Journal articles: 'Entrepreneurship – Namibia'

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Semente, Efigenia Madalena Mario. "Women Entrepreneurship in Namibia." International Journal of Applied Management Sciences and Engineering 6, no. 2 (2019): 1–14. http://dx.doi.org/10.4018/ijamse.2019070101.

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This study explored the use of the marketing mix and the service profit chain frameworks by woman entrepreneurs in Namibia and evaluated the factors responsible for encouraging women to become entrepreneurs. The study further explored the nature of challenges faced by the women entrepreneurs in Namibia. The data was analysed through SPSS. The study revealed a new trend of young educated women entrepreneurs in Namibia that earn a very basic but steady income that allows them to be self-sufficient and independent. The study further revealed that the lack of entrepreneurial, financial, and marketing skills and the lack of adequate government support were among the major challenges faced by the women entrepreneurs in Namibia. Despite these challenges, the study concluded that the women entrepreneurs in Namibia have a positive entrepreneurial outlook which contributes to their entrepreneurial resilience and growth prospects.

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Baporikar, Neeta, and Rosalia Fotolela. "Socio-Cultural Facets for Sustainable Entrepreneurship Development." International Journal of Sustainable Economies Management 9, no. 4 (2020): 46–68. http://dx.doi.org/10.4018/ijsem.2020100103.

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Entrepreneurship and development of entrepreneurship have been the focus of all economies, but more so of emerging economies. However, there are many barriers including social and cultural aspects in entrepreneurship development. This has resulted in entrepreneurship's mono-dimensional look. Yet, in reality, a person who deals with the creation of the neo-ideas has social and cultural aspects like family characteristics, customs, community, the rate of participation in society that can aid or be a detriment in becoming successful entrepreneurs leading to sustainable entrepreneurship development. Hence, adopting a qualitative exploratory approach using semi-structured in-depth interviews of 30 SME owner-managers of Namibia, the aim of this study is to understand the role of social and cultural facets for sustainable entrepreneurship development. Findings show that social factors in entrepreneurship emerged and grabs the benefits of new concepts to make progress where social justice has raised barriers, and the cultural factors influence entrepreneurs and social behaviors of practice.

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Littlewood, David. "Informal Entrepreneurship in Windhoek Namibia: A Configurational Perspective." Academy of Management Proceedings 2019, no. 1 (2019): 19386. http://dx.doi.org/10.5465/ambpp.2019.19386abstract.

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Shikalepo, Elock Emvula. "Sustainability of Entrepreneurship and Innovation among TVET Graduates in Namibia." International Journal of Innovation Education and Research 7, no. 5 (2019): 133–45. http://dx.doi.org/10.31686/ijier.vol7.iss5.1484.

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Sustainable entrepreneurial skills are vital for the promotion of economic and social progress for both developed and developing societies. Hence, Technical, Vocational Education and Training (TVET) trainees needs adequate entrepreneurial exposure to become artisans who can satisfy the current and future market demands. Traditionally, TVET curricula has been preparing trainees to answer the question: where can I get employed after my training? However, contemporary curricula should now seek to prepare trainees who can equally answer the question: how can I become an innovator of business opportunities after my training? The former is proficient with occupational skills, but deficient of entrepreneurial ambitions, and should thus be consolidated with the latter to promote entrepreneurship and innovation. TVET curricula should not only seek to equip trainees with occupational skills and attitudes for seeking employment, but also with entrepreneurial capabilities for turning their occupational skills into feasible, viable and sustainable industrial entities. Therefore, TVET stakeholders should map out an appropriate model for ensuring successful integration of entrepreneurial education at every stage of the vocational education and training, to subsequently graduate committed and skilled artisans who are business-minded. This concept paper explained a model whose implementation could realise sustainable entrepreneurship and innovation among TVET graduates in Namibia.

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Arpiainen, Riitta-Liisa, and Päivi Tynjälä. "Introducing Team Learning in a Developing Economy: Students’ Experiences of Experiential Entrepreneurship Education in Namibia." Journal of Enterprising Culture 25, no. 02 (2017): 179–210. http://dx.doi.org/10.1142/s0218495817500078.

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Entrepreneurship is considered to be a driving force behind nations’ economic development, and entrepreneurship education’s role is essential in shaping entrepreneurial attitudes, skills and culture. The objective of this study was to investigate students’ experiences of entrepreneurship education in a developing economy, especially as regards learning in and through teams. The research project was conducted in Namibia, where the challenges to breaking out of poverty are huge. Methodologically, the study was based on qualitative thematic analysis of semi-structured interviews (2009–2014) of higher education students ([Formula: see text]) taking part in an action-based, experiential entrepreneurship programme. In the analysis of students’ teamwork experiences, five main themes related to learning in and through teams emerged — the first three relating to individuals, the fourth to the team, and the fifth to wider social relations: (i) psychological safety, (ii) tolerance of uncertainty, (iii) strengthening of self-efficacy, (iv) strengthening of team-efficacy, and (v) understanding of others and other cultures. The outcomes may be utilised in establishing, developing and planning similar entrepreneurship education programmes across different cultural settings in developing economies.

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Rodrigues, Cristina Udelsmann. "Angola's southern border: entrepreneurship opportunities and the state in Cunene." Journal of Modern African Studies 48, no. 3 (2010): 461–84. http://dx.doi.org/10.1017/s0022278x10000339.

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ABSTRACTSanta Clara, on Angola's southern border with Namibia, is now a very dynamic urban hub, both economically and socially. It stands out in the remote province of Cunene, recording greater growth in the last five years than the provincial capital, Ondjiva. Its recent transformation into a thriving trading centre was mostly due to massive migration and an intensification of trade between Angola and Namibia at the beginning of this century, although the region's history in the last hundred years is a very different one. While local traders and entrepreneurs have developed their own strategies within this context, national and local administrative structures of the recently pacified country are trying to regulate trading and settlement. These forces in action produce both more sustainable and organised urban growth and at the same time influence social and economic development in the region. The main boom seems to be over, due to relatively successful regulation, which makes the region less attractive to business activity. Traders and entrepreneurs operating locally now have to find new strategies and opportunities. This article, based on empirical research and combined surveys, conducts an analysis of these dynamics and contributes to an understanding of regulation impacts, the way in which local traders cope with them, and the strategies they have developed.

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Baporikar, Neeta, and Sigried Shikokola. "Enhancing Innovation Adoption to Boost SMEs Performance." International Journal of Innovation in the Digital Economy 11, no. 1 (2020): 1–20. http://dx.doi.org/10.4018/ijide.2020010101.

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SMEs contribute to economic growth, employment and thereby reduce poverty. Hence, they are considered as an engine of growth, especially in the developing countries like Namibia. The other reason is they aid promotion of entrepreneurship, innovative activities enhance competition, productivity and economic growth. Adopting a qualitative approach, this study investigated the influence of innovation on SME performance and how enhancing innovation adoption will boost SMEs performance in the Khomas Region, Namibia. Primary data was collected through open and closed-ended questionnaire, distributed to 20 SME owners by means of purposive sampling method and content analysis done. Findings reflect that innovation is an important element of every organization as it had major influence on performance. Besides, innovative enterprises showed better growth. The recommendations include that the Government of Namibia consider strong financial and mentor-ship support through strategic measures, like business incubators so as to augment and sustain SMEs positive performance.

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Bennett, Margaret, and Nicolene Barkhuizen. "Evaluating The Effectiveness Of An Adult Entrepreneurship Training Programme." Balkan Region Conference on Engineering and Business Education 1, no. 1 (2014): 17–22. http://dx.doi.org/10.2478/cplbu-2014-0004.

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AbstractThe purpose of this research was to determine the effectiveness of an adult entrepreneurship training programme in a developing country such as Namibia. A cross-sectional research approach was followed with surveys distributed to a convenience sample of entrepreneurs (N= 102) who participated in the training programme. The results overall showed that the respondents benefitted to a large extent from the training programme. The training programme contributes amongst others to improved business performance and increased clients base for the respondents. The training methods used as part of the training programme are adequate and improved the respondents work attitude and overall entrepreneurial skills.

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April, Wilfred Isak. "Experiential Learning from the Khoi-Khoi (Namibia) and Maori (New Zealand) Communities." International Journal of Entrepreneurship and Innovation 9, no. 2 (2008): 103–10. http://dx.doi.org/10.5367/000000008784489408.

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Fostering a spirit of indigenous entrepreneurship is a courageous idea and envisages a multicultural and post-colonial world. As such, it deserves support from both indigenous and non-indigenous communities. From this perspective, the author considers two aboriginal communities, the Khoi-Khoi and the Maori peoples, arguing that the fostering of an entrepreneurial spirit in such communities may be realized in part through the exchange of ideas between them and a mutual learning of lessons. In particular, the paper focuses on the importance of culture in sustaining social capital and the emotional/social intelligence necessary for entrepreneurial motivation. Fostering a culture of entrepreneurship requires the sustenance of the social capital that culture identifies, whilst maximizing trading opportunities for societies to develop. Much can be learnt from indigenous practices in indigenous communities on how to recover and maintain this vibrancy in diversity. Entrepreneurial activity provides the primal leadership that results in a reorganization of disempowered societies. Moreover, local cultural tradition is a necessary component in establishing the networking and trust that will provide the solidarity required for the emergence of entrepreneurial activity for local self-determining development.

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Arpiainen, Riitta-Liisa, and Agnieszka Kurczewska. "Learning risk-taking and coping with uncertainty through experiential, team-based entrepreneurship education." Industry and Higher Education 31, no. 3 (2017): 143–55. http://dx.doi.org/10.1177/0950422217700994.

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This empirical study investigates how students’ perceptions of risk-taking and coping with uncertainty change while they are exposed to experience-based entrepreneurship education. The aim of the study is twofold. First, the authors set out to identify the dynamics of entrepreneurial thinking among students experiencing risk and uncertainty while conducting their entrepreneurial projects in a team. Second, the role of experiential education in the evolution of students’ approach to risk and uncertainty is examined. The article is based on a longitudinal qualitative study conducted between 2009 and 2014 in Namibia. The research team followed 13 young individuals from the beginning of their studies in entrepreneurship until their graduation and the start of their professional careers. The findings pertaining to the dynamics of students’ perceptions of risk in entrepreneurial experiences and learning bring a more accurate understanding of the transformative character of entrepreneurial learning as well as offering practical implications for how to conduct entrepreneurship education in a way that is meaningful to learners.

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Mukata, Calvin, Watson Ladzani, and Thea Visser. "The effectiveness of business management and entrepreneurship training offered by SME service providers in Namibia." African Journal of Business and Economic Research 13, no. 2 (2018): 81–98. http://dx.doi.org/10.31920/1750-4562/2018/v13n2a4.

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Ganamotse, Gaofetoge Ntshadi, Mikael Samuelsson, Ruth, M. Abankwah, Tibaingana Anthony, and Thuso Mphela. "The Emerging Properties of Business Accelerators: The Case of Botswana, Namibia and Uganda Global Business Labs." Journal of Entrepreneurship and Innovation in Emerging Economies 3, no. 1 (2017): 16–40. http://dx.doi.org/10.1177/2393957516684469.

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Entrepreneurship is an engine for economic development worldwide ( Kelley, Singer, & Herrington 2016 ). For developing economies, the importance of entrepreneurship is associated with increased productivity and reduction in the rising unemployment rates, particularly among the youths. Consequently, several models and support programmes have been designed to facilitate successful entrepreneurial activities amongst youth. The article discusses the business acceleration model of the Global Business Labs (GBL) which is replicated in Botswana, Namibia and Uganda based on a Swedish model, between 2012 and 2015 but failed in Mozambique and Zambia. Using a multiple case study method, this article presents the results of a cross-country case analysis of the GBL programme with a view to understand the emergence of a business accelerator. Despite replication of the programme in respect of concepts, materials and operational systems, the cases reveal variations in operational experiences and acceleration performance across the five countries. Using the emergence theory, the article highlights these differences. The major contribution of the study to theory, in determining how business accelerators come into being, includes the duality of intentions and exchange between key stakeholders and the resource burst as a triggering mechanism in developing countries. The study further informs development of a model for successful business acceleration launch and subsequent performance for developing economies.

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Wright, Norman, and Douglas Miller. "Namibia's Damara culture center: a case study." Emerald Emerging Markets Case Studies 1, no. 1 (2011): 1–11. http://dx.doi.org/10.1108/20450621111125432.

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Subject area Tourism development, emerging market entrepreneurship. Study level/applicability This case may be used in lower or upper division courses. Lower division courses may want to focus on the elementary issues of project planning, business plan development, and marketing. Upper division courses will find opportunities to enhance the discussion with ethical dilemmas and more advanced business plan development. Case overview The case takes place in a nature conservancy in Namibia. A local villager wants to open an attraction portraying local customs, traditions, art, and dance for tourists. This case can be used as an introductory strategy case study in at least three types of classes, strategic management, entrepreneurship, or hospitality management. The case presents many opportunities for students to analyze various business topics, including start-up financing, competitive and industry analysis, questions of pricing, product, and promotion, government relations, tourism development, and ethics. It is designed to be taught in either a 1 hour class or a 1.5 hour class with student preparation taking between 2 and 3 hours depending on the questions assigned. If students are asked to complete a business plan the preparation and discussion time will be longer. Expected learning outcomes Students will demonstrate ability to prepare a business plan, conduct market research, and evaluate potential business idea using Porter's five forces. Students will also demonstrate depth of understanding ethical dilemmas in an emerging and foreign market. Supplementary materials Teaching note.

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Mzumara, Macleans. "Increasing Supply of Tradable Goods in the Common Market for Eastern and Southern Africa (COMESA)." Review of Economics and Development Studies 1, no. 2 (2015): 73–117. http://dx.doi.org/10.26710/reads.v1i2.117.

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The author investigated the nature of institutional quality in the Common Market for Eastern and Southern Africa (COMESA) on the basis of voice and accountability political stability, government effectiveness, regulatory quality, rule of law and control of corruption. The author further investigated the existence of a link between institutional quality and factors of production. The results show that capital, entrepreneurship and foreign direct investment are the major determinants of production of tradable goods in COMESA. In exception of Mauritius and Namibia (currently no longer a member) the rest of COMESA member states have very poor institutional quality. This affects their ability to attract foreign direct investment hence production of tradable goods. Voice and accountability, government effectiveness, rule of law and political stability play a major role in increasing production of tradable goods in COMESA. Foreign direct investment is affected by voice and accountability, rule of law and political stability than any other factors. Availability of raw material is affected by government effectiveness, regulatory quality, political stability, voice and accountability and control of corruption. Capital is very sensitive to issues of voice and accountability and control of corruption and regulatory quality.

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April, Wilfred Isak. "Entrepreneurship and witchcraft in Namibian indigenous communities." International Journal of Entrepreneurship and Small Business 11, no. 2 (2010): 135. http://dx.doi.org/10.1504/ijesb.2010.034955.

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Winschiers-Theophilus, Heike, Daniel G. Cabrero, Shilumbe Chivuno-Kuria, Hedvig Mendonca, Shetuyene S. Angula, and Lisa Onwordi. "Promoting Entrepreneurship amid Youth in Windhoek’s Informal Settlements: A Namibian Case." Science, Technology and Society 22, no. 2 (2017): 350–66. http://dx.doi.org/10.1177/0971721817702294.

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Walls, Judith. "Processes of institutional entrepreneurship: CCF's impact on Namibia's agricultural institutions." Academy of Management Proceedings 1, no. 1 (2013): aomafr.2012.014. http://dx.doi.org/10.5465/aomafr.2012.0148.

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Magaisa, Gibbet Murambiwa, Lovemore Matipira, and Licia Chisoro. "Entrepreneurship Education for Tertiary Institutions in Namibia." Archives of Business Research 6, no. 6 (2018). http://dx.doi.org/10.14738/abr.66.3548.

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Iipinge, Selma M., and Anna M. Shimpanda. "Entrepreneurship education in Namibia: A study of tertiary education classroom practices." Industry and Higher Education, April 22, 2021, 095042222110077. http://dx.doi.org/10.1177/09504222211007744.

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The notion of entrepreneurship education is critical in the context of Namibia’s endeavours to become a knowledge economy by 2030. This study highlights the profile of entrepreneurship educators, identifies the teaching methods used in teaching entrepreneurship and explores whether the teaching methods differ based on the target audience. Data were collected using a survey with open-ended questions sent to educators. This was followed up with scheduled interviews. The study finds that entrepreneurship educators are variously referred to as teachers, lecturers, trainers, facilitators and tutors, depending on the target audience and the organisation they work for. The results further reveal that educators use different teaching and training methods, which are accompanied by various tools that aid teaching and that vary depending on the target audience. As highlighted by the study, the entrepreneurship curriculum should be developed bearing in mind the diversity of target audiences.

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April, Wilfred Isak, Boniface Mutumba, and Petrus Erwee. "Exploring Entrepreneurship amongst the Herero People in Namibia: The Otjinene Village." International Journal of Business Administration 5, no. 4 (2014). http://dx.doi.org/10.5430/ijba.v5n4p70.

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Bignotti, Alex, Alex J. Antonites, and Uapirama J. Kavari. "Towards an agricultural entrepreneurship development model: an empirical investigation in Namibia’s agricultural communities." Journal of Enterprising Communities: People and Places in the Global Economy ahead-of-print, ahead-of-print (2021). http://dx.doi.org/10.1108/jec-02-2021-0030.

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Purpose Entrepreneurship is increasingly being recognised as a vehicle for bringing about the development of different economic sectors in various geographical regions, and it is believed to result in greater productivity and entrepreneurial performance in agriculture. To date, there are no empirically verified holistic models focussing on the development of agricultural entrepreneurship in an African context. This study aims to fill this gap by developing an agricultural entrepreneurial development model (AEDM) that provides a basis for enhancing entrepreneurial performance in the agriculture sector. Design/methodology/approach First, a holistic conceptual AEDM was built from the extant literature with a focus on the African context and encompassing dimension of the enabling environment, entrepreneurial performance and its outcomes. Then, the model was tested empirically by conducting a survey with 477 farmers in Namibia who benefit from Namibia’s National Resettlement Programme and the Affirmative Action Loan Scheme. The model was tested statistically using partial least square-structural equation modelling. Findings The results reveal that a supportive environment, entrepreneurial orientation and agricultural sustainability exert a positive impact on entrepreneurial performance in agriculture, which, in turn, leads to greater agricultural productivity and increased income for farmers. Originality/value The study theoretically develops and empirically tests a holistic model of agricultural entrepreneurship development. The value of the model lies in its consideration of a plethora of enabling-environment antecedents of entrepreneurial performance in agriculture, as well as some specific organisational- and individual-level outcomes thereof. Therefore, it offers policymakers and practitioners a blueprint for developing agricultural entrepreneurship in an African context.

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Journal articles on the topic 'Entrepreneurship – Namibia'

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