Entrepreneurial Identity Development Among Faculty Members in a STEM Higher Education Institution

Abstract

This study explores the debates about what entrepreneurial learning entails in a higher education setting. A qualitative research method guided by the critical social theory was utilized. Participants were recruited from the academic staff in higher education institution. A phenomenological approach was utilized to collect data based on one-to-one semi-structured interviews with the participants. Through stimulated discussions, the participants reflected on their cultural experiences, identity development process, and the effectiveness of entrepreneurial learning methods. Interpretive phenomenological analysis was chosen as the methodology for qualitative study of the interview data. The parenting style, role models, incentives and the external environment during the early years of identity development strongly influenced the propensity to grow an entrepreneurial mindset. Faculty members, who are predisposed to undertake entrepreneurial activities, showed self-efficacy to nurture their business skills by taking advantage of the resources available to exploit their inventions. Academics preferred informal entrepreneurial learning approaches over formal trainings and showed the desire to absorb tacit knowledge through peer-to-peer interactions, experienced role models and industrial partners. This study contributes to the identification of implications for practice, educational policy development and the evidence-based development of inclusive learning and teaching strategies for entrepreneurial programs.