The CDIO network works with the extended CDIO syllabus version 2.0 (Crawley et. al., 2011), in which two learning goal sections were added: leadership and entrepreneurship. This paper focuses on entrepreneurship and uses a case study of the Eye on Entrepreneurs (EoE) initiative in the Netherlands to reflect on the similarities and differences between the CDIO learning goals in entrepreneurship and the unconventional approach of EoE in teaching (engineering) students entrepreneurship in practice. Eye on Entrepreneurs (EoE) offers a student an intense learning experience in an informal but authentic learning context. What are the perceived strengths of their approach when it comes to effectively teaching entrepreneurship? When translating this back to the formal learning context of a university, how does this relate to the CDIO framework and syllabus especially? And what would this mean for the lecturer's competencies? Based on a case study discussion with practitioners an answer to these questions was sought. Both stakeholders from the (entrepreneurial) professional field (including talented students) and (entrepreneurship-) educators in general and from the CDIO-network were involved. The results show that what translates back to formal education is for teachers to be open minded, give space to manoeuvre and make mistakes, and have reciprocal dialogue and reflection with students when teaching entrepreneurship. Their main role should be to recognize talents and stimulate them to take initiative, show empathy and take risks in creativity. LinkedIn: https://www.linkedin.com/in/suzannececiliabrink/
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This article examines the types of capitals possessed by informal tourism entrepreneurs and locates their value within the field relations that orders their contribution to the tourism system. Bourdieu's theory on fields and capitals was applied to ethnographic narrative accounts of stakeholders in tourism in Chiang Mai, Thailand to assess these roles. Informal entrepreneurs have limited access to resources and their perspectives are excluded from academic debates and policy initiatives. The paper identifies the dynamism, positive social capital, flexibility, and symbolic capital of informal entrepreneurs. These are related to the field conditions that determine and structure their contribution to tourism destinations. The analysis reveals the importance of collaboration between informal entrepreneurs and other stakeholders, concluding with recommendations for policy makers.
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This book explores inspirational entrepreneurial activities in the tourism industry of Ladakh, India. It particularly looks at ways to develop an entrepreneurial yet environment-friendly tourist destination. The book starts off with in-depth historical reflections of entrepreneurship and tourism in one of India’s fastest growing tourist destinations. Subsequently, the book studies the unique entrepreneurial challenges and opportunities in Ladakh’s extreme resource-scarcity and remote context based on empirical evidence from entrepreneurs and stakeholders in the tourism industry. In addition, a broad overview of contemporary entrepreneurial activities in the tourism industry in Ladakh is presented, underscoring the importance of indigenous knowledge and cultural traditions for developing sustainable tourism. Based on qualitative data analyses and literature reflections, this book provides scholars, students, professionals and policymakers an alternative view on entrepreneurial activities in the tourism industry of an ecologically jeopardized region.
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All over the world entrepreneurs drive changes. They develop new products and services, inspire others and take decisions that result in growth of their businesses. But the world around entrepreneurs is changing and so are entrepreneurs. Life-long selfemployment or permanent wage employment are of the past. And the way people perceive self-employment is changing as well. And so must our thinking. Changes in our society call for policies and programmes in support of enterprising people. Diversity, mobility and connectivity offer new opportunities for enterprising people. Markets are changing, become more accessible and there is less need to be bound physically to one place for an entrepreneur. New avenues for business are open thanks to our improved access to information, our connectivity globally through social media and our ability to travel freely and frequently from one country to another. With less focus on life-long (self) employment people now combine paid work (or unpaid – house- work) with self-employment, or opt for just parttime entrepreneurship. New, hybrid forms of enterprising emerge. This combining of work with self-employment is rather common in developing countries, but in Europe it is a phenomenon not yet reported on in statistics and for which policy makers and service providers have no answers yet. Neither exist clear definitions or classifications. This book may serve as an eye-opener: hybrid entrepreneurs are indeed around us and deserve our attention. The research unit Financial Inclusion and New Entrepreneurship of The Hague University of Applied Science challenges policy makers, academics and service providers (such as educational institutes, business advisers and financial institutions) to pay more attention to hybrid entrepreneurs, those enterprising people who intend to create new values for a fair and sustainable society. They might not yet been seen, but they exist…..
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In most European countries entrepreneurship is one of the top priorities on the national agenda, to stimulate individual and organizational innovativeness and (regional) economic growth. As a consequence, embedding entrepreneurship in education to achieve this goal has gained importance and momentum especially at universities of applied sciences. Two questions need answering when trying to embed entrepreneurship in a curriculum. First of all: cán entrepreneurship be taught and second: hów should entrepreneurship be taught. In this paper we focus on an educational programme based on a learner-cantered, constructivist approach, which is offered in a multidisciplinary, inspiring and entrepreneurial setting. It is competency-based and is tailor-made to individual student demand and goes beyond the classic business school approach based on instruction. The programme caters for students from at least 40 different departments of the university. The starting point in this programme is the assumption that entrepreneurship can indeed be taught but that the pedagogical climate and approach is crucial and should contribute towards the development of entrepreneurial competencies and skills. In this paper issues such as the dynamics of learning are dealt with as well as some a discussion on learning paradigms. We elaborate on the programme developed at The Hague University of Applied Sciences, The Hague in The Netherlands. So far, over 250 students have participated in the programme and since September 2007 longitudinal research has taken place to establish the effects of the programme and the pedagogical approach on the development of entrepreneurialism. We then describe the research design and draw preliminary conclusions about the relation between pedagogical climate and entrepreneurial behaviour, competencies and entrepreneurial behaviour and finally the relation between entrepreneurial behaviour and the choice to become an independent entrepreneur. Our findings show that such competencies as self-discipline and vulnerability are positive influencers of entrepreneurial ambition. We also found negative influencers of entrepreneurial ambition in depression and inadequacy, yet interestingly also in sincerity. The role of the business partners involved in the programme is discussed and an account is given of the experiences of a population of students over a period of three years on the basis of a number of issues: what works, what doesn't work and what needs to be improved. Interesting drivers for entrepreneurial behaviour are distilled from our research, on the basis of which recommendations are given on how to best implement these drivers into an educational programme. The paper finalizes with a concluding note in which some of the drawbacks of a learner-centred approach as opposed to an instruction-based approach are discussed and suggestions for future research are made.
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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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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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Many students graduating in higher education will achieve a managerial or professional position, with leadership qualities being highly important. The need to reflect on leadership as an important developmental goal in higher education is highlighted by pointing out that many curricula, especially in the managerial, organisational and economic domain, include specific courses on leadership. It seems that some of our thinking on leadership needs revision. According to Kellerman, leaders’ ability to connect to followers is paramount to gain and remain in power. Dutch management scholar Manfred Kets de Vries (2004) underlines that the main responsibility of a leader is to envision and inspire. In this chapter we will examine the role of personality and personal values in the ability of informal leaders to inspire other team members. In the first section we will elaborate on transformational leadership and shared leadership. In the next, we will link these forms of leadership to personality and personal values. In the third section the findings of our empirical study will be discussed. We conclude with the implications of our study for leadership practice and the scholarly field of leadership. From an educational point of view our findings are important. The results shed additional light on the importance of personality traits on leadership, and informal leadership in particular. As leadership is an important phenomenon in society and working life, (under)graduates can be assisted in understanding and developing it. But in the context of this book it should be highlighted that transformational leadership is highly relevant in knowledge innovation (García-Morales et al., 2012), which is a core issue in higher education. Consequently, inspiring others is relevant, because group work is commonly used in higher education. Understanding group dynamics within student teams, informal leadership specifically, can help lecturers to explain and discuss effective and ineffective group work. In our opinion, the results of this study offer interesting evidence-based insights to reflect on and develop those personal characteristics that can be important for informal leadership effectiveness.
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Despite the increase in the number of entrepreneurship initiatives and interventions, there is a poor understanding of the range of entrepreneurship programs in secondary education and their learning objectives. This study provides insight into the current supply of entrepreneurship programs and their underlying pedagogy in secondary education in the Netherlands. To examine existing offerings and their underlying pedagogy, we used the 11 design principles of Baggen, Lans, and Gulikers (2021). Data were collected from three different sources for triangulation purposes - data from Vecon Business Schools (VBS) application forms, interviews with VBS schools, and documents and additional information (student ratings, learning goals, missions, and visions). Our findings show that schools offer mostly causation-oriented and traditional entrepreneurship programs, in which there is little room for effectuation-oriented education. Also, due to the lack of a clearly stated mission, vision and learning goals of entrepreneurship education, schools pay little attention to the effect of entrepreneurship education on entrepreneurship skills/intentions. However, we observe that schools acknowledge this and slowly design and offer entrepreneurship programs more consciously.
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