A Process-Oriented Framework of Competencies for Sustainability Entrepreneurship

Abstract

Employee-owned businesses, benefit corporations, and other efforts in sustainability entrepreneurship are responding to prevalent challenges such as climate change, economic inequalities, and unethical business behavior. Universities, however, often fall short in sufficiently equipping students with competencies in sustainability entrepreneurship. One reason is that none of the existing frameworks links competencies to the actual processes of entrepreneurship, from discovery to consolidation. If graduates are to successfully start and run sustainability-oriented enterprises, the real-world entrepreneurship processes should provide the main orientation for training and learning. The present study proposes such a framework. We first conducted a qualitative literature review on competencies for entrepreneurs, sustainability professionals, social entrepreneurs, and sustainability entrepreneurs. We clustered the identified competencies according to conceptual similarities. On this basis, we describe sustainability entrepreneurship competencies along the entrepreneurial process model. The result is a process-oriented and literature-based framework of sustainability entrepreneurship competencies. It is intended to be used as a general vision for students, faculty, and entrepreneurs, as well as for the design of curricula, courses, and assessments.

A Conceptual Research Model for Investigating the Impact of Online Teacherpreneurship Education on Students’ Teacherpreneurial Competencies and Intentions in Preservice Teacher Education

“…The research design is inspired by Foucrier & Wiek (2019) and Draksler & Širec (2018) on the conceptual research model of sustainable entrepreneurship competence and entrepreneurship competence, respectively. The research is divided into three sections (Figure 1).…”

Entrepreneurial competencies and employment status of business graduates: the role of experiential entrepreneurship pedagogy

“…Numerous studies, among them -Fragoso, Rocha-Junior, and Xavier (2020), Iakovleva, Kolvereid, and Stephan (2011), demonstrated validity of this theory in different cultural settings. However, the intentionality-related measures reflect mainly the outcomes of affective learning, overlooking knowledge and skills which are commonly assessed in education (Foucrier and Wiek 2019;Lack eus 2014).…”

“…The conceptual model of the study also adds to the literature by going beyond typical new venture creation and extends the intentions-start-up behaviour link by including entrepreneurial knowledge and skills into the assessment (Foucrier and Wiek 2019;Fisher, Graham, and Compeau 2008;Kraiger, Ford, and Salas 1993). Furthermore, instead of focusing just on the start-up behaviour as many prior studies did (Nabi et al 2017;Charney and Libecap 2000), the model considers two types of entrepreneurial employment, or career, status of university graduatesnascent intrapreneurship and early-stage entrepreneurial activity (EA).…”

Grand challenges and entrepreneurship: Emerging issues, research streams, and theoretical landscape

“…Because of their wicked nature, grand challenges can be addressed only through never-ending, highly distributed experimentation and savvy selection and recombination of possible solutions (Martí, 2018). It is no wonder then that entrepreneurship, as a unique force for multiplying innovation capacities, has been increasingly called into action to address these wicked problems (Foucrier & Wiek, 2019;Masdeu Yélamos et al, 2019). Many entrepreneurship scholars have framed the role of entrepreneurship in addressing grand challenges within a traditional theoretical view, rooted in classical economics.…”