Search results

Literature has recognised entrepreneurship education as the main conduit through which entrepreneurial behaviours, attitudes and actions can be built, enacted and delivered. Since the founding of new ventures is largely a resourceful founder-driven enterprise, entrepreneurship education has largely centred on galvanising and shifting the mindsets and cognition of the entrepreneur. Yet, despite over 60 years of delivering entrepreneurship education programmes, hard evidence of the generation of high-growth-oriented and sustainable ventures has been scarce as student entrepreneurship intentions do not always translate into successful venture creation. This is largely because of the complexities of the practicality of entrepreneurial education particularly, the dissonance between acquired education in business schools and the knowledge and competencies needed in the entrepreneurial field. Such dissonance can be attributed to the lack of clarity on the pedagogical approach that most resonates with entrepreneurial action, the diversity in assessment methods and the scholarly illusion pertaining to how pedagogical approaches can be channelled to the generation of growth-oriented ventures. Drawing on Girox's concepts of transformative critical pedagogy (including pedagogy of repression), Socratic dialogue, Hegelian dialectic and Yrjö Engeström's transformative expansive agency, I demonstrate how a flipped transformative critical pedagogy can be harnessed in digitally enhanced learning environments to create new entrepreneurial possibilities for facilitating critical inquiry, complex problem-solving, innovation for the market and fostering tolerance for failure in ambiguous entrepreneurial contexts.

Currently, waste is regarded as a symptom of inefficiency. The generation of waste is a human activity, not a natural one. Currently, landfilling and incinerating wastes are common waste management techniques; but the use of these methods, in addition to wasting raw materials, causes damage to the environment, water, soil, and air. In the new concept of “Zero Waste” (ZW), waste is considered a valuable resource. A vital component of the methodology includes creating and managing items and procedures that limit the waste volume and toxicity and preserve and recover all resources rather than burning or burying them. With ZW, the end of one product becomes the beginning of another, unlike a linear system where waste is generated from product consumption. A scientific treatment technique, resource recovery, and reverse logistics may enable the waste from one product to become raw material for another, regardless of whether it is municipal, industrial, agricultural, biomedical, construction, or demolition. This chapter discusses the concept of zero landfills and zero waste and related initiatives and ideas; it also looks at potential obstacles to put the ZW concept into reality. Several methods are presented to investigate and evaluate efficient resource utilization for maximum recycling efficiency, economic improvement through resource minimization, and mandatory refuse collection. One of the most practical and used approaches is the Life Cycle Assessment (LCA) approach, which is based on green engineering and the cradle-to-cradle principle; the LCA technique is used in most current research, allowing for a complete investigation of possible environmental repercussions. This approach considers the entire life cycle of a product, including the origin of raw materials, manufacturing, transportation, usage, and final disposal, or recycling. Using a life cycle perspective, all stakeholders (product designers, service providers, political and legislative agencies, and consumers) may make environmentally sound and long-term decisions.

The chapter aims to evaluate the efficacy of stakeholder participation in the solid waste management system of Mauritius in view of providing a possible mechanism to attain the goals of a sustainable waste management framework.

The study employs qualitative indicators, namely, User Inclusivity and Producer Inclusivity of the Wasteaware Benchmark Indicators. Secondary data are used to conduct a critical and comprehensive analysis of the sub-indicators falling under each of the two main indicators to determine the overall compliance level with respect to stakeholder engagement of the waste management sector of Mauritius.

The results of the study show a LOW/MEDIUM compliance level for both User Inclusivity and Provider Inclusivity indicators, which indicates that improvement is required in the stakeholder engagement mechanism in Mauritius. The main weaknesses identified comprise of lack of an adequate legal framework with clear definition of waste types with regards to segregation, especially for non-hazardous wastes, low efficiency of sustainable waste management awareness campaigns and lack of inclusion of the informal sector. The main strengths identified consist of a proper bidding mechanism in place and a good level of equity in the provision of waste management services with respect to comingled waste collection. Suggested improvement areas include a revamping of the existing legal framework related to waste management to cater for higher inclusivity of all stakeholders together with including sustainable waste management topics in the formal education curriculum.

The User Inclusivity and Producer Inclusivity indicators were previously applied only to cities to measure the level of stakeholder participation, but this study has demonstrated that these indicators can also be adopted on a nation-wide level to evaluate stakeholder engagement. The use of these indicators together with secondary data presents a less time-consuming method to assess stakeholder participation in the waste sector, which can be particularly useful for Small Island Developing States.