Exploring the development of entrepreneurial identity in a learning-by-doing entrepreneurial project environment

Abstract

PurposeUnderstanding the construction of individual entrepreneurial identity for entrepreneurship education is an important but understudied issue. Prior studies indicate that entrepreneurship learning is associated with not only learning critical entrepreneurial skills and knowledge but also facilitating the construction of a personal entrepreneurial identity. However, educators are constantly challenged by the task of facilitating such an identity within students via learning-by-doing processes in the context of entrepreneurial teams. Additionally, while effective conflict management is essential to productive entrepreneurial learning in entrepreneurial teams, studies that investigate the relationships between interpersonal conflicts of entrepreneurial teams and the students' entrepreneurial identity are absent.Design/methodology/approachThe approach of an in-depth case study was adopted to achieve our research purpose.FindingsA conceptual model that describes the construction of the entrepreneurial identity of students of entrepreneurial teams in a learning-by-doing environment from the perspectives of conflicts and task characteristics are developed.Research limitations/implicationsThe research findings highlight the preliminary relationships between task characteristics (i.e. task interdependence, task uncertainty, resource competition and tension regarding responsibility allocation) and interpersonal conflicts of entrepreneurial teams, and their impacts on the entrepreneurial identity of team members.Originality/valueThis study is among the first group of studies that especially explores the relationships among task characteristics of entrepreneurship projects, interpersonal conflicts and the development of students' entrepreneurial identity.

My future entrepreneurial self: antecedents of entrepreneurial identity aspiration

“…In this respect, our quantitative study adds to largely conceptual and qualitative efforts of identity theory in entrepreneurship (Chen et al, 2021;Mmbaga et al, 2020;Wagenschwanz, 2020). Second, we present an alternative theoretical foundation for researching students' motivation to become entrepreneurial.…”

“…This study is the first to unravel what determines the desirability of the entrepreneurial role as a possible self, expanding the literature on what constitutes entrepreneurial identity and motivates individuals to become entrepreneurial (Cardon et al , 2017; Krueger, 2007; Mmbaga et al , 2020; Murnieks et al , 2020). In this respect, our quantitative study adds to largely conceptual and qualitative efforts of identity theory in entrepreneurship (Chen et al , 2021; Mmbaga et al , 2020; Wagenschwanz, 2020).…”

“…This article applies identity theory (Chen et al , 2021; Donnellon et al , 2014; Gregori et al , 2021; Hytti and Heinonen, 2013; Wagenschwanz, 2020). Specifically, we build on the notion of entrepreneurial identity aspiration that refers to a future but not yet realized entrepreneurial self (Farmer et al , 2011) and is rooted in the notion of possible selves.…”

“…Entrepreneurship programs have become cornerstones in today's educational landscape (Holzmann et al , 2018; Nabi et al , 2017). In addition to the knowledge component of entrepreneurship education, the continuous development of an entrepreneurial identity is a vital but often neglected element in students' education (Chen et al , 2021; Donnellon et al , 2014; Edwards and Muir, 2012; Hytti and Heinonen, 2013). This apparent absence of research applying identity theory is surprising as entrepreneurial identity is an essential concept to deepen our understanding of why individuals start with and keep engaged with entrepreneurial activities (Farmer et al , 2011; Gregori et al , 2021; Murnieks et al , 2020).…”

Developing intrapreneurial self-efficacy through internships? Investigating agency and structure factors

“…However, within these E/IE, it appears to be important to be able to build experiences (Ferreras-Garcia et al , 2021), which refers to an active pedagogy and a practice-oriented program (van Ewijk et al , 2020; Hahn et al , 2017). Furthermore, learning-by-doing is found fruitful in light of entrepreneurship behavior (Chen et al , 2021). Internships could be particularly relevant in this sense as they provide a safe learning arena for trying out new ideas and taking initiative (Sørensen and Fassiotto, 2011) were found to be more beneficial than other forms of active learning such as live case teaching (Green and Farazmand, 2012), and improve knowledge through experimentation (Minniti and Bygrave, 2018).…”