Business Model Canvas Acceptance among French Entrepreneurship Students: Principles for Enhancing Innovation Artefacts in Business Education

Lima, Marcos Antônio Martins; Baudier, Patricia

doi:10.3917/jie.pr1.0008

Cited by 32 publications

(28 citation statements)

References 33 publications

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“…Toro-Jarrín, Ponce-Jaramillo, & Güemes-Castorena (2016) also argued that Business Model Canvas identifies essential parts of the business, the simplicity of its application makes it more acceptable and disseminated. Furthermore, Lima & Baudier (2017) states that BMC is expected to not only be able to improve organizational performance, enhance the ability of entrepreneurs to communicate, and innovate their business models but also as tools that are adapted for visualization, decision making, creative thinking, collaboration, and reflection.…”

Section: Revenue Streamsmentioning

confidence: 99%

Impact of Business Models Canvas Learning on Improving Learning Achievement and Entrepreneurial Intention

Hutasuhut

Irwansyah

Rahmadsyah

et al. 2020

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Indonesian university graduates skills in creating job opportunities or entering the workforce are still low. It can be seen from the facts that the undergraduate unemployment rate is still higher than the national unemployment rate. Although entrepreneurship education has been considered as one solution to this problem, the best entrepreneurship education model has not been agreed among researchers. This study examines the application of Business Model Canvas (BMC) on enhancing student achievement and student entrepreneurial intentions and the interaction of entrepreneurial learning achievement levels and the application of BMC on entrepreneurial intentions. The method used in this research is quasi-experiment by assigning two classes of entrepreneurship courses at the Faculty of Economics, Medan State University, one class as an experimental class (BMC) and the other class as the control class. Hypothesis testing was conducted with t-test and ANOVA. The findings showed that the average entrepreneurial learning achievement of the BMC class was 12.52% higher than that of the control class. Entrepreneurial intentions of the BMC class was only 6.15% higher than that of the control class. BMC is proven to be positive and significantly improves learning achievement. The level of learning achievement is proven to be positive and it significantly increases entrepreneurial intentions. However, BMC learning has not been proven to increase entrepreneurial intentions. The results of this study are useful for entrepreneurial instructors to design learning that can increase entrepreneurial intentions.

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Section: Revenue Streamsmentioning

confidence: 99%

Impact of Business Models Canvas Learning on Improving Learning Achievement and Entrepreneurial Intention

Hutasuhut

Irwansyah

Rahmadsyah

et al. 2020

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show abstract

“…Most of the mapping tools for business models, such as the Morphological Toolbox [63], are aimed at the visualization of business models through the production of graphic artefacts. It is widely recognized that the graphic representation of BMs reduces their perceived complexity [54,64], promotes their communication [65], and enhances their understanding [66]. The representation of business models is therefore useful at different levels: at the academic research level, to prepare the raw data for subsequent analysis and enhance collaboration through standardized communication; at a practical level, to understand complex business models, have an easily readable artefact, and stimulate business model innovation; at the teaching level, to facilitate the understanding and transmission of complex information and to prompt creative and sustainable thinking.…”

Section: Business Model Canvas and Circular Business Model Canvasmentioning

confidence: 99%

Circular Economy Business Models for the Tanzanian Coffee Sector: A Teaching Case Study

2021

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One of the major issues the agri-food supply chains is the considerable production of by-products, which are mostly discarded as wastes and dangerously landfilled. This problem is particularly acute in the coffee supply chain: coffee cultivation generates by-products and in quantities which are potentially dangerous for the environment. A circular economy business model aimed at the recovery of these by-products may represent an interesting solution in terms of environmental, social, and economic sustainability. The goal of this paper was to provide teachers and educators with case material on circular business models that can be used for problem-based learning and case-based learning activities. The proposed case was built to address a real-world problematic situation related to the coffee supply chain. From a theoretical point of view, this study contributes to the literature on circular economy business models by providing a case study developed in the context of a developing country. Furthermore, the research entails practical implications since it shows managers and startuppers how to map a circular business model in all its components under the guidance of a conceptual framework.

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“…According to (Kulkarani, 2019) the main advantage of integrating business tools in entrepreneurial education is that it provides a platform for the students to make progress in increasing their competencies in the use of these tools for innovation, product design and development and marketing. The Business Model Canvas tool has been highly deployed in entrepreneurship programs, start-ups and large companies as a user-friendly approach to business modelling as suggested by (Lima &Baudier 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

A Business Model Canvas Assignment in the Context of Experiential Entrepreneurship Education

Babwah¹

2021

theijbm

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Experiential education is an approach to teaching that seeks to create an active student learning experience in many disciplines in a University environment. The recent increase in entrepreneurship courses and programmes has given rise to the deployment of experiential strategies as educators seek to create enhanced learning experiences within their student body. There has also been a shift in business education models to incorporate business tools and practical experiences in the teaching of business disciplines. This paper examined the experiential component of a Business Model Canvas assignment course to gain insights on the approach, the impact on students learning and developed recommendations in the areas of improving team collaboration, creation of an industry-based panel for class presentations and establishing course deliverables to allow students to develop their innovation and creativity.

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Business Model Canvas Acceptance among French Entrepreneurship Students: Principles for Enhancing Innovation Artefacts in Business Education

Cited by 32 publications

References 33 publications

Impact of Business Models Canvas Learning on Improving Learning Achievement and Entrepreneurial Intention

Impact of Business Models Canvas Learning on Improving Learning Achievement and Entrepreneurial Intention

Circular Economy Business Models for the Tanzanian Coffee Sector: A Teaching Case Study

A Business Model Canvas Assignment in the Context of Experiential Entrepreneurship Education

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