The document discusses using game-based approaches to address challenges in entrepreneurship education. It argues that entrepreneurship education needs to avoid student disillusionment and simulate real-world entrepreneurial processes. It suggests that games can provide a "near-entrepreneurial" experience by having students learn about entrepreneurship through an entrepreneurial process in a game. The document advocates for games to help students experiment with possible entrepreneur identities and careers by developing entrepreneurial self-narratives through gameplay.

1. How game based approaches can increase
interest and impact within entrepreneurship
education?
Rajiv Vaid Basaiawmoit, Ph.D., MBA

2. Problem with Entrepreneurship
Education
EEd faces a two-pronged challenge:
1) To avoid students’ disillusionment about the
education process and their biased view about
entrepreneurship, which mostly emanates from
popular media representation;
2) To simulate an entrepreneurial identity or
process within the safety of classroom, yet with
enough real-world implications or learning.
© Rajiv Vaid Basaiawmoit

3. Ideal teaching scenarios…
Learning about entrepreneurship on
a need to know basis!
Learning through an
entrepreneurial process
Providing a ”Near-Entrepreneurial”
Experience 
© Rajiv Vaid Basaiawmoit

4. THE DISTANT ROLE-MODEL
© Rajiv Vaid Basaiawmoit

5. Entrepreneruship as a career choice
“If entrepreneurship is not activated as a
possible self among students, it is unlikely that
they will point their motivation, energy,
behaviour, and engagement in that direction” –
Claus Thrane & Rajiv Vaid Basaiawmoit, 2015
© Rajiv Vaid Basaiawmoit

6. Who am I?” “Where am I going?” “Who would I
like to become?” “Who can I become?”
Entrepreneur
Engineer
Professor
Judge
© Rajiv Vaid Basaiawmoit

7. ENTREPRENEURSHIP
(leading definition)
• “Entrepreneurship involves the nexus of two
phenomena: the presence of lucrative
opportunities and the presence of enterprising
individuals” - Shane & Venkataraman, 2000
Thus, a method that can be learnt
and thus taught
© Rajiv Vaid Basaiawmoit

8. Possible selves and entrepreneurial
identities
• Entrepreneurship involves a process
of identity construction or identity
transition (Hoang & Gimeno 2010; Farmer 2009;
Navis & Glynn 2011).
• Individuals experiment or play with
possible selves to create new
identities through self-narratives (Ibarra
& Petriglieri 2010; Ibarra & Barbulescu 2010) .
© Rajiv Vaid Basaiawmoit

9. THE POWER OF NARRATIVE

10. Entrepreneurial self narratives
• “Narratives should represent an authentic,
coherent, purposeful, imagery, and plausible
story as close and true to life as possible.
• Legitimacy, and audience participation are
important features of the validation of self-
narratives in an identity transition.”
– Claus Thrane & Rajiv Basaiawmoit, 2015
© Rajiv Vaid Basaiawmoit

11. The challenge however…
• Within the realm of entrepreneurship, the
authenticity, coherence, and legitimacy of the
entrepreneurial self-narratives is highly complex.
• Students need a framework to discern what
constitutes a credible entrepreneurial role in
their role- or identity- prototyping as well as a
coherent entrepreneurial narrative related to an
entrepreneurial process.
© Rajiv Vaid Basaiawmoit

12. ENTER GAMIFICATION
“Gamification is the use of game thinking and
game mechanics in non-game contexts to engage
users in solving problems” – Sebastian Deterding, 2011

13. Enter ESHIP: Navigating Uncertainty
©

14. GAME SETUP
©

15. THANK YOU