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

Abstract

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.

“How to Give a Killer Pitch?” Performances of Entrepreneurial Narratives as Identity Models in Higher Education

“…A limitation of this study is the omission of the voices of the university students (see, however, Komulainen, Hirvonen, Kaskes, Kasanen, & Siivonen, 2019; Siivonen et al., 2019), and we can only speculate as to whether they identified themselves with the entrepreneurial identities portrayed. In future research, it will be important to examine students’ experiences and positioning toward academic entrepreneurship.…”

“…According to Pittaway et al (2010), entrepreneurship societies are a widespread phenomenon. Although their role in EE is widely recognized, there is only limited research on the subject (see, however, Siivonen, Peura, Hytti, Kasanen, & Komulainen, 2019). They are nonprofit organizations with educational goals, run on a voluntary basis, and are largely made up of and managed by HE students.…”

“…They are nonprofit organizations with educational goals, run on a voluntary basis, and are largely made up of and managed by HE students. Such societies aim to inspire students to consider entrepreneurship as a career, and they focus on encouraging an entrepreneurial mindset by offering students opportunities to build networks or get feedback from experienced entrepreneurs (Farny & Kyrö, 2015; Siivonen et al., 2019).…”

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

“…Governments are currently fostering the creation and promotion of an entrepreneurial culture and ecosystem (Cavallo et al 2020) by involving universities in order to enhance students' entrepreneurial abilities and intention (Lewis and Llewellyn 2004;O'Connor 2013;Wright et al 2017;Siivonen et al 2019;Barbini et al 2020). Accordingly, a remarkable expansion in the number of programs devoted to entrepreneurship education, aimed at introducing a cultural change of entrepreneurship, to all levels of education, has been realized throughout the world (Katz 2003;Kuratko 2005;EC 2012;Blenker et al 2012;Fretschner and Weber 2013;Martin et al 2013;O'Connor 2013).…”

“…As an indirect result of all these activities to support entrepreneurship, Student-Led Entrepreneurial Organizations (henceforth SLEOs) have started to emerge around the world. These organizations leverage on students' willingness and desire to carry out practical and real-world experiences of entrepreneurship, while continuing to study at university (Siivonen et al 2019). Their aim is in fact to enhance the entrepreneurial abilities of their members through learning by doing and experiential learning.…”