Conference report ´The Musician as Creative Entrepreneur´, Polifonia 3, The Hague (NL), 19-20/9/2014.
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PurposeThe paradigm “think entrepreneur–think male” continues to prevail in entrepreneurship education (EE). Aiming to explore how EE educators and EE students engage with this paradigm, this paper examines how students’ beliefs about entrepreneurship are shaped within the classroom.Design/methodology/approachThis study is based on a single case comprising 32 interviews with EE students and educators from a variety of higher education institutions in the Netherlands. Observations were conducted in a learning environment where undergraduate students from a range of EE minors (general, social and tech entrepreneurship) collaborated on projects under the guidance of entrepreneurship educators.FindingsOur findings reveal that gendered constructs are deeply embedded in EE, shaping perceptions of entrepreneurship. However, these constructs are changing and challenging the “think entrepreneur–think male”.Originality/valueThis study contributes to gender and entrepreneurship literature by challenging the existence of the prevailing paradigm “think entrepreneur–think male” in EE. We emphasise the importance of acknowledging individual entrepreneurial motivations while recognising gendered constructs in entrepreneurial support and resource access.
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High-tech horticulture production methods (such as vertical farming, hydroponics and other related technology possibilities), combined with evolving market side possibilities (consumer’s willingness to pay for variety, food safety and security), are opening new ways to create and deliver value. In this paper we present four emerging business models and attempt to understand the conditions under which each business model is able to create positive market value and sustained business advantage. The first of these four models is the case of a vertically integrated production to retail operation. The second model is the case of a production model with assured retail/distribution side commitment. The third model deals with a marketing/branding driven production model with differentiated market positioning. Finally, the forth is a production model with direct delivery to the end-consumer based upon the leveraging of wide spread digital technology in the consumer market. To demonstrate these four business models, we analyze practical case studies and analyze their market approach and impact. Using this analysis, we create a framework that enables entrepreneurs and businesses to adopt a business model that matches their capabilities with market opportunities.
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Most food & agribusiness stakeholders (entrepreneurs in particular) agree that it is not only difficult to innovate new products and technology, but also to realize its true market potential. A lack of market and/or supply partnerships, i.e. a robust and committed value chain, is often cited as the reason for the failure to achieve this potential. The key objective of this research is to understand the necessary elements needed for building a committed value chain and to suggest an approach to realize them. Our research shows that partnerships which combine the four key elements of aligned objectives and incentives and shared responsibilities and information are most likely to realize a committed value chain. The research further provide guidelines to developing these elements and achieving committed chains in practice. Finally, we demonstrate the relevance of the suggested approach using two real-life business cases; the first one is a business success story with a committed value chain, while the other is a story of a failure due to the lack of a committed chain
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In the Migrant’s Paradox, Suzanne Hall takes you on an excursion to the world of migrant shop proprietors in the urban margins of five UK cities, exposing it as a world full of controversies and contradictions.
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Touristification of consumption spaces describes a process in which retail and hospitality businesses adapt to the tourist demand, eroding place attachment among local residents. While this is an important cause of resistance to tourism, little is known about the mechanisms that drive or mediate this process. We address this gap by interviewing entrepreneurs in Amsterdam. We found three distinct areas in close proximity where entrepreneurs responded to increasing tourism in markedly different ways; by crowd-pleasing, niche-playing and gentrifying. The resulting microgeographies of touristification of consumption spaces have not only been overlooked in literature, but also in urban policies. This causes a mismatch between the more generic, city-wide regulation and the highly differentiated effects of tourism on consumption spaces.
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The shift towards a more sustainable circular economy will require innovations. While SMEs can contribute to this development, financing innovations within SMEs is difficult. Various authors have not ed moreover that the concept of the circular economy has further increased the complexity of investment decisions concerning sustainable innovations, due to the multiple value creation and new business models involved . On the other hand
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With this paper, it is illustrated that a focus on entrepreneurship training in the nature and wilderness sector is relevant for diverse organisations and situations. The first curricula on nature entrepreneurship are currently being developed. In this paper the authors describe a project that focusses on educating the next generation of nature entrepreneurs, reflect on the Erasmus Intensive Program ‘European Wilderness Entrepreneur’ and the Wild10 World Café on nature entrepreneurship training. Sharing and learning from experiences is highly recommended to further develop and strengthen the curricula while considering the dynamic context of nature conservation and restoration of ecological processes.
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This book is about you. Are you, as a customer, as an entrepreneur, as an individual, ready for the Internet and e-business? Do you see the possibilities and do you actually use these? Do you have an idea of where it will end? Did you ever list how the Internet changes your life as an entrepreneur? And, do you make the next move or do you let it all happen to you? About the fact that the Internet is much more than e-mail, shopping, chatting and searching. About how the Internet as a driver of e-business changes the set-up of your company or educational institution and maybe your very business in a very positive and still “e-secure” way: marketing & sales, operations, purchasing, recruitment & selection, e-HRM. We go through six related trends with you, without pretending to be complete.
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In the nineties of the last century, a lot of (ICT) incubators started in the Netherlands, many private (GorillaPark, Ant Factory, Lost Boys and Newconomy), some public, such as Twinning. Most of them stopped early this century or gone bankrupt. From 2005 university incubators like YesDelft!, Erasmus MC Incubator, UtrechtInc, Biopartner and ACE opened their doors to students which operate alongside the curriculum. Afterwards also incubators of colleges aroused, often integrated with education. Enterprize of the The Hague University of Applied Science was one of the first ones. In recent years, all kinds of private initiatives arises, called Accelerators (Rock Start and Start-Up Boot Camp). The primary purpose of an incubator is to create successful entrepreneurs, for different reasons. Much research has been done to the success rate of companies through incubators. It is assumed that the entrepreneur of a successful business should have learned a lot in this initial period. In the emerged entrepreneurial education it is therefore assumed that incubators also should be a good tool for students to quickly and efficiently learn. But is that so? As a successful serial entrepreneur, I started more than ten incubators. Most of them were a tool for regional development, cluster development or for further investments (private equity). Now he wanders if an incubator can also be a tool for teaching. He has been given the opportunity to researche this at the The Hague university for applied sciences; “What is the (added) value for entrepreneurship education of an incubator?” This paper is a preamble to that research and a call for participation.
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