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.
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This text has become a performance of (affirmative) entrepreneurship. This is done by a set of writing (and methodological) techniques: autoethnography, the triptych of mimesis, poiesis, kinesis and a life journey that forms the base of the chapter. As such, this text challenges some well-known shortcomings of entrepreneurship research such as being enacted by a distant observer/writer, decontextualized accounts of entrepreneurship and disregard of creativity and playfulness. The main contribution of the chapter is methodological, in its broadest sense (Steyaert, 2011): I propose autoethnography as “more than method” for engaging with processes of (affirmative) Entrepreneuring that speak to the increased attention for narrativity and playfulness in entrepreneurship (see for example Hjorth, 2017: Hjorth and Steyaert, 2004: Gartner, 2007; Johannisson, 2011). The autoethnographic story offers an engaging and relevant account of the practice of entrepreneurship and provides rich emic insight into the socio-materiality of lived experience. It also highlights the temporality of entrepreneurship – both in terms of chronos (continuous flow of time) and Kairos (taking advantage of the “right moment”) (Johannisson, 2011). And as I continue performing affirmations, I am curious how you are Entrepreneuring your life – tell me. This is a draft chapter/article. The final version is available in Research Handbook on Entrepreneurial Behavior, Practice and Process edited by William B. Gartner and Bruce T. Teague, published in 2020, Edward Elgar Publishing Ltd https://doi.org/10.4337/9781788114523
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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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