Development of Entrepreneurial Identity and Intent in the early years of Higher Education

Purpose
To examine the process of entrepreneurial identity and intent formation in Higher Education
(HE) and to assess the contribution of Enterprise and Entrepreneurship Education (EEE) as
part of this process.
Design/Methodology
The study adopted a mixed method, longitudinal research design. An e-survey (n=145)
obtained baseline data on entrepreneurial intentions and identity at the start of a group of
undergraduate students’ first academic year. Based on an ideal-typical sampling strategy
eighteen students completed fortnightly diary entries over the course of the academic year.
Findings
In-year fluctuations in and between entrepreneurial identity and intent scores were
pronounced. This challenges perceptions of an uncomplicated, linear relationship between
both constructs. Explaining these fluctuations, two types of developmental trajectory were
identified: ‘convergence’ whereby identity and intent scores came closer together as the year
progressed and ‘synchronicity’ whereby scores fell and rose in tandem. The contribution of
EEE although overall positive in relation to an increase in identity and intent scores, was
mitigated by a challenging career-developmental setting adding to calls for a more contextual
understanding of the impact of EEE.
Originality
A limited number of studies have examined the development of entrepreneurial identity or
intent using a longitudinal design; with none seeking to explain their co-development over
time. The adopted longitudinal design has achieved a more detailed understanding of the
shaping of entrepreneurial identity and intent and the role of EEE in this process.