This paper builds on the literature on transformative learning in entrepreneurship education by drawing on the concept of liminality. Scholars have argued that entrepreneurship education should provide experiences that challenge students to think differently about their skills and abilities while developing entrepreneurial attitudes that render them capable of coping with rapid societal changes. The study takes a narrative approach to an in-depth exploration of students' liminal processes in a venture-creation programme: How do the students cope with and learn from being in the liminal space ‘in between’ student and entrepreneur? The findings suggest that students find different ways of coping with liminality and that peers play a vital role in students' transformational processes by providing feedback and stimulating reflection. By exploring the ‘black box’ of student learning processes in entrepreneurship education, this study contributes to the literature on transformational learning and how individuals become entrepreneurial. Moreover, this paper builds on the literature by suggesting how learning entrepreneurship can help develop liminality competence.

中文翻译：

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学生和企业家之间“界限”空间的转变

本文借鉴阈限概念，以创业教育中变革性学习的文献为基础。学者们认为，创业教育应该提供一些经验，挑战学生对自己的技能和能力进行不同的思考，同时培养创业态度，使他们有能力应对快速的社会变革。该研究采用叙事方法深入探索学生在创业项目中的阈值过程：学生如何应对学生和企业家之间的阈值空间并从中学习？研究结果表明，学生找到了应对阈限的不同方法，而同伴通过提供反馈和激发反思，在学生的转变过程中发挥着至关重要的作用。通过探索创业教育中学生学习过程的“黑匣子”，这项研究为有关变革性学习和个人如何创业的文献做出了贡献。此外，本文以文献为基础，提出学习创业精神如何帮助培养阈限能力。