scholarly journals Beyond entrepreneurship education: business incubation and entrepreneurial capabilities

2018 ◽  
Vol 10 (1) ◽  
pp. 154-174 ◽  
Author(s):  
Kenechukwu Ikebuaku ◽  
Mulugeta Dinbabo
Keyword(s):  
Capability Approach ◽  
Entrepreneurship Education ◽  
Education Programme ◽  
Structured Interview ◽  
Entrepreneurial Success ◽  
Education Students ◽  
Business Incubation ◽  
Content Type ◽  
Qualitative Methodologies ◽  
The Capability Approach

Purpose As a way of dealing with Nigeria’s macroeconomic challenge of unemployment and its concomitant socio-economic problems, the federal government, in 2006, made entrepreneurship study a compulsory course for all higher education students irrespective of their area of specialization. However, studies have shown that the programme is yet to achieve its goals as many Nigerian graduates still remain unemployed long after graduation. Using Sen’s capability approach, this paper aims to investigate business incubation as an effective tool for enhancing entrepreneurial capabilities beyond entrepreneurship education. Design/methodology/approach This study has engaged both quantitative (survey questionnaire) and qualitative methodologies (semi-structured interview). Findings The result shows that through business incubation, budding entrepreneurs have increased access to infrastructures and resources necessary for entrepreneurial success, thereby enhancing their real opportunities (capabilities) for success. Practical implications For greater effectiveness, business incubation should be integrated into the current entrepreneurship education programme in Nigeria. Originality/value This study is a debut of research endeavours which theoretically assess entrepreneurship programmes via the capability approach lens. It has developed a conceptual model for assessing business incubation using the capability approach.

Beyond social capital: a capability approach to understanding Refugee Community Organisations and other providers for “hard to reach” groups

2014 ◽  
Vol 10 (2) ◽  
pp. 61-72 ◽  
Author(s):  
Jennifer Clarke
Keyword(s):  
Capability Approach ◽  
Service Providers ◽  
Structured Interviews ◽  
Content Type ◽  
Refugee Community ◽  
Community Organisations ◽  
Purposive Sample ◽  
The Capability Approach

Purpose – The purpose of this paper is to explore the value of the “capability approach” as an alternative framework for understanding and conceptualising the role of Refugee Community Organisations (RCOs) and other providers for groups conventionally considered “hard to reach”. Design/methodology/approach – A study of the education services of RCOs, drawing primarily on semi-structured interviews with 71 users, is put forward as a case study for how the capability approach can be operationalised. Findings – The capability approach is found to offer various valuable insights, relating to its appreciation of the multi-dimensional nature of human wellbeing, the significance of individual diversity, and the importance of human agency. Research limitations/implications – The case study is based on a relatively small purposive sample, and may have limited external validity. As the research design proved strong for exploring how RCOs develop their users’ capabilities but weak for exploring if and how they may also constrict them, further research in this area is required. Practical implications – A number of valuable attributes of the capability approach are highlighted for broadening the understanding, the role of RCOs and other service providers. Social implications – The paper outlines the potential of the capability approach to contribute to policymaking related to RCOs and other providers, and to debates relating to social exclusion, cohesion and integration. Originality/value – The paper draws attention to the value of the capability approach within the field of migration research.

Digitalization and rural entrepreneurial attitude in Indonesia: a capability approach

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Fikri Zul Fahmi ◽  
Medina Savira
Keyword(s):  
Cultural Values ◽  
Rural Areas ◽  
Digital Technology ◽  
Capability Approach ◽  
Snowball Sampling ◽  
Structured Interviews ◽  
Content Type ◽  
Rural Entrepreneurship ◽  
The Individual ◽  
The Capability Approach

Purpose This paper aims to identify how digitalization affects entrepreneurial attitudes in rural areas in Indonesia, a country in the Global South. The development of digital technology can help entrepreneurs, in that faster and easier information acquisition helps rural communities to identify new opportunities and innovate. Yet, digital development generates higher disparity, and thus, not all people can benefit from digitalization. Although digital technology can facilitate the development of entrepreneurship, its benefits depend on individual preferences. In this regard, the capability approach is used so as to reflect how different valuations of digital technology in rural entrepreneurs influence their attitude with regard to recognizing business opportunities and taking risks. Design/methodology/approach A double case study approach is used in which this study examines two cases of rural entrepreneurs in Indonesia that represent different uses of digital technologies and socio-economic rural contexts: coffee entrepreneurs in Kintamani and craft producers in Kamasan village. In so doing, semi-structured interviews were conducted with local entrepreneurs and communities according to purposive and snowball sampling techniques. The qualitative data were then analysed using a constant comparative technique which allows us to develop a conceptual argument by observing patterns within and between the cases. Findings The findings show that digitalization shapes the attitude of rural entrepreneurs differently, although the same opportunity from using digital technology is present in the village. Social and environmental factors facilitate the rural entrepreneurs to consider using digital technology to develop their businesses. However, as each individual entrepreneur has a different valuation of digital technology, the benefits it offers – such as broader market opportunities and new business ideas – vary. Entrepreneurs who consider digital technology to be a valuable resource for developing their businesses are more curious to explore its benefits. Originality/value The capability approach provides a new perspective in understanding rural entrepreneurship. First, the authors demonstrate that the success of rural entrepreneurship is influenced not only by concrete things (e.g. resources) but also the individual perspective on these resources which may vary across entrepreneurs. Second, the authors show not only the potential differences in socio-cultural contexts in which the capability approach is applied but also how socio-cultural values and collectivism influence the individual valuation of resources that could benefit entrepreneurs.

scholarly journals International entrepreneurship education for pre-service teachers: a longitudinal study

2020 ◽  
Vol 62 (7/8) ◽  
pp. 825-841
Author(s):  
Arantza Arruti ◽  
Jessica Paños-Castro
Keyword(s):  
Personal Development ◽  
Entrepreneurship Education ◽  
Education Programme ◽  
Short Term ◽  
Language Competence ◽  
Content Type ◽  
Risk Takers ◽  
Current Characteristics ◽  
Definition Of ◽  
The University

PurposeThe purpose of this paper is to explore whether participating in an entrepreneurship education programme with short-term international placements can help pre-service teachers to identifying the characteristics of entrepreneurial competence from a wide definition of entrepreneurship (Lackéus, 2015) rather than from a business centred definition, to be developed by entrepreneur teachers.Design/methodology/approachA three-year longitudinal qualitative study was carried out. In-depth interviews were conducted using open-ended questions with 17 pre-service teachers from the University of Deusto (Spain). They were participating in a European project with short-term international placements at five different European higher education institutions.FindingsThere is no consensual definition of the term entrepreneurship, which varies depending on the context. Entrepreneurship could be considered to be both a mindset and a lifestyle. The characteristics of entrepreneurs that were mentioned the most included: being creative, team players, open-minded, innovative, passionate, motivated, hard-working and risk-takers; being able to overcome challenges; having initiative; being proactive, organised and persevering; having leadership skills, communication skills, the ability to adapt; having a positive attitude and, being decision-makers. Short-term placements contribute to personal development, improved foreign language competence, increased awareness and understanding of other cultures, and acquiring entrepreneurship competence.Originality/valueResearch on the characteristics of teacherpreneurs is still in its early stages. The vast majority of studies focus on entrepreneurs and teachers of entrepreneurship education programmes aimed at those who wish to start up new businesses. This study contributes to a better understanding of the term entrepreneurship, to identifying the current characteristics of teacherpreneurs, and to outline certain variables that could be considered during pre-service teachers training plans. It also proposes further research into in-service teacherpreneur education.

scholarly journals Investigating the motivation for enterprise education: a CaRBS based exposition

2014 ◽  
Vol 20 (6) ◽  
pp. 584-612 ◽  
Author(s):  
Malcolm J. Beynon ◽  
Paul Jones ◽  
Gary Packham ◽  
David Pickernell
Keyword(s):  
Course Design ◽  
Entrepreneurship Education ◽  
Education Programme ◽  
Uncertain Reasoning ◽  
Full Time ◽  
Entrepreneurial Education ◽  
Data Mining Technique ◽  
Content Type ◽  
Self Employment ◽  
Start Up

Purpose – The purpose of this paper is to investigate student motivation for undertaking an entrepreneurship education programme and their ultimate employment aspirations through a novel data mining technique. The study considered what relationship certain motivation characteristics have to students’ aspirations, specifically in terms of their intention to be self-employed or employed. Design/methodology/approach – The study examined enrolment data of 720 students on an entrepreneurial education programme, with work statuses of full-time, part-time or unemployed and have known aspirations to either employment or self-employment. The Classification and Ranking Belief Simplex (CaRBS) technique is employed in the classification analyses undertaken, which offers an uncertain reasoning based visual approach to the exposition of findings. Findings – The classification findings demonstrate the level of contribution of the different motivations to the discernment of students with self-employed and employed aspirations. The most contributing aspirations were Start-Up, Interests and Qualifications. For these aspirations, further understanding is provided with respect to gender and student age (in terms of the association with aspirations towards self-employed or employed). For example, with respect to Start-Up, the older the unemployed student, the increasing association with employment rather than self-employment career aspirations. Research limitations/implications – The study identifies candidate motivation and the demographic profile for student's undertaking an entrepreneurial education programme. Knowing applicant aspirations should inform course design, pedagogy and its inherent flexibility and recognise the specific needs of certain student groups. Originality/value – The study contributes to the literature examining motivations for undertaking entrepreneurship education and categorising motivating factors. These findings will be of value to both education providers and researchers.

Disaster justice for people with disabilities

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Khanh That Ton ◽  
Carole Adamson
Keyword(s):  
Disaster Risk Reduction ◽  
Design Methodology ◽  
Capability Approach ◽  
People With Disabilities ◽  
Disaster Risk ◽  
Social Structures ◽  
Content Type ◽  
Agents Of Change ◽  
Decision Making Processes ◽  
The Capability Approach

PurposeThe purpose of this article is to examine disaster justice for people with disabilities (PWD).Design/methodology/approachDrawing on the capability approach, the article explores distributive injustice that PWD face in dealing with disasters. It discusses procedural justice with a focus on the agency of PWD and their participation in decision-making processes concerning disaster risk reduction.FindingsIt argues that disaster injustice faced by PWD can be construed as the inequalities of capabilities that they experience in coping with disasters. Furthermore, although social structures play an important role in creating and perpetuating disaster injustice, PWD, as agents of change, have power to transform social structures that, in turn, bring about justice for themselves.Originality/valueThe article raises the need for considering the equality of capabilities and human agency in achieving disaster justice for PWD.

Global inequities and healthcare disparities: can they be eliminated ethically?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hengameh Hosseini
Keyword(s):  
John Rawls ◽  
Design Methodology ◽  
Healthcare Disparities ◽  
Capability Approach ◽  
Amartya Sen ◽  
Free Banking ◽  
Grameen Bank ◽  
Ethical Theories ◽  
Content Type ◽  
The Capability Approach

Purpose The purpose of this paper is to comprehensively explore and propose solutions to global economic inequities and disparities, with a particular focus on healthcare. This paper also aims to explore whether drastic reductions of inequality are justified in terms of conventional economic theory, and whether ending inequality can be viewed as ethical through certain lenses. Design/methodology/approach To seek the response to those questions, the paper uses Pareto optimality; Hicks–Kaldor model; Millian utilitarianism; the ethical theories developed by John Rawls in his 1971 work on ethics as well as his 1999 Law of People; and the capability approach developed by Noble Laureate economists Amartya Sen. As demonstrated, those equalizing works cannot support a policy that would advocate an end to global inequities. Those theories also propose no practical solutions for the end of those extreme inequities. Thus, the paper attempts to present other solutions. Findings This paper discusses two theories that are very helpful in supporting those without much wealth. Mohammad Yunus’ Grameen Bank and its provision of small free-interest loans to poor businesses (in particular women) in Bangladesh has been very successful. Another alternative advocating interest-free banking that was proposed by the proponents of binary economics is discussed. Originality/value The author believes the arguments used to support the theses of this paper be unique and novel.

Strive towards a good performance or avoid a failure performance in entrepreneurship education: a look into growth and independence-oriented intentions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Michela Loi ◽  
Barbara Barbieri ◽  
Manuel Castriotta ◽  
Maria Chiara Di Guardo
Keyword(s):  
Entrepreneurship Education ◽  
Education Programme ◽  
Entrepreneurial Intention ◽  
Theoretical Explanation ◽  
Achievement Goal ◽  
The Other ◽  
Content Type ◽  
Goal Motivation ◽  
The One

PurposePrior studies on entrepreneurial intention have shown that different orientations exist regarding entrepreneurial engagement: one looking at the growth of a venture (growth-oriented) and the other looking at the maintenance of an entrepreneurial autonomy (independence-oriented). Filling a gap in the literature concerning the reasons why individuals develop different orientations of entrepreneurial intention, this study revolves around achievement goal motivation (mastery, performance and avoidance approaches) and self-regulatory modes (locomotion and assessment), since both are thought to be at the origin and maintenance of an action willingness.Design/methodology/approachIn a sample of 209 undergraduates, we administered a structured questionnaire at the beginning of an elective entrepreneurship education programme. Through a set of hierarchical regressions we examined the specific role of achievement goal motivation and regulatory modes in relation to the two orientations of intention.FindingsOur findings show that, on the one hand, growth-oriented intention is related to a performance approach and both locomotion and assessment regulatory modes. On the other hand, independence-oriented intention is related to an avoidance approach.Research limitations/implicationsThese results illuminate the theoretical connections between entrepreneurial intention and motivation and provide implications for entrepreneurship education and the relationship between intention and consequent behaviour.Originality/valueThis study is among the first to provide an empirical exploration of the motivational and regulatory drivers that lie beneath a growth-oriented and an independent-oriented intention, offering a theoretical explanation about the development of different intentions towards venture creation. Our findings illuminate on the urgency to consider entrepreneurial intention as a multi-dimensional construct if we are to understand the intention-behaviour nexus.

Becoming an Entrepreneur

2000 ◽  
Vol 1 (1) ◽  
pp. 33-43 ◽  
Author(s):  
W. Ed McMullan ◽  
K. H. Vesper
Keyword(s):  
Case Studies ◽  
Personal Development ◽  
Single Case ◽  
Entrepreneurship Education ◽  
Education Programme ◽  
Structured Interview ◽  
Complete Understanding ◽  
Know How ◽  
Before And After

A single case study of a student was elaborated upon to illustrate the process of change through education. By choosing to study a graduate who had minimal background preparation and minimal interest in entrepreneurship before the education programme, the researchers have attempted to address some of the limits of change possible through entrepreneurship education. A structured interview was used to provide the initial ‘before and after’ account, after which extended and repeated probing was employed as the primary tool for exploring the personal development process involved. The case history was then used as a basis for developing a model of personal development required to make the transition from non-entrepreneur to entrepreneur. This case study was further intended to illustrate some of the relative merits of conducting in-depth case analysis over survey research in the domain of entrepreneurship education. Without in-depth case studies of individuals it is hard to know how much entrepreneurship programmes can change individuals. The possibility remains that entrepreneurship programmes just take potential entrepreneurs and give them a few more tools. Case studies of the change process can provide educators with a more complete understanding not only of what changes are possible within the confines of an education programme, but also of what programme interventions are more likely to produce the desired changes.

Teaching entrepreneurship in China: culture matters

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jiejie Lyu ◽  
Deborah M. Shepherd ◽  
Kerry Lee
Keyword(s):  
Teaching Methods ◽  
Critical Role ◽  
Entrepreneurship Education ◽  
The United States ◽  
Structured Interview ◽  
Cultural Environment ◽  
Teaching Approaches ◽  
Chinese Universities ◽  
Content Type ◽  
Student Entrepreneurs

PurposeThe primary purpose of this research is to explore how the cultural context, in this case, China, influences the teaching of entrepreneurship that seeks to cultivate student entrepreneurs during their university experience.Design/methodology/approachA qualitative case study approach is adopted to explore how the cultural environment affects the delivery and application of entrepreneurship education to university students in a Chinese context. Seventeen student entrepreneurs and three lecturing staff members in three Chinese universities were interviewed using a semi-structured interview approach.FindingsThe findings suggest that while Chinese universities have been importing teaching models and methods of entrepreneurship education from the United States and other countries, both students and educators are starting to recognise the need for teaching methods to be contextualised and designed based on national conditions and cultural characteristics. Findings from this study highlight cultural fusion and collision in the process of importing and implementing entrepreneurial teaching methods. For example, teaching students how to write a business plan appears to offer limited value for students' start-up activities and their venture development. The didactic teaching method centred on teachers without entrepreneurial experience works for the teaching “about” entrepreneurship but is paradoxical to the goal of teaching “for” entrepreneurship.Originality/valueLittle theoretical or empirical attention has been paid to the complexity of the cultural environment of teaching approaches to entrepreneurship education. This paper provides novel empirical insight into why the cultural environment plays a critical role in teaching approaches to entrepreneurship education and how these teaching approaches can be culturally nuanced to better meet the needs of nascent student entrepreneurs in various cultural contexts.

Becoming an entrepreneur: A participant's perspective

2000 ◽  
Vol 1 (1) ◽  
pp. 33-43 ◽  
Author(s):  
W. Ed McMullan ◽  
K. H. Vesper
Keyword(s):  
Case Studies ◽  
Personal Development ◽  
Single Case ◽  
Entrepreneurship Education ◽  
Education Programme ◽  
Structured Interview ◽  
Complete Understanding ◽  
Know How ◽  
Before And After

A single case study of a student was elaborated upon to illustrate the process of change through education. By choosing to study a graduate who had minimal background preparation and minimal interest in entrepreneurship before the education programme, the researchers have attempted to address some of the limits of change possible through entrepreneurship education. A structured interview was used to provide the initial ‘before and after’ account, after which extended and repeated probing was employed as the primary tool for exploring the personal development process involved. The case history was then used as a basis for developing a model of personal development required to make the transition from non-entrepreneur to entrepreneur. This case study was further intended to illustrate some of the relative merits of conducting in-depth case analysis over survey research in the domain of entrepreneurship education. Without in-depth case studies of individuals it is hard to know how much entrepreneurship programmes can change individuals. The possibility remains that entrepreneurship programmes just take potential entrepreneurs and give them a few more tools. Case studies of the change process can provide educators with a more complete understanding not only of what changes are possible within the confines of an education programme, but also of what programme interventions are more likely to produce the desired changes.

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