The Significance of Team Dynamics in Students’ Entrepreneurial Decision-Making
Purpose: The paper seeks to explore how team dynamics influence students’ decisions to either pursue or abandon a business idea following their participation in an experiential entrepreneurship course. Design/Methodology: The paper employs an inductive, qualitative approach to examine the team dy...
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| Main Author: | |
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| Format: | Article |
| Language: | English |
| Published: |
University of Warsaw
2024-01-01
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| Series: | European Management Studies |
| Subjects: | |
| Online Access: | https://press.wz.uw.edu.pl/ems/vol22/iss1/2 |
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| Summary: | Purpose: The paper seeks to explore how team dynamics influence students’ decisions to either pursue
or abandon a business idea following their participation in an experiential entrepreneurship course.
Design/Methodology: The paper employs an inductive, qualitative approach to examine the team
dynamics by exploring students’ thought processes and actions regarding entrepreneurial activities as
a socially situated phenomenon. 20 semi-structured interviews, observation and secondary data serve
as data base, following the Gioia method for data analysis.
Findings: Findings show that team dynamics have proven to be the most relevant factor for students’
decision on whether to continue with an entrepreneurial project or not. Among various factors, reasons
are rooted in the team membership decreasing uncertainty, students’ decision dependencies on team
members and the increased importance placed on the team relative to the idea.
Research Limitations/Implications: The study concentrates on team-related aspects in students’ decision-
making. While the factors have been examined in the study, other determinants may contribute to
students’ decisions which are outside the scope of the study. The study offers a set of causalities that
offer a nuanced understanding of team dynamics and decision-making processes over an extended
post-course timeframe.
Originality/Value: The study contributes to the current literature by unraveling the intricate relationship
between team dynamics and entrepreneurial decision-making. It offers a nuanced perspective
on the understanding of how collaborative contexts shape students’ willingness to pursue projects beyond
the entrepreneurship classroom. |
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| ISSN: | 2956-7602 |