Co-authors Birgitte Wraae and Nicolai Nybye have been researching the impact of entrepreneurial extracurricular activities on students, and their findings have been published in the renowned academic journal, Entrepreneurship Education and Pedagogy. Their research article, titled “Learning to Be “Me,” “the Team,” and “the Company” Through Entrepreneurial Extracurricular Activities: An Ethnographic Approach,” sheds light on the inspiring journey of students who engaged in such activities and the valuable lessons they learned along the way.
The article is a result of extensive ethnographic research conducted by Wraae and Nybye, who have always been fascinated by the growing trend of entrepreneurship among students. In the current competitive job market, there is an increasing demand for individuals who possess a diverse set of skills, including innovation, team-building, and leadership. This has made extracurricular activities with an entrepreneurial focus more relevant and sought after than ever before.
Wraae and Nybye were keen to understand how these activities impact students and the skills they acquire from participating in them. Their ethnographic approach involved observing and interacting with students who were a part of various entrepreneurial extracurricular activities in a university setting. Through this, they were able to gain valuable insights and understand the experiences of students from their own perspective.
One of the key findings of their research is that students who engaged in these activities developed a strong sense of self-identity and confidence. They were able to discover their true passions and strengths while also gaining a deeper understanding of their own abilities. As one of the students involved in the research shared, “I never thought I could be an entrepreneur, but these activities helped me realize my potential and made me more confident in pursuing my dreams.”
Apart from personal growth, Wraae and Nybye also identified the positive impact of these activities on team-building skills among students. The activities involved working closely with peers from different backgrounds and disciplines, thus providing a platform for students to learn from each other and develop valuable teamwork skills. This not only prepares students for the professional world but also fosters a sense of collaboration and mutual understanding among them.
Another interesting aspect of their research was the students’ exposure to the practical aspects of entrepreneurship through these extracurricular activities. This involved tasks like developing business plans, pitching ideas to investors, and managing finances. These activities not only provided hands-on experience but also allowed students to apply theoretical knowledge learned in the classroom, thus bridging the gap between theory and practice.
The research article also highlights the impact of these activities on students’ perception of the concept of “the company.” In a traditional academic setting, students are often taught to focus on individual success. However, through these activities, students were exposed to the idea of collaboration and collective success. This led to a shift in their mindset, and they began to see the importance of working towards a common goal and benefitting as a team rather than just as individuals.
Wraae and Nybye’s research has shed light on the positive effects of entrepreneurial extracurricular activities on students’ overall development. It has also highlighted the need for incorporating such activities in educational curriculums to prepare students for the dynamic and competitive job market. These activities not only equip students with the necessary skills but also instill in them a sense of entrepreneurship and innovation, paving the way for future leaders and change-makers.
Their ethnographic approach has proved to be an effective method for understanding the experiences and perspectives of students. This not only adds to the existing literature on the subject but also provides a deeper understanding of the impact of extracurricular activities on students’ lives.
Wraae and Nybye’s research has been widely acclaimed by the academic community, and their article has been published in Entrepreneurship Education and Pedagogy, a prestigious journal in the field. Their insightful findings have inspired other researchers to delve deeper into the subject and explore the potential of entrepreneurial extracurricular activities in shaping the future of students.
In conclusion, the research article, “Learning to Be “Me,” “the Team,” and “the Company” Through Entrepreneurial Extracurricular Activities: An Ethnographic Approach,” provides an in-depth analysis of the positive impact of these activities on students’ personal, social, and professional development. It is a reminder of the power of extracurricular activities in shaping individuals and preparing them for a successful future. Wraae and Nybye’s work serves as
