We investigate entrepreneurial ecosystems that support circular start-ups and innovation. We argue that entrepreneurial ecosystems for circularity are constellations of existing entrepreneurial and innovation ecosystems that extend across geographies and sectors. Our research question centres on understanding ecosystem intermediation that facilitates the embedding of circular start-ups in different ecosystems and addresses a pertinent gap in the literature about ecosystem intermediation for circular transitions and circular start-ups Focusing on the emerging circular transition in the textiles and apparel industry, we gathered data from in-depth interviews, field observations, and archival documentation over a seven-year period. Our findings show that entrepreneurial ecosystems for circular start-ups are purposefully intermediated at a meta level, combining elements of extant ecosystems to focus on circularity. Drawing on these insights, we conceptualize ecosystem intermediation as connecting diverse ecosystems across geographic and sectoral boundaries. Our study contributes to the literatures on circular entrepreneurship, circular ecosystems, and ecologies of system intermediation as well as provides practical implications for practitioners and policy makers.
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IntroductionWithin the Entrepreneurship program at the Amsterdam University of Applied Sciences, there are a number of student start-ups that are developing inclusive, sustainable, and innovative solutions. We noticed that, during this process, they need to access certain facilities to develop a proof of concept or minimal viable product. When student start-ups tried to access facilities themselves, they found insufficient information about accessing facilities and contact persons. As Hui & Gerber (2017) stated that accessible facilities like a makerspace have a positive impact on the number of students who are embarking on the venture of a new business. Halbinger, (2020) states that there needs to be more research about university makerspaces in relation to the facilitation of student-entrepreneurship.
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In deze aflevering gaan we in gesprek met Antien Zuidberg. Antien is van oorsprong een levensmiddelen technoloog. Begonnen als product onderzoeker en productontwikkelaar bij o.a. FrieslandCampina. Nu al ruim 17 jaar bij de HAS Green Academy als Lector Design Methoden in Food, waar ze haar creativiteit en nieuwsgierigheid kan inzetten voor research in design.Antien heeft een grote liefde voor methodologieën. Een mooie link met onze host Theo, want HAS en Bamboo Brands hebben afgelopen jaar samen het Consumer Behaviour Lab gelanceerd.In de podcast vertellen ze jullie daar graag meer over deze mooie samenwerking. Zo hebben we het over het helpen van de ondernemers van de toekomst, belang van goed onderzoek, contextueel onderzoek, de intention behaviour gap, wat het levert of vooral kost als je geen onderzoek doet, en nog veel meer…
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Deze podcast-aflevering van 'Hart voor Groen'staat in het teken van verschillende onderzoeksprojecten die HAS green academy samen met Bamboo Brands uitvoert binnen het Consumer Behaviour Lab. Dit lab heeft als doel start-ups en scale-ups te helpen succesvolle innovaties te realiseren op basis van écht consumentengedrag. Want 80% van de innovaties zijn binnen een jaar alweer uit het winkelschap verdwenen. Betrouwbaar consumentenonderzoek op locatie is één van de oplossingen om dit te veranderen. Aan tafel zitten lector Antien Zuidberg van HAS green academy en Theo Toering, oprichter en directeur van Bamboo Brands.
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Big report of the Startup EDR Project. See how the project promoted interregional collaboration and development for startups within the Ems-Dollart region.
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The world needs more jobs to meet United Nations Sustainable Development Goal 8 and to keep up with expected population growth. Policymakers stimulate start-ups due to their expected job-generating effect. Despite the increased number of solo self-employed, percentages on graduation from small to larger enterprises are low. This study focuses on entrepreneurs who create jobs, and have passed ‘the one-employee threshold’. What are the considerations of the solo self-employed when making the decision to hire their first employee? 27 Interviews were conducted with entrepreneurs in developed and developing countries. The analysis shows that solo self-employed have considerations about time, skills, trust and opportunities when hiring their first employee. The study finds evidence of effectual behaviour. Trust is important: trust in others (the first employee) and trust in yourself (becoming an employer). To stimulate job creation, policymakers should stimulate effectual behavior that enhances the self-efficacy of the solo self-employed. This is a draft chapter/article. The final version is available in Unlocking Regional Innovation and Entrepreneurship edited by Iréne Bernhard, PhD, Urban Gråsjö, PhD, School of Business, Economics and IT, University West and Charlie Karlsson, Professor Emeritus, Jönköping University and Blekinge Institute of Technology, Sweden, published in 2021, Edward Elgar Publishing Ltd https://doi.org/10.4337/9781800371248
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Entrepreneurship stands high on the political European agenda. Its meaning is twofold: entrepreneurship as a career opportunity, or as a competency. Following the statement made in Europe, national governments have defined an urgent need to stimulate entrepreneurial talent and motivate students to become entrepreneurs to start and develop new businesses that will generate employment and create economic and social wealth. Developing entrepreneurship education and training initiatives is one way of helping to achieve this goal. According to the European commission (2008), the teaching of entrepreneurship is not yet sufficiently integrated in higher education institutions' curricula. So the real challenge is to build campus-wide, inter-disciplinary approaches, making entrepreneurship education accessible to all students. At The Hague University of Applied Sciences we develop programs to stimulate entrepreneurship. The question is: to what extent do these programs contribute towards the development of entrepreneurial competencies, in other words: can entrepreneurship be taught? And furthermore, to what extent do the programs contribute to the success of new start-ups by students that followed our programs? Over the last five years time more than 200 students have taken part in three different electives developed in our centre. Some of the findings of our research are that students indeed develop entrepreneurial competencies (Harkema & Schout, 2008). This can partly be attributed to the pedagogical concept underlying the programs. The next step is to determine whether the acquired competencies developed in the program among students that have set up their own business, help them in their business and are accountable for their business success. In this paper we report on the preliminary findings of our research among a sample group of alumni that have followed different programs and set up their own business.
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