ABSTRACT

Entrepreneurship mostly occurs in business studies after general education. This study considers how the informant, Anna, first identified herself as a young music hobbyist, then as a musician and music teacher, and finally as an entrepreneur in music. The main question driving this narrative study is, ‘How might identity formation processes as a musician and a music teacher influence identity formation as an entrepreneur in music?’ Anna is an example of an individual who possesses non-business resources that support entrepreneurial identity formation processes earlier in life. The study underlines the importance of ongoing support for an individual’s displays of initiative, original ideas and creativity when dealing with opportunities during the entire educational path. Although this case is specific to Finland, the findings could be applied internationally to support people in discovering their entrepreneurial selves and in becoming entrepreneurs as early as possible alongside their hobbies and non-business professions.

摘要

创业大多发生在通识教育之后的商业研究中。这项研究考虑了线人安娜如何首先将自己定位为一名年轻的音乐爱好者，然后是一名音乐家和音乐教师，最后是一名音乐企业家。推动这项叙事研究的主要问题是，“作为音乐家和音乐教师的身份形成过程如何影响作为音乐企业家的身份形成？” 安娜是个人的一个例子，她拥有支持早期创业身份形成过程的非商业资源。该研究强调了在整个教育路径中处理机会时，持续支持个人展示主动性、原创性想法和创造力的重要性。虽然这个案例是芬兰特有的，