ABSTRACT
The educational changes the pandemic caused and the change in scenery from a traditional classroom to an online setting for entrepreneurship educators inspired this study. Investigating five teaching cases, we applied a sensemaking lens to analyse the shift in the entrepreneurship education learning setting and how entrepreneurship educators have engaged in a sensemaking process to understand the change. Our current analysis shows the sensemaking process on a micro level and that while the change in the learning environment was both sudden and drastic, all entrepreneurship educators have focused on extracted cues and plausibility to define their own and their students’ roles in the new setting. We therefore see great potential in bridging the contemporary knowledge of sensemaking from Weick in our efforts to explore the entrepreneurial learning processes in online settings.
