Entrepreneurship Readiness and New Ventures Development: Issues and Implications of Entrepreneurial Education in Mexican Universities

Entrepreneurship Readiness and New Ventures Development: Issues and Implications of Entrepreneurial Education in Mexican Universities

Entrepreneurship Readiness and New Ventures Development

Monday, August 10, 2020 by Ricardo D. Álvarez

Entrepreneurship Readiness and New Ventures Development

Monday, August 10, 2020 by Ricardo D. Álvarez

Issues and Implications of Entrepreneurial Education in Mexican Universities

Previous research has demonstrated a positive relationship between perceived self-efficacy and entrepreneurial intention.

A descriptive cross-sectional study was carried out to assess the impact of entrepreneurship education on students’ perceived self-efficacy, intentions and orientation within three selected universities in the city of Tijuana, Mexico.

A survey was conducted and data was collected utilizing previously developed instruments. Results were compared and analyzed, identifying the correlations that exist between entrepreneurial education experience and reported levels of entrepreneurial self-efficacy, orientation and intentions.

If universities do not promote entrepreneurship education, it is expected that students would be less likely to pursue new business ventures after school. Our research results although limited, may be useful for university decision makers interested in supporting and establishing formal entrepreneurship coursework in Mexican universities. Such support is necessary in order to facilitate new businesses creation in the country which may lead to future gains in economic growth and development (…read more).

Read the Full Paper.

Learning Lovingkindness: Three Lessons

Learning Lovingkindness: Three Lessons

Learning Lovingkindness: Three Lessons

Monday, August 10, 2020, by Marshall Sashkin

“Kindness is more important than wisdom, and the recognition of this is the beginning of wisdom.” -Theodore Isaac Rubin, psychiatrist and writer (1923–2019)

Lesson 1: Breathing

Thich Nhat Hanh, an internationally-known Zen Buddhist master, observes that the importance of focusing on one’s breathing is not simply to become good at meditating. Rather, it is a first step in developing mindfulness. Coincidentally, the practice of breathing he proposed is quite similar to the activity originally designed by Herbert Benson, a Harvard physician, which Benson called the “relaxation response.” This method was, in part, based on his study of Transcendental Meditation, as described and practiced by Maharishi Mahesh Yogi and his followers. The relaxation response is activated by following a set of simple actions that center on one’s breathing, in the context of certain physical conditions:

• Sit quietly in a comfortable position;

• Close your eyes;

• Relax your muscles, beginning at your feet and continuing up to your face; in particular relax your tongue;

• Breathe in and out through your nose;

• As you breathe out say the word “one” silently; actually, any word or phrase will do, as you repeat this action;

• When distracting thoughts occur ignore them; continue breathing and repeating the word “one”;

• Continue for ten to twenty minutes; relaxation will occur at its own pace;

• When you feel relaxed continue to sit quietly for several minutes.

Many verified scientific research studies have shown that the relaxation response has positive physical benefits. However, for the purpose of developing mindfulness the most important outcome is the elimination of distracting thoughts and the development of the ability to focus one’s mind on what is happening in the moment. These are basic requirements of mindfulness. The aim is, in part, the same as for the relaxation response: the ability to avoid distracting thoughts.

Lesson 2: Mindfulness

The aim of breathing practice is to develop the ability to focus one’s mind and attention completely on what is happening in the present moment. This is the essence of mindfulness. Thus, when asked how to practice mindfulness the monk replies, “When I eat I only eat. When I walk I only walk. When I sleep I only sleep”. Mindfulness means living consciously in the present moment, by focusing awareness on present actions.

Our minds constantly generate thoughts that take us away from a focus on and awareness of the present. This message is central to the book “Be Here Now” by the guru Ram Dass (who was once the Harvard research psychologist Richard Alpert). He refers to the mélange of thought that seems to arise unintentionally in consciousness as the working of one’s “monkey mind”. We are in this way distracted from living in the moment — the only real moment we have — and are tempted to “live” in the past or the future. Thich Nhat Hanh does not advocate forgetting the past or neglecting to plan for the future, but emphasizes how important it is to recognize that only the current moment is real and available for action.

Action is important for dealing with what Thich Nhat Hahn calls “the unavoidable realities of life”. One can do this effectively only if one is able to act without one’s actions being distorted by fear. The late guru of organizational quality, W. Edwards Deming, argued that before it is possible to ensure consistent high quality in workers’ actions one must “drive fear out of the workplace”. This is also required for mindful action. In that case, the aim is to drive fear out of both conscious and unconscious thinking. The issue of fear is the focus of the third lesson on learning lovingkindness.

Lesson 3: Living and Dealing with Fears — the Unavoidable Realities of Life

According to Thich Nhat Hanh there are certain unavoidable realities of life that typically inspire fear. Such fear is often suppressed, forced into the “basement” of one’s mind, where it can supposedly be kept from distressing the individual. Of course, just because these fears are not in one’s awareness does not mean that they have no effect. The more energy one devotes to suppressing fears the less energy one has to take positive action in the present.

There are three central unavoidable realities, each of which inspires fear:

1. No one can avoid growing old. Aging is an unavoidable consequence of living. That we fear aging is evident from the extent to which people strive to look young and from what has been called “the culture of youth.”

2. No one can avoid illness. Some illness is an unavoidable consequence of growing old. Fear of illness is evident from the extent to which denial of illness is common, even when it is obvious that one is not well.

3. No one can avoid death. Everything ends, everyone dies. Death is an unavoidable consequence of living. Perhaps the greatest fear is fear of death, of non-existence, and fear of aging and of illness simply amplify this fear.

Everyone fears some or all of these unavoidable realities, often through some degree of contact with them. As just noted, these fears are typically repressed, forced into our unconscious (“the basement” of the mind). And they often are so strong that they force their way up into the “living room”, that is, one’s consciousness. There they often distort or inhibit action.

A better approach is, instead of trying to force fears back down into the basement, to suppress them, to recognize them and embrace them with lovingkindness. This means allowing one’s self to experience the distress directly and, instead of trying to reject it, speaking kindly to it — as one might when trying to comfort a crying child — and feeling the sorrow it represents. Only then will that particular fear lose some of its strength. As a result, the next time it comes to the surface that fear will be weaker. It then becomes easier to embrace it again, to experience it with lovingkindness each time it reaches awareness. Eventually the fear will lose the strength to cause distress and generate behavior problems. It may not completely disappear, but it will no longer be so strong as to cause mental distress and behavior problems. Doing this is, of course, not at all easy.

By recognizing and embracing one’s fears with lovingkindness and thus minimizing their potency one becomes able to act effectively in the “now”. The present, the now, is the only time that one really has to take actions. Which leads Thich Nhat Hahn to point out the immense importance of one’s actions in the present. He observes that

• the only things one truly owns are one’s actions, what one actually does;

• like the realities of life, the consequences of one’s actions are ultimately unavoidable; it may be appropriate to think of this as “karma”.

By accepting ownership of one’s actions and responsibility for their consequences — as well as the inevitability of aging, illness, and death — one is able to be mindful in the present. This enables one to show lovingkindness — and compassion — toward one’s own self. Self-compassion is necessary in order to be able to treat others with compassionate lovingkindness.

Practicing Lovingkindness

The ancient Greeks used the term “agape” to refer to what is here called lovingkindness. It means the expression of love toward others with no expectations, requirements, or conditions, not even expecting others to reciprocate with lovingkindness. Another term for this is “unconditional love”. The poet Nikki Giovanni expresses well the essence of unconditional love, that is, lovingkindness, toward one’s self and others:

“There is always something to do. There are hungry people to feed, naked people to clothe, sick people to comfort and make well. And while I don’t expect you to save the world I do think it’s not asking too much for you to love those with whom you sleep, share the happiness of those whom you call friend, engage with those among you who are visionary and remove from your life those who offer you depression, despair and disrespect.”

When mindful actions are based on lovingkindness those actions are more likely to succeed in having positive effects, that is, desirable consequences, for one’s self as well as for others.

SDGs and Humane Entrepreneurship

SDGs and Humane Entrepreneurship

SDGs and Humane Entrepreneurship

Saturday, August 8, 2020, by Ayman El Tarabishy

We as human leaders, employees, businesses, etc. must, in fact, change ourselves and our attention in order for the SDGs to work.

Being the Change, You Wish to See

The United Nations Sustainable Development Goals seem to be the most united and comprehensive guide in which our global community might simultaneously survive and heal its inequalities that have been plaguing our world. Resulting from historical injustices, the world is far from equal. As mentioned earlier in this series, the concept of Humane Entrepreneurship (HumEnt), regarded on a large scale, poses our only survival mechanism to enable the achievement of the United Nations Sustainable Development Goals (SDGs). However, one grand mistake that we are collectively recreating in regards to sustainable change and promotion of the SDGs is that we forget that we as human leaders, employees, businesses, etc. must change ourselves for the SDGs to work.

More clearly, the achievement of the SDGs is not solely a means to create a more just world; however, more so, they are the end, the results of our ability to highlight and focus our attention on the humane, or to care for our fellow humans. Currently, many, but certainly not all, enterprises are focusing on profit. They forget the power of benefit, meaning the potential benefit an enterprise could have on its community, its customers, and the environment. That is why I pose that the SDGs’ success will be determined by our ability to instill, or at least introduce, the principles of Humane Entrepreneurship to our students, mentees, and future leaders in their formative years.

By nurturing future and current entrepreneurs, and in so doing, exhibiting the principles of HumEnt ourselves, we might be able to demonstrate a tangible image of how the Sustainable Development Goals will be achieved. Teaching the Sustainable Development Goals is much more than sharing the 17 goals and understanding how they work interconnectedly with each other; it is about helping learners understand how they both affect and are affected by the Sustainable Development Goals. It is in seeing how we are part of the same system for which the SDGs were created that will ultimately allow us to move beyond accepting the current injustices of the world as just “how it is” and understanding how, by refocusing our values, we might create the world anew.

It is for this reason that ICSB has concurrently launched the SDG certificate program and the ICSB Educator 300. These two programs are dependent on each other. In building the Educator 300, ICSB is committing to gathering a group of educators who are ready to evolve so that entrepreneurship education can adapt to societal changes. However, to prepare educators for the future ahead, training in the study and practice of HumEnt is essential. The SDG certificate program complements this new educator platform as it both helps to provide educators with the necessary knowledge of today while introducing the results of including HumEnt in program design and instruction.

Humane Entrepreneurship is not only for the boardroom. It is a lifestyle choice. To center empathy, equity, enablement, and empowerment in our teaching and leading is a decision that we must make for ourselves. The future is bending towards HumEnt, and we, at ICSB, want to prepare all our members for this mighty change. These changes are right at our fingertips, let’s decide to welcome these future changes, and in turn, be the changes we are so accustomed to studying. The future begins with us. 

Let’s get started.

Article by:

Dr. Ayman El Tarabishy
President & CEO, ICSB
Deputy Chair, Department of Management, GW School of Business

Student housing solutions in an era of COVID-19

Student housing solutions in an era of COVID-19

Student housing solutions in an era of COVID-19

Monday, August, 3, 2020 by Wagdy Sawahel 

Student housing solutions in an era of COVID-19

Monday, August, 3, 2020 by Wagdy Sawahel 

Around the continent, university students face a shortfall of student accommodation, a situation exacerbated by the current COVID-19 pandemic containment measures which call for fewer students in living spaces.

At universities in Kenya and South Africa, students face a shortfall of over 600,000 and 300,000 beds at universities respectively.

“With the WHO voicing alarm at the spread of the coronavirus in Africa, African students living in dormitory-style accommodation will have to adhere to strict hygiene and social distancing measures, as under such conditions, a single COVID-19 infection could yield an uncontrolled outbreak within very short time,” Morad Ahmed Morad, professor of medicine at Egypt’s Tanta University, told University World News.

He said students should undergo COVID-19 testing and participate in online awareness programmes before moving in to university residences.

He suggested that isolation wards be established within student residences. These should be equipped with IT capabilities to allow students with exceptional circumstances or health concerns to participate in classes remotely. WHO guidance for accommodation and hotel providers must be strictly implemented, Morad added.

Design

According to architect and urban designer Sean Kenealy, who is also director at STAG African, a student accommodation group in South Africa, the current situation called for a “reconsideration” of the design of student accommodation.
“Hundreds of students across the continent are in traditional dormitory type accommodation, sharing communal facilities … putting them at risk of viral infection,” Kenealy told University World News.

“We need to implement ways of limiting social interaction, without losing the vitally important aspect of community. We have re-examined and tested the appropriateness of our pod-design solution. With eight students per pod and two per bedroom, we are better able to mitigate a pandemic such as the current one.

“This design limits personal interactions to just eight people, as opposed to older, institutional-type student housing designs, some of which have hundreds of students per floor. It allows for the effective implementation of health and safety deliverables,” Kenealy said.
Kenealy cited the example of a recent COVID-19 infection at one of the STAG residences. The other seven occupants of the pod tested negative, which meant that the infected student was quarantined in the pod and only seven of the 210 students in the residence had to be isolated.

“Our pod design provides communal living which closely replicates the home environment. This is an important element of familiarity in an otherwise daunting and often impersonal campus environment, particularly for first-year students. In this way, we provide a more conducive learning environment and more intimate social relationships, all of which assist with the enforcement of sanitisation measures, mask wearing and other healthcare imperatives,” Kenealy said.

Affordability

“Addressing affordability is the first step to solving the backlog of hundreds of thousands of beds across the continent. … A fundamental change in the procurement and delivery of student accommodation is required,” Kenealy said.

He suggested that on-site building activities and therefore the cost of student bed space could be significantly reduced by utilising a cellular concrete walling system and adopting a Design for Manufacture and Assembly (DfMA) approach to building.

“A Student Early Alert System for COVID-19 (SEAS) could be set up for instructors to connect students to on-campus resources and support services. …SEAS could support students with practical help through the use of mobile applications, internet, social media, radio or TV,” Ayah Mohamed Abdel-Fatah, a female student at the Higher Institute of Engineering and Technology in Mansoura, Egypt, told University World News.

Ayman El Tarabishy, Deputy Chair of the Management Department at US-based George Washington University, told University World News that no matter what “innovative” ideas were generated by student accommodations, there would always be “a greater risk when many people live so close together”.

“Currently, accommodations are high-risk, so we must think of other options to ensure students are capable of learning in a COVID-19 environment,” El Tarabishy added.

He said a big question that came to mind was: “Do universities have the large but necessary budgets to ensure that all precautions are being taken?”

“In my opinion, if universities are able to take on the enormous costs of re-modelling their accommodations, then they would certainly be able to invest in their students by offering them the hardware and software necessary for digital learning,” El Tarabishy said.

“Let’s let online learning be one of the many assets that we give our students”, El Tarabishy said.

A Humane Entrepreneurial Oriented Professor

A Humane Entrepreneurial Oriented Professor

A Humane Entrepreneurial Oriented Professor

Saturday, August, 1, 2020 by Dr. Ayman El Tarabishy

The global pandemic has allowed academia to change fundamentally, and within that, there is a chance for educators to evolve.

Estimated at the end of last year, ICSB foresaw a dramatic change in the role of the “educator,” be that for entrepreneurial and small business studies or other subjects. This global reshape has led professors and lecturers to confront the barriers posed by responses to the worldwide health crisis. Professor Hooi Den Huan of Singapore described today’s environment as R.U.D.E or rapidly changing, uncertain, dynamic, and engaging. ICSB focused this understanding of our modern environment on educators, expanding that the instructors themselves will evolve from being “bearers of information” to being R.U.D.E. In rapidly changing their knowledge base to grasp new theories and their applications, they will steer the education ship to a safe port of reflection and learning, while mastering engagement. Educators will do more than teach, entertain, and educate. However, they will engage their learners in the real journey of reflection, double-loop learning, and personal growth.

This assumption proves to be more accurate every day. We need to confront the reality that our current pedagogy, of entrepreneurship specifically, must change if we still find it essential to create prepared entrepreneurs. As our universities alter their structure and systems, we can not remain the same entrepreneurship professors that we were last year, nor even yesterday. We must change with the times, and I argue that this change must be centered around the care and growth of the individual, be that student, staff, faculty, etc. If we can engage with the principles of Humane Entrepreneurship, and in so doing, safeguard the value and potential of the human person, we will be able to adapt our methods to fit our environment more easily.

Remembering a conversation last month with Norris Krueger, he introduced the idea of the “Great Re-think,” during which he recommended that we move beyond thinking to entirely reimagining and recreating universities. The global pandemic has allowed academia to change fundamentally, and within that, there is a chance for educators to evolve. Rather than being derived from the changes in academia, the extension of the professor towards Humane Entrepreneurship will ultimately guide us towards creating more accessible and inclusive programs for students. The educator’s intention of HumEnt will lead to creative results, including the bridging of exclusivity gaps among institutions and overcoming unspoken priority so that younger scholars can access innovative and desirable solutions.

Each educator has a higher mandate to educate as many students as possible. The new format of e-learning does not limit this mandate but instead motivates its expansion. If educators can be culture-creating leaders who exemplify the practice of Humane Entrepreneurship, we might bring about a knowledge revolution that works towards equitable and empowering inclusion.

Given the recent transition in leadership at ICSB, we have spent a lot of time thinking about our origins (as back as 1955), during which we have asked the crucial questions: “Does our pedagogy still hold up in our new world,” “Are our systems optimized for the success and growth of our members?”, and “How can ICSB be present to the needs of our members today and tomorrow?” Upon discussing these questions, we have concluded that ICSB is an essential platform (community) for the advancement of entrepreneurship and that our programming holds significant influence over the skillsets of our members. For this reason, and in response to our greater call as educators to provide helpful and creative solutions to the problems before us, ICSB will be opening a new program on Monday (8/3/2020). Named the ICSB Educator 300, this digital database will represent a collection of the world’s most capable high-level educators of the future. Our goal is to limit the number of professors, lecturers, and teachers to 300 to be sure that we can manage the database, connect the database with top universities around the world (to ensure the database’s professors have favorable opportunities), and provide continuing education for these 300 educators as they evolve to the new online, hybrid, and hyflex models of education and teaching.

Please join us as we enter this new world together. Guided by the principles of Humane Entrepreneurship, we are sure to succeed and to bring about real and essential change throughout our global community.

Article by:

Dr. Ayman El Tarabishy
President & CEO, ICSB
Deputy Chair, Department of Management, GW School of Business

 
Global Youth Academy Recap

Global Youth Academy Recap

The ICSB Global Youth Academy Recap

Friday, July, 31, 2020 By Skye Blanks ICSB Global Youth Academy Program Chair

It has been a week since the end of the ICSB Global Youth Academy, but I am still in a state of amazement due to all the incredible participants I had the pleasure of meeting.

The ICSB Global Youth Academy was a two-week program hosted virtually. This was an incredible opportunity for high school juniors and seniors, during which they experienced perspective-shifting and changing presentations and activities. As entrepreneurs, we understand the value of the self. That is why this program taught students ways in which they represent and embody their brand and company (you, Inc.). By investing in themselves, this academy helped students begin preparing themselves for their futures ahead, which has never been more pertinent.

The program worked on a three-part model, known as “the 3 Ss.” Within this framework, students discovered world Systems, their Skills, and theirSelf. Systems include those national and international organizations that uphold all of our current world relations and markets. These include, but are not exclusive to, the United Nations, the International Labour Organization, the World Bank Group, and the World Health Organization. Next, we helped them discover their skills, through the creation of a final presentation about a new venture relating to the United Nations Sustainable Development Goals. Students also learned the ways in which they can optimize their skills and build their portfolio. The last and innermost element was the Self. By learning how to become more proximate with their strengths and weaknesses, students were able to promote themselves and their work even more than they imagined.

Entrepreneurship training is not restrained solely for entrepreneurs. Rather, entrepreneurship training introduces an innovative and important way of seeing the world through eyes of opportunity. This structural positivity will help these students succeed in any and every space that their future life involves. In participating in this renowned, international program, they have officially begun their entrepreneurial journey.

Special Congratulations to all the winners during the two week program!

Skye Blanks
ICSB Global Youth Academy Program Chair