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Entrepreneurship Education and Social Entrepreneurship Education and Social Empowerment: Widening Participation for Self-Empowerment: Widening Participation for Self-
SufficiencySufficiency
Dr. Bill Gleave
School of Entrepreneurship and Business
Overview of PresentationOverview of Presentation
• Conceptual issues
• South-Essex – the socio-economic framework and ‘entrepreneurship gap’.
• Entrepreneurship education and its links to social and economic regeneration.
• Widening participation in South-Essex – some key issues.
Why Entrepreneurship?Why Entrepreneurship?
The relationship between entrepreneurship and economic growth is complex and indirect. However, a substantial body of research literature exists suggesting that entrepreneurship….
• Increases diversity, making a region more conducive to innovation.
• Simulates more competition leading to superior economic performance.
• Creates a higher stock of jobs in the economy, particularly in the longer run.
• Has demonstrational and motivational effects within the labour market.
• Is an important vehicle for social empowerment and change.
Categories of Business Start-upsCategories of Business Start-ups
Self-Employment
• Electricians
• Painters
• Independent consultants
Small Business Owners
• Franchises
• Retail outlets
• ‘Life-style’ enterprises
Entrepreneurs
• Creators of new possibilities
• Identifiers of potential opportunities
Multidimensional Attributes of the ‘Entrepreneur’Multidimensional Attributes of the ‘Entrepreneur’
1) The person who assumes the risk associated with uncertainty.
2) The supplier of financial capital.
3) An innovator.
4) A decision-maker.
5) An industrial leader.
6) A manager.
7) A coordinator of economic resources.
8) The owner of an enterprise.
9) An employer of factors of production.
10) A contractor.
11) An allocator of resources.
12) The person who realizes the start-up of a new business.
(Wennekers & Thurik 1999)(Wennekers & Thurik 1999)
Which dimensions can be learned?
Thames Gateway South-EssexThames Gateway South-Essex
Three Pillars of an Entrepreneurial Culture in South-EssexThree Pillars of an Entrepreneurial Culture in South-Essex
Positive attitudesof key stakeholders towards
entrepreneurship as a vehicle for new employment and
wealth creation
Competitive local socio-economic
structure
Supportive and enabling public
policy framework
The University/Region Value Added Management ProcessThe University/Region Value Added Management Process
The Impact of Entrepreneurship on Economic Performance The Impact of Entrepreneurship on Economic Performance and Individual Behaviourand Individual Behaviour
Persistence of Regional New Firm Formation Activity
Regional Economic Development
Employment growth
Labour productivity
Change in gross valueadded
Individual Behaviour
Start a business
Propensity to start a business (nascent entrepreneurship)
Spatial Differences in Average VAT Registration Rates and Spatial Differences in Average VAT Registration Rates and Educational Attainment to NVQ4+ in South-Essex (2001-2005)Educational Attainment to NVQ4+ in South-Essex (2001-2005)
Area
% economically active people with NVQ4+
RankLQ
(UK)LQ
(East)
No. of VAT registrations
per 10,000 adults
RankLQ
(UK)LQ
(East)
UK 28.1 1 - - 40.4 6 - -
East 23.7 2 0.84 - 43.1 3 1.06 -
Essex County 21.6 3 0.77 0.91 44.8 2 1.11 1.04
Castle Point 13.9 8 0.49 0.59 39.5 7 0.98 0.92
Basildon 16.8 6 0.60 0.71 41.6 5 1.03 0.97
Rochford 18.4 5 0.65 0.78 42.5 4 1.05 0.99
Southend 21.3 4 0.76 0.90 46.4 1 1.15 1.08
Thurrock 15.0 7 0.53 0.63 35.1 8 0.87 0.81
Source: Local Area Labour Force Survey (2003)
Spatial Comparisons of Average Business Churn (2001-2005)
0.00 5.00 10.00 15.00 20.00 25.00 30.00
Thurrock
Southend-on-Sea
Rochford
Castle Point
Basildon
Essex
East
UK
VAT registration rate (%) VAT deregistration rate (%) Churn (%)
‘‘Business Churn’ in South-EssexBusiness Churn’ in South-Essex
Socio-economic Structure of South-Essex – SWOT analysisSocio-economic Structure of South-Essex – SWOT analysis
Strengths• Strong specialisation in transport and
logistics activities in Thurrock• Logistics academy in Thurrock• Evidence that certain manufacturing
activities remain competitive compared to recent national trends
Weaknesses• Low skills, low wage equilibrium• Lowest levels of educational attainment to
NVQ 4+ in East of England• University participation only 35%• High levels of business exits particularly
amongst k-sector activities• High unemployment• Low representation of ‘creative’ industry and
knowledge-based sectors
Opportunities• Growing prominence of health and social
work activities• Creation of a ‘cultural hub’ in Southend
including University of Essex campus• Potential gaps within the value-chain
particularly within environmental technology sectors
• Employer demand for transferable skills
Threats• Proximity to London causing ‘brain-drain’
effect, particularly from Thurrock• Continued growth and specialisation of low-
skill, low value-added activities • Continued reliance on technologies imported
from outside region
Traditional Economy to Enterprise EconomyTraditional Economy to Enterprise Economy
Enterprise knowledge and awareness
Entrepreneurial skills
Appreciation of innovation and competitiveness
COMPETITIVE ECONOMY
Teaching Enterprise Skills (1)Teaching Enterprise Skills (1)
• We can certainly study entrepreneurship but can it be taught?
• Entrepreneurship cannot be taught, but can only be facilitated through a holistic strategy.
• Entrepreneurship is first and foremost a mindset.
• An entrepreneurs mission is the driver that seeks to connect with emergent opportunities in today’s highly chaotic and disruptive external environment.
Teaching Enterprise Skills (2)Teaching Enterprise Skills (2)
Methods include:
• Entrepreneurship education – using business start-up simulation – experiential learning
• Intrapreneurship education – using corporate project simulation – experiential learning
• Theoretical/empirical entrepreneurship education – understanding of the role of enterprise, entrepreneurship and innovation in the economy.
University Learning Focus Entrepreneurs Learning Needs
• Critical judgement after analysing large amount of information
• Instinctive decision making with limited information
• Understanding and recalling the information itself
• Understanding the values of those who transmit/filter information
•Assuming commonality of goals• Recognising the widely varied goals of
different stakeholders
• Seeking (impersonally) to verify the absolute truth by study of information
• Making decisions on the basis of judgement and trust and competence of people
• Understanding the basic principles of society in a metaphysical sense
• Seeking to apply and adjust in practice to the basic principles of society
• Seeking the correct answer, with enough time to do it
• Developing the most appropriate solution often under time pressure
•Learning in the class room •Learning while and through doing
• Gleaning information from experts and authoritative sources
• Gleaning information from everywhere and assessing its practical usefulness
•Evaluation through written assessment• Evaluation through judgement of people and
events through direct feedback
• Success in learning measured by passing of knowledge-based examinations
• Success in learning measured by solving problems, learning from failures and providing useful products and services to society.
University Offerings vs. Entrepreneur’s Learning NeedsUniversity Offerings vs. Entrepreneur’s Learning Needs
The School of Entrepreneurship and Business – University The School of Entrepreneurship and Business – University of Essex (1)of Essex (1)
• New department offering a range of MSc programmes linking entrepreneurship to more traditional business related disciplines e.g. international business, marketing.
• 5 new undergraduate programmes starting in October 2007.
• Sponsored PhD research undertaken
• Research derived CPD programmes on topics such as building and sustaining networks, creativity and innovation.
• Developed with the intention of contributing to the culture of enterprise and entrepreneurship within the region.
The School of Entrepreneurship and Business – University The School of Entrepreneurship and Business – University of Essex (2)of Essex (2)
Strategic and philosophical approach:
• Creation of international networks with university departments and hi-tech firms in China and India.
• Promotion of entrepreneurship and innovation amongst local business networks.
• Business incubator centre
• Coordinator of global and local linkages delivering real economic benefits.
ENTREPRENEURSHIP
Entrepreneurship – An Inclusive SubjectEntrepreneurship – An Inclusive Subject
Economics
Geography International Business
Marketing
Psychology
Arts and Creativity
The Challenge of the Creative EconomyThe Challenge of the Creative Economy
Principle Component Analysis
Variable Loadings
% educated to NVQ4+ .857
Creative industry LQ .797
VAT registrations (k-sector) .620
Gross annual income .865
Composite index comprised of 4 variables:
• Average VAT registrations per 10,000 adult population (2000-2004)
• Creative industries location quotient (2004)
• Average gross annual income (2000-2003)
• Average % of workforce educated to NVQ4+ (2000-2004)
Correlation matrix – Creative Industries Specialisation and Key Economic Characteristics in East of England (n=48)
Cre
ativ
e in
du
strie
s L
Q (2
00
4)
VA
T re
gis
tratio
ns
pe
r 10
,00
0 a
du
lts (k
-se
cto
r) (20
00
-2
00
4)
Jo
b d
en
sity
(20
04
)
Un
em
plo
ym
en
t rate
(20
01
)
Em
plo
ym
en
t rate
(20
00
-20
04
)
% e
co
no
mic
ally
ac
tive
ed
uc
ate
d to
NV
Q le
ve
l 4+
Gro
ss
an
nu
al p
ay
(20
03
)
Creative industries LQ (2004) 1 0.695** 0.372** -0.285* 0.369** 0.673** 0.640**
VAT registrations per 10,000 adults (k-sector) (2000-2004)
- 1 0.311* -0.630** 0.564** 0.796** 0.571**
Job density (2004) - - 1 0.133 0.105 0.410** 0.339*
Unemployment rate (2001) - - - 1 -0.656** -0.521** -0.248
Employment rate (2000-2004) - - - - 1 0.459** 0.371**
% economically active educated to NVQ level 4+
- - - - - 1 0.430**
Gross annual pay (2003) - - - - - 1
Source: NOMIS
Interrelationships between Creative Industry Employment and Key Regional Interrelationships between Creative Industry Employment and Key Regional Indicators in East of EnglandIndicators in East of England
Higher Educational Attainment, Creative Industry Specialisation and New Higher Educational Attainment, Creative Industry Specialisation and New Venture CreationVenture Creation
Educational Attainment Level 4+
Creative Industry
Specialisation
New Business Start-ups
Income
Employment in higher value-added activities > Increased income levels
Educational attainment permitting access to employment in higher value-added sectors
Potential spin-off activity
Innovative high-growth start-ups > Increased income levels
Educational attainment equipping entrepreneur with skills to start new business venture
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