This paper aims to examine how the construction of entrepreneurial identity in a cross-disciplinary postgraduate entrepreneurship education program influence students’ entrepreneurial passion progression as they enact different role identities and concurrently deal with competing microidentities.
Using the interpretative phenomenological analysis approach, an in-depth study of postgraduate students’ accounts of their lived experiences is conducted.
Construction of entrepreneurial identity influences students’ entrepreneurial passion progression through a process of “identity ecdysis” that occurs deep within students’ microfoundations as they make sense of the entrepreneurial identity role while simultaneously accommodating their anticipated entrepreneurial life journey. During the transition stage, they begin to let go of their present personal identities and recast new ones based on the revised personal entrepreneurship action agenda. The motivation to change results from the underlying future moral obligation, via a quest to uphold entrepreneurial virtues toward their significant immediate social circles as the aspiring professionals with newly equipped entrepreneurship proficiency. Entrepreneurial passion deepens as they come to grips with their new personal identities as well as new roles and responsibilities.
While this study establishes a foundation for understanding how entrepreneurial passion progresses and is encouraged within an educational framework, it has the potential to be tested on actual entrepreneurs in the macro identity workspace.
Entrepreneurship education programs’ learning experience structure should be designed based on the sources of entrepreneurial passion and is flexible enough to allow for in-depth exploration and self-introspection that supports the enactment of entrepreneurial characteristics that can benefit postgraduate students in their next career move by focusing on the internalization of entrepreneurial virtues, which enables the organic, autonomous construction of entrepreneurial identity. This approach may enable people’s entrepreneurial passions to evolve organically yet profoundly.
The provision of entrepreneurial knowledge should be consistent with the goal of enabling students to organize and develop their own identities in pursuit of their next career trajectory.
The study highlights a phenomenon that happens deep inside people’s microfoundations, demonstrating the intensive interplay that exists between dialogic and identity workspaces at one of the established entrepreneurial universities.
