In contribution to the literature on learning entrepreneurship through practice (Neck and Greene, 2011), in this study we conduct an ethnography of a student enterprise incubator. The latter combines aspects of practice-based learning with physical proximity to peers and mentors.
Following nine months of observations, interviews, archival documents collection (email, Facebook pages) and participation to the activities of the incubator, we can report on the microdynamics in this environment. Our insights reveals that students peer-learning in the very early stages of the entrepreneurial process (idea exploration and feasibility studies) is underpinned by (a) unplanned interactions facilitated by (a1) close physical proximity as well as (1b) the perception of commonalities that do not lead to direct competition, as well as (2) a shared, newly acquired entrepreneurial identity facilitated by the symbolism and discourse that characterizes the environment (awards, photographs of individuals, etc.).
Casulli, Lucrezia and Richardson, Rebecca
"ENTREPRENEURIAL EDUCATION: EXPLORING THE MICRODYNAMICS OF LEARNING IN STUDENT BUSINESS INCUBATORS (SUMMARY),"
Frontiers of Entrepreneurship Research: Vol. 36
, Article 7.
Available at: https://digitalknowledge.babson.edu/fer/vol36/iss16/7