Psychological ownership in team-based entrepreneurship education activities

Abstract

Purpose – The purpose of this study is to explore psychological ownership (PO) during team-based projects as part of entrepreneurship education. Design/methodology/approach – The critical incident technique using semi-structured interviews was adopted on a sample of 20 participants involved in team-based entrepreneurship education activities. From reported critical incidents interpretation of the participants’ perceived ownership behaviour centred on: “what” participants perceived they owned; “when” PO occurred; and “how” they perceived that ownership. Findings – Different forms of collective and individual levels PO exist as an important element in the context of team-based entrepreneurship education activities. The form of PO changes at junctures during different stages of team-based entrepreneurship education activity. Moreover, PO is heavily influenced by a range of individual and group-based factors, specifically the social interaction at the start of such projects and self-reflection towards the end. Research limitations/implications – Further investigations might be made on the measures of PO, and on the relationship between PO and learning outcomes in entrepreneurship education. The impact of group dynamics and culture on the formation of PO should be addressed. Practical implications – As an important element for effective entrepreneurship education, PO should be promoted through team oriented, authentic and experiential activities allowing nurturing and encouraging contacts with various stakeholders. Such activities should also be reflective, allowing rotation of team roles, and extending over a longer time horizon. Originality/value – This study is an attempt to empirically examine the role of PO in entrepreneurship project teams. It also contributes to our understanding of the dynamic nature of PO through social interaction and reflection.

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