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Lived Experiences of Student Entrepreneurs in Kazakhstan: Institutional and Cultural Influences

Year: 2025
Type: article
Abstract: The purpose of this study is to investigate the lived experiences of student entrepreneurs in Kazakhstan, with particular attention to how institutional and cultural contexts shape their entrepreneurial identities and actions. This research is a qualitative phenomenological study designed to capture the meanings that students attach to entrepreneurship within their academic and social environments. Data were collected through semi-structured, in-depth interviews with ten student entrepreneurs from two contrasting institutional settings: a private university, De Montfort University Kazakhstan (DMUK), and a public technical university, Satbayev University. Thematic analysis was employed to identify patterns across the narratives. The findingsreveal that DMUK studentsoften pursue entrepreneurship as a form of personal growth, experimentation, and self-expression, while Satbayev students frame entrepreneurship in terms of social impact and community benefit. Acrossboth groups, barriers such as cultural resistance, limited funding opportunities, and regulatory challenges were consistently emphasized. However, evidence also points to a gradual shift in peer attitudes, with entrepreneurship gaining recognition as a viable and respected career path among young people. This study contributes to the theoretical understanding of entrepreneurial identity formation in emerging economies and provides context-rich insights into how higher education institutions influence entrepreneurial motivations. Itspractical significance lies in informing policies and initiatives aimed at supporting youth-led innovation in Kazakhstan. Recommendations include the development of mentorship networks, the integration of entrepreneurship across disciplines, simplification of funding mechanisms, and the promotion of successful role models to strengthen entrepreneurial ecosystems.
DOI: 10.52536/3006-807x.2025-4.002
Language: English
Open Access status: diamond
OpenAlex ID: W4417182286
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