The sources and dynamics of emotions in entrepreneurship education learning process.
Arpiainen, Riitta-Liisa ; Lackeus, Martin ; Taks, Marge 等
1. Introduction
Emotions are always present in learning processes, and are
triggered by a variety of elements such as personal and contextual
factors, instructional strategies, prerequisite knowledge, learning
goals, motivation, etc. Hecent studies within the field of education,
entrepreneurship education and beyond imply that emotions have a major
impact on learning motivation, self-regulation and identity building
(Cope 2003, 2005, Efklides and Petkaki 2005, Efklides and Volet, 2005,
Gibb 2002, 2010, Heron 1992, Kyro 2005, 2008, Mezirow 1991, 2003, 2006,
Pekrun 2005, Pekrun et al. 2007, Pintrich 2004, Pintrich and Zusho 2007,
Pittaway and Cope 2007, Pittaway and Thorpe 2012, and others). Many of
these studies indicate that even though student emotions develop in the
social context, it is still unclear how such a process can be supported
so that it enhances student learning, and how negative emotions could be
put to productive use (Efklides and Volet 2005, Pekrun 2005).
Furthermore, Pekrun (2006) states that many studies focus on a single
emotion or single functions of emotions, leading to fragmentation and a
lack of a more integrative approach. Kyro (2008) calls for more research
on affective constructs in education due to their potential to empower
entrepreneurial learning. Similarly, Cope (2003) underlines the need for
more research on the social dimension of the learning process and its
relation to emotional intensity, as this has an impact on reflection and
learning.
Following the line of thought presented above, the aim of this
paper is to gain a better understanding of the role and dynamics of
emotions in entrepreneurship education learning processes and of the
most important sources that are causing these emotions, both negative
and positive.
2. Emotions in education and entrepreneurship education
The role of emotions in student learning has recently emerged as an
important new field of educational research. Studies have addressed
questions such as what emotions are experienced by students, what
functional importance these emotions have for learning, and whether
modified instruction and teacher behaviour can foster student emotions
(Pekrun, 2005). For example, Jarvenoja and Jarvela (2005) identified
five different sources of emotion: self-related, context-related,
task-related, performance-related and social-driven. Pekrun (2006) and
Pekrun et al (2007) introduced the control-value theory of achievement
emotions, according to which emotions are directly tied to achievement
activities and achievement outcomes. Thus, as they point out, this can
be reflected in the enjoyment arising from learning when goals are
successfully met or anger about task demands or other pressures.
According to Pekrun (2006), activity emotions are associated with
on-going achievement-related activities, and outcome emotions are
related to the outcomes of these activities. Depending on circumstances,
these emotions can be positive or negative, and activate or deactivate
learners. Since emotions affect student interest, engagement,
achievement, personality development and social climate in different
educational settings, they are central to psychological health and
well-being (Pekrun 2006). Most importantly, emotions influence student
academic performance and are linked to motivation, use of learning
strategies and self-regulation (Pekrun et al. 2007).
In line with Pekrun's theory, Pintrich and Zusho (2007) also
claim that motivation and self-regulation both play an important role in
learning and achievement for college students. Pintrich and Zusho (2007)
offer three components that seem to have been widely used in different
motivational models:
1) beliefs about one's ability or skill to perform a task
(expectancy components),
2) beliefs about the importance and value of the task (value
components), and
3) feelings about the self, or emotional reactions to the task
(affective components). All these components are also present in the
control-value theory (see Pekrun 2006, Pekrun et al. 2007).
Sansone and Thoman (2005) suggest that dynamic patters of positive
and negative emotions occurring over time lead to either good or bad
learning processes. They add that these qualitatively different patterns
of emotional experiences at various stages of engagement may also lead
to distinct learning outcomes. Furthermore, they state that there is a
need to develop new methodologies for uncovering the important dynamics
in learning over time (Sansone and Thoman 2005). D'Mello et al
(2005) complement this by claiming that confusion that is triggered by
contradictions, conflicts, anomalies, and other factors can even be
beneficial in learning if regulated appropriately. Therefore, it is
important to understand the role and dynamics of emotions in different
kinds of learning contexts and use this knowledge wisely in pedagogical
practices.
Within entrepreneurship education only a few researchers have
explored the emotional aspects of teaching and learning. Some have
highlighted that this is an important area where further research is
needed (Kyro 2008, Gibb 2005), but very few have studied it explicitly.
Cope (2003, 2005, 2010) has prioritised emotions within entrepreneurial
learning, but his research has mainly focused on informal learning
environments. A notable and potentially valuable exception has been
Pittaway and Cope (2007), focusing on how to simulate entrepreneurial
learning in an educational setting based on action and experiential
learning theories. Their empirical data showed that emotional exposure
created through group dynamics played a major role in effective student
learning. Even more, in entrepreneurship education there is a preference
for creating real-life time pressured learning environments with
unexpected events (Cope 2003, Gibb 2008, Pittaway and Cope 2007). This
means learning where the learners have to take responsibility of their
own learning, to control their achievement as an individual learner and
as a member of a social learning environment. Experiential learning
typically involves various challenges, problem solving situations and
dilemmas that generate high levels of emotion, which can have an
important impact on learning and identity-building processes. All this
places learners under extreme levels of emotional pressure and
'personal exposure' associated with running a small business
(Cope 2003), and brings the emotional content of the learning--what it
really feels like as the focus (Cope 2003, Gibb 2010, Pittaway and Cope
2007).
Experiential learning theories that have distinct humanist
connections and emerge from the field of adult education (e.g. Heron
1992, Kolb 1984, Mezirow 1991, and others) are often used as the basis
for entrepreneurship education. In educational research, similar
theoretical principles are presented by social-constructivist theories
of learning (e.g. Gergen 1994, Tynjala 1999) and their applications,
such as the Model of Integrative Pedagogy (see Tynjala, 2008; Tynjala
and Gijbels, 2012, and Taks et al. 2013). Even though the abovementioned
theories use different theoretical concepts, their pedagogical
implications can be very similar. For example, both focus on
metacognitive and self-regulative skill development, constant and
creative problem solving, collaborative social learning, interaction
with the real world, the integration of theoretical and practical
knowledge, critical thinking, and constant reflection in the learning
environments where the teacher is the facilitator of student learning.
3. Purpose of the study
Cope (2003), Pittaway and Cope (2007) and Gibb (2008) emphasise
that learning environments based on experiential and
socio-constructivist theories create real-life, time pressured and
unexpected flows of events that place students under high levels of
emotional pressure as well as personal exposure. However, the role of
emotions in these contexts is seldom examined. Therefore, the purpose of
the present study was to examine the role and dynamics of emotions in
entrepreneurship education. In more detail, the following research
questions were addressed:
--What are the main sources of negative and positive emotions in
entrepreneurship education learning process?
--What kinds of dynamic patterns can be identified?
4. Method
4.1. Context, sample and procedures
The data for the study were collected from the students in
entrepreneurship interventions in three countries--Estonia, Finland and
Namibia. These are small societies in different phases of their economic
development: one matured economy, one transitional economy and one
developing economy. The Estonian data (N = 48) were collected from a
socio-constructivist learning setting, an entrepreneurship course for
engineering students from the TTK University of Applied Sciences that
lasted four months. The students were fourth year full-time engineering
students from three different disciplines: two Automotive Engineering
student groups, one Resource Management in the Field of Clothing and
Textiles and one Technical Design and Technology of Apparel group. The
entrepreneurship course followed the principles of integrative pedagogy
(Tynjala 2008, Tynjala and Gijbels 2012, Taks et al submitted) and was
mandatory for all participants. The aim of the course was to simulate
real-life activities, based on project-based, interactive and
collaborative learning, and to focus on integrating theory and practice.
A basic principle in the pedagogical design was learning by doing. The
data were gathered in two parts; videotaped semi-structured
group-interviews (N = 48) right after the course, and in-depth
individual interviews with selected students from the same group (N =
16) approximately two months after the course. All the data were
audio-recorded and transcribed verbatim.
In Finland and in Namibia, the data were gathered in two
experiential learning settings: Proacademy and Prolearning, in
universities of Applied Sciences in Tampere, Finland and Windhoek,
Namibia. The Finnish students had been studying for a 3.5 year programme
for a Bachelor degree, where the last two and half years were spent at
the Proacademy. Instead of lectures and exams, the learning process was
supported by coaches, and the process included the latest professional
books, tools and theories relating to organisational and situated
learning. The students set up a team company and integrated their
learning needs to support the development of the team and sustainable
company. In Namibia, the learning model used similar experiential
learning principles, as the Namibian Prolearning programme is based on
the model of the Finnish Proacademy described above. The Namibian
students were mainly from a business administration programme studying
for a five-year honours degree, where the last two years are spent in
the Prolearning programme.
The Finnish data (N = 18) were gathered during 2.5 years of
Proacademy studies. The students were interviewed three times using
individual semi-structured interview schemes: at the beginning, in the
middle and at the end of the programme. The interviews were
audio-recorded and transcribed verbatim. The Namibian data (N = 13) were
gathered and organised similarly to the Finnish research, but in
addition, a fourth interview was held approximately one year after the
studies with ten students (N = 10). Both in Finland and in Namibia the
students applied for the entrepreneurship programme and were selected
based on individual interviews.
The interview questions used in the present study were similar in
the three study contexts and included, for example, the following
themes:
--Comparison of the subject with other courses
--Discussion of the issues that were handled during the courses
--Discussion of the students' role as a learner during the
courses
--Discussion about the motivation, relations and emotions about the
entrepreneurship and entrepreneurial learning, and
--Expectations and reservations of the learner to this kind of
learning
4.2. Data analysis
As mentioned earlier, the purpose of the study was to identify
sources and dynamics of emotions in entrepreneurship education. We were
especially interested in features that would be common to different
contexts, different disciplines and different countries and therefore
the data gathered in the three countries was treated as one database. To
identify similarities, a thematic analysis (Ryan and Bernard 2003, Braun
and Clarke 2006) was applied with the aim of identifying and
illustrating sources of emotions, as well as the role and dynamics of
emotions throughout the learning process. Braun and Clarke (2006) state
that the rationale for choosing this methodological approach makes it
possible to provide rich and detailed qualitative data that can be used
within different theoretical frameworks. To identify the underlying
ideas and assumptions that involved the interpretation of data, the
six-phase model of thematic analysis by Braun and Clarke (2006) was
applied as follows: 1) getting familiar with the data, 2) generating
initial codes, 3) searching for mutual themes, 4) reviewing found themes
with related sub-themes, 5) defining and naming the themes, 6) producing
the results. This was achieved by iteratively moving back and forth
between the coded data set and discussing the findings at different
phases of the analysis with all the researchers involved in the process.
During the data analysis and discussions among the researchers, the
dynamic patterns of emotions started to emerge. For a more systematic
analysis, firstly positive and negative emotions of each theme and
sub-theme were identified and compared. Secondly, these identified
expressions of emotions were iteratively located and relocated in
different situations in the entrepreneurial courses until the main
dynamic pattern from negative toward positive emotions throughout the
learning process was identified. Finally, as a result of this systematic
iterative analysis, the expressions of emotions were divided into three
main sections that also highlight the dynamics of the emotions in
different phases of the learning process.
5. Results
5.1. Sources of emotions
Data analysis indicates that the most frequent sources of emotions
can be divided into the following themes:
1) new kind of learning environment
1a) uncertainty and confusion
1b) theory versus practice
1c) support from outside
2) collaborative learning
2a) team work
2b) time pressure
2c) individual differences between the learners
3) challenging tasks
3a) overcoming knowledge and skills gaps
3b) interacting with the real world
3c) leadership and managing people
5.1.1. A new kind of learning environment
The first powerful source of emotions emerging from the data was
the transition from a traditional learning environment to an activated
learning environment based on socio-constructivist thinking and the
Model of Integrative Pedagogy (in Estonia) or experiential learning
theory (in Finland and Namibia). The theme a new kind of learning
environment was divided into three sub-themes: 1a) uncertainty and
confusion related emotions, 1b) theory vs. practice related emotions,
and 1c) emotions related to support from outside. Example quotes of
these themes are exhibited in Table 1.
Since the emphasis was on learning by doing in all three learning
settings, the students had to take responsibility for their own
learning. They had to face new situations, cope with uncertainty, solve
problems, find a balance between theory and practice and seek relevant
information by themselves. This caused confusion and stress, especially
at the beginning of their studies. Support from 'outside' the
programmes, from the management and co-lecturers as well as from fellow
students, was reflected by the students as a very important factor of
learning motivation.
The transformation from a traditional learning environment to an
active, collaborative learning environment raised questions among the
students about learning goals, uncertainty about the theoretical
grounding of the learning as well as self-regulation issues. Students in
all three learning environments studies experienced the change in the
learning environment as transformative, which caused strong negative
emotions (worry, stress, frustration, annoyance, and anxiety) and a
sense of uncertainty. The variation in learning experiences helped
learners to realise and see different angles, as well as recognise the
advantages of this kind of learning. Table 1 presents examples of
student experiences of situations where a new kind of learning
environment was a source of emotions.
5.1.2. Collaborative learning
The second powerful source of emotions was related to the
collaborative learning and team work environment that could be divided
into three sub-themes: 2a) team-work related emotions, 2b) time-related
emotions, and 2c) emotions related to individual differences. Some
examples of these sources of emotions are exhibited in Table 2.
Even though being the source of emotions, both positive and
negative, the team work experience was considered necessary and useful.
Team pressure and team support helped to overcome the stages of learning
where frustration and negative emotions dominated. Time management was
considered challenging and came up during the interviews quite often.
The constant lack of time was considered stressful, but also helpful to
keep students up with the study-related tasks. At the beginning of their
entrepreneurship studies many of the students in all countries felt
insecure and puzzled trying to find their own place within the team.
Adjusting to the new team members with different socio-cultural
backgrounds, previous knowledge and learning conceptions was considered
challenging as well as fascinating, involving both negative and positive
emotions. However, during the studies the students noticed the strength
of the team and the opportunity to learn a lot from each other. They
started to value team skills as important skills for future work life,
i.e. dealing with different kinds of people.
5.1.3. Challenging tasks
The third source of emotions related to challenging tasks and could
be divided into three sub-themes: 3a) overcoming knowledge and skills
gaps, 3b) interacting with the outside world, and 3c) leadership and
people management (Table 3). Financial calculations, sales prognosis,
leadership and budgetary issues were found to be the most challenging
tasks, especially in cases where the learners lacked previous knowledge
and experience.
A supportive team environment was recognised as being a great
source of motivation and helped to deal with difficult tasks. Also,
interaction with the real world was considered challenging: in the
Estonian case students were hesitant about talking with potential
customers. In Namibia and Finland, the teams were doing business with
real customers with real budgets, and these interactions caused a lot of
positive and negative emotions. Leadership issues were considered both
difficult and rewarding, complicated when conflicts appeared, and
positive when the team performed well. Consequently, all the challenges
mentioned were experienced as difficult and even frustrating at times,
but after successfully completing challenging assignments, the
participants recognised having learned a lot and found their studies
valuable and fulfilling.
In general, the aspects of learning that caused a variety of
emotions seemed to result in better self-awareness and self-confidence,
and therefore, possibly improved the self-regulative abilities of those
participating in the study. In addition, data suggest that all students
consequently experienced an improved ability to cope with uncertainty,
especially in the case of Finland and Namibia (due to the extent and
nature of the programme).
5.2. Dynamic patterns of emotions in entrepreneurship education
The data from three different countries and learning settings
showed that emotions not only played an important role in
entrepreneurship education, but that they also followed certain
identifiable patterns in the course of the learning process. We call
these patterns 'waves of emotions' and they are presented in
Figure 1. The figure is divided into three main sections: 1) emotions
that dominated at the beginning of the learning process, 2) emotions
that appeared important throughout the learning process, and 3)
post-learning emotions. As can be seen in Figure 1, the three main
sources of emotions (learning environment, collaborative learning and
challenging tasks) with their sub-sources are strongly interrelated with
each other during the learning. In addition, it is evident that the
meaning and role of emotions changed when the collaborative team work
improved in the learning process. In general, a collaborative team work
environment seemed to be central in coping with either confusion
reflected in theme 1 (learning environment) or challenging tasks
reflected in theme 3, indicating that team work is a crucial source of
support during this kind of learning experience. In addition,
transformation of learning environment (theme 1) causes a lot of
emotions, especially at the beginning of the studies (mainly negative)
and after the end of studies (positive). The data also indicated that
positive emotions, constant reflection, dialogue and feedback on the
achieved outcomes during the learning helped students to overcome the
difficulties that were experienced. Time management seemed to play a key
role throughout the studies, being an important but challenging factor
related to success in team work and the achievement of the learning
goals.
[FIGURE 1 OMITTED]
The straight yellow line in Figure 1 illustrates students'
increased ability to cope with uncertainties throughout the learning
processes in different themes. The figure also illustrates the intensity
of emotions during different phases of the learning process and related
to different themes. For example, the negative emotions were strongest
when related to interacting with real world and to individual
differences, whereas positive emotions were strongest in situations
where knowledge and skills gaps were overcome and especially at the end
of the course when the students could see the benefits of the new kind
of learning environment as a whole. It has to be kept in mind, however,
that the intensity illustrations here are only suggestive and are not
based on objective measures.
6. Discussion
The current study focused on gaining a better understanding of the
most important sources of positive and negative emotions, and the role
and dynamics of emotions in entrepreneurship education learning process.
The findings were derived from individual interviews from three
different educational settings Estonia, Finland and Namibia. As a
result, three main themes of sources of emotions were identified as
follows: 1) learning environment, 2) collaborative learning, and 3)
challenging tasks.
When comparing our study results with earlier findings by Jarvenoja
and Jarvela (2005), similarities and differences in the identified
sources of emotion can be seen. While their study resulted in 5 sources
of emotions, that is, self-, content-, task-, and performance-related
and socially driven, in our study these sources were included in the
sub-themes. For example, sub-theme 1a, uncertainty and confusion, is a
self-related source of emotion, sub-theme 1b, theory versus practice, is
a content-related source, and sub-theme 1c, support from outside, is a
socially driven source. Therefore, these sub-themes describe the sources
of emotions in a more detailed way. On the other hand, of our three main
themes, only one, challenging tasks, relates directly to Jarvenoja and
Jarvela's sources of emotions. The two other themes in our study, a
new kind of learning environment, and collaborative learning, refer to
the context of learning and the process of learning, respectively.
Consequently, these main themes describe sources of emotions at a more
general level. The differences in the sources of emotions may be related
to the level of education and the nature of the learning environments.
In addition to these results, the data highlight that both positive
and negative emotions play an important and beneficial role in learning
as long as there is a balance between positive and negative emotions.
This supports earlier findings by Pintrich (2004) and Pintrich and Zusho
(2007) stating that motivation and self-regulation, which exist in close
interplay with emotions, play a significant role in learning. Pekrun
(2006) and Pekrun et al. (2007) highlight that activity and outcome
emotions are closely related, and these relations could also be seen in
our results.
Our findings have important pedagogical implications. As to the
first main source of emotions, a new kind of learning environment (theme
1), sharing the feelings and knowledge, having constant dialogue,
reflection and feedback within the team from the peers and the
coach/teacher proved to be effective coping strategies to overcome
negative emotions, as well as the challenging tasks in the learning
process. In addition, management support or the lack of it seemed to
play an important role. Therefore, it is essential to consider these
issues when adapting this kind of learning setting into school
programmes.
The other important source of emotions, collaborative learning
(theme 2), seemed to play a central role in learning, and that should be
taken into account in planning similar kinds of learning settings. If
emotional aspects are neglected and problems in teams remain unsettled,
it could possibly lead to an overload of negative emotions and bad
learning experiences (D'Mello et al 2005, Sansone and Thoman 2005).
Being aware of how learning can be supported, as well as when and
what kind of support is needed helps the learners to overcome even the
most challenging tasks (theme 3) and can turn negative emotions into
positive learning outcomes. Consequently, understanding what could be
done to engage, activate and enhance positive emotions in order to
support motivation, self-regulation and deep learning is crucial (Perkun
2006, Pintrich 2004, Pintrich and Zusho 2007) in these kinds of learning
environments.
In addition to the sources of emotions, the study identified the
hypothetical pattern of emotions, 'Waves of emotions' which
help us understand what kinds of emotions emerge and why these emotions
appear during entrepreneurship education learning processes.
These dynamic patterns with positive and negative emotions in
entrepreneurship education suggest how to regulate the learning process
so that confusion, contradiction and conflicts could be directed toward
positive outcomes. The patterns also raise the notion of what could be
done in order to help a learner believe in his or her ability to perform
a task, and to see the value of tasks that lead to positive feelings
about themselves. The learning environment should be organised so that
it encourages students to experience different emotions, and even to
fail occasionally, but to see those failures as learning opportunities.
Therefore, the hypothetical pattern of 'waves of emotions' in
learning environments with real-life authentic content contribute to
designing learning experiences that prepare students to cope with the
turbulent business environments and uncertainties of their future work
as entrepreneurs or intrapreneurs. In addition, these findings
contribute to a better understanding of the complexity and dynamics of
emotional patterns in entrepreneurship education learning process,
offering ideas to assist in planning instructional strategies. It should
be noted that these implications are not limited to entrepreneurship
education, but can be applied in various domains of education when
real-life and authentic content is integrated into a learning
environment. However, these emotional patterns should be researched and
analysed further in individual level.
Finally, the results support and provide deeper insight into the
relationship proposed by Cope (2003) between the 'emotional
intensity' of the event and the associated depth of personal
reflection and learning' (p.446). An implication from this study
that is perhaps counter-intuitive is that educators should regard
negative emotions as an important and valuable trigger to deep learning,
provided that they monitor and support the process carefully in order to
avoid any detrimental effects on motivation and learning. In this study,
both negative and positive emotions played an important role in
learning. In line with the saying 'no pain, no gain' it has
even been proposed that negative emotions should be regarded as a
valuable aspect of education (Kyro et al. 2011). Therefore, we suggest
that teachers and students should be made aware that different emotions
are involved in the learning processes, and that in situations where
negative emotions emerge, appropriate actions may turn them into sources
of better self-awareness and self-regulation, which in turn may lead to
deeper learning. Therefore, the main implication of our findings is that
emotions should be taken into account when designing learning
environments and discussed in learning situations using different tools
for reflection.
Acknowledgements
This article was supported by ESF project Doctoral School of
Education.
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Tynjala, Paivi and David Gijbels (2012) "Changing
world--changing pedagogy". In Transitions and transformations in
learning and education, 205-222. Paivi Tynjala, Marja-Leena Stenstrom,
and Marjatta Saarnivaara, eds. Dordrecht: Springer.
Taks, Marge, Paivi Tynjala, Martin Toding, Urve Venesaar, and Hasso
Kukemelk (2013--submitted) "Engineering students' experiences
of studying entrepreneurship".
Riitta-Liisa Arpiainen (1), Martin Lackeus (2), Marge Taks (3), and
Paivi Tynjala (4)
(1) Aalto University, (2) Chalmers University of Technology, (3)
University of Tartu, and (4) University of Jyvaskyla
Address:
Marge Taks
Institute of Education
University of Tartu
Salme 1a
50103 Tartu, Estonia
Tel.+372 5160 299
E-mail: marge.taks@gmail.com
Table 1. Emotions related to the transition from traditional
to activated learning environment
Main Sub-themes Quotes from the data
theme
1. New kind 1a. Uncertainty "We have had so many subjects
of learning and confusion where we just sit, write and listen
environment ... but now we had to look and think
everything by ourselves;
independently" (Estonian, male)
"I feel good about it. A little
bit scared at the same time because
I know it will be challenging but
also feel good about it because I
want to try something new ..."
(Namibian, female)
"... okay, we are used to being
told what you should do and what
you should not do. Now you have to
learn on your own. And it's very
challenging ..." (Namibian, female)
1b. Theory vs. "I feel relieved because you can
practice really see that even when I do my
own reading I got enough time to
contextualize what I'm reading. I
got enough time to apply what I'm
reading. Because what I can read
yesterday, I can really apply
today. Unlike in the old tradition
what I can read today, I only apply
it after I graduated. So to me, the
feeling is really of a
professional. Of somebody who is
trying to be an expert in the
field." (Namibian, male)
"I am wondering if I can really
learn enough theory here, as during
my last year studies we had a lot
of theory. Do I actually learn
here? ... but I have thought that
you really learn by doing ... still,
I am still thinking if there will
be some theoretical things, which I
don't learn here?" (Finnish,
female)
1c. Support "The fact that people did not
from outside actually believe in the course,
especially from the management side
and from other lecturers ... so it
was a bit difficult for doing the
course that people did not really
have a lot of faith in." (Namibian,
male)
"They train mechanics here ...
subordinate ... entrepreneurship
is rather discouraged in this
school." (Estonian, male)
Table 2. Emotions related to collaborative team work
Main Sub- Quotes from the data
theme themes
2. Collaborative 2a. Team "If we can make it as a team
team work work through this challenge we can
environment make it through the next."
(Namibian, female)
"... teamwork is very important,
and right now even with the job
that I'm doing, we have a team,
it came like an easy thing,
because I'm already used to
working in a team. So I think one
of the most valuable things that
I've learned is teamwork."
(Namibian, female)
2b. Time "The most difficult was to find
management the time ... it was really
challenging, but once we got
together, we managed to work
well." (Estonian, female)
"To tolerate the stress and the
matter that you have to work a
lot with high speed ... and also
then you understand that if you
leave some things undone, it will
also harm the other team members
... you learn to think also about
the others and not just about
yourself." (Finnish, female)
"... /../ We work, we are like
talking, we are there, and
everybody has their different
ideas, their different view on
certain things. So we'll sit
there for hours just discussing
one thing and then we don't come
to a conclusion-" (Namibian,
Female)
2c. Individual "... when you have to work with
differences different people ... everybody
has their background, vision ...
it makes it difficult to fit
everything and make people move
in the same directions ..."
(Estonian, male).
"/../the most difficult in this
group/../Even though I knew the
people it's like okay we're never
this close. And it's like
sometimes is like the personality
clashes and all those different
opinions and those who do not
reconcile with your opinion And
then it's like you don't know how
someone else is going to feel
when you say something or when
you oppose ..." (Namibian, male)
"It has not been easy to try to
forget my own ideas and be more
objective to understand the views
of my team mates and not just
stick in my own ideas ..."
(Finnish, male)
Table 3. Emotions related to challenging tasks
Main Sub-
theme themes Quotes from the data
3a. Overcoming "Well, this financial part of
knowledge and the business plan was the time
skill gaps when we had disagreements
within the group. I think we
just didn't know how to do it /
.../but on the other hand, this
gave us motivation to continue
and resolve the exercises, and
in general we had a very
motivating atmosphere in the
group, none one of us was ready
to give up." (Estonian, female)
"... I did like doing the
presentations, but to go
through all the material, to
prepare it, was challenging and
presenting the way that others
understood it ..." (Estonian,
male)
"Those challenges that were
completed successfully made us
all extremely happy and
relieved." (Namibian, female)
3. Challenging "I think the most of the
tasks positive emotions came from
when we succeeded with the
project." (Namibian, female)
3b. Interacting "... to conquer your own fears,
with the as here you need to be kind of
real world very active yourself. You have
to call people you don't know,
make contacts, sell your own
products ... so at the beginning
it is quite scary, as earlier
you did not need to do that at
all." (Finnish, male)
"It's the point of these
projects, as there we have real
customers and you need to do a
good job for these customers,
no matter how tired you and the
others are, but you have to do
your best and that's of course
stressful ..." (Finnish, male)
3c. Leadership "....occupying the position of
and managing business leader /.../and these
people thirteen individuals come to
you with personal problems,
problems they have with their
team members. And then you have
to sit and look at both sides
of the story/.../all the
friendships are there, but we
have to be professional at the
same time." (Namibian, male)
"You have to be the leader to
drive the company forward ...
because the vision comes from
you /../but organising team
work and delegating and dealing
with people makes it
complicated /../challenging and
fascinating /../you have to
motivate your team /../even
those who were scared or
hesitant at the beginning."
(Estonia, male).
"I learned how to manage the
team, to be a leader. I had to
find different methods and use
techniques to motivate the team
members to work for our vision.
Not everybody is able to
motivate themselves, and
sometimes you had to be strict
and concrete as well ..."
(Estonia, male)
