Legitimizing new constructivist practice for entrepreneurship educators: legitimacy as a framework to examine educators’ new practice in China

Purpose This work makes a case for legitimacy as a framework with which to examine how educators made decisions about implementing entrepreneurship education (EE) in higher education institutions (HEIs) to better understand the educator within the educational ecosystem. It then uses a new legitimacy framework that includes self-legitimacy to examine the issues a group of educators in China encountered when implementing new constructivist entrepreneurship modules in their non-entrepreneurship curricula. Design/methodology/approach The researchers utilized focus groups to collect data from 24 groups of educators at HEIs in 4 regions of China. The researchers used a bottom-up thematic analysis process to identify themes and used legitimacy as a lens to analyze the data. Findings The results are presented in three main categories: theorization, or how the practice aligns with existing practice; diffusion, or how the practice is perceived by stakeholders; and self-legitimacy, or how the practice impacts the educator’s image of the self. The data show that legitimization of their constructivist EE practice has not occurred at each of these stages, leaving educators struggling to rationalize how the new practice fits into their existing ecosystem. Originality/value Using legitimacy as an approach, the research adds to an understanding of how and why entrepreneurship educators adopt practice and how they are empowered to change practice within their existing institutional structures. It brings different legitimacy theories into one framework to examine changes to EE practice and it applies self-legitimacy to education, an area previously only examined in high power distance situations like law enforcement, but which is appropriate for high power distance educational cultures like China.