Across European cities local entrepreneurs are joining forces in new ways, forming collectives to stimulate business growth and innovation and to create a more attractive business environment. The value of such collectives is increasingly recognized by local governments and policy measures to stimulate these initiatives are being developed. Amsterdam hosts different collaborative initiatives, including 39 business improvement districts (BIDs).The Knowledge Mile is such a collective in which shopkeepers, other local SMEs, residents work together to collectively improve a large retail area. The city of Amsterdam is also a stakeholder. Government can fill an important role in enabling the creation of collective resource management in urban settings. However, if effective regulation is missing, citizens and governing bodies have to look for incentives to find new means of addressing governance. As such, the potential for collective management of urban commons may be greater than realized so far, as there is still a lack of knowledge in this area. In this paper, we aim to bridge this gap. By means of an embedded case study approach, we analyze the interaction between the stakeholders in their development of a green zone, the Knowledge Mile Park, in the Wibautstraat. In the coming years, roofs, facades and ground level will be changed through a collaboration of residents, entrepreneurs, researchers, civil servants and students in a metropolitan Living Lab. In this Living Lab, solutions for a healthy and social environment, climate resistance and biodiversity are jointly developed, tested and shown. In our study, we will analyze the role of the governing bodies in such initiatives, and make recommendations how collectives can become more mainstream with new kinds of institutions, without an undue burden on the community.
MULTIFILE
In this policy evaluation report, the results of the first 2 years of the Interreg funded ABCitiEs project are presented. In total 16 entrepreneurship collectives have been studied in 5 partner regions, i.e. Athens, Vilnius, Varazdin-Cakovec, Manchester and Amsterdam. The report contains an analysis of the cases and gives an overview of the most important opportunities and challenges faced by these cases. On the basis of these result, 4 policy directions have been selected in which improvement are considered most successful, i.e. access to funding, intermediaries, monitoring and experimental learning environments. Also, the report presents the action plans that have been formulated on the basis of these policy directions for the cities involved in this project. In the last 2 years of the project, project partners will implement these action plans in their respective cities.
MULTIFILE
Despite the increase in entrepreneurship initiatives and interventions, there is a poor understanding of entrepreneurship programs’ principles and learning objectives in secondary education. This study provides insight into the current range of entre‑ preneurship programs and their underlying pedagogy in secondary education in the Netherlands. To structure the analysis, we used the 11 design principles of Baggen et al. (Entrep Educ Pedagog 5(3):347–374, 2022). Data were collected from three different sources: the Vecon Business Schools (VBS) application forms, interviews with VBS schools, and additional documents. The findings show that most schools are unfamiliar with the definitions of entrepreneurship education. Many of the prin‑ ciples of broad entrepreneurship education focus on personal growth and the devel‑ opment of an entrepreneurial mindset. These are not always recognizable in sec‑ ondary schools’ current offerings of entrepreneurship education. Furthermore, the pedagogies on which entrepreneurship programs are based are mostly traditional, despite literature showing that (socially) constructivist entrepreneurship programs lend themselves better to developing an entrepreneurial mindset.
DOCUMENT
