Identity in entrepreneurship effectuation theory: a supplementary framework

Nielsen, Suna Løwe; Lassen, Astrid Heidemann

doi:10.1007/s11365-011-0180-5

Cited by 91 publications

(83 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Several scholars therefore see entrepreneurial identity as a process of becoming (Alvesson et al 2008;Hytti;Rae, 2000;2005), where the entrepreneurial identity is dynamically constructed and negotiated in relation to the social context (Donnellon et al, 2014;Nielsen & Lassen, 2012;Rigg & O'Dwyer, 2012). Through this type of transformational learning, students become empowered to see themselves in relation to other comparable entrepreneurial actors and can either accept or reject behavioral components of a future possible self (Ibarra, 1999).…”

Section: Theory Entrepreneurial Identity Constructionmentioning

confidence: 99%

“…their own personal identity within a possible role as entrepreneur. A deeper understanding of this particular dimension of the identity matching process might ultimately contribute to new knowledge about why some students come to reject a role as entrepreneur and why young entrepreneurs might find themselves in a situation of being uncertain and insecure in constructing an entrepreneurial identity (Nielsen & Lassen, 2012).…”

Section: Theory Entrepreneurial Identity Constructionmentioning

confidence: 99%

“…The development of entrepreneurial identity has become a topic of interest in the field of entrepreneurship education (Donnellon et al, 2014;Hytti & Heinonen, 2013;Lundqvist et al, 2015;Nielsen &Lassen, 2012;Williams Middleton, 2013). The reason for this interest is the ability of education to develop students' entrepreneurial identities through transformational learning (Donnellon et al, 2014;Harmeling, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…In such a learning environment, they begin to question themselves in terms of who they want to become in the future and how this relates to their own personal identity (Hytti & Heinonen;Nielsen & Lassen, 2012). Harmeling (2011) therefore suggests entrepreneurship education programs to be powerful identity workspaces.…”

Section: Introductionmentioning

confidence: 99%

“…While the current research on entrepreneurial identity in entrepreneurship education has emphasized how an entrepreneurial identity is constructed and self-narrated (Donnellon et al, 2014;Lundqvist et al, 2015;Nielsen & Lassen, 2012;Williams Middleton, 2013), there is currently a lack of understanding of how the personal identity is protected during an identity construction process (see Petriglieri & Petriglieri, 2010). Inspired by the extant identity research in entrepreneurship education, this study employs the framework proposed by Harmeling (2011), where students can "re-story" themselves through realistic and authentic entrepreneurial experience.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Exploring Students’ Entrepreneurial IdentityMatching through Cross-Cultural Learning

Kubberød¹,

Pettersen²

2018

Uniped

View full text Add to dashboard Cite

Entrepreneurship education programs have shown to be powerful identity workspaces, where students, through real-life practice, make sense of who they can be as entrepreneurs. Through identity matching, they personalize their observations, experiment with new entrepreneurial behaviors, and make judgements about concrete role model behaviors in the practice and whether or not these match with their own personal identity. This phenomenological in-depth study explores how students' identity matching process unfolds through an international internship in the United States. We conducted qualitative research using the focus group method on student cohorts from two university master's programmes. Our findings show that all students were confronted with new ways of doing entrepreneurial tasks. The cross-cultural learning experience contributed to developing a higher level of self-awareness. The cultural contrasts and comparative learning made their own values more explicit and additionally served to define and protect the students' own personal integrity and identity. Moreover, the cross-cultural learning experience added a richer repertoire of entrepreneurial behaviors that may be internalized in a future possible self. The study highlights the value of cross-cultural learning in entrepreneurship courses. We additionally develop a conceptual model of identity matching process through transformational cross-cultural learning.

show abstract