Integrated conceptual framework of how entrepreneurship educators construct their entrepreneurial mindset

Purpose This study addresses a notable gap in the literature concerning the development of the entrepreneurial mindset among entrepreneurship educators. Anchored in entrepreneurship education and informed by the entrepreneurial mindset literature, this paper explores how entrepreneurship educators develop an entrepreneurial mindset, supporting its development in their students for employment, in a constantly changing and ever complex global environment. Design/methodology/approach Literary findings suggest that the development of an entrepreneurial mindset is a process, informed by one's experiences from several different constructs. This paper draws on extant literature from entrepreneurship, experiential learning and entrepreneurial mindset domains. Several facets that inform the profile of the entrepreneurship educator are considered and reviewed, indicating how they in turn inform the experientially led development of their entrepreneurial mindset. Findings Having identified a range of factors that impact its development, the authors propose an integrated conceptual framework of how entrepreneurship educators construct an entrepreneurial mindset. The proposed framework is rooted in experiential learning. Its purpose is to assist entrepreneurship educators in identifying their own entrepreneurial mindset and to help enrich and enhance their role as entrepreneurship educators. Research limitations/implications Whilst this paper indicates a clear opportunity to focus on how entrepreneurship educators can construct their entrepreneurial mindset; there are opportunities to empirically investigate the proposed integrated conceptual framework in seeking to explore how the educator’s entrepreneurial mindset affects their professional legitimacy and hence its implications for their professional role as entrepreneurship educators. Practical implications We provide guidance to entrepreneurship educators seeking a greater understanding of the complex and social structure of entrepreneurial mindset development within themselves whilst performing their educator role. We invite them to utilise this proposed taxonomy to explore their own entrepreneurial mindset, by reflecting on how their private and professional life experiences have informed each of proposed six constructs when developing and honing their own entrepreneurial mindset, throughout their career. Social implications This study provides an opportunity for entrepreneurship educators to take time and reflect on the development of their own entrepreneurial mindset and how their life's experiences have and continue to contribute to its development. This may lead to increased empathy for its development amongst their students and others. In turn, this may lead to an increase in their impact as entrepreneurial thinking role models. Originality/value This paper makes two key contributions to the development of theory. First, it acknowledges the role that entrepreneurship educators play in the co-development of an entrepreneurial mindset in others. Secondly, it provides a novel contribution to entrepreneurial mindset research, by proposing an integrated conceptual framework of how entrepreneurship educators construct their own entrepreneurial mindset. In conclusion, the paper offers recommendations for entrepreneurship education practice and future research.