What lies beneath: using student reflections to study the entrepreneurial mindset in entrepreneurship education
提出并评估了一种通过分析学生书面反思来识别创业心态语言标记的方法，帮助教育者评估教学效果，对创业教育研究和实践有参考价值。
Purpose This research presents and evaluates a method for assessing the entrepreneurial mindset (EM) of students in higher education. Design/methodology/approach The research considers EM a multi-variable psychological construct, which can be broken down into several conceptual sub-categories. Using data from a master course in entrepreneurship, the authors show how these categories can be applied to analyze students’ written reflections to identify linguistic markers of EM. Findings The research reports three main findings: analyzing student reflections is an appropriate method to explore the state and development of students’ EM; the theoretically-derived EM categories can be nuanced and extended with insight from contextualized empirical insights; and student reflections reveal counter-EM categories that represent challenges in the educator’s endeavor to foster students’ EM. Research limitations/implications The commitment of resources to researching EM requires the dedication of efforts to develop methods for assessing the state and development of students’ EM. The framework can be applied to enhance the theoretical rigor and methodological transparency of studies of EM in entrepreneurship education. Practical implications The framework can be of value to educators who currently struggle to assess if and how their educational design fosters EM attributes. Originality/value This inquiry contributes to the critical research discussion about how to operationalize EM in entrepreneurship education studies. The operationalization of a psychological concept such as EM is highly important because a research focus cannot be maintained on something that cannot be studied in a meaningful way.