The aim of this study is to, by developing ideal types, describe why studententrepreneurs participate in self organised business network. The investigation is based on answers from 41 participants in the business network “Företagare på Lnu”, as well astwo semi-focused groups, which where analysed by using Webers (1978) ideal types.The investigation shows that there are several reasons for student entrepreneurs to participate in self organised business network. For instance some people participate to gather knowledge from other student entrepreneurs for their own future, since they have an idea of soon starting their own business. Others participate just for the fun of knowing what’s going on at the university. / Det behövs ständigt fler företag för att skapa jobb och tillväxt i en ekonomi, samtidigt som det inte är helt enkelt för ett nystartat företag att snabbt komma igång och konkurrera med etablerade och välkända företag. I rollen att utbilda människor till att starta företag, har universiteten blivit allt viktigare då de arbetar med entreprenöriellt lärande. Vid sidan utav sina studier, väljer en del elever att starta företag, och därmed bli så kallade studententreprenörer. För att tillsammans hjälpa varandra i sin uppstartsprocess och vidare i sitt företagande, väljer många unga företagare att gå samman i självorganiserade företagsnätverk.Syftet med den här studien har varit att, genom att använda Webers (1978)idealtypsteori, förklara varför studententreprenörer väljer att delta i självorganiseradeföretagsnätverk. För att studera detta genomfördes enkäter och semifokuserade grupper på nätverket ”Företagare på Lnu”.Resultaten visar att det, i det här fallet, finns nio olika idealtyper i nätverk varav alla söker olika saker. Exempelvis finns individualisten som endast söker utbyte för sin egen del, den nyfikne som är delaktig för att få veta vad som händer och en idealtyp som främst söker inspiration till att snart kunna starta ett eget företag eller projekt.

With the entrepreneurial milieu in Linnaeus University (Växjö), students are encouraged to get involved in entrepreneurial activities. The number of student entrepreneurs has been increasing recent years. However, there is a blank in the study of student entrepreneurs. The entrepreneurial education system and the features of student entrepreneurs are the focus of the research about student entrepreneurs. At the same time, no sufficient study has been done about student entrepreneurs’ usage of the business support that could be offered to them. By studying student entrepreneurs’ situation, their relationship with support agencies, their selection of business support and the way they use the support, the research question ”how do student entrepreneurs use support agencies” will be answered by the end of this thesis.

Background: In an era defined by rapid change and economic transformation, the traditional barriers that once separated academia and entrepreneurship are dissolving. In this changing environment, a distinct category of individuals emerges: Student Entrepreneurs. These individuals possess a unique combination of academic competence with the visions of being an entrepreneur. As entrepreneurship evolves to embrace action-based approaches, universities are attempting to foster a new generation with entrepreneurial mindsets equipped not just with theoretical knowledge, but also with practical skills needed to thrive in today’s dynamic business market. However, despite the emergence of student entrepreneurship, the unique population remains significantly under-researched.   Research Problem: The study upon student entrepreneurs is limited and the existing research studies upon the entrepreneurial intentions and motivation, identities of student entrepreneurs along with their characteristics and challenges, Studies within entrepreneurship educations are mostly researched upon only from the viewpoint of how institutions can enhance entrepreneurial actions towards students. However, when it comes to understanding how student entrepreneurs manage their dual role as students and entrepreneurs, there is still needed to conduct a deeper understanding of research in this field.     Research Questions: How do Student entrepreneurs manage between their student and entrepreneur roles?  What kind of strategies do student entrepreneurs use to manage their dual roles? Research Purpose: The research purpose of this research is to understand how student entrepreneurs manage their student and entrepreneurial roles, and the coping strategies employed to manage the balancing of their dual roles. Specifically, this research seeks to clarify the dynamics of role management process and the coping strategies that facilitate these dual roles.  Research Method: A qualitative study is carried out following the underlying research philosophy of relativism and social constructionism approach. The study then outlines the choice for research design and method as an exploratory short-term longitudinal study with grounded theory analysis. Moreover, the study further conducted the procedure of sampling methods, research design, data collection and data analysis using Gioia method which divides the data into first-order codes, second-order themes, and third-order dimensions.  Conclusion: Student entrepreneurs deal with managing their dual roles by strategically employing coping strategies tailored to the different phases of their entrepreneurial and academic paths. This approach is then underpinned by strong motivational factors, supportive ecosystems and through adaptive strategies that meet the evolving demands of the dual roles of student entrepreneurs.

We see an increasing need for more entrepreneurs to match the changing nature of the globe in this dynamic world. In 2012, the Swedish government considered entrepreneurship to be a theme running throughout the entire educational system. The university is one place to develop the entrepreneurial spirit, especially among students. Universities play a very important role in enhancing national development because of their central role in the production of high-level manpower and research that are necessary for achieving national goals. Through research, universities generate new knowledge and understanding that are instrumental for developing new technology and promoting information transfer. Most international students experience three levels of shock: culture shock, language shock and academic shock. Sohrabpour et al. (2013) defined these shocks as a disease suffered by those who enter a new cultural environment. In this paper, we discussed the role that the university plays in supporting international students to develop entrepreneurial ideas and become established at Linnea University in Växjö. We believed that if being an international student poses challenges, launching an entrepreneurial venture is sure to have even more complex constraints that will potentially kill their entrepreneurial spirit. Thus, we examined the support facilities that are available to help international students start their entrepreneurial ventures and how they are experiencing these facilities at universities. We took Linnea University in Växjö as a case study.