All over the world entrepreneurs drive changes. They develop new products and services, inspire others and take decisions that result in growth of their businesses. But the world around entrepreneurs is changing and so are entrepreneurs. Life-long selfemployment or permanent wage employment are of the past. And the way people perceive self-employment is changing as well. And so must our thinking. Changes in our society call for policies and programmes in support of enterprising people. Diversity, mobility and connectivity offer new opportunities for enterprising people. Markets are changing, become more accessible and there is less need to be bound physically to one place for an entrepreneur. New avenues for business are open thanks to our improved access to information, our connectivity globally through social media and our ability to travel freely and frequently from one country to another. With less focus on life-long (self) employment people now combine paid work (or unpaid – house- work) with self-employment, or opt for just parttime entrepreneurship. New, hybrid forms of enterprising emerge. This combining of work with self-employment is rather common in developing countries, but in Europe it is a phenomenon not yet reported on in statistics and for which policy makers and service providers have no answers yet. Neither exist clear definitions or classifications. This book may serve as an eye-opener: hybrid entrepreneurs are indeed around us and deserve our attention. The research unit Financial Inclusion and New Entrepreneurship of The Hague University of Applied Science challenges policy makers, academics and service providers (such as educational institutes, business advisers and financial institutions) to pay more attention to hybrid entrepreneurs, those enterprising people who intend to create new values for a fair and sustainable society. They might not yet been seen, but they exist…..
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Educational escape rooms (EERs) are increasingly used in education as learning innovations for non-digital and game-based learning (GBL) since EERs positively influence student motivation. They are common in educational fields where skills developments are vital such as STEM subjects and healthcare. However, EERs are marginally implemented in entrepreneurship education (EE) because there is a lack of evaluated design elements to guide the creation of EER in this context, which hampers their wider adoption. Therefore, in this study, we evaluated design elements for EERs in EE. We are particularly concerned with experiential EE since EERs are well suited for experiential learning. We used a research-through-design approach and created an EER based on 11 design elements derived from the literature on social cognitive theory, entrepreneurship competence, and gamification. We created and evaluated the EER in two cycles with two diverse groups of students at a university of applied sciences in the Netherlands. We contribute to the literature and practice of experiential EE by presenting evaluated design elements for EERs. We show which design elements work well and which do not. We also present a comprehensively designed EER that educational professionals can implement in their experiential EE programs.
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This paper provides new insights into entrepreneurship education (EE) for children, by combining three elements that expand the EE literature in a novel direction: (1) the content focus is on social and sustainable entrepreneurship; (2) the educational setting studied is primary education; and (3) the focus is on the effects as perceived by the participating children themselves.Explorative research was done on two programs delivered by EE provider Fawaka School of Entrepreneurship in the city of Amsterdam, the Netherlands. A one-group pre-test/post-test survey among the full population of 450 participating children was conducted in 2021. The results provide clues that a program focused on sustainable and social entrepreneurship can provide different results than more ‘general’ programs on entrepreneurship, in particular with regard to differences between girls and boys. After the program, differences in entrepreneurial intentions are significantly smaller, and a number of significant differences with regard to self-confidence disappear.
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In the Netherlands, the theme of transitioning to circular food systems is high on the national agenda. The PBL Netherlands Environmental Assessment Agency has stressed that commuting to circular food chains requires a radical transformation of the food chain where (a) natural resources must be effectively used and managed (soil, water, biodiversity, minerals), (b) there must be an optimum use of food by reducing (food) waste . . ., (c) less environmental pressure, and (d) an optimum use of residue streams. The PBL also recognizes that there should be room for tailored solutions and that it is important to establish a benchmark, to be aware of impacts in the production chain and the added value of products. In the line of circular food systems, an integrated nature-inclusive circular farming approach is needed in order to develop a feasible resource-efficient and sustainable business models that brings shared value into the food chain while invigorating the rural areas including those where agricultural vacancy is occurring. Agroforestry is an example of an integrated nature-inclusive circular farming. It is a multifunctional system that diversifies and adapts the production while reducing the carbon footprint and minimizing the management efforts and input costs; where trees, crops and/or livestock open business opportunities in the food value chains as well as in the waste stream chains. To exploit the opportunities that agroforestry as an integrated resource-efficient farming system adds to the advancement towards (a) valuable circular short food chains, (b) nature-based entrepreneurship (nature-inclusive agriculture), and (c) and additionally, the re-use of abandoned agricultural spaces in the Overijssel province, this project mobilizes the private sector, provincial decision makers, financers and knowledge institutes into developing insights over the feasible implementation of agroforestry systems that can bring economic profit while enhancing and maintaining ecosystem services.
