s o he bene i s o he Eus ess Toolbox o ice e sa.
IMPLICATIONS FOR RESEARCH AND APPLICATION
This wo k con ibu es o he body o esea ch ela ed o eus ess and wo k engagemen in he
ield o HCI. On he heo e ical le el, he wo k enligh ens he po en ial connec ions be ween

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wo k engagemen and he wo sides o s ess: eus ess and dis ess. The empi ical aspec o his
esea ch p o ides an unde s anding o he wo k p ac ices o Finnish en ep eneu s and he ways
o wo king ha help en ep eneu s os e eus ess in hei daily li es. These indings p esen a
basis o unde s anding he po en ial p ac ical means o achie ing eus ess, especially in he
con ex o en ep eneu ial wo k. This knowledge p o ides a ounda ion o a nascen
unde s anding o he concep o eus ess in he wo k en i onmen ha may be bene icial o
u u e heo izing and e inemen o he concep , bo h wi hin he wo k wo ld and beyond.
Ou esea ch also con ibu es signi ican ly o he esea ch in o he design o solu ions o
suppo indi iduals’ de elopmen and implemen a ion o eus ess in hei li es. The Eus ess
Toolbox, a no el online se ice, p o ides insigh s in o eus ess and o e s use s he
oppo uni y o p ac ice skills o s imula ing eus ess in hei daily li es. Thus, ou esea ch
and his a icle con ibu e o he ield o HCI h ough a new pe spec i e and a human-d i en
design example o how o enhance a posi i e s a e o mind and wo k engagemen by means
o a no el digi al solu ion. Ou Web-based se ice may help p ac i ione s and o he membe s
o he HCI communi y o design engaging and use ul se ices o well-being.
ENDNOTES
1. The de ices employed o measu e he physiological componen s o his s udy we e p o ided by
Fi s bea Technologies L d., Jy äskylä, Finland. The esea che s we e ained by he se ice
p o ide o in e p e he da a ha we e collec ed du ing he s udy, and his p ocess was comple ed
in collabo a ion wi h each s udy pa icipan .
2. In o ma ion on he Oi a applica ion, de eloped by VTT Technical Resea ch Cen e o Finland and
Uni e si y o Jy äskylä, and cu en ly owned by Heads ed L d, can be ound a h p://oi amieli. i/
3. The T ello applica ion is p oduced by Fog C eek So wa e, Inc. and can be accessed a
h ps:// ello.com/home while he Wunde lis applica ion, c ea ed by 6 Wunde kinde GmbH, can
be ob ained om h ps://www.wunde lis .com/home
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Au ho s’ No e
We hank all he olun ee en ep eneu s who pa icipa ed in he s udy and sha ed hei expe iences on eus ess
and hei e e yday li es. We also hank ou colleagues who pa icipa ed in conduc ing he da a collec ion,
analyzing he esul s, and building he Eus ess Toolbox. In addi ion, we hank Tekes, he Finnish Funding
Agency o Technology and Inno a ion, o unding ou esea ch.
Designing a Eus ess Toolbox o En ep eneu s
257
All co espondence should be add essed o
Päi i Heikkilä
VTT Technical Resea ch Cen e o Finland
P.O.Box 1300,
FI-33101 Tampe e, Finland
pai i.heikkila@ . i
Human Technology
ISSN 1795-6889
www.human echnology.jyu. i