Identity work of academic teachers in an entrepreneurship training camp: a sensemaking approach

Abstract

Purpose: This paper investigates how academic teachers engage in identity work and make sense of entrepreneurship and academia in an entrepreneurship training programme. Design/methodology/approach: By employing a sensemaking approach, the paper inductively analyses materials from a business idea development camp organised for academic teachers. Findings: In collective sensemaking during the camp, non-academic facilitators strongly influenced the reflection-in-experience via normative ideas of entrepreneurship and their othering of entrepreneurship from academic work. In their post-camp individual essays, the academic teachers reflect-on-experience and draw parallels between entrepreneurship and academic work constructing sameness. Research limitations/implications: Longitudinal research is needed in identity work and sensemaking among academic teachers in relation to entrepreneurship. Practical implications: Universities need to offer arenas for teachers and other faculty to support identity work and sensemaking. Originality/value: This study generates new understanding of how academic teachers engage in identity work and make sense of entrepreneurship in training when interacting with others. It underscores the importance of time needed for reflection-on-action.