To persist or not to persist: understanding student team responses to effectuation in the higher education classroom

Abstract

Purpose Entrepreneurship education is transforming from traditional teacher-led classrooms to student-centred learning environments, where effectuation principles are increasingly adopted as a pedagogical framework. Yet despite its promise for developing real-world entrepreneurial capabilities, the implementation of effectuation principles in classrooms reveals a striking pattern: while some student teams excel, others struggle or even revert to passive learning approaches. Such variation in team responses raises an important question about the underlying mechanisms influencing team responses. This article aims to fill that gap by understanding why some student teams excel and others struggle in the higher education (HE) effectuation classroom. Design/methodology/approach A multiple case study involving 29 student teams enrolled in an undergraduate entrepreneurship class that is based on effectuation principles at a HE institution was conducted. Findings The study identifies three distinct responses among student teams. The first group displays apathy, and the second group rejects the process after a few classroom sessions. Both groups encounter student-centred learning identity threats. In contrast, the third group, despite facing similar identity threats, manages to persist. Originality/value This study argues that teaching and learning effectuation is more complex than generally depicted in the literature. It uncovers necessary and sufficient conditions related to students overcoming student-centred learning identity threats. By doing so, the study contributes to the understanding of why the connection between teaching effectuation and learning effectual behaviour is more intricate than previously understood. Additionally, it offers important practical implications for entrepreneurship educators and programme designers at HE institutions.

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