Entrepreneurial Process Studies Using Insider Action Research: Opportunities & Challenges for Entrepreneurship Scholarship

• Author: Anthony Paul Buckley,Kisito Futonge Nzembayie
• Date: 01 September 2020
• DOI: http://doi.org/10.1111/emre.12422
• Published date: 01 September 2020

Entrepreneurial Process Studies Using Insider

Action Research: Opportunities & Challenges

for Entrepreneurship Scholarship

KISITO FUTONGE NZEMBAYIE and ANTHONY PAUL BUCKLEY

Technological University Dublin

This paper examines the opportunitiesand challenges of adopting insideraction research (IAR) in entrepreneurial

process studies. It employs a critical reflexive and narrative approach in examining our own lived experience in a

real‐time digital entrepreneurial journey spanning three years while triangulating it with experiential knowledge in

another role as dissertation supervisors. Our live case illustrates that IAR, when it combines reflective practice,

cooperative inquiry and design science, represents a suitable but under‐exploited methodology for entrepreneurship

scholarship. We build on this knowledge to offer a model for incorporating this methodology in entrepreneurship

research and education. Consequently, we contribute towards responding to the need for

phenomenon‐methodology fit in the discipline. Ultimately, the paper’s value lies in its effort towards resolving the

seemingly perennial question regarding the legitimacy of entrepreneurship as a distinctive domain of scholarship.

Keywords: entrepreneurial process; insider action research; entrepreneurship scholarship

Introduction

Attaining good quality organisational research partly

hinges on achieving phenomenon‐methodology fit.

Phenomenon‐methodology fit is broadly defined as

ensuring logical consistency between the aim of the

research and its design choices, as well as prior research

and contribution to theory and practice (Edmondson and

McManus, 2007). In the entrepreneurship context,

Davidsson (2016) emphasises the need for logical

consistency by stating that poor research practices include

addressing qualitative problems with mainly quantitative

methodologies and vice versa. Research, therefore, has

to let the phenomenon and its corresponding research

question, dictate the appropriate design choices, and not

the other way round (Bouchard, 1976). Similarly,

entrepreneurship education requires a practice‐based

pedagogical methodology, which is consistent with the

pragmatic nature of the phenomenon.

The entrepreneurship phenomenon has been described

as a process of ‘ongoing creative organising’

(Johannisson, 2011, p.136). This process often involves

tensions between order creation and the uncertainty of

entrepreneurial emergence. Order creation begins as the

envisioning of future outcomes based on externally

enabled new venture ideas (Davidsson, 2015).

Meanwhile, tensions manifest as entrepreneurs commit

time and effort in translating their vision into reality

through action. Hence, entrepreneurial action is usually

defined by the situatedness of uncertainty perceived and

the willingness to bear uncertainty (McMullen and

Shepherd, 2006). The dialogue that ensues from the

tensions often ensures that the entrepreneurial journey

unfolds as a series of non‐linear events. There are several

initiatives for responding to the somewhat chaotic nature

of the phenomenon in teaching and research.

Given the nature of the phenomenon, several scholars

argue that it hardly lends itself to methodologies

developed for smooth continuous processes

(Bygrave, 2007). Accordingly, Wiklund et al. (2011)

argue for a phenomenon‐based view of entrepreneurship

research, which extends the study of entrepreneurship

into new domains. With this view, entrepreneurship

is a phenomenon defined by change, newness and

development that transcends organisational contexts

(Welter, 2011). As a dynamic phenomenon, studies need

not merely focus on ‘what is’,but‘what happens’with

sensitivity to time (Roe, 2008). Hence, calls for more

Correspondence: Kisito Futonge Nzembayie, Technological University

Dublin. E‐mail: kisito.futongenzembayie@tudublin.ie

European Management Review, Vol. 17, 803–815, (2020)

DOI: 10.1111/emre.12422

© 2020 European Academy of Management