A CULTure of entrepreneurship education

Farny, Steffen; Frederiksen, Signe Hedeboe; Hannibal, Martin; Jones, Sally

doi:10.1080/08985626.2016.1221228

Cited by 49 publications

(62 citation statements)

References 101 publications

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“…One interesting future research avenue would be to compare the identity construction and regulation of ES student members and non-members. In particular, the role of affect in the ESs could be an interesting avenue (Farny et al, 2016). Moreover, it might be interesting to explore the use of cultural materials, such as symbols, rituals and clothing, in ESs as important means of expression of their collective identity (Polletta and Jasper, 2001).…”

Section: Resultsmentioning

confidence: 99%

“…In HEIs entrepreneurship is enhanced by different interest groups, such as the ESs that actively promote the values of entrepreneurship, disseminate best practices and network across sectors. As such, authors conceptualize the entrepreneurship promoted by ESs as a discursively constructed process and an 'identity transformational organization' (Farny et al, 2016) that aims at changing society by changing the thinking, affects and behaviour of the individual by adopting entrepreneurship as a mentality and a way of life.…”

Section: The Construction and Regulation Of Collective Entrepreneuriamentioning

confidence: 99%

“…Higher education institutions (HEIs) have become crucial sites for promoting entrepreneurship in order to secure economic competitiveness in knowledge-driven societies. In this endeavour entrepreneurship education (EE) is the key intervention used for promoting, realizing and institutionalizing entrepreneurship in higher education (Farny et al, 2016). In addition to the academic curriculum, however, learning opportunities that take place outside the classroom have also become an important feature of EE (Brush, 2014;Morris et al, 2013;Pittaway et al, 2010;Rae et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

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The construction and regulation of collective entrepreneurial identity in student entrepreneurship societies

Siivonen

Peura

Hytti

et al. 2019

IJEBR

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Purpose The purpose of this paper is to critically investigate how collective identity is constructed and regulated by board members and other active members of student entrepreneurship societies (ESs). Design/methodology/approach A discursive analysis focusing on collective identity construction and regulation based on focus group discussions in two student-led Finnish ESs affiliated with higher education institutions (HEIs). Findings ES members construct and regulate collective entrepreneurial identity based on a shared narrative of entrepreneurship and the affective state of positive energy and thinking, i.e. “positive buzz.” Being entrepreneurial was constructed as having the right kind of mentality to cope with uncertain and rapidly changing working life and to break free of old moulds of working. The shared narrative was coherent, and critical reflection on the values or risks of entrepreneurship was mainly silenced. Research limitations/implications As ESs are a relatively new phenomenon future research could explore ESs in different cultural and regional contexts and compare the identity construction and regulation of ES student members and non-members. Practical implications Strong collective identity and sense of commitment to doing things together may mitigate the pressures of being entrepreneurial and taking charge of one’s life. Social implications Educational practice and research could benefit from better understanding of the informal context in which entrepreneurship education takes place. Originality/value The paper contributes to the relatively new research stream on ESs as student-led entrepreneurial organizations in HEIs. The research demonstrates how ES members participate in constructing a collective and coherent identity that is regulated by shared values and a positive state of mind. This study extends the understanding of ESs from the functional perspective to viewing them as a social community. It contributes to the definition of ESs and the self-understanding of ES actors.

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Section: Resultsmentioning

confidence: 99%

Section: The Construction and Regulation Of Collective Entrepreneuriamentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The construction and regulation of collective entrepreneurial identity in student entrepreneurship societies

Siivonen

Peura

Hytti

et al. 2019

IJEBR

View full text Add to dashboard Cite

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“…This is arguably due to domestic institutional forces that focus on continuous learning (see De Noni and Apa 2015;Etemad 2015) and social skills (see Fligstein 1997). To this end, the underlying educational and cultural systems which support and underpin the entrepreneurial mind set (Farny et al 2016;Johannisson 2016) require more attention in the production of essential global resources relating to EO and language ability.…”

Section: Language Education and Entrepreneurshipmentioning

confidence: 99%

“…Recently, there has been a growth of entrepreneurship education literature (e.g. Fayolle 2013;Farny et al 2016;Urban 2006) that reasons education is critical to the development of attitudes, skills and positive perceptions of entrepreneurship (e.g. Bergmann 2011).…”

Section: Language Education and Entrepreneurshipmentioning

confidence: 99%

Language ability and entrepreneurship education: Necessary skills for Europe’s start-ups?

et al. 2018

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Language ability and entrepreneurial education are seen as essential resources for start-ups operating in intensified landscapes of internationalisation and globalisation. Deemed as the necessary skills for corporate effectiveness vis-à-vis rivals, this paper responds to calls for increased understandings of cultural components as vital to entrepreneurship and the product of institutional forces. Thus, it explores (a) the impact language ability has on start-up expansion; (b) the perceptions of international relations as based on language ability as a tool for cross-cultural communication; and (c) the role of educational context from the entrepreneurs' perspective. Based on interviews from European online start-ups across three discrete contexts-Finland, Portugal and Sweden-it concludes that contextual trends regarding language and education are founded upon the cultural-cognitive and normative pillars of institutionalisation. Further, by combining actor-context perspectives, it poses that language ability and education are resources borne from the domestic environment which positively moderate the start-up's international success. Nevertheless, the notion of learnt entrepreneurship remains contested. Taken together, this study contributes by offering deeper insight into the role of context on entrepreneurial tendencies by combining resource and institutional perspectives. J Int Entrep (2018) Second abstract-Spanish La competencia y habilidad lingüística se están convirtiendo en requisitos indispensables para las nuevas empresas que operan en entornos de creciente demanda de internacionalización y globalización. Consideradas como necesarias para asegurar el éxito inicial y ventaja competitiva, este manuscrito se centra en el entendimiento de la conciencia cultural, la capacidad lingüística y la educación como pilares básicos para la iniciativa empresarial. Los objetivos son: a) explorar el impacto de la competencia lingüística en los planes de expansión inicial y futuros; b) investigar la percepción de las relaciones internacionales basadas en la capacidad lingüística como herramienta de comunicación intercultural; y c) definir el rol del entorno en la adquisición de habilidades lingüísticas y comunicativas desde la perspectiva del emprendedor. Basado en entrevistas a nueve nuevas firmas tecnológicas ubicadas en Finlandia, Portugal y Suecia, el estudio muestra diferentes tendencias sobre el rol de las habilidades lingüísticas y culturales como fuente de ventaja competitiva. Sin embargo, la idea de iniciativa empresarial como algo que se puede aprender o enseñar continua bajo debate, destacando la necesidad de futuros estudios sobre la importancia de la educación empresarial como entorno-dependiente. Summary HighlightsContributions: This study contributes to international entrepreneurship literature by increasing understandings of the role of education and language (the measureable components of culture) for start-up (continued) success. It also contributes by integrating institutional and resource-ba...

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Entrepreneurial intention: An analysis of the role of Student-Led Entrepreneurial Organizations

2021

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Although a great deal of attention has been paid to entrepreneurship education, only a few studies have analysed the impact of extra-curricular entrepreneurial activities on students’ entrepreneurial intention. The aim of this study is to fill this gap by exploring the role played by Student-Led Entrepreneurial Organizations (SLEOs) in shaping the entrepreneurial intention of their members. The analysis is based on a survey that was conducted in 2016 by one of the largest SLEOs in the world: the Junior Enterprises Europe (JEE). The main result of the empirical analysis is that the more time students spent on JEE and the higher the number of events students attended, the greater their entrepreneurial intention was. It has been found that other important drivers also increase students’ entrepreneurial intention, that is, the Science and Technology field of study and the knowledge of more than two foreign languages. These results confirm that SLEOs are able to foster students’ entrepreneurial intention. The findings provide several theoretical, practical and public policy implications. SLEOs are encouraged to enhance their visibility and lobbying potential in order to be recognized more as drivers of student entrepreneurship. In addition, it is advisable for universities and policy makers to support SLEOs by fostering their interactions with other actors operating in the entrepreneurial ecosystem, who promote entrepreneurship and technology transfer activities. Lastly, this paper advises policy makers to assist SLEOs’ activities inside and outside the university context.

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A CULTure of entrepreneurship education

Cited by 49 publications

References 101 publications

The construction and regulation of collective entrepreneurial identity in student entrepreneurship societies

The construction and regulation of collective entrepreneurial identity in student entrepreneurship societies

Language ability and entrepreneurship education: Necessary skills for Europe’s start-ups?

Entrepreneurial intention: An analysis of the role of Student-Led Entrepreneurial Organizations

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