Using a series of case studies, we show that global mindset is at the heart of global growth and opportunity for entrepreneurial ventures. We review how having an entrepreneurial mindset and international experience influence the rapidity of internationalization by discussing the entrepreneurial process and how the global mindset of founders of born global firms influences their choices in the competitive landscape. This chapter closes with a discussion of a continuum — globalization frustrated (focusing on firms with entrepreneurs that have global mindsets but cannot internationalize) to globalization mandated (focusing on firms that are forced to be global).
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Our approach is multi-actor and solution driven: • We study global problems with the people directly involved in those problems. • We study what those people do, how they do it, and how their practices can be improved. • This allows us to unpack global governance into more local practices of new and underrepresented actors, and • to develop new collaborative solutions to global problems through communities of practice • using research methods such as interviews, surveys, focus discussion groups, archival work, and citizen science
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the role of higher education in fostering young professionals’ global competence
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Internationalization and global citizenship are increasingly becoming the emerging focus of higher education worldwide as universities seek to incorporate global learning in their policies, curricula and strategies. Global engagement, international collaborations, strategic alliances and operations are all on the increase with the aim of delivering future-proof graduates with a global mindset and inter-cultural competences. Additionally, it can be noted that hybridity in education is acutely present through the digitalisation of delivery modes as well as the introduction of new mobility formats, such as faculty-led study abroad programmes and transnational education at branch campuses. So not only do we see more activity, but also more delivery modes of international education. While both digital delivery and new mobility structures transcend traditional boundaries of space and locality, it is precisely this point that can pose serious challenges to the success of international education. Both involve a “relocation” of education; however, when the physical locality, where the students and lecturers are rooted in certain value and beliefs systems, is not considered, the risk is that the educational experience remains one-sided despite the multidimensional context of which it should be a part. Locality is the key to successful and meaningful internationalisation. After presenting the case that locality is of paramount importance, this chapter will outline the conceptual model of intercultureality, which allows education programs to foster and nurture intercultural competence development of students in their own unique landscape from the ground up. Using the metaphor of a landscape, intercultureality provides tools to create an intercultural reality by utilising the unique hybrid of the physical locality, the disciplinary context, the dynamics of the (virtual) classroom as well as the infrastructures in place. The underlying idea is that programmes and institutions can grow any kind of landscape that works for their context, building on the soil of their own previously defined intercultural competence goals. This soil will be enriched by means of five features: the formal curriculum, the pedagogy, the student experience, the informal curriculum, and the organisational and strategic frameworks. The model is further elaborated upon and illustrated with examples of practices of The Hague University of Applied Sciences (THUAS), where the authors work.
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International education is a relatively new field and until recently, there was no formal education to prepare practitioners. This means that people working in international education are a colourful and diverse group, coming from a wide range of disciplines, which definitely adds to the attraction of the field. I call international education a field rather than a discipline since it is composed of a variety of established disciplines, such as languages, educational sciences, psychology, business, anthropology, history and even, in my case, classical archaeology. For this lecture, I have chosen to return to my original discipline and discuss global learning as the stages of an archaeological excavation. Cutting though the subsequent layers represents a history of international education but also my own professional history. By digging deeper down, layer after layer, I hope to uncover the essence of global learning in order to make its benefits available for all our students. This lecture consists of four sections. In the first section, I want to go back to the time when archaeology was a new discipline and see what we can learn from the research conducted at that time. In the second section I will reveal the layers of internationalisation and global learning until we come to the layer that we are currently exploring. In the third section, I will look at some of the factors and trends that will have an impact on global learning in the years to come. This shows that circumstances are quite different from when the excavation started and that global education is therefore dynamic. Finally, I will discuss what research the Research Group Global Learning will conduct, how and with whom, in the coming years.
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Background: The full potential of social entrepreneurship remains challenging to achieve, despite continuous efforts in various economies, including South-East Asia. Several obstacles need to be addressed, such as the scarcity of skilled employees, limited business understanding among founders, difficulties accessing funding and infrastructure, and the absence of proper social impact measurement. Higher education institutions (HEIs) often face constraints in engaging and supporting early entrepreneurial activities, exacerbating the imbalance in the social entrepreneurship landscape. This imbalance has been observed in both Thailand and Myanmar. Research objectives: The Erasmus+ funded project, STEPup, running from 2020 to 2023, recognized an opportunity to foster innovative social entrepreneurship practices tailored for disruptive business settings in these two countries. By applying the challenge-based learning approach through interactive case challenge proceedings involving social entrepreneurs, faculty mentors and students, the development of the entrepreneurial mindset of the latter group was studied. Research design and methods: To accomplish this, a multi-method research design was chosen, which involved a case-challenge experience within the framework of 6 universities, a questionnaire-based survey conducted among the student population which took part in the case-challenge experience and desk research. Results: The study revealed the necessity for a self-organizing and organic support system for social entrepreneurship. The objective of this paper is to present recommendations and strategic guidelines to enhance access and opportunities for existing social enterprises and social entrepreneurs seeking to establish and sustain a social enterprise ecosystem. The proposed framework leverages the support, expertise, and structure of existing higher education institutions. Conclusions: Higher Education Institutions can serve as excellent cases demonstrating how to design and develop resource hubs for social enterprise practitioners and engage stakeholders from all sectors to address social issues and promote awareness.
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This dissertation increases our insight into the role of the service employee’s intercultural competences in the service to culturally diverse customers. Investigating the effect of the intercultural competences of service employees is of major importance because, as a consequence of globalization, the number of intercultural service encounters has increased dramatically and still does. The delivery of service to a culturally diverse customer-base requires a combination of knowledge, skills and attitude; the intercultural competences (also known as Global Mindset). In this study the hotel sector has been investigated specifically. The hotel sector is an important economic player that continues to grow inspite of economic downturn. The special characteristics of hotel services make the sector also very suitable for the research of face-to-face encounters in an international context. In this dissertation, a holistic approach has been chosen, meaning that in the four empirical studies not only the perspective of the manager, but also that of the employee and the customer was investigated. All three of the above-mentioned are actors in intercultural service according to the argumentation of the ‘service-profit chain’ (Heskett, Jones, et al., 1994). Together, the manager, employee and the customer form the so-called ‘service triangle’ (Bitner, 1990).
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The current state of international higher education is under discussion. What are the perils and pitfalls for international education in the present and near future? Do we have to change or at least update our mindset with respect to the values and rationales for internationalisation? Is internationalisation as we know it coming to an end?
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Pressure on natural resources, unsustainable production and consumption, inequality and a growing global population lie at the base of the big challenges that people face. This chapter investigates how businesses can take responsibility in dealing with these challenges by means of frugal business model innovation. The notion of ‘frugal innovation’ was first introduced in the context of emerging markets, giving non-affluent customers opportunities to consume affordable products and services suited to their needs. Business modelling with a frugal mindset opens up a path that provides significant value while minimizing the use of resources such as energy, capital and time. Business models require intentional design if they are to deliver aspired sustainability impacts. Diminish or simplify resources can be described as the means to remove or reduce features, resources, required activities and/or waste streams. Decompose can be described as the removal of resources from the commercial value proposition and replacing them with resources the user/consumer already can access or uses. This is an Accepted Manuscript of a book chapter published by Routledge/CRC Press in Circular Economy : Challenges and Opportunities for Ethical and Sustainable Business on 2021, available online: https://doi.org/10.4324/9780367816650
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The urgency to innovate for organisational survival has become increasingly recognized, with the result that innovation has conquered a position high on the management agenda. However, the unfamiliarity around innovation pose a challenge for innovation management. No unique solution exists to building a successful innovation approach, such that firms are forced to experiment with innovation approaches. In analysing the innovation approaches of four large international organisations we find that these organisations share an essential common element: the presence of one or more ‘visionary innovators’ who are determined to lead a movement towards organisational change. We present a theoretical framework to illustrate four core characteristics of a visionary innovator, based on empirical evidence. The visionary innovators possesses traits to discover and realise innovations, business and political know-how, the ability to create and share a vision and space to realise that vision. We propose that a visionary innovator determined to spread such a mindset is indispensable to successfully achieve innovation. LinkedIn: https://www.linkedin.com/in/christine-de-lille-8039372/
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