Questions we care about (objectives) This study contributes to the body of knowledge of entrepreneurial educators’ strategies to work towards gender inclusion in entrepreneurial education (EE). By illustrating how gender stereotypes and gender bias are constructed and reconstructed in EE. An important insight is taken from the study by (Jones, 2014), this author shows that entrepreneurs are presented in EE as a homogeneous group with similar character traits and an equal 'entrepreneurial mindset' (p. 244). This description portraits a right way to be an entrepreneur which is traditionally been associated with a white western man, masculine behaviour and masculine abilities (Jones, 2014). As a consequence, a paradox in EE appears; training and education reduces the gender gap on the one hand (Cheraghi and Schøtt, 2015), but at the same time it is also the place where the gender gap is maintained because these gender stereotypes are intertwined in this training and education (Korhonen, Komulainen and Räty, 2012). The aim of this paper is to use Social Role Theory in order to better understand the dynamics of gender in EE. This leads to the following research questions: what are the main mechanisms that contribute to gender-inclusive entrepreneurship education (EE) and how are the different mechanisms that contribute to gender inclusive entrepreneurship education (EE) integrated into the current curriculum?Approach In-depth interviews with 12 lecturers that teach/coach in the field of EE from across various faculties in a large University for Applied Sciences combined with newsletters created by one of largest EE programs at this institution (267 pages in 2020) is carried out. A semi-structured questionnaire was used to guide the in-depth interviews. Subsequently, discourse analysis gives insight into gendering in EE at the investigated institution. Results The main findings suggests that when questioned about the topic all respondents stressed the importance of gender equally, only a few seem to be aware of the need to address the issue in their classroom(s) while none of the programs currently adopt a gender perspective while coaching their potential entrepreneurs or when addressing how the entrepreneurial ecosystem functions. Implications These findings and perspectives point to the importance of recognizing that a “one size fits all” approach to curricula may not be appropriate, and that gender-sensitive programming, especially related to dealing with these gender stereotypes and gender bias, are needed. This means that in educational development there are opportunities to create better education and create equal opportunities for male and female students. Value/originalityWomen still form the minority amongst the population of (potential) entrepreneurs and find it more difficult to grow their venture due to a range of (institutional) barriers. This study shows that, thus far, EE insufficiently addresses this topic and points to opportunities for interventions for increasing the gender inclusiveness of the entrepreneurial ecosystem, especially for female ones, instilling in them the awareness and knowledge that as a female entrepreneur starting a business isn’t without gendered challenges. This research therefore adds to the body of knowledge on the construction and reconstruction of gender stereotypes and gender bias in the field of EE.
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Extended Reality (XR) technologies—including virtual reality (VR), augmented reality (AR), and mixed reality (MR)—offer transformative opportunities for education by enabling immersive and interactive learning experiences. In this study, we employed a mixed-methods approach that combined systematic desk research with an expert member check to evaluate existing pedagogical frameworks for XR integration. We analyzed several established models (e.g., TPACK, TIM, SAMR, CAMIL, and DigCompEdu) to assess their strengths and limitations in addressing the unique competencies required for XRsupported teaching. Our results indicate that, while these models offer valuable insights into technology integration, they often fall short in specifying XR-specific competencies. Consequently, we extended the DigCompEdu framework by identifying and refining concrete building blocks for teacher professionalization in XR. The conclusions drawn from this research underscore the necessity for targeted professional development that equips educators with the practical skills needed to effectively implement XR in diverse educational settings, thereby providing actionable strategies for fostering digital innovation in teaching and learning.
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“Empowering learners to create a sustainable future” This is the mission of Centre of Expertise Mission-Zero at The Hague University of Applied Sciences (THUAS). The postdoc candidate will expand the existing knowledge on biomimicry, which she teaches and researches, as a strategy to fulfil the mission of Mission-Zero. We know when tackling a design challenge, teams have difficulties sifting through the mass of information they encounter. The candidate aims to recognize the value of systematic biomimicry, leading the way towards the ecosystems services we need tomorrow (Pedersen Zari, 2017). Globally, biomimicry demonstrates strategies contributing to solving global challenges such as Urban Heat Islands (UHI) and human interferences, rethinking how climate and circular challenges are approached. Examples like Eastgate building (Pearce, 2016) have demonstrated successes in the field. While biomimicry offers guidelines and methodology, there is insufficient research on complex problem solving that systems-thinking requires. Our research question: Which factors are needed to help (novice) professionals initiate systems-thinking methods as part of their strategy? A solution should enable them to approach challenges in a systems-thinking manner just like nature does, to regenerate and resume projects. Our focus lies with challenges in two industries with many unsustainable practices and where a sizeable impact is possible: the built environment (Circularity Gap, 2021) and fashion (Joung, 2014). Mission Zero has identified a high demand for Biomimicry in these industries. This critical approach: 1) studies existing biomimetic tools, testing and defining gaps; 2) identifies needs of educators and professionals during and after an inter-disciplinary minor at The Hague University; and, 3) translates findings into shareable best practices through publications of results. Findings will be implemented into tangible engaging tools for educational and professional settings. Knowledge will be inclusive and disseminated to large audiences by focusing on communication through social media and intervention conferences.
In order to achieve much-needed transitions in energy and health, systemic changes are required that are firmly based on the principles of regard for others and community values, while at the same time operating in market conditions. Social entrepreneurship and community entrepreneurship (SCE) hold the promise to catalyze such transitions, as they combine bottom-up social initiatives with a focus on financially viable business models. SCE requires a facilitating ecosystem in order to be able to fully realize its potential. As yet it is unclear in which way the entrepreneurial ecosystem for social and community entrepreneurship facilitates or hinders the flourishing and scaling of such entrepreneurship. It is also unclear how exactly entrepreneurs and stakeholders influence their ecosystem to become more facilitative. This research programme addresses these questions. Conceptually it integrates entrepreneurial ecosystem frameworks with upcoming theories on civic wealth creation, collaborative governance, participative learning and collective action frameworks.This multidisciplinary research project capitalizes on a unique consortium: the Dutch City Deal ‘Impact Ondernemen’. In this collaborative research, we enhance and expand current data collection efforts and adopt a living-lab setting centered on nine local and regional cases for collaborative learning through experimenting with innovative financial and business models. We develop meaningful, participatory design and evaluation methods and state-of-the-art digital tools to increase the effectiveness of impact measurement and management. Educational modules for professionals are developed to boost the abovementioned transition. The project’s learnings on mechanisms and processes can easily be adapted and translated to a broad range of impact areas.
The HAS professorship Future Food Systems is performing applied research with students and external partners to transform our food system towards a more sustainable state. In this research it is not only a question of what is needed to achieve this, but also how and with whom. The governance of our food system needs rethinking to get the transformative momentum going in a democratic and constructive manner. Building on the professorship’s research agenda and involvement in the transdisciplinary NWA research project, the postdoc will explore collective ownership and inclusive participation as two key governance concepts for food system transformation. This will be done in a participatory manner, by learning from and with innovative bottom-up initiatives and practitioners from the field. By doing so, the postdoc will gain valuable practical insights that can aid to new approaches and (policy) interventions which foster a sustainable and just food system in the Netherlands and beyond. A strong connection between research and education is created via the active research involvement of students from different study programs, supervised by the postdoc (Dr. B. van Helvoirt). The acquired knowledge is embedded in education by the postdoc by incorporating it into HAS study program curricula and courses. In addition, it will contribute to the further professional development of qualitative research skills among HAS students and staff. Through scientific, policy and popular publications, participation in (inter)national conferences and meetings with experts and practitioners, the exposure and network of the postdoc and HAS in the field of food systems and governance will be expanded. This will allow for the setting up of a continuous research effort on this topic within the professorship via follow-up research with knowledge institutes, civic society groups and partners from the professional field.
