Practical Tools for Youth Entrepreneurs

Front matter

Shi Wa Practical Tools for \Youth Entrepreneurs

An Applied Approach for South Africa and Beyond

Thea van der We Westhuizen

Foreword

Delivering a student-focused interaction that blends theory, industry practice and community consciousness, to help an individual find meaning and success in life, is the challenge of teaching entrepreneurship in an experiential mode. The targeted student is nurtured and oriented to be an economic driver through the cultivation of creative and innovative thinking. This is critical in an environment of high unemployment and increased social inequalities, where solutions are not easily generated or are probably not well applied.

Often, we fail to recognize the tremendous amount of innovation that educators bring to solving an array of challenges in today’s classrooms. It is the teaching philosophy of; “learning from and learning by experience” that empowers the entrepreneurship student to construct his/ her own knowledge from previous and current experiences, being guided by future expectations. A futuristic orientation embeds in the student, a questioning and envisioning mind-set. This principle is anchored in the work by Kolb (1984), who espoused that knowledge is created through the transformation of experience, and that holistic approaches are therefore needed to provide bridges across life situations.

vi Foreword

Theas experiential pedagogy which find expression in this book, provides these bridges. Effective youth entrepreneurship is transformational. This is in line with what scholars on experiential teaching believe, that students learn best when they are engaged in hands-on activities and are involved in a process of enquiry, discovery and interpretation. They interact with practicing entrepreneurs, business leaders, government agencies, and other business networks, that are an integral part of the learning ecosystem. Thea has always believed and applied this approach from the time she started her own business, initially as a student and later as a fulltime entrepreneur to the present time she is sharing these practices in this book.

She has lived and worked in the Middle East where she applied many aspects of the experiential entrepreneurship ecosystem model as a Local Economic Development Strategy in the Al Gharbia region, Abu Dhabi, United Arab Emirates. Through the approach a desert landscape was successfully transformed into a thriving economic hub. She later initiated (in the KwaZulu-Natal province of South Africa) a very successful systemic action learning and action research programme called SHAPE (Shifting Hope Activating Potential Entrepreneurship), a refinement of an experiential entrepreneurship teaching ecosystem model I had developed earlier. She developed this approach and validated it through practice. The SHAPE became a successful programme financed by the National Research Fund, the EThekwini Municipality and The University of KwaZulu Natal. The programme won the “Global Innovative Youth Incubator Awards” in Washington DC, in 2018. It has become a youth development flagship programme at the University of KwaZulu Natal.

She shares experiences accumulated over the years, in different geographical settings and business roles, such as project management, entrepreneurship, academia and youth empowerment; all interwoven into thoroughly researched and clearly articulated topics. These different attributes on the scholarship of teaching and learning, covering action learning, experiential learning, and youth development, are found in this book; Practical Tools for Youth Entrepreneurs: An Applied Approach for South Africa and Beyond.

Foreword vii

Thea and I share the underlying principles on the scholarship of teaching and learning of Entrepreneurship. This book is an invaluable contribution to youth empowerment and development. Youth entrepreneurship is the future of our country and the continent.

Shepherd Dhliwayo

Professor of Entrepreneurship University of Johannesburg South Africa

Acknowledgements

This work is based on research supported in part by the National Research Foundation of South Africa (Grant Number: 122002-Shape).

Riaan Steenberg (Ph.D.): co-investigator and research member to SHAPE; Director of the Stellenbosch Graduate Institute. Contributions are evident in Chapters 1 and 4-7.

Technical Contributions

R. Klopper: Graphic design and illustrations

EB. Green: Initial language editing and manuscript formatting D. Griffin: Secondary data quality assurance

Peer Review Declaration

The publisher, Springer Nature, endorses the South African ‘National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books. The manuscript was subjected to a rigorous twostep peer review process prior to publication, with the identities of the reviewers not revealed to the authors or contributors. The reviewers were independent of the publisher and/or the authors in question. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript should be published. Where the reviewers recommended revision and/or improvements to the manuscript, the author responded adequately to such recommendations.

Organisation of the Book The book is divided into three parts and nine chapters.

Part I (Chapters 1-3) introduces youth entrepreneurship, provides a background to the SHAPE ecosystem strategy for developing youth xi

Xii Peer Review Declaration entrepreneurship, and illustrates the SHAPE YES (youth entrepreneur support) Network for youth entrepreneurs.

Part II (Chapters 4-8) provides suggestions for enabling entrepreneurial action and mapping momentum in youth entrepreneurship.

Part III (Chapter 9) the final chapter, concludes with a reflection from the author, a youth entrepreneur for twenty years and currently working in the higher education space to transfer skills-of-life lessons learned to youth entrepreneurs. Thea van der Westhuizen founded the SHAPE social innovation and social technology in 2013.

Clarification of Concepts

Barriers to Entrepreneurship

As mentioned in the Introduction, we use the word ‘barrier’ to describe challenges or obstacles that hinder or prevent youths from making progress in seeking to become entrepreneurs. Personal barriers (concerning systemic intermediaries) experienced by the individual are included because they are perceived as external influences. Identifying these barriers provides useful knowledge to assist youth entrepreneurs.

Various authors have described external barriers to entrepreneurship. Among these are business environmental barriers, such as tax burden, unfair competition, and inadequate finance, as well as external environment dynamism, technological opportunities, industry growth and demand for new products.!

! Krasniqi (2007).

Peer Review Declaration xiii

Ecosystem

An ecosystem is a complex whole whose functioning depends on its parts and the interactions between those parts” where systemic elements affect the whole, rather than just parts, and refers to the interrelatedness and integration of systems. An approach can be described as ‘the process of going towards something’. The term ‘ecosystemic’ in the context of this study signifies an emphasis on enablers and barriers of a whole (systemic-connectivity)* rather than to disparate entities (systemic-dysconnectivity). An ecosystemic approach was adopted in this research to provide information on the seven constructs listed in

Chapter 1. Entrepreneurial Heartset

The entrepreneurial heartset refers to the neurological processes that occur within an individual, shaping and cultivating their entrepreneurial mindset and behavioral actions.

Entrepreneurial Mindset

An entrepreneurial mindset is the end product of thought and a state of mind characterized by a focus on entrepreneurial activities and outcomes. It represents a specific mindset that drives individuals to seek opportunities, foster innovation, and create new value. Those with entrepreneurial mindsets possess a natural inclination towards entrepreneurship, demonstrating a propensity for identifying and capitalizing on opportunities for growth and success.

xiv Peer Review Declaration

Entrepreneurial Handset

Entrepreneurial handset refers to the observable behavioral actions taken by individuals in pursuit of entrepreneurial activities and goals.

Intermediaries to Student Entrepreneurs

The external barriers encountered by student entrepreneurs concerning systemic intermediaries were examined by expert and experienced scholars,’ using a systematic approach towards the six categories mentioned in the Introduction.

Learning a Living

Young people will need to be developed not only to earn a living but to ‘learn a living. Learning a living relies on the quality of relevant skills and competencies of learners. Globally, mobile labour, competition and increasingly sophisticated technology pressurise learners to be well-equipped with skills and self-efficacy to perform successfully in the demands these new trends bring.’

SHAPE, an acronym for Shifting Hope Activating Potential Entrepreneurship, is an academic concept designed to foster entrepreneurship within South African Higher Education Institutions (HEIs) and beyond. The concept recognizes the importance of shifting heartsets and mindsets, instilling hope, and activating the potential of individuals towards entrepreneurial endeavors. SHAPE emphasizes the need to create an multi-disciplinary enabling environment that encourages and supports entrepreneurial feeling, thinking, learning, and

> Dhliwayo (2008), Van der Westhuizen (2016). 6 Hannon et al. (2013). 7 Van der Westhuizen (2017).

Peer Review Declaration XV action. Through targeted interventions, such as curriculum development, experiential learning opportunities, mentorship programs, action research and access to resources, SHAPE aims to equip students with the necessary confidence, skills and knowledge to embark on entrepreneurial ventures. By incorporating SHAPE into HEIs, South Africa can harness the transformative power of entrepreneurship, driving economic growth, job creation, and societal development.

SHAPE YES Network

The SHAPE YES Network is an academic concept that fosters an entrepreneurial ecosystem for young entrepreneurs. It spans various domains, including the youth's internal traits, and interacts with external entities. The network includes Higher Education Institutes as project hosts, with government agencies providing support units and mentorship programs. Private sector agencies offer platforms and guidance, while communities provide crucial encouragement. Collaboration with entrepreneurs and small businesses is also emphasized. Internships and on-the-job learning opportunities are offered by corporations. By integrating the SHAPE YES Network, South Africa can cultivate a thriving environment for young entrepreneurs, promoting entrepreneurship, economic growth, and innovation.

Social Technology

Social technology can be defined as a ‘process of innovation, conducted collectively and participative by actors interested in building that desirable scenario’. Social technology is a way of using human, intellectual and digital resources to influence social processes.

xvi Peer Review Declaration

Student Entrepreneurs

A student entrepreneur is “an individual who participates in an experiential learning programme about entrepreneurship while having an infrastructure of intermediaries to support the learning process”. The student entrepreneurs, who are the subject of this book, were studying at the University of Kwazulu-Natal, intending to become successful small business owners or managers engaged in entrepreneurship activities. All the student entrepreneurs participated in the SHAPE social technology described previously.

Systemic Action Learning and Action Research (SALAR)

SALAR is an extension of action learning and action research and can be defined as: ‘interactive processes’ between local stakeholders and the researcher that enable individuals involved to bring diverse knowledge to a dialogical process and to a problem or challenge that allows the researcher to observe and act upon dynamics at the systemic level.’

In this study, ‘systemic action learning and action research’ applies specifically to the 2014-2015 SHAPE project where research and action-based study focused on understanding systems in relation to their complex parts.

Systemic Approach

The term ‘systemic intermediaries’ applies to the investigation of linked systems and their joint effects on youth entrepreneurship.” An ‘approach’ can be described as the process of going towards something. For this research, a systemic approach implies attention to the

8 Dhliwayo (2008). 9 Schweikert et al. (2013). 10 Jackson (2003).

Peer Review Declaration xvii whole support structure for youth entrepreneurs as set out by scholars specialising in this doctrine.'!

Systemic Levels

The four systemic levels that apply to this study are the mundo-, macro-, meso- and microlevels. The ‘mundo-system’ refers to global governance, the ‘macrosystem’ refers to national governance, the ‘mesosysten’ refers to organisations and culture, and the ‘microsystem’ refers to individuals.'* Different systemic levels may have an integrative effect on entrepreneurship. '°

Systems Thinking

In this study, systems thinking is applied in the reviewing of information from a holistic perspective. It attempts to solve problems by encouraging people to view a problem from different perspectives to understand the parts that constitute a whole; it is an approach for solving complex problems in the interests of change, and it becomes a key element in decision-making. '4

Triple H of Entrepreneurship

The Triple H of Entrepreneurship refers to the interconnectedness of our entrepreneurial Heartset, Mindset, and Handset in fostering the psychological development of entrepreneurial behavior. The term “entrepreneurial heartset” pertains to the neurological processes that shape our mindset, while “entrepreneurial mindset” represents the

11 Dhliwayo (2008), Van der Westhuizen (2016). 12 Scharmer (2009).

13 Scharmer and Kaiifer (2013).

xviii Peer Review Declaration resulting framework of our thoughts. Lastly, “entrepreneurial handset” signifies the behavioral actions we take towards entrepreneurship. Essentially, it encompasses the dynamic tapestry of intertwining entrepreneurial heart, head, and hand (Triple H).

Youth Entrepreneurs

In the South African National Youth Policy for 2015-2020, youths are defined as ‘all people between the ages of 14 and 35 years’, while the legal age in South Africa for children to enter the labour market is 15.!° In this study, ‘youths’ is accordingly defined as people between the ages of 15 and 35, and ‘youth entrepreneurs’ are persons in that age group who are attempting to become entrepreneurs.

Youth Entrepreneurship

Youth entrepreneurship refers to the practical elements of personality involved in enterprising activities, such as initiative, innovation, creativity, and risk-taking in the working environment (either in self-employment or in employment in small start-up firms) and using skills necessary for success in that environment.!° For this research, youth entrepreneurship implies entrepreneurial activities being undertaken by youths between the ages of 15 and 35 who are in the process of applying entrepreneurial qualities, including the individual entrepreneurial orientation (IEO) factors of taking a risk and being innovative and proactive.

In addition, entrepreneurship signifies the process of creating and launching a new business.’” For this study, the term ‘youth entrepreneurship’ refers to youths seeking to commence a new business.

15 Republic of South Africa (2015). 16 Chigunta (2002). 17 Roland (2016).

Peer Review Declaration xix

Youth Entrepreneurship Programmes

Youth entrepreneurship programmes are initiatives to encourage and support youths in being more entrepreneurial. In this study, the term applies to both structured and unstructured events aiming to promote business-mindedness among youths.

Briscoe, P (2016). Global systems Thinking in education to end poverty: Systems leaders with a concerted push. International Studies in Educational Administration, 43(3), 5-19.

Chigunta, F. (2002). Youth entrepreneurship: Meeting the key policy challenges. Education Development Centre, Wolfson College.

Dhliwayo, S. (2008). Experiential learning in entrepreneurship education: A prospective model for South African tertiary institutions. Education and Training, 50(4), 329-340.

Hannon, V., Gillinson, S., & Shanks, L. (2013). Learning a living: Radical innovation in education for work. Bloomsbury.

Jackson, M. (2003). Systems thinking: Creative holism for managers. Wiley.

Krasniqi, B. A. (2007). Barriers to entrepreneurship and SME growth in transition: The case of Kosova. Journal of Developmental Entrepreneurship, 12(1), 71-94.

Leonard, A. (2010). The story of stuff: How our obsession with stuff is trashing the planet, our communities, and our health—and a vision for change. Simon & Schuster.

Republic of South Africa. (2015). National Youth Policy 2015-2020. The Presidency Republic of South Africa. https://www.gov.za/sites/default/files/gcis_ document/201610/nationalyouthpolicy.pdf

Roland, P. (2016). Comments by South African business owner. Personal communication to Wade Krieger.

Scharmer, C. O., & Kaufer, K. (2013). Leading from the emerging future: From ego-system to eco-system economies. Berrett-Koehler Publishers.

Scharmer, C. O. (2009). Theory U: Learning from the future as it emerges. Berrett-Koehler Publishers.

Schweikert, S., Meissen, J. O., & Wolf, P. (2013). Applying Theory U: The case of the creative living lab. In O. Gunnlaugson, C. Baron, & M. Cayer (Eds.), Perspectives on Theory U: Insights from the field. IGI Global.

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Van der Westhuizen, T. (2016). Developing individual entrepreneurial orientation: À systemic approach through the lens of Theory U [PhD thesis]. UKZN.

Van der Westhuizen, T. (2017). Theory U and individual entrepreneurial orientation in developing youth entrepreneurship in South Africa. Journal of Contemporary Management, 14, 531-553.

Part I Connecting Systems

1.1 Introduction 1.2 Systems and Ecosystems 1.2.1 Systems in Crisis 1.3 Youth Entrepreneurship 1.4 Shifting Hope Activating Potential Youth Entrepreneurship SHAPE 1.5 SHAPE Ecosystem Strategy for Youth Entrepreneurs 1.6 Typologies of Youth Entrepreneurs in South Africa 1.7 Entrepreneurship Frameworks and Models 1.8 Youth Entrepreneurship: Enablers and Barriers 1.9 Conclusion References xxi xxii and Handset

Al 22 hit 2.4

The Entreprenenrial Heartset and Mindset Self-Efficacy (ESE) paa Pri (IEO)

2.4.3 AE O arises

2.4.4 The Illusion of External Opportunity Identification as an Act of Individual Proactivity

Entrepreneurial Intention (EI)

Entrepreneurial Action (EA)

Conclusion

Al

Ja

3.3

3.4

3.1.1 Context

The SHAPE Ecosystem Strategy for Youth Entrepreneurship

3.2.1 Co-initiating

3.2.2 Co-sensing

3.2.3 Co-inspiring

3.2.4 Co-creating

3.2.5 Co-evolving

3.3.1 The Entrepreneurial University

3.3.2 Academic Entrepreneurship

3.3.3 Studentpreneurship

Government Agencies

3.4.1 Entrepreneurship Development in Higher Education

3.4.2 Other Government Agencies

Private-Sector Agencies

Communities

Small-and-Medium-Sized Enterprises (SMEs) Corporations and Large Businesses Internationalisation

3.10 Synthesis

SA

Conclusion

Part II The SHAPE Lab: Tools for Enabling Youth Entrepreneurship

4 Toolkit—Tools to Shift Hope and Activate Potential Entrepreneurship

4.1 4.2 4.3 4.4 4.5 4.6

4.7

4.8 4.9

Our dream

Co-initiating: Uncovering our Intent

Finding a Life Purpose and Passion

Competencies and Abilities for Entrepreneurs

Introspection: Thinking About Hopes and Dreams

4.6.1 The SHAPE process of discovering our business idea

Supporting our Entrepreneurial Dream—The Five

People Around Us

Entrepreneurship is a Career

Conclusion

5 Toolkit—Enabling Tools for Entrepreneurship in South Africa zl a2 a

Inspired Action

Opportunities

5.3.1 Economic Sectors in South Africa 5.3.2 South Africa Needs Entrepreneurs 5.3.3 We Can Succeed as Well

5.3.4 Addressing a Niche xxiii

131 131 135 134

XXiV

5.4

5.6

5.3.5 What About Exporting?

5.3.6 What Are We Importing?

Financial Returns for Entrepreneurs Versus Employees

A Youth Entrepreneur Development Tool Conclusion

6 Toolkit—Tools to Assist in Making the Move into Entrepreneurship

6.1 6.2 6.3 6.4 6.5 6.6

6.7

Introduction Strategy

Innovation

Developing a Business Model The SHAPE Four-Quadrant Business Model Canvas Where to Start with the SHAPE Four-Quadrant

Conclusion

Reference

The ‘New for Our New Business Cost of Finding Customers

Building a Reputation

Expressing Our Uniqueness

Doing Market Research

What Does Our Business Sell?

Sales and Marketing: Two Sides of the Same Coin Marketing to Get People Interested What to Do with a Qualified Lead?

Marketing Funnel

The Buyer ‘Persona

Sales Activity

Brochures and Prototypes

Sales are About Getting People to Buy 7.15.1 The Sales Process

144 144

147 148 150 150

153 153 153 154 156 156

7.16

FT

7.18

7.20

8.5 8.6

7.15.2 After-Sales Revenue B2C Versus B2B Trade Starting a Business with No Products: Drop-Shipping 7.17.1 Tools to Make Drop-Shipping Work for Start-Ups 7.17.2 Pros and ae of Drop-Shipping Tools to Starting a Business with No Money 7.18.1 Businesses That Can Be Started with Little or No Capital 7.18.2 Businesses Requiring a Low Initial Investment Tools in Applying the Transaction Model: How Are We Going to Get Money from the Customer? sis

Work on Our Business

When Its Not Working: Tools to Pivot or Perses Tools to Apply the SHAPE Start-Up Strategies for Funding

8.4.1 Bootstrap from Sales

8.4.2 Fund from Savings

8.4.3 Pitch Our Needs to Friends and Family 8.4.4 Access Small Business Funding

8.4.5 Crowdfunding

8.4.6 Angel Investors

8.4.7 Venture Capital Investors

8.4.8 Start-Up Incubator or Accelerator 8.4.9 Pre-contracting

8.4.10 Bartering

8.4.11 Bank Loans or Lines of Credit

People as Resources: Start Building Our Team Understanding Our Value Chain

XXV xxvi Contents

8.7 Experimenting to Improve 8.7.1 There Is an App for That—Use for Free Until We Need to Pay 8.7.2 Pree Accounting Services 8.7.3 Free Prototyping 8.7.4 Free Online Supply Chain 8.8 Start Getting Some Sales 8.9 Experimentation and Expanding the Product Range 8.10 Conclusion References

Part III Journaling of the Author on Working as a Youth Entrepreneur: Self-Reflections Pre-, During & Post-SHAPE

9 En Route: A Self-Reflective Lens as a Case Study 9.1 Introduction 9.1.1 My Journey Leading to the SHAPE Project 9.1.2 Pre-SHAPE 9.1.3 During SHAPE 9.1.4 Post-SHAPE

Index

209 209 209 213 214 216

About the Author

Thea van der Westhuizen (Ph.D./CPRP): primary investigator and project leader of SHAPE, University of KwaZulu-Natal, School of Management, Information Technology and Governance: Discipline of Management and Entrepreneurship (Academic Leader); Chairperson: Entrepreneurship Development in Higher Education (EDHE) Community of Practice for Learning and Teaching.

xxvii

Abbreviations and Acronyms

ADB African Development Bank (also AfDB)

B-BBEE Broad-Based Black Economic Empowerment

BEP Breakeven Point

BRICS Brazil, Russia, India, China, South Africa (economic grouping)

CBT Community-Based Tourism

CSI Corporate Social Investment

DHET Department of Higher Education and Training

DSBD Department of Small Business Development

DTI Department of Trade and Industry

EA Entrepreneurial Action(s)

EDHE Entrepreneurship Development in Higher Education

EI Entrepreneurial Intent/Intentions

ESE Entrepreneurial Self-Efficacy

EU European Union

ICT Information (and) Communication Technology

IEO Individual Entrepreneurial Orientation

NAFCOC National African Chamber of Commerce

NGO Non-Governmental Organisation

XXIX

SALAR Systemic Action Learning and Action Research

Seda Small Enterprise Development Agency

SHAPE Shifting Hope, Activating Potential Entrepreneurship SME Small-and-Medium-Sized Enterprise

TIA Technology Innovation Agency

UKZN University of KwaZulu-Natal

YE Youth Entrepreneur/Ship

YES Network Youth Entrepreneur Support Network

Fig.

Fig.

Fig.

Fig.

Fig.

Fig.

Fig.

Fig.

Fig.

Fig.

11 12

2.4

List of Figures

The Triple H of entrepreneurship

The Youth entrepreneur development process (Source Van der Westhuizen, 2022)

The SHAPE YES network for youth entrepreneurs (expanded)

Entrepreneurship frameworks and key theories (Source Van der Westhuizen, 2022)

Models of entrepreneurship (Source Steenberg, 2022) Top 10 barriers and enablers in the youth entrepreneurial ecosystem (Source Van der Westhuizen, 2022)

Internal domains of youth entrepreneurs (Source Van der Westhuizen, 2022)

The Triple H of entrepreneurship: heart, head,

and hand (Source Van der Westhuizen, 2022) Elements of entrepreneurial heartset and mindset that lead to entrepreneurial action (handset) (Source Van der Westhuizen, 2022)

Elements of the entrepreneurial heartset, mindset, and handset (Source Van der Westhuizen, 2022)

iq

XXXi xxxii

Fig.

Fig.

Fig.

Fig.

Fig.

Fig.

Fig.

Fig.

Fig.

Fig.

Fig.

Fig.

Fig.

Fig.

Fig.

Fig.

Fig.

Fig.

a1

3.6

37 3.8

3.10

4.4 4.5

List of Figures

Relationship of self-efficacy to tasks and roles in the entrepreneurial life cycle (Source Cox et al., 2002)

Youth entrepreneurial intentions (EI) (Source Van der Westhuizen, 2022)

The SHAPE YES Network for youth entrepreneurs—Personality traits (Source Van

der Westhuizen, 2022)

The SHAPE YES Network for youth entrepreneurs—Educational institutions

Overview of entrepreneurial education (Source Lackéus, 2015)

The SHAPE YES Network for youth entrepreneurs—Government agencies

The EDHE CoP landscape (2021-2023) (Source EDHE, 2021)

Model of university structures conducive

to entrepreneurship and economic activation (Source EDHE, 2021)

The SHAPE YES Network for youth entrepreneurs—Private sector agencies

The SHAPE YES Network for youth entrepreneurs—Communities

The SHAPE YES Network for youth entrepreneurs—The entrepreneur & S/M

business

The SHAPE YES Network for youth entrepreneurs—Corporations and large businesses The SHAPE YES Network for youth entrepreneurs—Internationalisation

Entrepreneurial dream

The SHAPE major entrepreneurial discovery processes (a Theory U approach) (Source Van der Westhuizen and Steenberg, 2022)

Basic SHAPE entrepreneurial ability model (Source Van der Westhuizen, 2022)

Life, purpose, and passion

The SHAPE model for entrepreneurial competencies (Source Steenberg and van der Westhuizen, 2022)

64 69 76 80

84 87

97 103 118 120

120 121

Fig, |

Fig:

Fig.

Fig.

Fig.

Fig.

Fig.

Fig.

7. 10

Pld ZAS TAF 7.14 7415

List of Figures

Entrepreneurial hopes and dreams

The SHAPE start-up ‘Entrevolution’ process (Source Steenberg & van der Westhuizen, 2022)

SHAPE intention influence factors (Source Steenberg & van der Westhuizen, 2022)

Five people around you (Source Steenberg & van der Westhuizen, 2022)

Economic development sectors in the South African economy (Adapted for South African indexing from the North American Industry Classification System)

Digital ecosystem for ‘laptop-preneurs (Source Van der Westhuizen, 2022)

Example (Source Authors)

A toolbox for enabling ecosystemic interpersonal actions (Source Adapted from Harrington (2016, 2017); Scharmer & Käufer, 2013)

What happens in an internet minute (Source Lori Lewis via AllAccess)

The SHAPE Four-Quadrant Business Model Canvas (Source Van der Westhuizen, 2022)

The SHAPE lean model (Source Steenberg, 2017) Five key questions for innovative thinking

Key questions for personal differentiation

Market research questions

The SHAPE lean product development cycle (Source Steenberg, 2017)

Validating leads

The SHAPE marketing and sales funnel (Source Steenberg, 2017)

End-user characteristics

Five-step sales process

Drop-shipping four steps (Source Van der Westhuizen, 2022)

Advantages of drop-shipping

Disadvantages of drop-shipping

Businesses that can be started with little or no capital Businesses requiring a low initial investment Applying the transactional model xxxiii

125 128 129

143 148

157 162 163 164 165

167 168

170 172 175

List of Figures

Business owner objectives

Forming our team

The SHAPE value chain model (Source Steenberg, 2017) Start getting some sales

188 196 198 202

Table 1.1 Table 3.1 Table 3.2 Table 3.3 Table 4.1 Table 4.2 Table 5.1 Table 5.2 Table 5.3

Table 7.1 Table 8.1

List of Tables

The SHAPE typology of entrepreneurs

Basic taxonomy of a youth entrepreneurial ecosystem Example of local government support for youth entrepreneurship

Summary of the SHAPE youth entrepreneurship ecosystem

Topics for reflection before starting out

SHAPE Self-assessment tool on entrepreneurial attitudes Business turnover (income) by industry sector (2019) (Source Statistics SA [2020])

Total South African exports to all foreign markets (2019) (Source Wits, 2019)

Total South African imports from all foreign markets (2019) (Source Wits, 2019)

Example of a persona map

Pivoting strategies (Source Van der Westhuizen, 2022)

18 67

173 191

XXXV

Part |

Connecting Systems

A)