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The Three Hedgehogs of Entrepreneurship © Kevin Hindle 2008.
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Transcript of The Three Hedgehogs of Entrepreneurship © Kevin Hindle 2008.
The Three Hedgehogs of The Three Hedgehogs of EntrepreneurshipEntrepreneurship
© Kevin Hindle 2008
Multa novit vulpes, verum echinus unum magnum
Erasmus of Rotterdam(after Archilochus)
The three hedgehogs of entrepreneurship are
evaluation, environment and education
Hindle of Bondi
(after a few nice glasses of wine)
Predicate bestiary
The hedgehog and the fox
• Sir Isaiah Berlin• Archilochus’ saying• Ambiguous but the
words may …• ‘…mark one of the
deepest differences which divide writers and thinkers, and, it may be, human beings in general.’
‘For there exists a great chasm …’
• between those … who relate everything to a single central vision, one system … and …
• those who pursue many ends, often unrelated and even contradictory …
• these last … entertain ideas that are centrifugal rather than centripetal … diffused, moving on many levels, seizing upon the essence of a vast variety of experiences … without seeking to fit them into, or exclude them from, any one … all-embracing, unitary … vision.
Examples from the Western canon
• Berlin develops the idea, dividing writers and thinkers into two categories:
• Hedgehogs, view the world through the lens of a single defining idea (examples include Dante, Plato, Lucretius, Pascal, Hegel, Dostoevsky, Nietzsche, Ibsen, and Proust)
• Foxes draw on a wide variety of experiences and for whom the world cannot be boiled down to a single idea (examples include Shakespeare, Herodotus, Aristotle, Montaigne, Erasmus, Molière, Goethe, Pushkin, Balzac, Joyce, Anderson).
Examples from the Entrepreneurship canon?• Schumpeter, of course, was both H & F• Maybe McClellan is a hedgehog?• Nearly everyone else is a fox: maybe a very territorial
fox, but a fox nevertheless• I have been a fox more than most: knowing lots of
little things about this gigantic phenomenon• One day, I decided I’d like to be a hedgehog: I was
sick of running around chasing my tail through a trail of marginal footnotes
Overview
• Three hedgehogs• Most time spent on one: the community
diagnostic process• Implications and examples
Quick predicate:entrepreneurship?
Emergence and OpportunityTwo schools of thought: emergence and opportunity.
PRINCIPAL ACTION FOCUSCreation of new means and ends relationships
Maximizing existing means and ends relationships
Organizational Context
New Organizations
A) Innovation oriented venture creation
B) Non-innovation oriented venture creation
Existing Settings C) Innovation orientated venturing in existing contexts
D) Traditional Management
Where do you focus?
• The three ‘hedgehogs’ of entrepreneurship:• Evaluation
– Entrepreneurial capacity• Environment
– Community context• Education
– Curriculum character
Hedgehog 1EVALUATION
The essence of entrepreneurial capacity
What to put at the centre of your thinking, acting and teaching: focus on evaluation
• First among equals• I have a general theory• I have a set of strategic guidelines• And a very specific tactical toolkit• The VIQtm evaluation regime
Why evaluate? Because it is the star of the show
Hedgehog one: capacity
• QUESTION: what is both unique and generic about entrepreneurship?
• ANSWER: Entrepreneurial capacity is the ability of individual or grouped human actors (entrepreneurial protagonists) to evaluate the economic potential latent in a selected item of new knowledge, and to design ways to transform that potential into realizable economic value for intended stakeholders.
Entrepreneurial process model
New knowledge
with economic potential
The existence of productive opportunity
?
Generic Opportunity Processes
Opportunity Discovery
Opportunity Exploitation
Opportunity EvaluationApplied entrepreneurial
capacity
Entrepreneurial resources
Entrepreneurial conviction
Entrepreneurial alignment
Contextual factors
Specific Constraints
Value for intended
stakeholders
The Innovation Process Function• V = k (n En)•
Where:• ‘V’ is the net present value of a completed, multi-period, innovation process.• ‘n’ is the number of periods in the entrepreneurial opportunity cycle.• ‘f’ is the number of the final period of the entrepreneurial opportunity cycle.• ‘k’ is the estimated net present value of the total productive potential of the new
knowledge (invention, intellectual property, etc, as discussed above).• ‘n’ is the proportion of all the productive opportunity available to the
entrepreneurial protagonist(s) that is potentially realisable in period n.[1]• ‘En’ is an estimate of the proportion the firm can actually achieve of all the
entrepreneurial capacity required for full realisation of n in period n.
∑=
f
n 1
Implications for Entrepreneurship Education
• In getting at the entrepreneurial essence, it matters less who you are; or where you are (in a ‘firm’, in solo circumstances etc); or what you ultimately do (i.e. what implementation/exploitation path, such as new venturing, is eventually adopted).
• The distinctive, generic attribute of entrepreneurial capacity is how you conceive of what to do. That is what ‘evaluation’ means.
• In a highly reductionist sense this indicates that the essential entrepreneurial capacity lies in the ability to design a business model and conceive of an efficacious plan for implementing it.
Who is an entrepreneur: what does she do?• An entrepreneur is a person who knows how to
transform new knowledge into new dollars by designing a business model and conceiving of an efficacious plan for implementing it.
• A business model is a well-articulated plan for turning effort into profit using identified resources and stakeholders.
What to evaluate: the 4-10 strategy
Research reveals four core attributes of entrepreneurial opportunity
• Existence• Discovery• Evaluation• Exploitation
Linked like this
• EXISTENCE depends on economic disequilibria and asymmetries of information
• DISCOVERY results from a combination of prior knowledge and differences in the way individuals think and act
• EVALUATION is a function of the nature of the opportunity and differences in the way individuals think & act (cognitive properties)
• The mode of EXPLOITATION can be rejection, new venturing or through existing entities
Ask 10 questions
• TWO ON EXISTENCE• TWO ON DISCOVERY • TWO ON EVALUATION • FOUR ON
EXPLOITATION
How to evaluate: the VIQtm system
Basis of V I QVenture Evaluation Philosophy and System
Entrepreneurswriting plans
Well written plan or not
Investor rating EntrepreneurialBusiness Plans
Selected for funding or not
Venture successful
or not
Evaluated viability of opportunity using
15 variables
Evaluated quality of plans using 10
variables
Validated principles for writing and rating Entrepreneurial Business Plans:
Venture Intelligence Quotient
89%79%79%
A useful toolkit: how to get the VIQtm
• Here’s the book• Here’s the short book• Here’s the really short book• Here’s the guy you need
– Jacob Thomsen: Projektleder – Mobile: 60 11 19 16 – Website: http://www.idea-viq.dk – Email: [email protected]
Hedgehog 2:ENVIRONMENTCommunity diagnosis
is the key to contextual understanding
What’s the point?
• Sweden is different• So is everywhere else, within
and beyond
What’s the level?
• Macro - the climate• Intermediate - the garden
–Various definitions• I use ‘community’
Definition
• A ‘community’ can be any context where a self-defined group of people see their mutual belonging to the community as distinguishing them (but not excluding them) from all other members of society at large and where continued membership of the community is valued highly enough to impose some constraints on behaviour.
Issues in the concept of community• Particular definitions will always be
challenged• Ranges in scale• Conflict or handshake?• ‘Us’ and ‘them’• Integrity factors: what makes us, us?• Where ‘heritage’, ‘tradition’ and allegedly
‘backward looking’ factors are important, do they conflict with the allegedly ‘forward looking’ agenda of innovation and entrepreneurship.
Aim?
• To find a GENERIC diagnostic regime capable of assessing the contextual influence that SPECIFIC community factors will have on the feasibility of any proposed entrepreneurial process
Methodology?
• There’s lots of it
Findings: the argument
World Views and
Social Networks
GE
NE
RIC
HU
MA
N F
AC
TO
RS
GE
NE
RIC
ST
RU
CT
UR
AL
FA
CT
OR
S
Baseline Physical Resources
Land and Infrastructure
Baseline Human Resources
Demographics and Human Capital
Boundary SpanningMandates & PossibilitiesGovernance
and Institutions
Property Rights and
Capital Management
COMMUNITY CONTEXT
Diagnostic Framework
Task
Spe
cific
Too
ls
Facilitation & Program
s
COMMUNITY CONTEXT
Specific Factor Blend
GE
NE
RIC
HU
MA
N F
AC
TO
RS
GE
NE
RIC
ST
RU
CT
UR
AL
FA
CT
OR
S
Property Rights and
Capital Management
ENTREPRENEURIAL
PROCESS
Boundary SpanningMandates & Possibilities
World Viewsand
Social Networks
Governance and
Institutions
Baseline Human Resources
Demographics & Human Capital
Baseline Physical Resources
Land and Infrastructure
ANALYTICAL FRAMEWORK
Task
Spe
cific
Too
ls
Facilitation and Programs
COMMUNITY CONTEXT
Specific Factor Blend
GE
NE
RIC
HU
MA
N F
AC
TO
RS
GE
NE
RIC
ST
RU
CT
UR
AL
FA
CT
OR
S
Property Rights and
Capital Management
ENTREPRENEURIAL
PROCESS
Boundary Spanning
Mandates and PossibilitiesWorld Views
and Social Networks
Governance and
Institutions
Baseline Human Resources
Demographics and Human Capital
Baseline Physical Resources
Land and Infrastructure
Contextualized
ANALYTICAL FRAMEWORK
Different Travelers
Task
Spe
cific
Too
ls
Facilitation and Programs
COMMUNITY CONTEXT
Specific Factor BlendMultiple Pathways
GE
NE
RIC
HU
MA
N F
AC
TO
RS
GE
NE
RIC
ST
RU
CT
UR
AL
FA
CT
OR
S
Property Rights and
Capital Management
ENTREPRENEURIAL
PROCESS(ES)
Boundary SpanningMandates & PossibilitiesWorld Views
and Social Networks
Governance and
Institutions
Baseline Human Resources
Demographics and Human Capital
Baseline Physical Resources
Land and Infrastructure
Contextualized
Different Travelers
ANALYTICAL FRAMEWORK
Hedgehog 3:EDUCATION
Curricula must have contextual character
What not to do
The Pyramid Approach to Business Education
ELECTIVE
ACCOUNTING
CORPORATESTRATEGY
MARKETING
ELECTIVE
ORGANISATIONALBEHAVIOUR
FINANCE
LAW
ELECTIVEELECTIVE
The solution which I am urging, is to eradicate the fatal disconnection of subjects which kills the vitality of our modern curriculum.
(Alfred North Whitehead 1929/1967: 6)
The Wheel Template for Building an Entrepreneurship Curriculum
+Organisational
Behaviour
Marketing
Creativity
Sales
Plan
Business
Accounting andFinance
OpportunityEvaluation
Strategy
CommercialDevelopment
?
Synthesis and implications: so what?
Virtues of contextually relevant entrepreneurship education
• An antidote to teaching entrepreneurship using un-adapted programs and tools
• The failure recipe looks like this:
Non-contextual entrepreneurship programs
Entrepreneurship education needs context
Examples of relevance
Teaching entrepreneurship in developing countries and contexts
• The Moremong-Nganunu thesis
Teaching entrepreneurship in developed countries
• Denmark and IDEA• The ‘Plus Zone Challenge’ and university
entrepreneurship curricula design (Hindle [in Fayolle] 2007.
• Karin’s example• Cases and teaching tools
Understanding entrepreneurship in ‘challenged’ mainstream organisations
• University: the Moroz thesis• ‘Stalled’ corporations• A potential re-thinking of the whole field
of corporate entrepreneurship• Government and policy-making agencies
Understanding and practicing entrepreneurship in Indigenous contexts
• The Kayseas thesis• The Pasco thesis• The Koori Business Network partnership
and ARC research grant• The Nisga’a consultancy
Broad range of the community diagnostic process
• From all of Oman - the Al Shanfari thesis
• To bits of Snake Valley - the Harfield et al. ARC project
Conclusion
Summary
• Entrepreneurial context– The intermediate environment really matters– What is/are the relevant COMMUNITY factors?– How do they affect entrepreneurial process?
• Entrepreneurial curriculum design principles– The wheel, not the pyramid
• Focus on evaluation skills
Questions?
References - evaluation
• Hindle, K. (????). First among equals: the primacy of evaluation skills in the entrepreneurial process. WIP
• Hindle, K. 2004. A Practical Strategy for Discovering, Evaluating and Exploiting Entrepreneurial Opportunity: Research Based Action Guidelines. Journal of Small Business and Entrepreneurship. Volume 17, Number 4, 267-276. [Simultaneously published in Small Enterprise Research. Volume 12(1)].
• Hindle, Mainprize and Dorofeeva (2008). Venture Intelligence.
References - community
• Hindle, Kevin 2009. How community factors affect entrepreneurial process: a diagnostic framework for theory and practice. Entrepreneurship and Regional Development. (Forthcoming).
• Hindle, Kevin (Date?) How community factors affect entrepreneurial education: issues and remedies. Journal of Small Business and Enterprise Development. Forthcoming.
References - education
• Hindle, Kevin 2007. Chapter 5: Teaching entrepreneurship at university: from the wrong building to the right philosophy. In Fayolle, A., (Editor), Handbook of Research in Entrepreneurship Education. Cheltenham (UK): Edward Elgar, Vol 1, 104-126.
• Hindle, Kevin 2005. The wheel and the pyramid: using Whitetead's philosophy of education to design entrepreneurship curricula at university. In Søgaard, V., Svendsen, S.G., Bruun, S.B. & Høyer, C. (eds.) CESFO Årsrapport 2004/2005. Tema: Teaching Entrepreneurship (CESFO Yearbook 2004/2005. Issue: Teaching Entrepreneurship). Kolding, Denmark: University of Southern Denmark CESFO report series IX, (ISBN 87-91070-16-3),11-16.