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The purpose of this paper is to theorize on the mechanisms underlying the development of entrepreneurial expertise. While prior studies have identified differences between the behavior of novice and expert entrepreneurs, the mechanisms that cause these differences have not received sufficient attention.

This paper systematically reviews the extant literature on entrepreneurial expertise and builds the conceptual framework by employing an action-control belief framework to propose mechanisms underlying the development of expert behavior.

This paper argues that differences in behavior between novice and expert entrepreneurs stem from self-perceptions of their ability to act. More specifically, stronger action-control beliefs encourage entrepreneurs to create new interpretations of the world over time; develop and use strategies that allow them to rely on perceived control over means and ends, their perceived capacity, and their agency; and hence behave more like experts.

This paper suggests that strategy, capacity, and control beliefs are key in individuals’ decisions of whether to engage in entrepreneurial action and that expert entrepreneurs hold stronger beliefs than novices. Positive experiences, particularly those associated with deliberate practice, contribute to developing these beliefs and, more broadly, to entrepreneurial expertise.

This paper proposes that the mechanism of transformation from novice to expert behavior can be attributed to positive changes in deeply held beliefs about strategy (i.e. possible means-ends frameworks), capacity (i.e. access to means), and control (i.e. perceived efficacy). Each of the beliefs can develop separately from others and at different pace. In other words, this work explains why novice and expert entrepreneurs behave differently.

In this chapter, the authors argue that entrepreneurship education (EE) as currently conceived, does little to eradicate gender inequality – rather, its focus on the individual and its neglect of structural impediments and measures tend to reinforce this inequality. The authors discuss why this happens and suggest ways forward. The authors believe the most positive action would be to employ legislation and public policy to change gendered structures and practices which would lead to changes in gendered norms. However, the relationship between norms and structures is mutual. Structural change can only be achieved if existing norms are questioned and this should be the first step toward changing discriminatory structures. The authors argue that in this context EE must include norm critical education. The authors provide some practical examples related to the context of EE.

Despite recognition of the centrality of emotions in entrepreneurship, little attention has been given to role of emotions in the development of entrepreneurial identity or enactment of entrepreneurial role. The contribution of the chapter is in the development of a dynamic model of the process leading to identification or dis-identification as an entrepreneur. In this chapter, we develop a dynamic model of the process leading to identification or dis-identification as an entrepreneur. We theorize that the driver behind an individual’s decision to become an entrepreneur, and their significant emotional experiences in the entrepreneurial role, influence the likelihood of following an identification or dis-identification cycle. Specifically, our framework proposes that positive emotions strengthen approach motivation and identification with the role, while negative ones foster avoidance motivation and dis-identification. We argue that contextual embeddedness can prompt transition between these two cycles. Our theorization provides new insights into methods of analyzing the role of emotions in the entrepreneurial process, more specifically in the process of entrepreneurial identity crafting. These insights also can be translated into studying the crafting of any professional identity.