Creating social entrepreneurship in local government

The public sector is often considered synonym with inefficiency and a lack of motivation to be innovative. This paper seeks to contribute towards the literature surrounding social entrepreneurship in the public sector, through using institutional theory to underpin an e-Innovations model that promotes social entrepreneurship, while recognising how the adoption of innovation within the public sector is fostered. The proposed model seeks to serve as a process that threatens the conservative and risk-averse culture endemic in the public sector

Benefits from Social Capital and Entrepreneurship Enhancement

This study employed Multiple Correspondence Analyses to construct a social capital index and verified its relationship with entrepreneurship enhancement through Probit model correcting for endogeneity using the Cameroon household consumption survey in Stata. The results indicate that benefits from social capital is strongly correlated with entrepreneurship enhancement, while result by gender of household head, shows that entrepreneurship promotion is stronger among the female as compare to the male counterparts. The same applies for the rural than urban businessmen. We suggest that support policies by donors should be granted to useful associations, and that the government should invest in social capital either directly or indirectly by creating an environment friendly to the emergence of local associations

The views of university professors of East Timor about entrepreneurship

Entrepreneurship has been recognized as a source of sustaining basis in fostering innovation, creating opportunities, local sustainability and socio-economic development of a country, since is a transforming process from an innovative idea to an enterprise. Entrepreneurship has been argued as the most effective economic power in the global economics and social history. The Strategic Plan for Development of East Timor from 2011 to 2030 reports that since 2007 only 9% of the population had economic conditions to leave the so-called “poverty line” and that 41% of East Timorese are still classified as poor. Given this diagnosis, the government of East Timor defined the private investment in Small and Medium Enterprises (SMEs) as one of the four pillars of the economic framework by 2020. To ensure the growth of the private sector in rural and urban areas, government established a development program with several initiatives such as legislative changes, creation of financial support, and faster process enterprise creation. Being private sector a social priority, and given the limitations of existing employment in East Timor, it is necessary to recognize the individual attitude of entrepreneurship and promote this new dynamic of job creation. Authors believe that universities, especially the state university, the East Timor National University (National University of Timor Lorosa'e) should assume a leadership role in promoting entrepreneurship among its students. For East Timor, it is critical to highlight the mission of universities and professors in their role of education and preparation of young people, providing them with an entrepreneurial attitude that allows them to succeed in creating their own employment. This is even more important because there is no formal teaching entrepreneurship at academic level in East Timor. The paper presents results from an ongoing research that aims to contribute to the discussion of the theme of entrepreneurship in East Timor. The survey EmpreendeTIMOR: UNIVPROF intends to study the perception that East Timor academics have in relation to entrepreneurship. Based on a sample of 123 Timorese university professors, from five Timorese universities, the survey analyze how professors perceive entrepreneurs and entrepreneurship, what is their risk predisposition, how they perceive the skills and competences of their students, and how they perceive the role of the University and its professors in promoting entrepreneurship. Results suggest a good image of entrepreneurship and entrepreneurs but require further analysis since professors recorded contradictory results in two negative statements. Professors present a low risk predisposition. In relation to their students’ skills and capacities, professors reveal a high confidence in the abilities and skills of their students to be successful in their own business and in their technical or financial preparation. Regarding the role of universities and its professors in promoting entrepreneurship, the professors expressively recognize its importance and relevance, and agree with a more proactive role in promoting entrepreneurship

Social entrepreneurship and development in Nelson Mandela Bay Municipality

Focusing on the policy context for social entrepreneurship in Nelson Mandela Bay Municipality (NMBM), this dissertation examines the processes through which social entrepreneurs participate in the processes of development of the municipality because; social entrepreneurship is increasingly being recognised as a mechanism for creating social and economic value. Social entrepreneurs play a significant role in fulfilling unmet societal needs and in filling gaps, particularly in areas where government and the market fall short. Based on this view, this study raises questions about the integrated policy guiding social entrepreneurship for better development outcomes. It aims to contribute to the body of literature on social entrepreneurship and development by examining the processes through which social entrepreneurs participate in the development of the communities at the local level. Using the Grounded Theory method, this study found that there is no integrated policy on social entrepreneurship in the NMBM and that the deficiency created by the lack of an integrated policy engenders Social Revisioning. The substantive theory of Social Revisioning emerged from the data to explain the processes through which social entrepreneurs participate in the development of communities when there is no integrated policy on social entrepreneurship. In response to the deficiencies in the policy context, differentiated and autonomous entities within and outside of the municipal government step in and support social entrepreneurs to provide services and participate in the processes of development. However, even though Social Revisioning can be used to address the policy deficiencies in social entrepreneurship and development, the differentiations and autonomy that characterise the entities, role players and processes embodied in Social Revisioning prevent cohesion among them and again beg for an integrated policy that will incorporate them

Can a teaching university be an entrepreneurial university? Civic entrepreneurship and the formation of a cultural cluster in Ashland, Oregon

There has been debate over whether a teaching university can be an entrepreneurial university (Clark, 1998). In a traditional conception of academic entrepreneurship focused on achieving commercial profit, a research base may be a pre-requisite to creating spin-offs. However, if we expand entrepreneurship into a broader conception to map its different forms such as commercial, social, cultural and civic entrepreneurship, it is clear that the answer is positive. In this study, we focus on the Oregon Shakespeare Festival (OSF), which has transformed a small town based on resource extraction, a market center and a rail-hub into a theatre arts and cultural cluster. The convergence of entrepreneurship, triple helix model, cluster and regional innovation theories, exemplified by the Ashland case, has provided a model as instructive as Silicon Valley, to seekers of a general theory and practice of regional innovation and entrepreneurship. The role of Southern Oregon University (SOU) in the inception of a cultural cluster gives rise to a model for education-focused universities to play a significant role in local economic development through civic entrepreneurship

Energizing entrepreneurs: Resourceful communities and economic pathways

INTRODUCTION This paper illustrates the relevance for the non-profit sector of moving beyond its traditional roles into entrepreneurial community economic development. Its approach aligns with conceptualizations of sustainability through the self-help galvanization and development of enterprise opportunities, education pathways, and labour market outcomes for the community, by the community. METHOD It develops the concept of social entrepreneurship as a hybrid form between private, non-profit, and public sectors, in line with examples of non-profit organizations with entrepreneurial offshoots, generating revenue for the organization’s social objectives. ANALYSIS The article operationalizes these ideas through the design, creation, roll-out, and achievement of a community enterprise incubation program for urban Polynesians in Aotearoa/New Zealand. It examines the challenges, how they were resolved, and analyzes how both challenges and reforms contribution to the body of knowledge. RESULTS Through the project’s demonstrable initial successes, the authors argue that it offers clear signposts to government, the public sector, and the private sector in how to move beyond simple capacity building to sustainable enterprises and by entrepreneurs in the community who have been created, energized, and given experience by participation in the process. They present the project as a prototype on how to resource community groups and organizations embarking on their community economic development journeys and how to liberate the self-motivating entrepreneurial energies of communities

The Analysis of Entrepreneurship Education Profile For Educatioanal Institutions of Hihger Education in Yogyakarta

ABSTRACT Purpose: This study aims to describe entrepreneurship education profile (EE Profile) of the five LPTKs in DIY. The research based on strategic role of EE in generating creative entrepreneurs who meets 21st century skills. The main target of the study was to describe; (1). Characteristics of lecturers and students, (2) Competencies to be developed, (3). Learning process, (4). Assessment to be used, (5). Needs of improvement. Methods: The study used quantitative approach this type of survey. The populations were lecturers and students participating in the course come from five LPTK. Data was collected by questionnaire and group discussions (FGD). This study used primary and secondary data collected from 48 lecturers of enterpreneurship and 246 students who joined in the entrepreneurship course. Data was analyzed using simple frequency analysis technique for quantitative data and descritive analysis for the qualitative data. Findings: The results revealed that: (1). Lecturers have minimum teaching experience (on average, 3.45 years). Most of the lecturers hold master degree but 33% of the total lecturers said not match to teach entrepreneurship related with their qualification. Only half of them who have had a certificate in entrepreneurship, but the training was less than 33 % of the total lecturers. Majority of the students (78%) has had appropriate background to be trained on entrepreneurship; unfortunately there are only a few who got training seriously. A few of students (19%) hold a certificate on entrepreneurship but most of them felt less adequate (2). Competencies tend to more focused on creativity and innovation, but less concerned to 21st centuryespecially on collaboration and communication. (3). Majority of students felt impressed that the learning occur innovatively, but students said the learning material was still out of date. ICT was not sufficiently integrated in the learning process to enrich learning materials and process. EE was still taught separately between theory and practice in an average composition of about 57% of theory and 43% of practice, (4). Assessments were still dominated by written tests, even used to assess skills as creativity and innovation that were not appropriate (5). Lecturers and students expressed need to learning model that emphasizes the practice more and reduces the theory. Project based learning tended to be developed and raised as alternative model for EE

Digital entrepreneurship in a resource-scarce context: A focus on entrepreneurial digital competencies

Purpose – Thepurpose of this paper is to criticallyexplorehow context asan antecedent to entrepreneurial digital competencies (EDCs) influences digital entrepreneurship in a resource-scarce environment. Design/methodology/approach – The data comprises semi-structured interviews with 16 digital entrepreneurs, as owner-managers of small digital businesses in Cameroon. Findings – The results reveal the ways in which EDCs shape the entry (or start-up) choices and post-entry strategic decisions of digital entrepreneurs in response to context-specific opportunities and challenges associated with digital entrepreneurship. Research limitations/implications – The data comes from one African country and 16 digital businesses thus the research setting limits the generalisability of the results. Practical implications – This paper highlights important implications for encouraging digital entrepreneurship by focussing on institutional, technology and local dimensions of context and measures to develop the entrepreneurial and digital competencies. This includes policy interventions to develop the information and communication technology (ICT) infrastructure, transport and local distribution infrastructure, and training opportunities to develop the EDCs of digital entrepreneurs. Originality/value – Whereas the capabilities to adopt and use ICTs and the internet by small businesses have been examined, this is among the first theoretically sensitised study linking context, EDCs and digital entrepreneurship

Displaced, excluded, moving on: a study of refugee entrepreneurship in Kenya

The global refugee crisis has grown in scale over the last 30 years. There are currently 25.4million refugees worldwide of whom 85 percent reside in developing countries (UNHCR, 2019). As a result of the protracted violence and instability in the East African region, Kenya has been on the frontier of receiving refugees and asylum seekers since the 1970s. However, the official approach of the Kenyan government has been to enact a unique encampment policy that has effectively stripped the refugee community of the right to free movement and employment across the country. Most refugees are restricted to camps located in predominantly arid and semi-arid areas that have often been subjected to socio-political marginalisation (Campbell et al, 2011). In effect, these refugees are denied the opportunity to contribute to the economy of the host country by using their entrepreneurial skills and resources to create value and enhance national productivity. In the same vein, the imposed restrictions make it difficult for the refugee households to support themselves, raise household income, and forge a path to long term resettlement or return. However, in spite of these constraints, the refugees are employing new strategies to overcome institutional and infrastructural barriers and challenges. This paper therefore presents a study of refugee entrepreneurs within Kakuma refugee camp in Kenya. We examine the role of social capital- in its bonding, bridging and linking forms. We draw from in-depth interviews of key stakeholders, supplemented with archival documents and policy papers, to review existing policies and interrogate the models of refugee entrepreneurship in Kenya. We also examine the link between refugee resilience, self-reliance and ingenuity on the one hand, and entrepreneurial success and livelihood recovery on the other hand. We then propose a conceptual framework that highlights the role of social capital in overcoming institutional and infrastructural constraints to entrepreneurship among refugee populations