DIGA - Digital Innovations for Growth Academy
The Role and Use of Digital Technologies – A Multi stakeholder Perspective of
Entrepreneurs, Enterprise Educators/Trainers and Entrepreneurial Learners
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DIGA - Digital Innovations for Growth Academy
The Role and Use of Digital Technologies – A Multi stakeholder Perspective of
Entrepreneurs, Enterprise Educators/Trainers and Entrepreneurial Learners
Report prepared by DIGA Project partners: - B.Hynes; Y. Costin; Kemmy, Business School, University of Limerick, Ireland; - L. McMullan; L. Anderson; H. Millane; A. Price; The Women’s Organisation, Liverpool; - S. Gavez; M. Karničnik; T. Rugelj; J. Šest; Economic Institute Maribor, Human Rescource Development Centre, Maribor, Slovenia; - A. Kisieliene; L. Mecajeva; Social Innovation Fund, Lithuania; - C. Martínez; Inercia Digital S.L.; C. Luna, University of Huelva, Spain; - N. Dermendjieva; S. Bezuhanova; Bulgarian Centrе of Women in Technology, Bulgaria - E. Fabry, M.Sangiuliano, European Centre for Women and Technology - ECWT Drammen; Limerick, Liverpool, Maribor, Huelva, Kaunas, Sofia, August 2015 Disclaimer: This publication has been produced in the frame of DIGA (Digital Innovation for Growth Academy) Project. The project has been funded with support from the European Commission, ERASMUS+ Programme. The information contained in this publication reflects only the author’s views and the Commission cannot be held responsible for any use which may be made of the information contained therein. Sole responsibility lies with authors.
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Table of Contents
Page
Executive Summary 5
Terms of reference and definitions 6
List of Tables and Figures 9
1.0 Introduction 11
The emerging role of digital technologies - a multi stakeholder perspective: 17
A review of the literature
2.0 The Policy Context 18
2.1 Enhancing ICT, Digital Skills Capabilities – the SME Policy perspective 18
2.2 Enhancing ICT, Digital Skills Capabilities – the Higher Educator Institution (HEI) 27
- policy perspective
3.0 The Role of Digital Technology in the Education Sector 32
3.1 Understanding the profile of the digital learner 32
3.2 Understanding the profile of the digital educator 40
4.0 Digital Technology and its adoption by entrepreneurs and owner-managers 45
5.0 Concluding Comments 55
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Empirical Investigation - Results from Entrepreneurs, Enterprise Educators/Trainers
and Entrepreneurial Learners 58
6.0 Empirical Investigation Research Methodology 59
7.0 Entrepreneurs Use of Digital Technologies – Key Research Findings 63
7.1 Respondent Profile - Personal and Enterprise Profile 63
7.2 Digital Technology Practices and Uses for Enterprise Activities 67
7.3 Establishment of goals for digital technology, measuring impact and planned
future use of digital technologies 75
7.4 Skills, Competencies and Training in Digital Technology 84
7.5 Concluding Comments 99
8.0 Enterprise Educators Use of Digital Technologies - Key Research Findings 100
8.1 Respondent Profile and Experience of Enterprise Education and Training 100
8.2 Digital Technologies Practices, Barriers and Benefits for Enterprise Education 102
8.3 Concluding Comments 116
9.0 Entrepreneurial Learner Use of Digital Technologies – Key Research Findings 118
9.1 Respondent Profile and Experience of Enterprise Learning 118
9.2 Respondent Familiarity of Digital Tools and sites 123
9.3 Digital Training Need and Preference for Digital Programme delivery 129
9.4 Synthesis and Concluding Comments, Entrepreneurs, Enterprise Educators and
Entrepreneurial Learners 132
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10.0 Bridging the Digital Competency Divide - Developing E Leadership Skills for
Entrepreneurs and Owner-Managers 134
10.1 A Roadmap for Successful Digital Competency Development - Developing 134
E Leadership Skills for Entrepreneurs and Owner-Managers – Key criteria/ building
blocks for digital skills enhancement
10.2 Concluding Comments 136
References
Appendices
Appendix 1 - Copy of surveys for Entrepreneurs, Enterprise Trainers /Educators and
Entrepreneurial Learners
Appendix 11 – List of Enterprise Subjects on offer
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Executive Summary
The proliferation of digital technologies in personal and business contexts, most notably in
the advent of social networking platforms generates new modes of social interaction,
dialogue, exchange and collaboration in different situational contexts, for instance between,
individuals in a personal family and social capacity; the learner and educator; individuals as
consumers and how they interact with business; businesses (public and private institutions)
and how they engage with their consumers and other stakeholders. Digital is a pervasive
force that is driving innovation and new opportunities by bringing individuals and
organisations into an interconnected and ever changing digital realm.
Within the business domain businesses of all sizes are transitioning to a ‘go digital’ mode of
behaviour with ‘e’ elements becoming an essential component of modern business. Trends
such as virtualisation, cloud computing and social networking are likely to intensify in their
presence in the ‘go digital’ process adopted in business, education, learning and social
contexts. Accordingly, government policy focus is shifting from promoting ecommerce to a
more holistic view of e-business and the development of associated e-leadership
competencies and capabilities, enabling the productive use of digital technologies across
and between business functions.
Given the strong impact of digital technologies in business and its creation of new business
opportunities it is increasingly important that young people are equipped in a relevant and
appropriate manner to engage and work in a more digitalised economy, society and
workplace albeit it be in an existing organisation or through creating their own business.
From the educator perspective educators are now dealing with a very different cohort of
learners who ‘speak the language’ of digital technology fluently, spontaneously and can
navigate the virtual and physical world seamlessly as it has been part of the norm for them.
Therefore, the role of the educator and educational institutions must be considered as to
their role and competency in preparing a more competent graduate for a more digitalised
workplace environment.
The DIGA research presents key trends driving the increased use of digital technologies from
the dyadic perspectives of the enterprise educator/trainer and the entrepreneurial learner
encompassing aspiring and established entrepreneurs. The changing role of the net-
generation of learner is examined and their learning preferences and expectations will
identify factors to consider when developing or incorporating digital technologies into the
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curriculum. This information is compared with the insights obtained from the enterprise
educator/trainer who determine strategically the value placed on digital technologies and
how they are resourced from a financial, technical and educator training and development
viewpoints.
Terms of reference and definitions
Digital Innovations for Growth Academy (DIGA) Project
This report is an intellectual output of the Erasmus+ Strategic Partnership Project Digital
Innovations for Growth Academy (DIGA) [2014-1-UK01-KA202-001780]. It presents research
and analysis to inform the development of the DIGA training programme to enhance the
digital competencies of enterprise educators and trainers.
Digital Innovations for Growth Academy (DIGA) meets the strategic need defined in the
Bruges Communique to improve the capacity of Vocational Education and Training (VET) to
respond to the changing requirements of the labour market. A fundamental capacity for VET
practitioners is to keep pace with shifts in new technologies, work organisation and
internationalisation with a particular emphasis on the deployment of digital tools, ICT and
the internet. Thereby enabling them to effectively help SME learners to become digitally
competent and to be able utilise digital knowledge and skills within business processes.
In addressing this need the DIGA project aims to enable the enhanced deployment of digital
and ICT tools by VET enterprise trainers and educators and improve their digital
competencies in order to address the key needs to:
1. Develop the ICT and digital skills, knowledge and capacity of VET trainers to enable them
to support learners within SMEs more effectively and encourage greater adoption of digital
and ICT tools.
2. Develop VET programmes to support the changing needs of the EU workforce/economy
in particular through the integration of ICT and digital literacy.
3. Ensure that VET programmes are equally open and accessible to women and men
learners.
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Digital Innovations for Growth Academy operates as a Strategic Partnership from seven
member states. The partners are from the social, private and public sectors. Through the
testing and piloting of the programme materials the project will include 120 enterprise
trainers and educators from five partner countries.
The following are the definitions of digital capacity, digital pedagogy and digital literacy that
guided the research and consultations undertaken:
Blended learning: a teaching approach that combines online and in-person learning,
allowing a higher degree of personalisation and learner autonomy.
Digital Capacity: The skills, competences and attitudes that enable people to work, live and
learn in a complex world that is increasingly digital” (National Forum Strategy Meeting,
January 2014).
Digital entrepreneurship: Digital enterprises are characterised by a high intensity of
utilisation of novel digital technologies (particularly social, big data, mobile and cloud
solutions) to improve business operations, invent new business models, sharpen business
intelligence, and engage with customers and stakeholders. They create the jobs and growth
opportunities of the future.
Digital Pedagogy: ‘the seamless integration of technology (digital tools/websites/hardware
etc.) with great pedagogy’ (Hawker, 2010)
Digital Literacy: digital literacy defines those capabilities which fit an individual for living,
learning and working in a digital society” (JISC, 2014).
Digital Subscriber Line (DSL): Digital Subscriber Line technologies are designed to increase
bandwidth available over standard copper telephone wires. Includes IDSL, HDSL, SDSL,
ADSL, RADSL, VDSL, DSL-Lite and xDSL.
E-business: defined by the OECD as "automated business processes (both intra- and inter-
firm) over computer-mediated networks", with the imperative conditions that "the process
integrates tasks (i.e. a value chain) and extends beyond a standalone /individual application"
and that "the processes should describe functionality provided by a technology, not a
specific technology per se".
E-learning: learning conducted via electronic media, typically on the internet.
Electronic Commerce (e-Commerce): transactions conducted over IP (Internet Protocol)
based networks and over other computer mediated networks. The goods and services are
ordered over those networks, but the payment and ultimate delivery of the goods or service
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may be conducted on or offline. Orders received via telephone, facsimile and non-
interactive emails are not counted as electronic commerce.
Enterprise Trainer/Educator: individuals delivering vocational education and training in the
fields of entrepreneurship and business development; and acknowledge they may be
working in colleges, universities, training organisations or business support organisations
Extranet: a secure extension of an intranet that allows external users to access some parts
of an organisation’s intranet.
Intranet: an internal company communications network using IP-based communications
within an organisation.
MOOC: stands for “massive open online course”: massive, since there is generally no
participation limit, so thousands can enrol for the same course; open, as courses may be
accessed free of charge by many different kinds of learners who normally register with their
provider without having to satisfy any formal entry requirements; and online because the
whole course, including its assessment and additional services, is delivered online (even
though personal contact with tutors or other participants is possible)
Social Media: use of social media refers to the enterprise’s use of applications based on
internet technology or communication platforms for connecting, creating and exchanging
content online with customers, suppliers, partners or within the enterprise. Enterprises
using social media are considered to be those that have a user profile, an account or a user
licence depending on the requirements of the social media type. Social networks e.g.
Facebook, Linkedln, Xing, Viadeo, Yammer, etc; Blogs or microblogs e.g. Twitter; Multimedia
content shared websites e.g. YouTube, Flickr, Picassa, SlideShare; Wiki based knowledge
sharing sites e.g. Wikip
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Tables and Figures
Figure 1.0 Digital Entrepreneurship Framework Dimensions (Digital Entrepreneurship Forum
(2014)
Figure 2.0 Dimensional shifts describing youths in the digital age
Figure 3.0 The relationship between context and eLearning - Management in HEIs 2010
Table 1.0 EU Enterprises use of Social media, 2013
Table 2.0 Breakdown of Respondents
Table 3.0 Age profile of respondents
Table 4.0 Industry Sector Business Operates in
Table 5.0 Type of Service /Product Officering by Country
Table 6.0 Existence of a website in the enterprise
Table 7.0 Website Content
Table 8.0 Frequency website is updated
Table 9.0 Digital and social media tools used in the enterprise
Table 10.0 Business activities conducted via Digital Technologies
Table 11.0 Usage of Digital media over the next year
Table 12.0 Social Media practices – agree or disagree
Table 13.0 Participation in digital/social media training
Table 14.0 Interest in Digital Technology Training
Table 15.0 Digital training topics
Table 16.0 Perceived Opportunities from Digital Technologies
Table 17.0 Entrepreneurs Key Concerns about use of Digital Technology
Table 18.0 Digital technologies dominating small businesses over the next 2 years
Table 19.0 Respondent Profile
Table 20.0 Use of Digital Tools in Enterprise Education
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Table 21.0 Objectives for the use of Digital Technology in Enterprise Education
Table 22.0 Barriers Encountered with Digital Technology Usage
Table 23.0 Participation in Digital Training
Table 24.0 Areas highlighted for training
Table 25.0 Good practice examples of digital technology for Enterprise Learning
Table 26.0 Digital technologies influencing the role of the enterprise educator
Table 27.0 Respondent Profile by Country of Origin
Table 28.0 Age profile of Respondents
Table 29.0 Sample of Enterprise Modules completed by learners
Table 30.0 Tasks Digital Tools Used for in Learning
Table 31.0 Digital Training Needs
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1. Introduction
Digital advancements are building social as well as work (business) networks which are
closely aligned and linked for sharing ideas and information (Ontario 2008; Tanuri 2010)
across and between personal and business contexts. Socially, digital technologies are
increasingly embedded in individual’s lives and viewed as a central appendix or a natural
part of communication and conversation, how people behave in family, work and
educational contexts.
This changing profile of learner has consequences for the educational provider. The so
called net-generation of learners are immersed in a networked world of digital technology
which is an entrenched part of their culture and society; behave differently; possess
different social characteristics; adopt different ways of using and making sense of
information and have different expectations about life and learning and thus this places new
pressures and challenges for educators at the individual level and for educational
institutions at a more strategic level. Educators need to embrace the use of technology and
how it influences programme content, design, delivery and assessment and how they
engage with digitally or otherwise with the net-generation learner. At the educator level
resources must be afforded to making the necessary technological applications and
platforms available to educators and learners.
From the business perspective and in particular the small firm arena, digital technologies
hold potential for the creation of new businesses and opportunities including, innovation,
new ways of engaging with customers, higher revenue streams, faster times ‘to-market’,
enhanced service provision, reduced costs and increased productivity. While small firms are
increasing their digital footprint and are more active in website development, they are less
active in integrating and capitalising on the potential of the ever increasing array of digital
technologies, in particular engaging in e-commerce; selling to international customers via e-
commerce and mobile marketing, thus missing out on market expansion and sales
opportunities (Ettlie and Pavlou, 2006; Kohli and Grover, 2008; Rai et al. 2012).
Overall, the ever increasing digitalised economies, driven by a more mobile and digitalised
consumer and broader societal trends are creating pressure on entrepreneurs and small
firms to develop ‘E’capabilities and competencies encompassed under the umbrella of ‘e-
leadership’ skills and further to acquire resources suitable for conducting business in the
‘Digital Era’ or in an increasingly Digitalised Society. Recommendations on how small firms
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can develop e-leadership skills are debated in current literature and are highlighted as a
priority area for action in national and EU industry and Information Communications policy
documents.
In recognition of the necessity to enhance the digital capabilities and competencies of
entrepreneurs and owner-managers the DIGA project will identify and develop interventions
to improve the eleadership capacity and capabilities for the deployment of digital tools and
strategies in small firms. The DIGA project will design, test and implement a digital skills
competency for VET trainers to enable them to support learners within SMEs more
effectively and encourage greater adoption of digital and ICT tools. Furthermore, it builds on
and extends the learnings of a previous EU funded Transfer of Innovation collaborative
project, e-Business Enterprise Learning for Women (e-BEL) whose objective was to evaluate
the use and application of Information Communications Technology (ICT) in female owner-
managed small firms. This cross-cultural study comprised of partners from United Kingdom;
Slovenia; Norway and Ireland. The results of the research informed the design and
development of more appropriate and targeted ICT training interventions, which were
tested and delivered to a selection of female entrepreneurs at varying, stages of business
development. The findings feed into this study and whilst the focus of e-BEL was on female
entrepreneurs it will be interesting to determine if similar digital and ICT usage and
adoption issues emerge across a non-gender specific sample of entrepreneurs.
The strategic imperative for a composite set of e-skills and e-leadership competencies poses
challenges for educational and training institutions, trainers and consultants who work with
emerging entrepreneurs to identify the most appropriate digital competency programmes
that have impact at the personal and business performance levels. To ensure that the supply
of digital training content is relevant, timely and appropriate for the needs of the small firm
and the personal needs of the entrepreneur requires an understanding of both their current
digital practices and what digital technologies will impact on their future business activities.
Furthermore and related is a determination of the current status and adoption of digital
practices by educators and trainers when delivering enterprise related modules as a means
of identifying their capability to deliver digital training to entrepreneurial population.
Therefore, to develop appropriate digital content and devise the most appropriate delivery
mechanisms educators need to understand the profile, mind-set and indeed expectations
of the learner or their ‘learning identity’ – the more composite profile of the learner beyond
demographics to include their digital persona. Given the claims made about the net-
generation of learner and their demands from educators there is a clear imperative for
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educators and policy-makers to investigate these assumptions further to remove conjecture
and perceptions of what is said about the net- generation of learners. This evidence must
make a deeper connection with the role of the educator and what is relevant and necessary
learning to prepare learners for the world of work as the drivers of the use of digital
technologies as opposed to being a follower of technologies.
The DIGA project research adopted a two-tier approach investigating both theoretically and
empirically the role and practices of digital technology amongst a tripod of inter related
stakeholders, namely, entrepreneurs, entrepreneurs as learners and enterprise educators
(those engaged in the teaching, training and competency design and delivery to small and
medium firms).
The first tier involved a comprehensive theoretical review of the extant literature and policy
initiatives which draws attention to contemporary perspectives on the changing landscape
of digital technology and its impact on how, when and where business transactions are
undertaken and their subsequent consequences for entrepreneurs at the various stages of
their entrepreneurial journey of business start-up and growth. Furthermore the results of
the review highlighted the primary issues that merited investigation in the empirical study.
The second tier, the empirical multi-country study is an important mechanism of reaching
out to stakeholders in the entrepreneur, educational and learner arenas as a means of
establishing their current and future needs and provides detail for the components of a
digital competency framework.
Building on the foundation presented from tier one of the study an empirical multi
stakeholder perspective was decided upon to elicit feedback from entrepreneurs,
entrepreneurial learners (future entrepreneurs) and enterprise educators/trainers. This first
hand contact with these stakeholders provides a more nationalised first hand understanding
of what is happening in the small firm in relation to digital technology. The inclusion of
respondents at various stages of the entrepreneurial journey, entrepreneurs as learners and
a mix of early stage and established entrepreneurs allowed for capturing differences that
might exist with individuals at the various stages of the digital-continuum spectrum or
between the ‘digital native’ or the ‘new millennium entrepreneurial learner’ categories.
This is important as any competency training programme will need to balance content and
delivery amongst and between the digital native and digital immigrant spectrum.
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This report combines the aggregate findings of the literature review and the findings of the
multi-stakeholder empirical study and is accordingly presented in two main sections. The
first section presents a comprehensive review of the literature and policy documents on the
role and emergence of digital technology in the entrepreneurial, educator and
entrepreneurial learner context. The literature review commences with an overview of
major policy imperatives which have emerged primarily from EU level giving direction to and
informing the application of digital in broader business, educational and learner contexts.
The next section of the report examines the profile, characteristics and requirements of the
net-generation of learner and presents the challenges enterprise educators face as these
learners and their accompanying technology cross the classroom threshold. The business
stakeholder perspective is reviewed from the early stage entrepreneur and established
small firm context and determines what is known about the status and use of digital
technologies in existing and start-up businesses and the challenges they encounter as they
engage with a more digitally tuned market place. The small firm is subject of the research
given their economic and social significance and that entrepreneurs and established small
firms require assistance in this area primarily due to a lack of digital knowledge, digital skills
deficiencies and a lack of appreciation of the contribution that it can make to their business
as suggested by further research (Digital Agenda for Europe: A Europe 2020: European
Commission 2010); (ACCA 2010); Williams et al., (2010); ICT, E-Business and SMEs (2006);
National Digital Strategy for Ireland (2014)).
The second section of the report commences with the research methodology describing the
stages of the design, administration of the surveys, the analysis of the data and the issues
and learnings accrued from the process of undertaking a multi stakeholder holder survey
across seven countries. This leads into the presentation of the summary results from the
entrepreneurs survey which explores themes such as the use of digital technologies, their
objectives if any for social and digital media; allocation of budget to digital technologies;
their planned use of digital tools; the benefits accruing from digital media; their approach to
measuring and capturing the performance of digital media activities; their previous
participation in digital training; digital topics they would like to develop competencies in and
how they prefer such training to be delivered. Subsequently, the results of the supply side
or the educator, defined in the broader sense to include individuals who are engaged in
training, mentoring, education of entrepreneurs at various stages of the entrepreneurial
start up and business growth continuum are presented. The focus of this survey was to
ascertain the use and adoption of digital technology in their professional role and to
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determine what extent they perceived it as a benefit to programme delivery, obtain insights
into the barriers and challenges they encounter with digital technology and identify if they
had received training in the area of digital technology and, if they were interested in having
their skills and knowledge in digital technology enhanced and if so, what was their preferred
mode of delivery of such training.
The next section of the report presents the findings from the younger enterprise
entrepreneurial learner – or more closely aligning with the digital native to determine their
digital technology practices in a personal and as an entrepreneurial learner capacity;
identification of what technologies they use, perceived benefits arising from their use, the
challenges they encounter in their use and what they perceive as trends in digital which will
impact on their professional entrepreneurial career.
This multi stakeholder approach adds value and novelty to the research as it provides a
composite understanding of the needs of different related groups to identify common
themes emerging, areas of diversion and issues at the demand and supply levels of digital
training.
Moreover, the research adds a contribution to the supply side of digital training and
competency development domain as this stakeholder is central to the development of
relevant and appropriate e-leadership skills and competencies for entrepreneurs but yet are
a relatively under researched topic and one which merits attention if the necessary digital
competences are to be developed in the entrepreneurial population. Furthermore, the
findings provide a method of conducting a training needs analysis in digital technology for
enterprise educators and trainers which is lacking to date in the literature.
Finally, the multi stakeholder perspective endorses and supports a call in policy for
‘cooperation between enterprises and higher education as the development of digital skills
relies on the interplay and multiple stakeholders within and external to educational
institutions to feed in and inform what digital skills and knowledge entrepreneurial learners
require and to direct educators in digital programme design, delivery and assessment’
(Digital Agenda for Europe: A Europe 2020; European Commission 2010; ACCA 2010;
Williams et al., 2010; ICT, E-Business and SMEs 2006; National Digital Strategy for Ireland
2014).
The feedback from the empirical study will indicate if there is a digital bridge or divide
between the net- generation of leaner and the educator and if so, it will propose how the
bridge can be managed. Finally, the review of the literature will also determine what are
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the barriers and challenges faced by entrepreneurs in adopting digital technologies across
their business functions as a means of promoting remedial training and development
interventions to enhance the e-leadership skills and competencies amongst the broader
population of entrepreneurial learners.
The report concludes with some suggestions to help enterprise educators effectively meet
the needs of the net-generation of entrepreneurial learners while preparing them for the
21st century workplace. The learnings from the small firm sector will inform the design of
policy interventions and will identify for trainers and consultants what type, level and
content of digital training and mentoring assistance is required by entrepreneurs to become
more efficient digital users.
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The emerging role of digital technologies - a multi stakeholder
perspective: A review of the literature and policy
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2. The Policy Context
2.1. Enhancing ICT, Digital Skills Capabilities – the SME Policy perspective
With the rapidly ever-changing business and technology landscape, the need for digital skills
and literacy is imperative and how these can be developed is emerging as a more prevalent
or voiced topic in EU and National policy documents. Digital literacy consists of the ability to
access digital media and ICT, to understand and critically evaluate different aspects of digital
media and /media contents and to communicate effectively in a variety of contexts. Digital
competence, as defined in the EC Recommendation on Key Competences (EC, 2006)
involves the confident and critical use of ICT for employment, learning, self-development
and participation in society. This broad definition of digital competence provides the
necessary context (i.e. the knowledge, skills and attitudes) for working, living and learning in
the knowledge society.
Initially initiatives on digital technology were incorporated into the broader agenda for
enhancing the use of ICT in small firms from an infrastructural hardware domain and the
necessary skills, competencies or ‘soft skills’ perspectives. The European Commission
believes that the 'smart' use of information and communication technology (ICT) by
companies is a critical factor for success in innovation, competitiveness and growth and
recognised that smaller companies have to follow suit or risk being left out of digital supply
chain of activities. More recent EU policy initiatives focus specifically on digital
competencies and a focus of efforts on building ‘Digital Economies and Societies’ which
emphasize the emergence of digital as a more pervasive influence on the social
environment in addition to economic and commercial perspectives and from the
entrepreneur and enterprise viewpoints.
The following provides a brief overview of the trajectory of policies developed relating to
advancing ICT and digital technology and improving digital literacy in business, with a
particular emphasis on entrepreneurs and small and medium firms(SMEs) and secondly, in
the educational arena.
In 2001, the European Commission launched the Go Digital initiative, ‘Go Digital’ (2001-
2003), an umbrella policy covering many activities to support SMEs in using ICT for doing
business and to increase the use of the internet as a manes of conducting business. The Go
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Digital initiative specifically focussed on identifying the obstacles encountered by SMEs in
adopting ICT and ecommerce and proposed specific actions to help SMEs increase their
adoption of ICT. These support interventions were implemented with the assistance of the
European Information Centres network at national and regional levels and concentrated on
three action initiatives which contained a number of sub actions. The three actions focussed
on, firstly, creating a favourable environment for electronic commerce and
entrepreneurship; secondly; increasing the take-up of electronic commerce amongst firms
by generating more awareness of the benefits of ICT and developing skills in this area;
thirdly, developing ICT skills and competencies by supporting industry-led initiatives for new
ICT curricula and mentoring for ICT adoption in SMEs.
In tandem with the above policy, The European e-Business Support Network (eBSN)for SMEs
ran from 2005 to 2012 as an open policy coordination platform for e-business that brought
together over 200 decision makers and renowned experts in the field to improve the
effectiveness of public SME policies in fostering competitiveness by promoting the
innovative use of ICT. The outputs from eBSN recognised the need for SMEs to make smart
use of information technologies to integrate into global industrial value chains and the need
to improve inter-operability and other framework conditions to make it easier for SMEs to
connect with their customers and suppliers along a sector’s value chain. Since 2005, the
policies have focussed on encouraging market forces to accelerate ICT enabled change in
specific manufacturing and service sectors and increased participation in global digital
supply chains.
The report ‘Doing business in the Digital Age (2013)’ engaged in intensive dialogue with
stakeholders to determine the role of digital technology and the challenges in its adoption in
SMEs. The report identified 'five pillars' that describe the key factors influencing
entrepreneur’s adoption of digital that require attention in policy. The five areas of action
incorporate:
- reinforcing the digital knowledge base;
- catalysing a digital business-friendly environment;
- easing access to finance;
- promoting digital skills and talent;
- reinforcing a digital entrepreneurial culture
A broader level EU analysis ‘Europe 2020’ strategy, an overarching vision of Europe's social
market economy for the 21st century, identified that ICT issues and challenges to be
addressed are no longer about fostering the mere adoption of ICT by enterprises, but about
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promoting and enhancing the smart use of digitally based applications by removing existing
barriers. The EU 2020 policy initiative signalled the radically changing global business
environment, where technology, ICT and skills were becoming increasingly important for
international competitiveness as international value chains become increasingly
interconnected.
The Europe 2020 strategy document specified seven flagship initiatives and three of these
initiatives still have links with ICT-related challenges and objectives and can thus be seen as
the continuation of earlier information society policy strategies. The three initiatives are the
“Digital Agenda”, the “Innovation Union” and the “Industrial Policy for the Globalisation
Era”:
1) The ‘Digital Agenda for Europe’ (DAE), launched in 2010, is a key strand of the
Commission's EU 2020 strategy. Its aim is to establish the conditions for sustained
digital growth in Europe and to deliver ‘sustainable economic and social benefits from a
digital single market, based on fast and ultra-fast internet and interoperable
applications’ (Commission's EU 2020). Fragmented digital markets, as well as a lack of
inter-operability, are identified as barriers to be removed in order to achieve this. On 19
April 2012, the Commission launched a dedicated social media platform to prepare and
gather input for the review of the DAE. This platform was the central hub of a broad
approach for stakeholder engagement around the DAE, which aimed to:
- Reach out to and engage with stakeholders, including those not normally involved in
EU policy;
- Facilitate contact and collaboration amongst stakeholders; and
- Stimulate discussions and summarise results to generate meaningful policy input for
enhancing digital expertise.
2) The Innovation Union states that ‘perhaps the biggest challenge for the EU and its
member States is to adopt a much more strategic approach to innovation’ with
innovation becoming an overarching policy objective. This views ICT as an enabler of
business activities and addresses ICT and digital technologies in a more strategic
companywide perspective as opposed to being a function on its own. In essence ICT and
digital technology are facilitators and enablers that help to deliver innovation.
3) Industrial Policy for the Globalisation Era initiative sets out a strategy that aims to boost
growth and jobs by maintaining and supporting a strong, diversified and competitive
industrial base in Europe offering well-paid jobs while becoming more resource efficient.
Linked to this is the need to develop digital skills and infrastructure.
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These initiatives are thematically linked with the underpinning themes launched by the
eBSN reflecting the consistency and ongoing focus afforded to the development of digital
technologies in small firms.
In 2014, under the umbrella of the Entrepreneurship 2020 Action Plan, the Strategic Policy
Forum on Digital Entrepreneurship was inaugurated in Brussels. The Digital
Entrepreneurship Forum reinforces the importance of dialogue between industry, and the
scientific and political communities, with the aim of shaping an ambitious EU vision and a
European roadmap that will fuel digital entrepreneurship in Europe. The Forum advises the
Commission on policy issues and actions to foster digital entrepreneurship and will promote
the development of policy by EU countries at national and regional level. The scope of the
Forum covers topics such as:
- new business opportunities for jobs and growth;
- a favourable digital business environment;
- the digital transformation of traditional industry;
- access to finance;
- e-leadership skills;
- digital entrepreneurial culture;
- national and regional digital entrepreneurship policies.
It is expected to deliver an intermediate report in 2015 that will include the state of play,
new business opportunities, challenges, and a strategy to enhance digital entrepreneurship
in Europe. It is clear that the emphasis is currently on digital technologies and their role and
impact in the broader business context and ever more so in the small firm as is highlighted
in the Digital Entrepreneurship Forum 2014.
The Digital Entrepreneurship Forum (2014) and Digital Entrepreneurship Monitor focus on
the increasing importance of digital entrepreneurship, which is described as all new
ventures and the transformation of existing businesses by creating and using novel digital
technologies. Digital enterprises are characterised by a high intensity of utilisation of novel
digital technologies (particularly social, big data, mobile and cloud solutions) to improve
business operations, invent new business models, sharpen business intelligence and engage
with customers and stakeholders.
The Forum proposed a framework providing an overview of the areas where policymakers
should provide support in for the development of digital enterprises leading to the “Doing
Business in the Digital Age” initiative. The initiative was based on the findings of research
completed in a comparative analysis of national strategies and private initiatives to foster
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digital entrepreneurship in the United Kingdom, Sweden, Berlin/Germany, Silicon Valley/US
and Singapore. The study proposed a five pillar strategy framework and a categorisation of
13 areas or components for policy intervention. The resultant Digital Entrepreneurship
framework model is presented below:
Figure 1.0 Digital Entrepreneurship Framework Dimensions, Digital Entrepreneurship Forum (2014)
The following expands on the primary action items planned under each pillar:
Pillar I: Digital knowledge base and ICT market
- Support all businesses to embrace digital technologies and transform the way goods are
made and delivered.
- Foster innovation by promoting the visibility of digital technologies and
commercialization of new digital services and ideas.
- Encourage the start-up and up-scaling of digitized enterprises and new innovative
businesses.
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Pillar II: Digital business environment
- Improve the ease of doing digital business to facilitate entry to markets and stimulate
demand and the supply of digital technologies.
- Develop and enhance ICT infrastructure, trusted electronic payment systems, trust
marks and trademark registration systems to boost the use, ease of access and trust in
digital markets.
Pillar III: Access to finance
- Enhanced access to finance will assist the creation, survival and growth of digital
entrepreneurs.
- Traditional and innovative forms of lending should be developed to supports
entrepreneurs.
- Fiscal and tax frameworks should be enhanced to enable all businesses to embrace
digital technologies.
Pillar IV: Digital skills and e-leadership
- A supportive education system that focuses on ICT and e-skills will strengthen the digital
entrepreneurial environment.
- Increase the mobility, quantity and quality of high-end, multi-disciplinary digital skills
and entrepreneurial talent.
Pillar V: Entrepreneurial Culture
- A supportive entrepreneurial culture is fundamental to the development of digital
entrepreneurs.
- Enhancing the digital entrepreneurial culture will improve the image of digital
entrepreneurs and promote their role in society.
These actions provide an underlying logic for digital intervention to support all
entrepreneurs and small firms and not just digital entrepreneurs in becoming more
digitalised across business functions. Additionally, the interventions adopt a holistic and
integrated perspective emphasising that digital technologies as a cross functional
application, a source of innovation and efficiencies and a means of generating closer
engagement with the marketplace. For these reasons it is important to identify the best
mechanisms for developing digital and e-leadership skills within the entrepreneurs and
owner-managers of established small firms.
Additionally, as part of this Forum, the Digital Entrepreneurship Monitor was devised to
collect and communicate information about initiatives and policies, relevant statistical
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indicators, opportunities and framework conditions for digital and ICT application success.
The Monitor has the further objective to collate the key technological and digital market
trends, emerging digital business opportunities, new business paradigms and their impact
on the European economy. The information feeding into the Monitor will provide important
and useful benchmarking outputs to gauge the progression of digital technology in SMEs
across Europe.
Consistent amongst the policy initiatives is the recognition that as small firms are
increasingly relying on information and communications technology (ICT) and digital
expertise to operate their business processes; to innovate in the design and provision
products and services; enhance their productivity and competitiveness and therefore the
use and responsibility for the use of digital technologies must be distributed across more
than one person in the enterprise. To fully leverage and maximise the benefits of digital
technologies, small firms accordingly need to develop corresponding and appropriate e-
skills and competencies which requires time, effort and resources to be deployed across all
individuals and functions in the business. These relevant skills are increasingly promoted
under the umbrella of e-leadership skills and competencies as is highlighted in Pillar 4 of
Digital Entrepreneurship Framework Dimensions (as presented in Figure 1.0).
Managers, entrepreneurs and business executives must have e-competences to grow,
export and be connected to the global digital markets. In a digital economy, e-leadership
skills are essential’ (Catinat, 2014) and as noted in contemporary EU Digital related policy
documents. According to E-Skills for Jobs 2014, e-leadership comprises a body of
knowledge and a set of competences which an individual requires for initiating and guiding
ICT-related innovation at all levels of enterprises, from the start-up to the largest of
corporations and from private to public institutions. E-leadership capabilities are needed to
exploit opportunities provided by ICT, notably the Internet; to ensure more efficient and
effective performance of different types of organisations; to explore possibilities for new
ways of conducting business/administrative and organisational processes; and or to
establish new businesses (E-Skills for Jobs 2014).
The European Commission DG Enterprise launched the ‘LEAD – E-leadership Skills for Small
and Medium Sized Enterprises’ in January 2014. This Commission initiative is
complemented by the ‘New curricula for e-leadership’ and focuses on entrepreneurs,
managers and advanced ICT users in SMEs, start-ups and gazelles. These initiatives develop
targeted actions for start-ups and fast growing SMEs to provide them with relevant e-
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leadership skills and qualifications for entrepreneurs, managers and advanced ICT users that
are recognised trans-nationally.
Additionally, a series of initiatives are in place, which firmly endorse EU policy objectives to
enhance the digital, and e-leadership competencies of small firms such as:
A major pan-European awareness raising campaign and e-mentoring ecosystem to
catalyse and support new business ideas. The objective is to sensitise entrepreneurs on
the changing business landscape and the new business opportunities offered by novel
digital technologies.
European e-mentors ecosystem to inspire and support new entrepreneurs and
intrapreneurs. Activities will include training, advice and hands-on coaching on how to
do business in the digital age and match-making events among stakeholders to explore
new partnerships. This action started in January 2014 and will run for two years.
Completion of studies to analyse competences and e-leadership skills, focusing on
scientific and creative disciplines and managerial and entrepreneurial skills to address
new technologies and markets.
Specific actions for Web entrepreneurs such as: i) a Start-up Europe Partnership to
unlock expertise, mentoring, technology and services; ii) a Web Entrepreneurs Leaders
Club to bring together world-class web entrepreneurs and strengthen the web
entrepreneurial culture in Europe; iii) a European network of web business accelerators;
iv) work with European investors in order to increase the flow of venture capital and
crowd-funding into web start-ups; and v) Fostering web talent by stimulating the
emergence of Massive Online Open Courses (MOOC) and the setting up of platforms for
mentoring and skill building.
Establishment of a pan-European awareness raising campaign (Watify) and an e-
mentoring ecosystem (Euro-mentors Association for Digital Entrepreneurs) have been
set up to help European entrepreneurs catalyse and support new business opportunities
offered by digital technologies. An awareness-raising campaign baptised 'Watify' ('What
if I…?') aims to help all types of companies to overcome the doubts they face when
launching their digital business or when transforming their traditional business using
digital technologies.
The Euro-mentors Association for Digital Entrepreneurs: The Euro-mentors Association
for Digital Entrepreneurs will inspire and support new entrepreneurs and intrapreneurs.
Activities will include training, advice and hands-on coaching on how to do business in
the digital age and match-making events among stakeholders to explore new
partnerships. The initiative is supported and funded by the Commission as part of its
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strategy to stimulate digital entrepreneurship. The ecosystem will bring together
Europe’s most prominent individual mentors and mentoring organisations.
In summary, the ever increasing digitalised economy, driven by a more mobile and
digitalised consumer and broader societal trends, is creating pressure on entrepreneurs and
small firms to develop capabilities and competences and acquire resources suitable for
conducting business in the ‘Digital Era’ and to operate in an increasingly digitalised society.
Accordingly, EU small firm policy has provided a number of initiatives to embed the
necessary key e-leadership competencies and capabilities at the enterprise as opposed to
individual level, signalling the imperative for country specific interventions which need to be
tailored to accommodate in the first instance, the state of advancement and the digital
infrastructure in existence and, secondly, the level of adoption of and associated influencing
of digital technologies by emerging entrepreneurs and established small firms. These
interventions must be guided by empirical feedback from entrepreneurs and owner-
managers on what their specific needs are.
Whilst it is imperative to build digitalised capabilities and competencies at the entrepreneur
and owner-manager level, it is consequently necessary to ensure that employees or aspiring
entrepreneurs possess the relevant digital skills across the functional areas of the small firm
to enable them to successfully grow and innovate in the ‘Digital Era’.
In essence, EU policy imperative strives to input innovative transformation of the provision
of education and training to promote objectives of Europe 2020 strategy on digital
technology. Central to the ethos of the Europe 2020 is the objective for economies to
achieve ‘smart, sustainable and inclusive growth notably by equipping citizens with skills
and competences which the European economy and European society need in order to
remain competitive and innovative, but also by helping to promote social cohesion and
inclusion’ (Europe 2020). This objective calls on educators to rethink and reconfigure the
content, mode of teaching and learning to incorporate relevant digital knowledge and
competencies which are transferable into the tasks required for starting and growing small
enterprises. Thus, a review of the policy remit for the educational sector is undertaken to
determine what initiatives exist to enable the educators to deliver the digitalised graduate
the workplace demands and digitalised skills for an entrepreneurial career.
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2.2. Enhancing ICT, Digital Skills Capabilities – the Higher Educator Institution (HEI) Policy
perspective
While education remains the responsibility of individual EU Member States, the European
Commission provides funding and works on several macro and strategic policy initiatives
which are aligned with employment generation and enhancing the skills base of graduates
and the workforce to accommodate those required by the changing workplace
environment. Evident in the recent educational policy documents is the focus on ICT needs
of pupils and learners up to 16 years of age and more general population of educators
expanding into higher educational institutions. Less attention in policy is afforded to how
educational institutions accommodate the digital and ICT needs of learners from 18 years
onwards, adult learners, vocational education or lifelong professional development learners.
This research (DIGA project) will focus on the dual role of, firstly the digital needs and
behaviours of young people, aspiring entrepreneurs and the comparison of the role and
adoption of digital technology by educators in Higher Educational Institutions in the design
and delivery of enterprise and entrepreneurship programmes. The imperative for a more
digitalised small firm workplace heightens the importance of ensuring graduates are
prepared and equipped to secure employment in such a workplace or engage in an
entrepreneurial career or act in an entrepreneurial and innovative manner. The following is
a synopsis of the EU policy initiatives considered relevant to increase the practices of digital
technology in teaching and learning in Higher Educational Institutions.
In December 2006, the European Parliament and Council produced the results of five years
of research defined eight key competences required by graduates to engage in a more
productive manner in the workplace. Amongst these competencies as listed below is the
need for digital competencies.
- Communication in the mother tongue
- Communication in a foreign language
- Mathematical competence and basic competences in science and technology
- Digital competence
- Learning to learn
- Social and civic competence
- Sense of initiative and entrepreneurship
- Cultural awareness and expression.
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The report stressed that all these competences should be regarded as equally important,
since each can contribute to a successful life in the knowledge society and to some extent,
they overlap and interlock as they play a role in developing competencies enabling
individuals to perform a more productive and valued role in work and society in general. In
September 2011, the European Commission published a new agenda for modernisation of
Europe's higher education systems (COM, 2011) which identified several areas for reform in
the area of education and training as follows:
- Increasing the number of higher education graduates;
- Improving the quality and relevance of teaching and researcher training, to equip
graduates with the knowledge and core transferable competences they need to succeed
in high-skill occupations;
- Providing more opportunities for learners to gain additional skills through study or
training abroad and to encourage cross-border cooperation to boost higher education
performance;
- Strengthen the 'knowledge triangle', linking education, research and business;
- Creating effective governance and funding mechanisms in support of excellence.
These tasks link into and contribute to the goals of Europe 2020 to increase employability of
learners and recognise that the skills required must address and accommodate industry
needs which are increasingly digitalised in nature.
In its ‘Communication on e-Skills for the 21st Century and the Digital Agenda for Europe
(2012)’ the Commission presented a long-term EU e-skills strategy. Central informant in this
strategy was the findings that there are still 21% of European workers who believe that their
ICT skills are currently insufficient for them to change job within one year. Additionally, the
European Commission released in April 2013 two reports on ‘Towards a European Quality
Label for ICT Industry Training and Certification. The second report was on e-leadership
skills, titled ‘e-Skills for Competitiveness and Innovation: Vision, Roadmap and Foresight
Scenarios’. Consensual amongst these reports was the necessity to up skill and prepare
learners for ICT and a digitalised workplace.
More recently, the Digital Entrepreneurship Forum (2014) (as discussed in the previous
section) incorporated in a general sense into its pillars of success, the need to develop
greater digital and e-leadership skills which can be achieved through a supportive education
system that focuses on ICT and e-skills and increasing the mobility, quantity and quality of
high-end, multi-disciplinary digital skills and entrepreneurial talent. It also considers the role
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of higher education institutions in informing and equipping individuals for the digital
transformation of the workplace.
The Europe 2020 strategy acknowledges that a fundamental transformation of education
and training is needed to address the new digital skills and competences that will be
required if Europe is to remain competitive, overcome the current economic crisis and grasp
new opportunities (Breckie and Puine, 2014). Indeed, the importance of education is
highlighted as a priority area in a number of initiatives contained in the Europe 2020
strategy, i.e. the Agenda for New Skills and Jobs, Youth on the Move, the Digital Agenda,
and the Innovation Union Agenda, and also in the latest EC Communication on 'Opening up
education' (Breckie and Puine, 2014; European Commission, 2013a).
Building on the ongoing focus on how best to develop digital skills the Digital Agenda firmly
recognises the revolutionary potential that information and communication technology
(ICT) offers to boost growth, increase productivity and improve the welfare of citizens,
consumers and society. It proposes seven key strategic imperatives as listed below and
within these are a number of tasks aimed at operationalising and implementing
programmes to enhance digital skills:
1. Digital single market.
2. Inter-operability and standards.
3. Trust and security.
4. Fast and ultra-fast internet access.
5. Research and innovation.
6. Digital literacy, skills and inclusion.
7. ICT-enabled benefits for EU society.
Within the frameworks of the Bologna Process and the European Union Modernisation
Agenda for Higher Education, the European Union's High-Level Group on the Modernisation
of Higher Education was established with a view to making recommendations to improve
the quality of teaching and learning and to achieve access and equality in the provision of
education (Modernisation of Higher Education Report, 2014). This report highlighted that
the landscape of learning has changed dramatically with increasing opportunities for open
and distance learning as technological capacities are evolving with increasing rapidity when
it comes to the speed, interactivity and potential reach of new technologies and online
platforms. These changes are viewed as an enabler for and can underpin efforts towards
more learner-centred teaching. This report emphasised that with technology comes positive
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opportunities for educators who have at their disposal a wide range of materials in a variety
of formats, which can improve the quality, and diversity of the curriculum.
A key recommendation from this was ‘that the integration of digital technologies and
pedagogies should form an integral element of higher education institutions’ strategies for
teaching and learning. Clear goals and objectives should be defined and necessary
organisational support structures established to drive implementation’. This
recommendation provides central foundations on which sustainable digital teaching and
learning strategies are embedded in the broader higher educational institution strategy,
resourced at institutional level and takes cognisance of the need for educators to be up-
skilled in the necessary digital skills and competencies.
Implementing digital technology is an important first step in its indoctrination/ inculcation
into the culture of the institution, however the sustainability of such efforts is very much
dependent on up skilling and training educators to understand its diverse uses and
applications and should be encouraged to extend beyond using the technology per se, but
digital as a process and content. Additionally, resources, financial and technical, need to be
allocated for the digital technological infrastructure. The Modernisation of Higher Education
Report (2014) included recommendations at institutional and educator level to successfully
and sustainably engage with digital technology in the learning experience of the learner.
These recommendations are as follows:
- National authorities should facilitate the development of a national competency
framework for digital skills. This should be integrated into national professional
development frameworks for higher education educators.
- All staff teaching in higher education institutions should receive training in relevant
digital technologies and pedagogies as part of initial training and continuous
professional development.
- National funding frameworks should create incentives, especially in the context of new
forms of performance-based funding, for higher education institutions to open up
education, to develop more flexible modes of delivery and to diversify their learner
population.
An overriding conclusion across all EU policy documents is that the success and
sustainability of policy objectives is dependent on the cooperation between enterprises and
higher education, reinforcing the belief that the development of digital skills relies on the
inter-play of multiple stakeholders within and external to educational institutions to feed in
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and inform what digital skills and knowledge entrepreneurial learners require and which can
be used to direct educators in digital programme design, delivery and assessment.
For the purposes of the DIGA research, three stakeholder groups are considered, the
educational/trainer stakeholder, the entrepreneur who is core to the debate and the
entrepreneurial learner perspective. The role of the educator/trainer is reviewed in the
context of a very changing profile of the learner with a greater focus on imparting skills
which go beyond subject specific skills removing educators from their comfort zones. The
role and response of the educational institutions is assessed to determine the institutional
vision and commitment to a digitalised curriculum, provision of technical resources and
contribution to the professional development of the educator to be sufficiently competent
to deliver digital skills and competencies.
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3. The Role of Digital Technology in the Education/Training Sector
3.1. Understanding the profile of the digital learner
The greatest adopters of the advancements of digital technologies are children, teenagers
and young adults who more eagerly use this technology as part of their lifestyle. Thus, from
the digital providers’ perspective these groups are an increasing source of interest and
research to better understand how they behave with technology. These learners, referred
to as the Net-Generation (Jones and Shao, 2011; Bennett, Maton and Kervin, 2008), also
known as the New Millennium Learners (OECD, 2008) or New Millennium’s have grown up
in a digital culture and lifestyle that impacts on their learning styles and preferences. The
net-generation is able to intuitively use a variety of digital devices and navigate the internet
as it has been a natural part of their growing up and thus expectations and perceptions of
the role and value of digital technologies is viewed as part of their identity. While containing
many similar characteristics, the net-generation of learner is not a homogeneous group and
can be categorised according to their familiarity and use of digital technologies, which is
reflected in a spectrum of digital natives to digital immigrants. The term digital native is
used to describe people born after 1980 (Prensky, 2001) and applies to a new group of
learners who are ‘native speakers’ of the digital language of computers, videos, video
games, social media and other sites on the internet. The digital native has never known any
other way of life and innately behave, speak and communicate, as they only know how
(Spear, 2007). Digital natives are characterised as having access to networked digital
technologies and the skills to use those technologies as parts of their lives and daily
activities mediating social interaction, friendships, civic activities and hobbies.
Similarly, White and Le Cornu (2011), Ramanau, Cross, and Healing (2010) highlight that the
rapid technological advances, most notably, in the advent of social networking platforms,
enable sharing, promoting and discussion about products and services on social channels to
a wide community in real time. The cultural effects of the social hyper connectivity brought
about by social media and mobile devices are often masked by shallow assessments of
technological functionality and the apparent capability of specific groups in consuming ‘new’
technology (Weinberg, 2009) as is the case with the digital native.
Other classifications of the digital user are described in terms such as the ‘digital settler’ and
‘digital immigrant’. While settlers grew up in an analog-only world, they have helped to
create and shape the digital world’s contours. They can be quite sophisticated in their use of
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these technologies, but also rely on traditional forms of analog interaction. Digital
immigrants are much less familiar with the digital environment. They may have learned how
to write emails or use social networks late in life but they are rather insecure in the
everyday use of more advanced digital technologies.
Although it is helpful to classify the nature of the digital learner as a precursor for
understanding their behaviour, it is noteworthy that these neat classifications are not
identical or homogeneous between or within the groups of ‘digital natives’ or within ‘digital
immigrant’ classifications. In addressing this, Helsper and Eynon (2009) analysed the
different aspects of what a digital native is by exploring whether it is determined by age,
experience, or breadth of digital use. Similarly, Kennedy et. al, (2008) indicated that it was
important not to ignore the role of factors such as gender (Selwyn, 2008) and academic
discipline on the difference between levels of familiarity and creative application of digital
technologies within the digital native cohort of the net generation. Bennett, Maton and
Kervin (2008), for example, described some accounts of digital natives as having an
academic form of a moral panic or distaste for technology and thus concluded that
generation or age solely does not explain differences in how learners use technology and
other proponents of the digital native personal must be considered as to their impact on the
adoption of digital technologies. White and Le Cornu (2011) draw attention to the
difficulties that a language-based analogy introduces when describing or stereotyping youth
behaviour to the possession and use of digital technology.
An interesting deliberation put forward by Bayne and Ross (2007) was that there is a
paradox at the centre of this debate is that age makes a difference on how people engage
with digital technology because each person is fixed by their generational position - you
either are or you are not a ‘native’. This is in agreement with previous research (Maton and
Kervin, 2008; White and Le Cornu, 2011) who caution against adopting a homogeneous set
of descriptors to participants who by age fall into the ‘digital native’ classification.
Bearing these deliberations in mind and that as technology emerges then learner behavior
will change on an ongoing basis and will be impacted upon by individual specific factors and
external situational, institutional, cultural and social groups involved in. These dimensional
shifts are described in Figure 2.0. This Figure shows a set of dimensional shifts that describe
learners in the digital age. The dimensions are presented in turn, but they interlink with
each other creating a complex set of intertwined cognitive skills.
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Figure 2.0 Dimensional shifts describing youths in the digital age (Brown 2011)
In order to facilitate the needs of the net-generation, it is important to obtain an insight into
their learning styles and what they expect of educators. In delivering on these expectations
the characteristics of the net-generation of learners as put forward by Oblinger and Oblinger
(2005) are helpful. These characteristics are summarised as follows:
Digitally Literate
Having grown up with widespread access to technology, the net-generation is able to
intuitively use a variety of Information Technology devices and navigate the Internet.
Although they are comfortable using technology without an instruction manual, their
understanding of the technology or source quality may be shallow. The net-generation is
more visually literate than previous generations; many express themselves using images.
They are able to weave together images, text and sound in a natural way. Their ability to
move between the real and the virtual is instantaneous, expanding their literacy well
beyond text. Because of the availability of visual media, their text literacy may be less
well developed than previous generations.
Connected to a technology or digital device
As long as they've been alive, the world has been a connected place and more than any
preceding generation they have seized on the potential of networked media. While
highly mobile, moving from work to classes to recreational activities, the net-generation
is always connected. The particular device may change depending on circumstance (for
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example, laptop, cell phone, IPad etc.) but they are constantly connected and always on.
The degree of digital expertise is related to confidence in the use of technologies, the
use of the Internet as a first port of call for information, and the use of the internet for
learning, as well as other activities (Helsper and Eynon 2009).
Immediate- sense of urgency
Whether it is the immediacy with which a response is expected or the speed at which
they are used to receiving information, the net-generation require it instantly. They
multi-task, moving quickly from one activity to another, sometimes performing them
simultaneously. They have fast response times, whether playing a game or responding
to emails or texts. In fact, more value may be placed on speed than on accuracy. They
expect information and ideas to be shared openly and freely and created in multi-model
ways (Doren and Asselin 2010).
Experiential and experimental
Most net-generation learners prefer to learn by doing rather by being told what to do.
Net-generation learners learn well through discovery - by exploring for themselves or
with their peers. This exploratory style enables them to better retain information and
use it in creative, meaningful ways. They prefer reading lecture notes online and view
interactive media such as power point presentation and digital images. In addition, they
like to work in groups or team work. They need for instant gratification and short
attention span. Also they emphasize learning by doing through technology and trial and
error is the metaphor they use for learning like in computer games.
Social-technologically
The net-generation of learner is considered to be prolific communicators, they gravitate
toward activities that promote and reinforce social interaction - whether IMing old
friends, teaming up in an internet game, posting web diaries (blogging) or forwarding
joke emails. The net-generation displays a striking openness to diversity, differences and
sharing; they are at ease meeting strangers on the internet. Many of their exchanges on
the internet are emotionally open, sharing very personal information about themselves.
The net-generation has developed a mechanism of inclusiveness that does not
necessarily involve personally knowing someone admitted to their group. Being a friend
of a friend is acceptable. They seek to interact with others, whether in their personal
lives, their online presence or in class. Extroverts can make their circle of friends even
larger. The perception of ‘social’ is changing for the more digitalised user, who spends
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most of their time socialising via technology. Then when launched into the classroom
and there is a need for the learner to reduce the dependence on technology and engage
in a face to face dialogue, the learner may feel challenged and indeed the educator, who
has to work harder to get the learner to engage and converse as part of the learning
process.
These characteristics inform and shape learner behavior in the classroom and how they
interact with their peers and educators alike and they also exhibit learning preferences
which are listed below. These are closely related to their characteristics, which
consequently influence how educators deliver content.
Preference for working in Teams
The net-generation often prefers to learn and work in teams. A peer-to-peer approach is
common, as well, where learners help each other. In fact, net-generation learners find
peers more credible than educators when it comes to determining what is worth paying
attention to and why so to.
Structure and Direction
The net-generation is very achievement oriented as a result, they like to know what it
will take to achieve a goal. Their preference is for structure rather than ambiguity.
Engagement and Experience
The net-generation is oriented toward inductive discovery or making observations,
formulating hypotheses and figuring out the rules. They crave interactivity. And the
rapid pace with which they like to receive information means they often choose not to
pay attention if a class is not interactive, unengaging or simply too slow. The net-
generation may need to be encouraged to stop experiencing and spend time reflecting
and learning from reflection.
Visual and Kinesthetic
The net-generation is more comfortable in image-rich environments than with text. They
will refuse to read large amounts of text, whether it involves a long reading assignment
or lengthy instructions. In a study that altered instructions from a text-based step-by-
step approach to one that used a graphic layout, refusals to do the assignment dropped
and post-test scores increased. The net-generation’s experiential nature means they like
doing things, not just thinking or talking about things.
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Things that Matter
The net-generation readily takes part in community activities and seems to prefer
working on things that matter, such as addressing an environmental concern or a
community problem. They believe they can make a difference and that science and
technology can be used resolve difficult problems. The social agenda is viewed as
important for them.
In summary, the net-generation learning preferences are described below in the following
three points:
Social based learning
Learners want to leverage emerging communications and collaboration tools to create
and personalise networks of experts to inform their education process.
Un‐tethered learning
Learners envision technology enabled learning experiences that transcend the classroom
walls and are not limited by resource constraints, traditional funding streams,
geography, community assets or even educators knowledge or skills.
Digitally rich learning
Learners see the use of relevancy based digital tools, content and resources as a key to
driving learning productivity, not just about engaging in the learning process.
Educators must therefore examine how they can best leverage technology to facilitate
digitally rich learning environments where learners have opportunities to learn
collaboratively, with peers and or educators, anytime or anywhere to a dynamic cohort of
learners. Given earlier discussions on the classification of ‘native’ or ‘immigrant’ digital
learners, they are not homogeneous groups and indeed are a diverse population of learners.
Therefore it is important not to lose sight of adult learners, early school leavers, learners
who emerge from socially and economically disadvantaged regions; the broader profile of
what becomes now the ‘atypical’ learner. Depending on regional and societal contexts there
are young people who do not have the levels of access or technology skills predicted by
proponents of the digital native idea. Also the learner population consists of adult learners
who are re-engaging with further education as a means of up skilling or are embarking on
education for the first time and their lack of expertise or confidence in technology must be
respected and accommodated for.
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So whilst these aforementioned characteristics assist to inform educators on the needs of
the net-generation, research would question if being part of this net-generation renders
them more adept to learning digitally?. For instance although today’s learners come armed
with digital skills, these arise primarily from personal use of social platforms. They may be
very fluent in using entertainment related technologies, but they need guidance to learn
how to use these technologies to solve sophisticated thinking problems or for workplace
applications (Bullen et al., 2011; Romero, et all., 2011; Kennedy et al., 2008; Kirkwood and
Price 2005). Learners need assistance and guidance in altering the use of technology to an
intellectual, scholastic or professional appropriate context.
There is without doubt an ever increasing array of digital tools and technologies available.
However, it is not the technology per se that should be the primary focus, rather research
would demonstrate that it is the central role users play in creating, rather than simply
consuming, the content that technologies contain that is so attractive to the Net
Generation. This facilitates the development and maintenance of social networks, or
communities of users which realise the attractive social dimension of the technology.
Therefore it is a challenge for educators to identify technologies with the potential to
provide these ‘social dimensions’ such as Web 2.0 technologies (Duffy and Bruns, 2006;
Alexander 2006; Bryant 2006; Evans and Larri 2006; Richardson 2006; Sandars and Schroter
2007).
Overall, the success of any digital initiative is anchored on the interest of the users and
support of the total work environment. Both internal and external contextual factors play
their role in setting a scene for the useful applications of information and communication
technologies (ICTs) in the learning environment (Stephenson, 2006, Khan and Nawaz (2013).
The contextual factors of an institution (includes community, culture and technology)
influence the e-learning practices, which must be understood by the developers and users
of e-learning (Stephenson, 2006, Nawaz and Kundi, 2010a, Zubair et al., 2013 ) as there is no
‘one-size fits all’ e-learning model.
39
Figure 3.0 The relationship between context and eLearning - Management in HEIs (Nawaz and
Kundi, 2010).
Looking to the future learner and educator environments, the use of "e" in e-learning should
be interpreted to mean "exciting, energetic, enthusiastic, emotional, extended, excellent,
and educational" in addition to "electronic." Parks (2013) suggested that the "e" should
refer to "everything, everyone, engaging, easy". These broad interpretations focus on new
applications and developments, as well as the emerging and common use of digital
language, which without explanation can be daunting for the non-technical person.
Thus for educators to keep up to date with the ever changing landscape of digital
technologies it is necessary to extend a focus beyond the characteristics of the net-
generation and pay attention on the implications of being a learner in a digitalised world in a
more work related situation Gras et. all (2012).
In summary, net-generation learners view digital technologies as something akin to oxygen;
they expect it, it’s what they breathe and it’s how they live” (Brown, 2011). So the challenge
and opportunities for educators is how do we ensure that the net-generation of learners has
the constant and relevant supply of oxygen to enable them to inhale and engage in adding
value to the digitalised workplace?
In addressing these issues, this research will examine how educators and trainers need to
obtain an improved understanding of the attitudes and competencies of the educator and
the issues surrounding the practical aspects of using technology in their learning
environment. This will allow the exploration of some options for engaging educators and
learners to become more digitalised.
40
3.2 Understanding the profile of the digital educator
There is pressure from industry on educational institutions to produce graduates who are
capable of coping with workplace uncertainty and career ambiguity, are entrepreneurial in
thinking and behaviour and are creative problem solvers (Commission of the European
Communities 2006; CBI 2009; Forfas, 2012; Gibb 2011). Analogous to private enterprise,
they are undergoing a fundamental transformation in response to changing learner ‘buyer’
values, the internet, globalisation, shifting demographics and unprecedented economic
pressures. Therefore, role of the educator and educational institution is changing as is the
broader industrial and societal environment which demands a more flexible graduate.
Educators must distinguish what is the correct balance of knowledge between ‘expert’ and
‘local’ that graduates, irrespective of discipline, require (Yanow, 2004:12). The ‘expert’
dimension comprises explicit, theory-based, academic, professional, or scientifically-based
knowledge particular to a discipline or profession whereas the ‘local’ dimension comprises
forms of knowledge and ways of doing which are practice-based, deriving from experience
and interaction in a specific context, building the ‘softer skills’ of the learner. These skills
enhance graduate employability and professional identity as well as their ability to apply
their knowledge in a relevant discipline or profession (Rae 2009, Draycott and Rae 2011;
Gibb 2011).
As was highlighted from a review of EU policy documents, digital skills and competencies are
key skills required for individuals and firms to competitively engage in an ever-changing and
globalised marketplace. Most recently, curriculum development initiatives emphasise ‘21st
century skills’ (often referred to as ‘key skills’ or ‘key competencies’, ETA, 2010; OECD, 2005;
NCCA, 2008) qualities that prepare learners to live and work in a digital society. They include
skills such as critical thinking and problem solving, communication, collaboration, self-
regulation and information management (Binkley et al., 2012, Partnership for the 21st
Century, 2003, 2005). To successfully equip learners with the key 21st century skills
generates a discussion on the role of the educator and the educational institution as to how
learning will configure in the digital era to accommodate a digital learner and preparing
them for working in a more digitalised or technology intensive business or workplace
environment. Further, and concurrently, educators and trainers sometimes struggle to
connect these requirements with the complexity and messiness that comes with engaging
closely with and thinking deeply about digital education.
In order to reconfigure the learning environment to enable and facilitate e-leadership and
digital skills and knowledge acquisition, educators need to be more informed on what digital
41
skills and competencies are required in the workplace and have access to relevant resources
to create to improve learner learning processes, outcomes and assessment practices. This is
critically important as the learner identity is shaped by the learning environment and
impacted upon and shaped by curriculum, delivery and assessment methods and the
interaction with the educator and thus the educator must be mentally engaged with the
mind-set, behaviours and perceptions of the learner.
Educators, when engaging with the mindset of the net-generation of learner need to assess
their stance or status in relation to the use of digital technologies - are they within the
‘digital native’ or ‘digital immigrant’ classification or do they span both areas? Research on
the barriers to the adoption of digital technology by educators, indicates that one reason for
the lack of in depth use of digital technology by educators is that they struggle with
proficiency levels and their abilities to integrate technology into the classroom (Hicks, 2011).
It can be argued that the lack of proficiency is linked with resistance and fear of being
exposed or viewed as a ‘digital immigrant’ by the younger ‘digital native’.
Similarly, Kennedy et al (2008) found that educators were generally more skeptical and
unsure about the possible applications and benefits of digital technologies for supporting
teaching and learning and thus do not spend time on researching them for use in their
teaching. Additional evidence suggests that experimenting with new or untested digital
technology can be frustrating and complicated, some educators perceive there is a lot of
time required to keep up to date with advances in technology and as a result educators
forgo the effort to spend time on more readily acknowledged functions.
Therefore, if educators do not make efforts to understand the mindset and expectations of
the net-generation of learner then situations will occur where digital natives or a
combination of natives and immigrants are taught by digital immigrants and then both the
teaching and learning experiences and outcomes are compromised. In order to meet the
unique learning needs of digital natives, educators need to modify the traditional teaching
methods that are disconnected with the way learners learn today. It is important that
educators understand that with the challenges of digital technologies, that these digital
tools also can have a worthwhile, meaningful impact on both the learning and the teaching
experience.
From a pedagogical and learning perspective new technologies and communication
platforms allow for greater interactivity between the educator and the learner, and
between learners both inside and outside the classroom. Digital pedagogy, if resourced and
implemented effectively, enables and transforms teaching and learning to provide rich,
42
diverse and flexible learning opportunities for a digital generation. It provides the basis for
engaging learners in actively constructing and applying rich learning in purposeful and
meaningful ways that align with their relationship with technology. While much of
programme content can be delivered through “self-administered” e-learning, educators can
concentrate on their role as mentor, developing with learners the skills of information
management, understanding and questioning, critical thinking and knowledge application.
Thus, digital media can facilitate more active, problem-based learning which has been
demonstrated to encourage greater learner engagement and leads to better learning
outcomes. Successful engagement in digital pedagogy requires educators to adopt a more
collaborative, interactive model of delivery. Instead of being the “sage on the stage,”
educators should be the co-pilot for learners as they explore and collaborate online to
acquire and use digital knowledge. Digital assessment tools can enable quick feedback on
learner progress to learners. Technology’s potential to free educators and learners alike
from the paper exercises of doing things can allow for greater flexibility in the timing and
location of delivery. Additionally, the use of digital technologies has benefit for the educator
as it is a means of overcoming educators’ isolation, breaking down their classroom walls and
connecting them to colleagues, mentors, curriculum experts and the global educator
community.
There is also evidence to demonstrate that in order for digital technologies to be effectively
used in teaching and learning at educational institution level, its use has to be part of the
institution vision and must be supported by specific national policies and strategies (Plomp
et all., 2008; Shear et al., 2010a; Shear et al., 2011). The commitment to the use of digital
technologies must be translated into the provision of resources to support the learner and
the educator and imperative is the professional development of the educator to ensure that
they are equipped with digital skills as well as digital pedagogy and assessment.
Is it all about technology!
So having reviewed both sides of the demand and supply side of learner and educator, a
number of issues require consideration in advancing the challenge of increasing the use of
digital technology in education. Technology already serves as an extraordinary tool to shape
and enhance the learning environment. It is also acknowledged that digital literacy skills are
necessary to ensure digital technology is used to supplement and not substitute high-quality
instructional and personal delivery methods. Undeniably, the instruments or array of digital
43
technologies per se are not as important as what they are used for (purpose) and how they
are used to effectively achieve that purpose and a determination on how they can help
shape the learning environment for learners who will work in a more digitalised personal
and work environment.
The net-generation of learners are more motivated by using technology as its part of their
lifestyle and in many instances it dictates what they do and how they ‘socially’ engage with
the world around them. Thus irrespective of the arguments about the negative social
aspects of technology, educators cannot ignore its prevalence and impact, or its role in
framing the mind-set and behaviour of the learner.
The educator needs to be in a confident and competent position to determine the relevant
role of technology in educating the learner for a digitalised workplace, albeit as an
employee, generating their own business, in a private or public or social enterprise context.
Further, educators should consider the belief put forward by Kennedy et al. (2008) in the
distinction between ‘living’ and ‘learning’ technologies. Living technologies are those that
people choose to use in their everyday life, mainly for social and leisure purposes. Learning
technologies are those that learners use for intellectual or study purposes – thus the
emphasis should be on learning about and through digital technologies with the purpose
and objective directing that use.
Additionally, the notion that educators mainly fall into the ‘digital immigrant’ spectrum is
assumptive and as with the ‘digital native’ learner classification we saw variations in the
level of digital proficiencies within this classification. Furthermore, there is most likely an
assumption that if the educator does not use digital technologies the reason is that they are
unfamiliar with it rather perhaps than not seeing its relevance in their particular subject.
Therefore, there is an onus on the educator to engage in conversations with their learners
on their stance on digital technology and its appropriate use for that particular subject area.
This type of debate and discussion helps the learner to understand the contextual role of
digital technologies.
So the challenge for the educator is to maintain the credibility and quality of content, rigor
of delivery and assessment of the subject/discipline and then define how digital technology
can be an enabler or conduit in the delivery of same. Hence, digital technologies are
managed in parallel to content and should not necessarily be the driver of content. Equally,
it is important that learners understand the role of digital technologies in the workplace and
44
how it differs from use in a personal context. Learners must be enabled to make the
transition from personal to professional use of digital technologies.
As was identified in the digital policy agendas the effective development of digital skills
requires collaboration between educational institutions and industry to inform the framing
digital skills competencies (Hallissy et all., 2013). The next section examines the role and
adoption of digital technologies in the entrepreneurial context as a means of gauging
industry perspectives.
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4. Digital Technology and its adoption by Entrepreneurs
The digital economy is developing rapidly worldwide. It is the single most important driver
of innovation, competitiveness and growth and it holds huge potential for European
entrepreneurs and small and medium-sized enterprises (SMEs). New digital trends such as
cloud computing, mobile web services, apps, smart grids and social media are radically
changing the business landscape, reshaping the nature of work, the boundaries of
enterprises and the responsibilities of business leaders. These trends enable more than just
technological innovation. They spur innovation in business models; business networking
opportunities; the transfer of knowledge and access to international markets; spark a new
entrepreneurial spirit and increased choice for consumers and by extension a more intense
competitive landscape for businesses. Business leaders, whether entrepreneurs or
managers in established SMEs or larger organisations are pushed to adopt the role of e-
leader to ensure their organisations are innovative and competitive.
Le Cornu (2011) highlights the rapid technological advances made in the last ten years, most
notably in the advent of social networking platforms, sharing, promoting and discussion
about products and services on social channels to a wide community in real time. In fact,
the cross-cultural effects and opportunities of the social hyper connectivity brought about
by social media and mobile devices are often under estimated (Weinberg 2009). New
technologies are ever emerging which creates a more complex and varied array of
communication tools the entrepreneur or owner-manager must be aware of and engage
with to have conservations with their customers. This is particularly the case in the small
firm where the owner-manager is the business and is the primary marketer, sales person,
and company spokesperson. Social media channels are many and varied, from websites to
blogs, social networking sites (Facebook, Myspace), virtual social worlds (Second life), virtual
game world; wikis; podcasts etc. Despite the foray of tools available digital marketing is not
just about understanding and unlocking the underlying technology, but rather about
understanding people, how they’re using that technology and how it can be leveraged to
engage more effectively with people, internally in the firm and externally in the marketplace
(Ryan and Jones 2009). Therefore, the focus should be on the user not the technology as
technology is the enabler or the conduit engaging the company with the customer and vice-
a-versa.
46
Social media is part of the digital technologies that enterprises exploit to increase their
presence on the internet, improve marketing opportunities, communicate and interact with
partners, customers and other organisations, and to facilitate collaboration and knowledge-
sharing within the enterprise to enable business to grow and innovate. The term social
media is primarily linked with interactive platforms via which individuals and communities
share, co‐create, discuss and modify user‐generated content (Kaplan and Haenlein, 2010).
Examples for social media platforms include blogs (Blogger, Wordpress), microblogging
(Twitter), collaborative wiki‐projects (Wikipedia), forums (Harley Davidson user groups,
Microsoft MSDN), professional networking sites (LinkedIn, Xing), and social networks
(Facebook, Google+) (Kaplan/Haenlein 2010; Cortizo et al. 2011). While the previously
named applications are dominated by the use of text, further applications are dedicated to
other forms of media, like photographs (Flickr, Picasa), videos (YouTube, Vimeo), or music
tracks (last.fm, ccMixter). Social media today has also expanded into virtual worlds (Second
Life) and online gaming (World of Warcraft, Farmville). Recently, a new field of applications
in social media is based on the usage of mobile data and the fast adoption of smartphones
(Nomad Social Networks, Foursquare). That said, it is important to acknowledge that digital
technologies go beyond marketing and sales and the diversity of social media tools have
potential to positively impact on all aspects and functional areas of the business to radically
transform and enhance the efficiency of traditional inbound firm process activities and
outbound distribution and customer service tasks.
It is without a doubt that the adoption of digital technologies has many and varied benefits
contributing to the small firm’s profitability and productivity and growth perspectives.
Digital technology has potential for reshaping traditional business strategy as modular,
distributed, cross-functional, and global business processes that enable business
transactions to be carried out across boundaries of time, distance, and function (Ettlie and
Pavlou 2006; Kohli and Grover 2008; Rai et al. 2012). Evidence suggests that with the aid of
technology, SMEs can go global more speedily and at a younger age as it enables firms to
work together in a seamless, global operation, despite being separated by time zones and
geography (Delouite, 2014). Aligned with this is the fact European SMEs grow two to three
times faster when they are empowered by digital technologies (Delouite, 2014). More
generally at the strategic business level digital technologies enable the formation of
different forms of dynamic capabilities suitable for turbulent environments (Pavlou and El
Sawy, 2006, 2010; Bharadwaj et. al, 2013) which are core to the survival and growth of any
small firm. The results from the e-Business Enterprise Learning for Women (EBEL) project in
2012 resonates with the aforementioned authors as the core driver for the adoption of ICT
47
was ‘to improve communication with customers’ followed by the desire to improve
communication with suppliers. Another important motivating factor was the need to
develop more effective promotional material.
Extending the interaction and collaboration with customers and suppliers engagement in e-
business activities enhances procurement, production and sales processes as well as
logistics services supporting a more globally interconnected business. Thus in
acknowledging the many benefits (financial and non-financial) of digital technologies they
should be viewed as an organisational-wide strategy that enables and facilitates the
creation of a competitive differential, adding value in the marketplace. The rapid growth of
social commerce is mainly due to the rapid diffusion of social media tools and channels such
as Facebook and Twitter. Indeed, these tools can radically transform traditional firm
processes by providing a better customer shopping experience in real-time (Fisher, 2011;
Zhou et al., 2011) and a better channel for attracting and retaining online customers (IBM,
2009). Facebook can allow firms to ‘harness social capital’ in a context where retailers are
eager to tap into the tremendous word-of-mouth potential of digital technologies (Olso,
2011; Roberts, 2012). In the context of business-to-business (B2B) commerce, firms can use
social media tools such as Facebook and LinkedIn to communicate with customers and
suppliers, build relationships and trust, and identify prospective business partners in terms
of B2B selling (Michaelidou et.al., 2011).
The integrated e-marketplace provides a favourable environment that includes lower
operating and marketing costs, better opportunities to promote products/services and
enrich the overall marketing communications mix (Chong et al 2010) for example by
reducing search costs by facilitating comparison of price, products and services
(Kandampully, 2003; Bakos, 1998; Kaplan and Sawhney, 2000); improving production and
supply capability (Barua et al. 1997; Albrecht et al.2005); improving personalisation and
customisation of product offerings (Bakos, 1998); enhancing relationships with customers
(Kierzkowski et al. 1996); reducing marketing costs as compared to traditional marketing
media (Sculley and Woods, 2001); reducing numbers of marketing staff (Gloor, 2000);
operating 24/7 and around the clock over 365 days per year (Ngai, 2003).
Moreover the increasing and speedy availability of digital infrastructures, platforms,
software solutions or business process such as ‘cloud’ based services is commonly seen as
an opportunity for SMEs and for facilitating connectivity. Cloud computing is a milestone in
ICT and not least reflects the shift of traditional business relationships to a globalised,
flexible and network-oriented ecosystem. The ‘cloud trend’ combines several new
48
technologies and developments, such as virtualisation, standardisation, automation,
mobility, service orientation, industrialisation, shared-services concepts. Advancements in
cloud computing extensively meets the demands of small companies as it allows for the
more cost effective use of ICT services and e-business applications. As the cloud concept is
still an emerging and somewhat unknown or unused by the SME, issues and concerns
remain around security, compliance, network dependence and performance add to the
uncertainty for its application in the small firm.
In summary, new technologies and tools spawned by social media have altered the roles of
buyers and sellers and social media has given more control of marketing decisions directly
to customers with customers interacting with each other and influencing non customers
(Sashi, 2012). Digital technologies are and increasingly will be a major driving force
impacting on how, where and when business transactions are undertaken, from both the
customer and company perspective. Digital technologies will bring opportunities for small
firms that will allow speedier expansion and international growth. To avail of these
opportunities small firms need assistance to develop digital skills and competencies to be
better informed on what digital technologies are best suited to their business and how their
application will add value cross functionally, and not be limited to the marketing and sales
function.
The many benefits of digital technologies for the small firm are acknowledged at policy
level, as discussed in section 1.1 and echoes those discussed in the previous paragraphs. The
Strategic Policy Forum on Digital Entrepreneurship (2014) indicates the opportunities that
digital technologies hold for the creation of new businesses opportunities, for example,
innovation, new ways of engaging with customers, higher revenue streams, faster times ‘to-
market’, enhanced service provision, reduced costs, increased productivity and more
responsible management systems. How well and how quickly European entrepreneurs and
small businesses adopt digital technologies will be a key determinant of growth and job
creation in future years (Strategic Policy Forum on Digital Entrepreneurship, 2014). Although
many EU entrepreneurs are already leveraging digital technologies to create successful
businesses and significant economic impact that number could be increased (Strategic Policy
Forum on Digital Entrepreneurship, 2014). Although reports suggest that social media tools
really enhance the development of SMEs, there is little empirical research on their adoption
and usage by this category of firms (Dixon, 2010). The level ICT usage and e-commerce in
enterprises in EU countries is presented below, based on data from National Statistical
Authorities, 2013.
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Table 1 EU Enterprises use of Social Media %
EU - 28 30
Belgium 35
Bulgaria 31
Czech Republic 16
Denmark 40
Germany 33
Estonia 27
Ireland 48
Greece 34
Spain 31
France 19
Croatia 37
Italy 25
Cyprus 38
Latvia 15
Lithuania 38
Luxembourg 30
Hungary 26
Malta 55
Netherlands 50
Austria 39
Poland 19
Portugal 36
Romania 19
Slovenia 37
Slovakia 26
Finland 37
Sweden 45
United Kingdom 42
Source: http://epp.eurostat.ec.europa.eu/portal/page/portal/information_society/data/database
50
In 2013, 147,000 of the 1.5 million enterprises in the EU-28 were surveyed. Of the 1.5
million enterprises, approximately 83 % were enterprises with 10-49 persons employed
(small), 14 % with 50-249 (medium) and 3 % with 250 or more (large). The survey results
showed that in the main, enterprises use social media for image building or for marketing
products but more generally in order to reach an audience in ways that the audience wants
to be reached. More specific results show the following:
Some 30% of EU enterprises used social media (e.g. social networks, blogs, content-
sharing sites and wikis) in 2013, with almost three out of four (73%) using such
applications to build their image and to market products.
Social networks were enterprises favourite form of social media.
Half of EU enterprises that used social media, especially enterprises in the
accommodation sector, reported using them to obtain customers’ opinions or reviews or
to answer their questions.
Among the enterprises that used social media, the size of the enterprise was not so
important in determining whether the firm used social media to attract customers: 72%
of small enterprises used them for image building or for marketing products, compared
with 79 % of large enterprises.
Within the EU nearly half of all Irish enterprises that employ ten people or more use some
kind of social media, according to the figures, primarily to connect with customers on sites
like Facebook. At 55%, Malta has the highest percentage of companies using social media
across the EU, while Latvia has the lowest at 15%. The average across the 28 countries of
the EU is 30%.
So whilst the adoption of ICT/e-business and digital media is improving, evidence suggests
that there is still a substantial ‘digital divide’ between small and large firms (Stimulating
innovation through smart use of ICT, 2013). While only about 40% of small companies use e-
business solutions, 80% of the large enterprises do. Among large companies, e-business is
increasingly becoming an integral part of their day-to-day business. In order to raise the
level of adoption of digital technologies in the small firm it is necessary to identify what are
the drivers and or barriers to their adoption to ensure remedial actions address the real and
practical needs of the SME sector.
Challenges to the adoption of digital technologies in the SME resonate internally and
externally and it is important to identify if they are personally embedded in the owner-
manager and staff level and are linked with skills deficiencies, ICT, and digital media
capability failures. Most SMEs cannot afford to employ ICT specialists and thus their
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respective e-business and digital strategies depend on the respective skills of the
entrepreneur and owner-manager. This requires ICT hardware and software, but
investments in the technology part can be insignificant compared to the ‘investments’ in
implementing the organisational changes. Further issues arise in the lack of understanding
of SMEs as to the benefits that social and digital media can return to their business in
marketing and beyond the marketing function. Related is the difficulty in measuring costs
and benefits of adopting e-business and digital media as small firms are reluctant to spend
scarce resources on digital technologies without the evidence of its impact.
These barriers align with those highlighted by respondents in the e-Business Enterprise
Learning for Women (e-BEL). These results emphasised that the primary internal barriers to
the adoption of ICT related to cost and budget constraints; followed by ‘lack of ICT
knowledge or its benefits by the owner-manager’. The barriers were discussed in the
context of more strategic and entrepreneur related issues, in particular ICT skills shortage by
the entrepreneur and their employees which resulted in the inability to manage and harness
data effectively. Interestingly, cost and lack of a sufficient budget for ICT was not viewed as
central barrier across all country respondents. Externally, factors such as the characteristics
of the industry structure and the business dynamics in their sector; customer behaviour and
access to and cost of ICT technology act as enablers or barriers to the successful adoption of
digital media respondent firms. An important external driver is the requirement of large
business partners which have significant negotiation power with companies needing to
respond to their requirements (Stimulating innovation through smart use of ICT 2013).
The following business challenges (EU 2013) have been identified as obstacles to the
adoption of digital media in small firms:
- A general lack of inter-operability between different ICT systems used for data
exchange. A main reason for this lack of inter-operability is the proliferation of
proprietary standards for e-business, initially developed and adopted by larger
companies (with very limited inter-operability), making it difficult for smaller companies
to exchange data with different large business partners.
- An untapped potential to further improve the efficiency of information flows through
the (smarter) use of ICT, translating into unexploited cost savings and lower than
possible productivity and competitiveness.
- The still existing dominance of manual, paper-based processing of information in specific
industry segments, not only as a result of the mentioned problems, but also due to a
lack of basic ICT infrastructure in small companies, at least in specific segments (for
52
instance in the textile industry) and due to a missing sense of urgency among many
companies.
- Challenges related to legal complications and requirements in cross-border data
exchanges.
- A lack of ICT skills and the time to deal with such issues in small companies that do not
have a dedicated ICT department. In particular a perceived lack of ‘a lack of time,
because management has to deal with day-to-day business’ was a very important or
somewhat important barrier for SMEs with regard to e-business adoption.
- Related, owner-managers experience challenges in preparing a compelling business case
and convincing SMEs to participate in pilot actions. While it may be perfectly rational for
a company not to invest any time and money into its ICT strategy and infrastructure, it
can also be the case that the benefits are simply not obvious enough, and therefore the
company takes a decision which is, objectively, wrong.
- In relation to e-business, many SMEs are not using e-business solutions because the
number of e-business transactions does not justify investments in such solutions. Thus,
e-business integration remains an important task and challenge for companies of all
sizes in order to raise its full potential.
The adoption of digital technologies requires more strategic rather than operational or
digital tool focus where a composite set of e-skills (incorporated under the umbrella of e-
leadership skills) need to be accommodated for by educators and training organisations. To
achieve this educators must understand digital technology uses and applications for aspiring
entrepreneurs and owner-managers, the user capabilities required to leverage the
advantages of digital applications, to inform the design of assessment and monitoring
mechanisms to determine the return on investment or the benefits of using digital
technologies across start up and established enterprise functions.
Fundamental to the delivery of e-leadership skills is the use of technology in teaching and
learning and thus the increasingly used term of e-learning or the use of electronic
educational technology in learning and teaching. There is a varied and multiplicity set of
abbreviations and terminology used to describe e-learning rendering it problematic to
source a one fits all descriptor of what e-learning encompasses. As described by Oblinger
and Hawkins (2005) e-learning ‘has morphed from a fully-online course to the use of
technology to deliver some or all of a course independent of fixed time and place. Learners
can be residential, commuting or at a distance’. E-learning is broadly synonymous with a
myriad of descriptions and techniques such as; instructional technology, information and
53
communication technology (ICT) in education, EdTech, learning technology, multimedia
learning, technology-enhanced learning (TEL), computer-based instruction (CBI), computer
managed instruction, computer-based training (CBT), computer-assisted instruction or
computer-aided instruction (CAI), internet-based training (IBT), flexible learning, web-based
training (WBT), online education, virtual education, virtual learning environments (VLE)
(which are also called learning platforms), m-learning and digital education (Parkes, 2013).
For educational institutions this will encompass a need for broader flexible learning as well
as distance learning and the use of ICT as a communication and delivery tool between
individuals and groups, to support and improve the design, delivery and management of
learning beyond the walls of the educational institution. Furthermore, the practices of e-
learning offers personalised monitoring coupled with flexibility in the management of
learning and greater autonomy in the acquisition of knowledge for the learner and the
design and provision of learning programmes for the educator.
In summary, in acknowledging the advances in digital technologies and the more digitalised
profile of the learner, e-learning is emerging as an increasingly important component of
education because it provides opportunities for those who are unable to attend and those
who are unable to completely put their jobs aside to be on-campus learners (Zang and Lin,
2006; Hanafizadeha et al, 2011). Additionally, e-learning provides an interactive
environment for communication between learners and educators, providing platforms to
enable educators and learners to engage in collaborative and cooperative learning and peer
learning activities. E-learning also facilitates the generation of interactive resources;
provides tools for creativity and design, personalisation of information and learning material
and guidance for learning support. Further benefits of e-learning for learners include an
increased accessibility to information, better content delivery, personalised instruction,
content standardisation, accountability, on-demand availability, self-pacing, interactivity,
confidence, and increased convenience (Bhuasiri et al. 2012). From the educator
perspective, e-learning reduces costs, enables a consistent delivery of content for faculty
(Ruiz, Mintzer, and Leipzig, 2006; Zhang, et al, 2004; Bhuasiri et al 2012).
Advances in digital technologies should be aligned to a more dynamic and technically
engaged consumer or buyer. Consumers are increasingly characterised as being a more
‘wired’ – and more and more ‘wireless’ - generation using technology that is evolving every
day. Consumer segmentation is based on a classification of the buyer on a spectrum from
the digital native, the digital settler and digital immigrant or based on the speed of adoption
of users to digital media ‘digital leaders’, ‘digital laggards’. Overall the ever increasing ‘net-
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generation’ of consumers are so immersed in a networked world of digital technology, they
behave differently, have different social characteristics, different ways of using and making
sense of information, diverse approaches of researching and hold different expectations of
what products and services should deliver, thus placing new pressures and challenges for
small firms in terms of how they engage digitally or otherwise with the net buyer and
influencer in the purchase decision. Digital is now the first touch point for the consumer and
a channel where the consumer has greater control over what they see and when they see it.
With greater use of digital media greater discussion is afforded to the need to generate ‘a
digital footprint’ of the small company.
Entrepreneurs and owner-managers with restricted resources need to devise a digital media
strategy to capture, visualise and take action on the data gathered from digital interactions
and combine it with profile data, to create an even more accurate picture of real-time
customer needs in order to deliver contextually relevant marketing communications.
However research would suggest that small firms require assistance in this area primarily
due to a lack of digital knowledge, digital skills deficiencies and a lack of appreciation of the
contribution that it can make to their business (Digital Agenda for Europe: A Europe 2020,
European Commission 2010); (ACCA’ 2010); Williams et al., (2010); ICT, E-Business and SMEs
(2006); National Digital Strategy for Ireland (2014). Further, fundamental questions remain
on what is the impact of digital media marketing on generating sales.
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5. Concluding Comments
The present technology rich learning environment is characterised by a sustained use of
digital media, their integration into formal contexts and a shift toward personalisation of
learning. To take full advantage of new technologies, educators and policy makers need to
re-think approaches to learning and education and the relationship between education and
technology, recognising the influence of technology on learner identity, the role of the
educator and strategy of the educational institution. Learning and education is an ongoing
process and the notion of lifelong learning can be enhanced and made more accessible for
all learners. Learning digital skills not only needs to be addressed as a separate subject but
also embedded within teaching in all subjects.
With respect to the educator, it would appear in many instances that their proficiency in
digital technologies is limited by the narrow scope and lack of depth of their experience with
experimenting and using digital technologies which is compounded by insufficient skills and
knowledge and a fear of the unknown. Systematic digital technology preparation is needed
to help them learn more advanced technologies, classroom technologies, and assistive
technologies, and more importantly, to help educators make the connections between
technology and learning and to help them make the transition from digital-native learners
to digital-native educators.
Digital pedagogies must be encouraged, facilitated and supported by the educational
institution. Digital pedagogies are not subject specific and for learners to become more
laterally digital aware then its cross functional application must be demonstrated.
Consideration must be given to the integration of digital-literacy into programmes and how
to support digital literacy institutionally – not just as an add-on at the discretion of the
individual manager/course leader/department/faculty. Furthermore, it should be
embedded across and between modules and not linked with those which traditionally more
‘digital friendly’ such as the sciences etc.
Further, content must emphasise that digital awareness is about developing skills and
knowledge in digital technology as a process and set of skills as opposed to being
technology per se which can be a daunting aspect from both the learner and educator
perspective. Moreover, providing an opportunity to learn e-skills embedded with other
subjects would support the creation of interdisciplinary learning paths (technical + societal +
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business). This would prepare graduates and workers by equipping them with cross
disciplinary perspectives and collaboration skills, which in turn, would enable innovation and
creativity with digital technologies.
The delivery of digital technologies should not be driven solely by learner demands and
expectations and equally the learner must commit to the ethos of digital technologies as an
enabler of learning. Learners must acknowledge that educators are not all ‘digital
immigrants’ and respect their professional competency to know what level of digital
technology is appropriate for their subject discipline and that the lack of use of digital
technology is not the same as not having the technical expertise. To bridge the real or
perceptual digital divide between the educator and learner conversation between both
parties is necessary to bridge the gap. Educational interventions should be better developed
to reflect academic and practitioner accounts, with learners and educators as co-learners,
co-planners, co-producers and co-evaluators as they design, implement and continually
refine their work in progress to meet industry needs in a professional manner.
The learner needs to commit to more independent ownership for learning and not hide
behind the technology and thus blended learning is an option that requires more
consideration.
Educators must be careful that technology per se does not drive curriculum development or
pedagogy – rather it is an enabler, facilitator and a process of learning in a relevant and
added value context
So ongoing, the following questions require attention:
Rethink what people learn - we need to transform content and curricula to focus less on
‘things to know’ and more on ‘strategies for learning the things you don’t know’. As new
technologies continue to quicken the pace of change in all parts of our lives, learning to
become a better learner is far more important as part of life long learner culture.
Rethink where and when people learn - in the digital age, learning can and must become a
daylong and lifelong experience. National education initiatives should aim to improve
learning opportunities not only in schools, but also in homes, community centers and
workplaces.
Rethink how people learn - learners can become more active and independent learners,
with the educators serving as consultant, not chief executive. The internet will open up new
learning opportunities, enabling new types of ‘knowledge building communities’ in which
learners around the globe collaborate on projects and learn from one another.
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To conclude, advancements in digital technology are eroding all our lives and impact on how
we conduct personal and professional roles. In respect to the DIGA project, the impact and
consequences of digital technology on the educator, learner and entrepreneur are most
significant to investigate. Learning technologies and changing pedagogical methods are not
only changing the way educators teach and how trainers train but also how the learner
learns, assimilates and processes information and makes decisions. New and emerging
digital technologies have the capacity to redesign teaching and learning while also serving as
a catalyst for transformation and innovation with mutual benefits to the educators and their
diverse population of leaners in a specific context manner. That said, the research suggests
that digital technology integration is an area of concern in education primarily due to skills
deficiencies on the part of the educator and institutional resource constraints which results
in a lack of sufficient exposure of digital to the ‘digital native’ learner who expects
technology to be part of their learning journey. The necessity for enhancing digital
competencies is further highlighted when the research on digital practices are examined in
the entrepreneur stakeholder group and indicates important learnings on digital topics that
should be incorporated into a digital training competency programme for aspiring and
established entrepreneurs.
The second tier of the DIGA study proceeded to identify how the issues of the literature
review relate to digital practices in the educational, learning and entrepreneurial practices
in the DIGA partner countries to determine the inter-play or otherwise of these
stakeholders. The results will feed in and inform what digital skills and knowledge
entrepreneurial learners require and will direct educators in digital programme design,
delivery and assessment.
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Empirical Investigation - Results from Entrepreneurs,
Educators/Trainers and Entrepreneurial Learners
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6. Empirical Investigation Research Methodology
The multi country study incorporated the administration of an email survey consisting of a
semi structured questionnaire to a sample of entrepreneurs, enterprise educators and
trainers (ETE) and entrepreneurial learners. The semi-structured questionnaires explored
how each of the stakeholders engaged with digital technology, their digital practices, the
challenges they encountered in using digital technologies, if they participated in digital
training and if they considered they had digital skills gaps they would like to receive training
in, and if so, what were the topics and what was their preferred mode of delivery of such
training.
The inclusion of a range of open ended questions to elicit comments allowed the voice and
narratives of respondents to come to the fore and provide more detail on topics such as
future digital technology areas of interest and information on digital training they are
interested in. The research methodology process involved an iterative process of designing,
refining and pilot testing the surveys, dissemination to DIGA partners for their feedback,
incorporation of feedback and re-sending to partners for final agreement and ultimate
dissemination to the three stakeholder groups.
The surveys were distributed through Survey monkey (www.surveymonkey.com) to increase
efficiency in the distribution of the survey and allow for simultaneous administration of a
multi country survey. The translated surveys were allocated a country specific link, were
accompanied by a standard covering note providing an introduction to the survey and a set
of instructions for its completion along with a partner contact name and details as a
reference point for any questions. (See Appendix 1 for copies of the questionnaires).
The completion of such a comprehensive survey, comprising of research participants
belonging to 3 distinct groups which had to be administered in 7 countries with different
languages set challenges and produced some useful learnings which will benefit the
research process of similar future collaborations. These learnings largely emerged from
logistics and time management of the process, which was less than expected as initial
project tasks had to be completed within a reduced timeframe than had been planned for
when devising project timelines. Despite these time constraints the tasks were achieved
within the timelines. However, additional time would have benefited the work process, for
example more time to discuss the topics emerging in the literature review and indeed for
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conducting the review of the extant literature; time to identify and collaborate with external
digital trainers and professional associations to develop the relevant questions for the
surveys and to gain their commitment for the study. For future projects this task of survey
design and editing would be more effectively and efficiently executed if it was undertaken at
a face to face meeting of partners, such as a partner meeting or a follow up SYKPE call. This
would have reduced the amount of ongoing communication via email and the need to seek
clarification and consensus on suggested question changes.
Pilot testing resulted in changes to phrasing of some questions and the inclusion of options
for responses to be able to provide comments as opposed to only ticking a box. Also country
differences on the meaning applied to the terminology describing digital technology and
variations in the interpretation of its definitions required some changes to the wording of
questions to ensure it was appropriate for the various stakeholder groups and less academic
for the non-educator respondents. To address the challenge it was decided to adopt one
definition or descriptor endorsed by EU policy and this set a common context for
respondents across all countries when completing their surveys. This definition was written
into the first page of the questionnaire and referred to again in the common covering note
that was sent to all respondents. Further, the consistency in the use of digital technology
definitions and the common covering note ensured that rigour and consistency were
continued into the analysis of the data. A valuable learning resulted from issue with
language and indeed attention in the use of terminology is an issue to note in the
development of the digital competency framework as similar interpretation issues may
emerge.
Response rates to the survey by 3 stakeholder groups and in particular the entrepreneur
was lower than anticipated in the initial stages. This necessitated partners to identify and
implement additional tactics and options to follow up with existing samples to encourage
responses. Further, partners had to source new samples of possible respondents and time
was spent on explaining the purpose of the survey and what the results would be used for.
When completing this type of multi-stakeholder survey in the future consideration might be
given to providing incentives to the respondents to encourage greater participation in the
survey.
Additionally anecdotal feedback from respondents indicated that in particular with the
entrepreneurs cohort that they are receiving a large number of surveys and do not have
time to respond to them all. Compounding this is the frequency of surveys which are being
administered as part of funded projects and in some instances with similar objectives.
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Given the above challenges, consideration should be given to how alternative survey
options to the email survey can be effectively executed to gather the information needed to
address the objectives of the research project. For instance the use of face to face
interviews, focus group interviews and case studies could be considered as an alternative to
provide the necessary information.
Overall despite the challenges encountered the partners are confident that the number of
responses received in each category to a detailed survey produced comprehensive and
consistent results has enabled rigorous analysis to be competed and the objective of
informing curriculum development has been achieved. Statistical analysis of the overall
aggregate number of responses and individual country responses was undertaken and
complemented by the inclusion of comments to the open ended questions in the survey.
It was anticipated that an empirical study would be undertaken in each DIGA partner
country, however it transpired that despite many efforts partners in Norway were unable to
obtain responses to the surveys. The Norwegian partner (ECWT) sent out the survey to their
Norwegian partners and a large database of entrepreneurs, small firms and relevant
educators, trainers and entrepreneurial learners. Despite receiving a number of registered
phone calls and expressions of interest in the survey there was no completed surveys
returned. In the absence of direct feedback from the 3 stakeholder groups, the Norwegian
partner has supplemented this research with evidence from related research projects
focussing on the role of ICT and digital in small firms. ECWT leads the INSPIREYOWUP
project, producing innovative training materials to inspire and empower young and women
to start-ups http://www.inspireyowup.eu/docs/Training_Needs_Analysis.pdf. In the project an
on-line survey was carried out in the partner countries (Norway, Cyprus, Greece, Ireland,
The Netherlands and Spain) which 891 people have answered through survey monkey of
which 62 were from Norway. The results of this survey will be incorporated in the most
relevant areas of the DIGA project and to guide the design of the digital competency
curriculum. The overall response rate for the 3 surveys is presented in Table 2.0.
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Table 2.0 Breakdown of Respondents
Partner Entrepreneur Trainers / Educators
Entrepreneurs
VET Learners / Entrepreneurial
Learners
The Women’s Organisation (UK)
31 85 13
University of Limerick (Ireland)
35 36 35
EIM, HRDC – Economic Institute of Maribor, Human Resource Development Centre (Slovenia)
19 28 16
Inercia Digital (Spain)
19 38 7
Social Innovation Fund (Lithuania)
28 40 17
Bulgarian Centre for Women in Technology (Bulgaria)
9 12 14
Total 141 239 102
The results of the surveys are presented under a number of primary themes which
incorporate related questions as a means of reporting a composite and integrated
perspective of the findings and provide more in depth analysis. The consequences and
learnings from the findings as they apply to the development of a digital training
competency framework are discussed accordingly.
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7. Entrepreneurs Use of Digital Technologies – Key Research Findings
7.1 Respondent Profile - Personal and Enterprise Profile
The research investigated the use and adoption of digital technologies in a sample of
entrepreneurs and owner-managers at different points of the business start-up and growth
continuum and across a variety of industry sectors.
The majority of respondents, 56.9%, were in operation for more than one year, with 36.8%
of those being in business in excess of four years and a further 20.1 % operating between 1
and 3 years. This mixed age cohort shows an emphasis on the more established firm across
all countries. In Slovenia, the majority of their firms were in operation for in excess of 4
years as was the case in Lithuania (42% over four years in operation and 17% in operation
between 1-3 years) and Ireland 33% were in operation between 1-3 years and 30% were
over 4 years in existence. Bulgaria showed an evenly divided sample where 50% of
respondents were under 1 year in operation and the remaining 50% were evenly distributed
between 1-3 years and 4 years plus categories. Spain had 39% of their sample falling in the
creation stage and 13% less than one year in operation. A similar pattern emerged in the
United Kingdom sample where 37% of responses were categorised as in the creation stage
and a further 15% in the less than one year category. The findings are summarised in Table
3.0 below.
In line with these results the Norwegian respondents in the INSPIREYOWUP survey were in
operation for similar time frames with the majority of businesses in operation between 1-3
years and the second biggest group consisted of enterprises in operation for more than five
years.
Table 3.0 Age profile of respondents
Stage of business development Number of respondents (N= 239)
Response Percentage %
In the creation and early start up stage 71 29.7
Less than one year in operation 32 13.4
1-3 years in operation 48 20.1
4 years plus in operation 88 36.8
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As expected given the established nature of the enterprise, the average age cohort of the
respondent is between 33 and 45 years and this varied slightly by country where the
average age of the entrepreneur in the UK was 40 years; Bulgaria was 36 years; Slovenia was
45 years; Ireland was 39 years and in Spain the average age was between 40 and 45 years.
Entrepreneurs from Norway showed a similar average age bracket ranging between 40-46
years. The majority of individuals who responded to the survey were female (66.5%) which
is in keeping with the representation in the NSPIREYOWUP survey.
The varied age profile of respondents provide an interesting cohort for investigation as they
predominately fall within the late adopter of digital technology if age and gender
characteristics are applied as some of the literature promotes (Prensky, 2001, Helsper and
Eynon, 2009) and it will be interesting to determine how this transfers into the use and
adoption of digital technologies in their business context.
Moving on to the profile of the enterprise, data showed that the majority of firms were
categorised as micro (employing up to 10 persons) as was the case in the UK, Ireland and
Bulgaria where the vast majority comprised of micro firms with many employing less than
five persons. The Slovenian sample saw a more mixed cohort in terms of employee numbers
where some firms employed over 20 employees and a few employing over 100 persons.
The respondent firms across the survey and within each country predominately operated in
the service sector and in the main in general retail (22%) followed closely by firms offering
education and training services (20%). The depth of response on the service sector allows
for assembling more comprehensive understanding of the issues relating to this broadening
and increasingly important economic growth sector in all countries and moreover the use of
digital technology is more pervasive and critical to the successful growth of small service
firms.
Table 4.0 Industry Sector Business Operates in
Industry sector Number of responses (N=244)*
Response Percentage %
General Retail 54 22.0
Education/training 48 20.0
Software/information Technology
29 12.0
Financial services 24 10.0
Food/ Drinks 25 10.0
Electronics and engineering 15 6.0
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Industry sector Number of responses (N=244)*
Response Percentage %
Health and Wellbeing 29 12.0
Textile Manufacturing 8 3.3
Publishing and Printing 9 3.7
Other 3 1.0
*Note: a few respondents inserted an answer in the ‘other category’ in addition to one of the industry sector choices and thus N=244.
The diversity of service offering is highlighted by the fact that 12% of respondents managed
businesses in the high tech sector in the software and ICT domain and those sold more to
the commercial market than the previously mentioned retail sectors. The high tech sector
dominated the profile of enterprises in the NSPIREYOWUP survey. Within the above sectors
respondent firms offered a very broad range of services which are summarised by country in
Table 5.0.
Table 5.0 Type of Service /Product Offering by Country
Range of service offering by country
Slovenia
- Advising, counselling - Sales of construction materials - Sales of food - Hotel services - Transport services - Preschool services (kindergarten) - Printing of clothes - IT, software, server maintenance - Print services
- Mouth hygiene products
United Kingdom
- Legal Services - Pet sitting & dog walking service - Architectural design - Bespoke handmade chocolates - Domestic and commercial electricians - Jewellery, Bags, Scarves, Gifts & Home Decor - Bookkeeping and tax return service for sole
traders - Recruitment Agency - Coaching, holistic treatments, courses - Independent social worker - Weddings, birthdays, corporate, networking,
online parties, special occasions
- Accounting and taxation services
Bulgaria
- Event space - Design studio - Coaching, consultancy - Cosmetics - Research
Ireland - Manufacture a high quality range of fresh and
frozen sauces - Tourism events and PR for hospitability sector - Education and training - Quality artisan handmade chocolates
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Range of service offering by country
- Sales - IT start-up & web start-ups incubator, - Business development - E-trainings
- retail site for buying and selling sports gear and equipment
- Software, consultancy and training in Operations Management for wind farm through services and software solutions
- Online marketing solutions - Events and corporate outings - Business Consultancy/Mentoring, Research
and Tailor-made Business Training Programmes
- Mix of IT, Lean and Water Consulting services and products
- Food and Beverage compliance training
Spain
- Training services - Entertainment
Lithuania
- Consulting/ Training Services/Training Organisation
- IT training -computer graphics: Adobe authorised training centre
- Virtual and live consultations interior decorating questions visualization.
- Team experience: Working with a medium-sized (up to 300 jobs) companies, IT industry development, merging branches, work with international companies, IT equipment
- Accommodations - Advertising Agency - Cosmetics/Beauty services - Clothing - Tourism - Tomato paste imports from China, jars
imports from Belarus. - Trade/ construction - Flower growing, picking, sale, making
bouquets - Automation - Life insurance
- Interior decoration - Computer and information technology
services
Norway
- High technology product and services
The majority of enterprises sell into consumer markets and secondly to commercial
markets. The dominant prevalence of service entities targeting the consumer markets
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necessitates the possession of digital media strategies and digital competencies as research
strongly endorses that the social, cultural and business effects of the inter-relational hyper
connectivity via social media results in a more dynamic and technically engaged consumer -
a more ‘wired’ and ‘wireless’ generation of consumers (Weinberg, 2009; Sashi, 2012).
Therefore the results on the profile context of respondents provide useful learning on the
foundation and base point on which to position the answers provided to the subsequent
questions on digital practices of early stage and established entrepreneurs with a more
‘wired’ and ‘wireless’ generation of consumers as a means of determining their digital
deficiencies and the type of that training required to address these needs.
7.2 Digital Technology Practices and Uses for Enterprise Activities
This section presents the findings on the digital practices of respondents including the level
and depth of digital tools used, digital platforms and technologies applied and the tasks and
functions they are used for. This detail will provide an understanding of the digital
foundation in the enterprise and highlight what ‘building blocks of digital competencies’ are
required to up skill the entrepreneur and by extension transition the enterprise successfully
to its next stage of development and growth.
Overall 69% of respondents had developed a website for their enterprise and the country
breakdown is displayed in Table 6.0.
Table 6.0 Existence of a website in the enterprise
Have a website
Ireland UK Spain Lithuania Bulgaria Slovenia Response Percentage %
(of 207 respondents)
Yes 21 43 22 23 8 25 68.5
No 11 21 9 17 4 3 31.5
Responses did not show major differences in the existence of a website by stage of business
development but rather by the nature of their customer base. The following were some
reasons why respondents did not have a website for their business;
- ‘In progress’
- ‘Developed under focus social media as that's who I do most of my work for’
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- ‘Up and running shortly’
- ‘Not yet’
- ‘Currently in progress’
- ‘Currently holding meetings with Web Developers’
- ‘Too early’
- ‘In the process of deciding on which provider to use’
- ‘We have plans to develop one over the next year, depending on funds’
- ‘Yes definitely in the future’
- ‘Haven’t seen the need to invest in this’
- ‘Too busy working with clients on theirs! Also doing a lot of training in the last 3 years’
- ‘The website will host the product once launched’
Additionally, in some of the cases with an absence of a website many respondents were
using Facebook, LinkedIn and or Twitter as their primary landing page or source of contact
and interaction with their customers. The variations in the results brings to the fore a
discussion and debate on the view that the design of a website in the traditional sense is the
first best starting point for a digital media strategy, and if it’s the most relevant or
opportune tool or indeed if it is the most cost effective decision given the cost involved in
developing a professional website.
Of the respondents who had a website, in the majority of cases the respondent themselves
had an input to the development of their site but also employed external commercial
website developers to complete this task. To a lesser extent assistance from family, friends
or free sources of assistance in the development of the site was mentioned. A few (8
respondents) indicated that they used existing website templates such as Square Space,
Smiling Wolf and Google templates as a means of developing their sites.
The results demonstrate that the respondents were strong in their recognition that in the
absence of relevant website design skills that the engagement of an external consultant for
website development is necessary. That said, it is important that the entrepreneur seriously
considers the choice of external consultant so that it results in a relationship of learning
where the external consultant adopts the role as a one of guidance, enabler or coach on
social digital strategies where the development of a site is one task, as opposed to a single
task driven approach of designer, which is often the case. Equally, if an outside agency has
complete control over a business's digital media, the social profiles can lose a little bit of the
authenticity and further the constant engagement of the agency long term is generally not a
sustainable cost effective investment. A mix of agency consulting and employee dedication
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can be valuable and cost effective learning source about digital technology and will assist in
the ongoing management of the site and its integration with other digital media tools.
Indeed, prior to, or as part of the agency remit, is to determine what digital media tool is
most appropriate for the stage of the business and is suitable to customer requirements, is
it a website, or will other tools such as Facebook etc. satisfy as an interim or alternative to a
website? Additionally, arising from these findings and given the increasing role and
functionality of mobile technology a traditional website may not be the most appropriate
first step in developing a digital strategy and indeed upfront investment may be misguided if
business circumstances and market demands change. These questions have implications on
ensuring the design of a website is not rushed into without prior investigation as to what is
the purpose of the site, the stage of the business and the profile of the market it is selling
into.
Building on the role of the website in the firm, respondents were asked to highlight what
topics were included into their sites. Generally, respondents appeared to use their sites for
a number of tasks as displayed in Table 7.0. The majority of respondents indicated that
‘product service description’ (65.3%) and ‘company background information’ (65.7 %) were
the core pieces of information included on their website. This was followed by ‘customer
enquiry forms’ cited by 42% and ‘information on key personnel/owner-managers in the
firm’ was included by 33.9% of respondents. It was positive to see that 30.5% had
incorporated ‘testimonials from satisfied customers’ which are an important and impactful
source of selling and promoting the business. Table 7.0 summarises the findings.
Table 7.0 Website Content
Information contained on website.
Ireland UK Spain Lithuania Bulgaria Slovenia Response Count
Response Percentage % (of 239)
Product service descriptions
22 54 23 25 11 21 156 65.3
Company background information
24 51 24 23 10 25 157 65.7
Information on key personnel/owner-managers in the firm and their expertise
16 35 11 5 4 10 81 33.9
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Information contained on website.
Ireland UK Spain Lithuania Bulgaria Slovenia Response Count
Response Percentage % (of 239)
Customer enquiry form
18 44 14 7 7 11 101 42.2
Online purchasing function
6 11 5 6 3 6 37 15.5
Online payment facility
7 12 4 6 1 2 32 13.9
Customer feedback/suggestion facility
11 19 6 7 5 9 57 23.8
Testimonials from satisfied customers
13 32 4 12 6 6 73 30.5
Collection of information on customer
8 11 2 6 5 3 35 14.6
Company online newsletter
7 16 7 4 3 8 45 18.8
You-Tube clips 6 15 1 2 4 3 31 13.0
Frequently Asked Questions (FAQ’s) section
8 16 6 12 3 6 51 21.3
In-house videos 6 14 4 2 2 4 32 13.9
The information displayed or available on the websites was factual in nature and covered
the key profile and contact details and given the nature of the markets and emphasis on the
consumer would suggest that greater opportunities exist for more creative and active two
way engagement in marketing, sales and customer research with customers and other
external stakeholders.
While taking into consideration the need to recognise cultural differences the analysis
would suggest that the depth of use of the enterprise website beyond a promotional tool
requires attention to ensure respondents address market needs and be competitive in how
they showcase their business and, internally that they are recouping a return on the
financial investment spent on engaging consultant to develop their website.
The findings raise questions as to what is the perceived function(s) and capabilities of the
website, and how strategically are respondents utilizing or leveraging all promotional, e-
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business; e-commerce; selling and researching functionalities and capabilities that a website
can return to the small firm. These findings indicate the need for entrepreneurs to be
educated to view a website with the ability to ‘wear many hats’ or act as a multifunctional
marketing and selling tool. A website needs to not just exist, it needs to perform to attract
visitors, educate them and convince them to purchase and become advocates for the
product and business which necessitates integrating search, social media, content, blogging,
and other social media platforms.
The management of the enterprise website showed that the majority of respondents
updated them monthly (32.1%) as represented in Table 8.0.
Table 8.0 Frequency website is updated
Frequency website is
updated
Number of respondents
(N=168)
Response
Percentage %
Daily 16 9.5
Weekly 35 20.9
Monthly 54 32.1
Has not been updated in
the last six months
25 14.8
Sporadically 38 22.7
The majority of respondents identified that they updated their websites monthly (32.1%)
and secondly, 22.7% indicated that they updated their site sporadically. A near to an equal
percentage of respondents indicated that they updated their site weekly (20.9%). So whilst
responses on the content of the sites was relatively good and show that respondents are
committed to having a website, the responses on the frequency of updating their sites is
less encouraging.
This is significant and raises a concern about these enterprises who are predominately
operating in service and consumer businesses as to how current are their sites are and how
effective is their website being used as a promotional and selling tool. Entrepreneurs need
to understand that creating the site is only one step in managing the site and keeping it up
to date with good, relevant and topical content is critical in social and digital media
marketing to address the more digitalised consumer behaviour (Weinberg, 2009, Kaplan and
Haenlein, 2010).
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In addition to the existence of a company website respondents were asked to indicate what
social media tools they used. Similar trends were evident across all country responses
where Facebook and Twitter were the most frequently used tools. Twitter was more
popular amongst firms in the UK, while in Ireland, Slovenia, Bulgaria, Lithuania, Spain
LinkedIn came second to Facebook as the most frequently used tool.
Reasons for variations relate to the nature of the businesses as those in retail and personal
services (dominant in UK sample) used Twitter. This cohort is useful to review as they
demonstrate how Twitter can be used as an effective social media tool for service
businesses with a consumer customer base. This learning can also be extended to the use of
Instagram and Pinterest as their presence was highest with UK firms, who overall displayed
the greatest diversity and advancement in the adoption of contemporary digital tools (see
Table 9.0).
Table 9.0 Digital and social media tools used in the enterprise
Digital and Social Media tool Response Count * Response Percentage %
Facebook 157 65.7
Twitter 108 45.2
LinkedIn 113 47.3
Hootesuite 24 10.0
Instagram 45 18.8
Pinterest 33 13.8
Media Sharing Sites 54 22.6
Company Blogs 16 6.7
Wikis 14 5.8
Slide share 16 6.7
Discussion forum 13 5.4
Apps 20 8.7
None of the above apply 29 12.1
*The figure exceeds the total number of respondents as in a number of cases respondents cited
more than one element.
Consistent across all firms was the low level of adoption of blogs, slide share and wikis etc.
This suggested low level of usage highlights untapped potential that should be examined by
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entrepreneurs at any stage of business start-up and growth. This finding mirrors the
evidence in the literature (Dixon, 2010; Strategic Policy Forum on Digital Entrepreneurship,
2014). These outcomes suggest that greater attention should be afforded to moving
entrepreneurs from their comfort zone to the ‘go digital’ mind-set of exploring more of the
emerging digital tools with a view to aligning and integrating them with existing ones to
develop a cohesive and consistent marketing message. These findings concur with those of
the literature and are not unique to this cohort of entrepreneurs serving to further reinforce
the need to increase the digital capabilities of entrepreneurs and owner-managers
(Stimulating Innovation through Smart use of ICT, 2013; e-BEL, 2012). That said the
challenge is to create awareness of the broad array of digital tools relevant to entrepreneurs
but not frighten them with information overload or too complex technical terminology
when describing digital tools, but rather assist them enhance digital usage in a more
effective manner and not dilute impact by using too many tools in a fragmented manner.
Any training programme should ensure entrepreneurs are aware of and can best develop a
suite of social and digital tools from an increasing array of choices and be able to balance
the tensions between quantity and quality of tools and ones, which are appropriate to the
consumer needs and allow differentiation from competitors.
Another aspect of understanding the digital practices of entrepreneurs was obtained by
identifying what business activities they conducted via digital technologies. Digital tools
were used for a wide variety of business activities such as responding to customer queries
(44.3%), email marketing (36.8%) and online networking (35.6%) as presented in Table 10.0
Table 10.0 Business activities conducted via Digital Technologies
Business activities conducted via digital technologies/tools /social media tools.
Response Count * Response Percentage
%
Online selling /ecommerce 59 24.7
Responding to customer questions which emerge via the website mainly
106 44.3
Compiling reports on customers and developing customer database 56 23.4
Email marketing 88 36.8
Online press releases 61 25.5
Online networking 85 35.6
Sourcing new products 73 30.5
Marketing research 79 33.1
Webinars 37 15.5
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Business activities conducted via digital technologies/tools /social media tools.
Response Count * Response Percentage
%
Finding new customers 112 46.9
Monitoring Sales activities/ website visitors/ conversions 63 26.3
Maintaining customer database 71 29.7
Payment of invoices 83 34.7
Ordering stock and raw materials 82 34.3
Issuing invoices 72 30.1
Tracking payment for purchases 57 23.8
Online banking 115 48.1
Customer Relations Management (CRM) 48 20.1
Word processing 84 35.1
Spreadsheets 100 41.8
Stock control 43 18.0
Computer Aided Design for product design 24 10.0
Cost Control systems 21 8.8
Project management 51 21.3
Maintaining employee records 41 17.1
*The figure exceeds the total number of respondents as in a number of cases respondents cited more
than one element.
Essentially usage and adoption of digital technology emerged at two levels, marketing and
promotion and secondly at operational level. The former dealt with responding to customer
queries which was highly rated across all countries, online selling, which is a positive trend;
seeking new customers which is more dominant in the UK and Irish responses; and email
marketing which again is strongly rated in Ireland, UK and Lithuania.
Operationally, online banking and back office administration tasks such as payment of
invoices and spreadsheet generation for operations are being completed via digital
technology, which is positive to see, and these functions were more evident in UK, Slovenia
and Lithuania. These results demonstrate a positive commitment to digital technology use
albeit with a bias towards more general marketing functions. Today’s buyer wishes to
consume information when they want and how they want and often-times without the
involvement of a sales person. And more importantly, they want to be educated and not
sold to, which renders digital marketing, sales and new forms of inbound marketing content
(such as podcasts, blogging and social media) becoming influential in the consumer buying
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behaviour process. These trends make it necessary that small firms are more equipped and
have available online selling and payment capabilities and facilities to allow interaction and
as a means of establishing a relationship with consumers. The results of this survey point to
the need to develop more advanced digital skills which resonate with entrepreneurs’
inbound marketing and selling activities to assist them expand their online presence and act
as the ‘silent sales person’ or the means of conversing with customers and other relevant
stakeholders.
Having established the digital tools in use and the business activities they are applied to, the
research progressed to ascertain the objectives the entrepreneurs wished to achieve via
digital technologies and a determination of how the performance of digital media was
captured and evaluated.
7.3 Establishment of goals for digital technology, measuring impact and planned future
use of digital technologies
The commitment to a strategic approach of embedding digital technology into the firm is
better contextualised when the objectives, if any, the firm has for digital technology are
understood. Interestingly, overall, across the sample the majority of respondents indicated
that they did not have specific goals for digital media bar one exception where, in the UK
57% indicated they had specific targeted offline objectives. Responses in Bulgaria were
evenly divided where 50% of respondents had objectives and 50% had not objectives for
digital media. Whilst in comparison in Ireland 54%; Spain 67.74%; Slovenia 75%: Lithuania
72% of respondents indicated that they did not have objectives for digital media.
The reasons for lack of objectives were reflected in the following sample of comments:
- ‘Do not have time’
- ‘We just decide on social media choices as we go along’
- ‘Don’t know what to set or how to set targets as difficult to measure what we get from it’ ‘Follow competitors’
- ‘Mainly sell via sales reps and attending trade shows’
- ‘Haven’t given it any thought yet as just at the early stages’
- ‘Hope for organic growth’
- ‘No - all part of general marketing’
- ‘Early stage still‘
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- ‘We have not as we feel it is our distributor who will make contact with the end-customer’
- ‘Busy with training and mentoring side of business’
- ‘Not sure what goals to establish’
- ‘I haven't formulated a social media strategy’
- ‘At the start up stage of my business’
- ‘Business built on recommendation’
In addition to the above reasons were a number of citations of ‘not sure how to’; ‘not yet’;
‘time restraints’ ‘not relevant yet for my business’; ‘not very confident with social media’
which are clear markers of the practical time constraints and knowledge deficiencies of
what digital and social is about that educators need to take cognisance of in digital
competency programme design and in the delivery mode of the programme.
Additionally some useful learnings were obtained from the comments put forward by
respondents on examples of the type of objectives they had in place. These objectives were
predominately qualitative based and generic in focus and characterised by a lack of
quantifiable target driven outputs. Some examples of objectives are as follows:
- ‘Increase brand management’
- ‘Increase the number of people reached’
- ‘Increase the number of likes & shares on sites’
- ‘Improve image of the firm’
- ‘Get more interest in our business’
- ‘All our competitors are doing it so we need to promote on social media’
- ‘To gain a good reputation via social media’
- ‘To increase followers and engage followers in our activities and discussions’
- ‘Increase brand awareness’
- ‘Networking and gaining new customers’
- ‘Retaining existing customers’
- ‘More awareness and presence function’
- ‘Build company profile’
- ‘Get information on our customer base’
- ‘Increase business awareness’
This is a significant finding and provides insights into how planned or structured digital
technology is as part of the overall enterprises business plan. It would suggest that social
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and digital tools are independent and individual tasks completed without a real
consideration as to what is their purpose as part of the broader firm strategy or business
plan. The lack of objectives will render measurement and monitoring of digital and social
media difficult.
So it is reasonable to infer that without goals the activities and expenditure of resources
may not be utilised in an effective or efficient manner and thus may not be returning the
most optimum results for the entrepreneur. Moreover, given the lack of objectives it is
problematic for entrepreneurs to benchmark or compare the performance of digital
activities over time as a foundation or starting point is absent. This is a central function for
entrepreneurs to spend time on and while the respondents are practising digital, using a
range of platforms, engaging in social media and digital technologies for the completion of a
range of promotional tasks, the results also suggest that this occurs in many instances in
unstructured ad hoc manner without direction of measurable and quantifiable objectives.
This point is further elaborated upon and explained when respondents discuss how they
measure the performance of their digital and social media activities.
Respondents were asked whether or not they measured the benefits of digital technologies
across a number of metrics and activities. The vast majority of respondents indicated that
they did not measure the benefits or impact of digital tools adopted in their enterprise.
Indeed there was an overall low response rate to this question in each country which in
itself infers that it is a topic not highly engaged with by respondents which is a concern and
barrier to the sustained implementation of digital technologies endorsing the findings of the
literature and policy documents.
The area which had the higher rate of measurement included “hits/visits/page views” which
represents the beginning of the sales funnel - awareness, but is not diagnostic of purchase.
The following narratives were provided by the respondents as to how they measure and
monitor their digital media activities:
- ‘Marketing reports’
- ‘Ask where enquiries have come from’
- ‘Have used external source with limited effect’
- ‘Asking customers’; ‘only measure by any contact I receive via Facebook or twitter’
- ‘Facebook’
- ‘Record it on excel’
- ‘Marketing reports’
- ‘Enquiries generated’
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- ‘Person allocated to tracking all activities on website’
- ‘Track who is looking at site and follow up with any email queries’
- ‘Ask clients’
- ‘Ad hoc generally just ask people how they heard of us’
- ‘Review enquiries and number of people who looked at site and stayed on site’
- ‘Link in with personal enquiries received over the phone’
- ‘Track to source’
- ‘Review all levels of interactivity’
- ‘Keep eye on movement on site’
- ‘Check all sales to determine where they saw or heard about our services and why used us’
- ‘Have a weekly review of all new and repeated activity on the site’
The above comments demonstrate a general approach to measurement and the very sharp
absence of metrics, analytics relating to specific digital tools’ a lack of results or
measurement techniques and a dearth of criteria adopted to assess or evaluate the
outcomes of digital media activities. Essentially, it would appear that ‘one fits all’ or a very
general observation or scanning of the results of digital media takes place without a real
interrogation or benchmarking of the results to determine if they are cost effective and
productive. These findings when taken into consideration with the trends emerging in
relation to the lack of digital objectives have implications for how these areas are
incorporated into a digital competency training programme in a practical and user friendly
manner for the entrepreneur.
The low level and participation in measuring digital outcomes is not completely surprising
given that social media is a recent innovation that enterprises are quickly trying to
understand what and how to implement it to add to the revenue stream of the enterprise.
Therefore as a result it may not be apparently visible to respondents the key role that
measuring and tracking digital performance plays in the sustainable development of a digital
strategy and concurs with the findings of the literature (Boyd and Ellison, 2008; Culnan et al.
2010; Hoffman and Fodor, 2010). These findings are important in the context of the lack of
objectives as without objectives any measurement is problematic and it is difficult to
understand what is being measured and what action can be taken that will have
constructive learning and feedback to guide future more optimal digital decisions.
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These results indicate the need to educate entrepreneurs and owner-managers about the
ultimate value (financial and non-financial) of digital for their business as a means of
achieving a competitive position, generate knowledge on how to establish objectives and
determine what kind of tracking measures are required to implement before the
commencement of a digital media campaign. Objectives may include generating revenue,
reducing customer service costs, shifting brand sentiment, improving operational efficiency,
cultivating customer relationships or gleaning insight into target markets.
The reality of the imprecise science of digital tools measurement must be communicated to
entrepreneurs and that while they may not be able to predict the final outcome of the
digital activities, they should define the scope of components of the process of developing
and implementing and monitoring the digital tools.
To date the research has identified trends in the usage and adoption of digital tools which
demonstrate that nearly 70% have a website, which for the majority of respondents is
updated on a sporadic and monthly basis and the responsibility for the maintenance of the
site is allocated on a piecemeal basis across all levels of the business. Beyond the website
there was a positive engagement by respondents in digital tools. That said, concerns
emerge in relation to the lack of focused objectives for digital media, coupled with the
absence of clearly identified means of monitoring digital media performance or
understanding of where and how it contributes to marketing and overall firm performance.
This issue needs to be addressed as if entrepreneurs continue to ignore the return or
benefits of digital technology then no learning takes place. The results would suggest that
digital for many respondents is viewed as a silo activity, but it’s critical to align social and
digital tools with specific enterprise objectives coupled with clearly defined metrics and
measurement timeframes and timelines.
Therefore as digital is, and will become an increasingly important component of firms’
marketing strategies, it will also be more complex and time consuming and this requires a
focussed and planned strategy as opposed to digital emerging or being reactive task to
respond to competitive behaviour. This problem is not unique to this sample of respondents
who mirror what is frequently discussed in the literature and policy documents (Digital
Agenda for Europe: A Europe 2020, European Commission 2010; Doing business in the
Digital Age, 2013) which call for the need for entrepreneurs to become more capable and
competent in measuring digital and social media performance. However, in order to
implement effective and appropriate measures, objective and targets for digital strategies
need to be developed and embedded as part of the overall strategy of the enterprise.
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This issue is central to any sustainable and impactful digital strategy and thus entrepreneurs
must become knowledgeable in their abilities to set realistic and achievable digital
objectives and develop appropriate metrics and measurement techniques to intermediately
determine the return arising from digital activities.
To obtain an understanding of the future practices of digital technology in small firms,
respondents were asked to indicate their level of agreement with a series of statements as
to how they reflect on their business and additionally were asked if they would increase the
usage of a range of digital tools in the next year. This information would prove helpful in
identifying areas where skills and competencies will be required by entrepreneurs as
displayed in Table 11.0.
Table 11.0 Usage of Digital media over the next year
Digital Media Increase Decrease Remain the same Response %
Social media marketing 75 3 22 100
Ecommerce 49 4 47 100
Mobile marketing activities 58 2 40 100
Facebook as a marketing tool 59 7 34 100
Blogs as marketing tools 60 6 34 100
Online networking 68 5 27 100
Developing podcasts/blogs 60 5 35 100
You Tube marketing 54 4 42 100
Cloud Computing 50 6 44 100
This question produced an interesting range of responses which suggest an increase in the
usage of digital technologies or that they will at least remain the same. Depending on the
nature of the firm and bearing in mind that the majority of firms are selling into consumer
service markets then ‘maintaining the status quo’ is not progress and requires further
analysis as to why this might be the case. Indeed this issue is important to consider in
context of responses to the question on the existence of objectives for digital technology,
for instance, if objectives are lacking then what is the purpose, and how will digital and
social media activities be increased upon? Taking these results in conjunction with those
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from the previous question, if current digital activity is not sufficiently monitored or
measured, then why increase activity as it will be difficult to determine its benefits and
added value to the financial and non-financial aspects of the enterprise.
When taken into consideration with the next question on social media practices the
cumulative results provide interesting insights to give direction on digital skills acquisition
requirements.
From the results described in Table 12.0 an interesting point emerges in relation to the
percentage of respondents who indicated that they have a learning curve for digital
technologies and this is cited by respondents who are more active in their implementation
of digital tools. This could suggest that those who are engaged in and active in digital
practices are open to learning more about digital technology as a business and marketing
tool and indeed may more readily see the need for competency enhancement in this area,
relative to entrepreneurs who are not as active in the digital practices. Consequentially,
digital skills programmes should ensure programme content and outcomes are developed to
cater for the different digital user profiles and not by firm size or sector characteristics as
the primary criteria for participating in a digital competency training programme.
Table 12.0 Social Media practices – agree or disagree
The extent to which you agree with each of the following statements about social media in your organization?
Strongly agree
Agree Disagree Strongly disagree
Not applicable
The use of social media by our organisation will grow significantly over the next few years
48 32 9 2 9
The use of social media by our organisation is on a reactive unplanned basis
15 33 30 11 11
We have a specific digital and social media plan for my business
16 31 35 9 11
Using social media is integral to our overall company goals and strategy
27. 35. 21. 6.5 10.5
Our enterprise has a significant learning curve to overcome before we can utilize social media
19 25 32 11 13
It is difficult to see the value of social media for business purposes
11 22 34 24 9
Until we are able to clearly measure the impact of social media, it will not
15 17 37 19 12
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The extent to which you agree with each of the following statements about social media in your organization?
Strongly agree
Agree Disagree Strongly disagree
Not applicable
be taken seriously in our organization
Social media is an important component of our overall general marketing strategy
34 35 17 5 9
Capturing and analysing online conversations about our brand products/services is difficult to do
14 30 36 6 14
We do not measure the effectiveness of social media activities
21 30 28 11 10
So, whilst some divergent and perhaps contradictory perceptions are emerging from the
results, they provide important detail on perceptions and intended behaviour on the
fragmented nature of digital practices in small firms. Moreover, this mirrors what is
identified in the literature and policy documents (Digital Agenda for Europe: A Europe 2020,
European Commission 2010; Doing Business in the Digital Age, 2013).
The ad hoc and fragmented nature of digital media practices is built on when the results of
how digital media are integrated with offline media are reviewed. The respondents suggest
that they integrate online and offline media, for instance this was the case for 57% in the
UK; 58% in Ireland; 58% for Bulgaria and 68% in Spain. In contrast, 52% of respondents in
Lithuanian and 67% of respondents in Slovenia indicated that they did not integrate online
and offline media.
Of the respondents who indicated that they had integrated offline and offline media the
following were suggestions on how integration took place;
‘Via my webpage’
‘Business Cards’
‘Using both, more social media’
‘Direct customers to our Facebook and website from our flyers’
‘Use for press releases, project wins & news’
‘Use the logos for Pinterest, twitter and Facebook on posters etc. to encourage
people to connect’
‘Always market our social media addresses on leaflets or in emails’
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‘Always refer to your social media in your traditional i.e. name it in your advert, RSS
feed’
‘Yes flyers have our advertisements on with links to our social media sites’
‘Use social media to get people to sign up for regular emails’
‘Through social networks we communicate activities that are carried out’
‘Informing the target groups’
‘Our customers can see the description of our Services and references on the
webpage’
‘Sales mailings’
‘Links to fb from the Internet, from catalogues, flyers’; ‘Printing, radio’
‘Promotional products, various discounts’
‘After contacting the telemarketing customers come to view our website’
‘Direct marketing’
‘Mail marketing, hype, paid ads, events, articles’
‘In a way...all advertising has Facebook page on it’
‘To some extent’; ‘yes ...used to complement offline’
‘Online details included on our offline material’
‘Business cards etc.’
‘Links to YouTube clips from product manufacturers’
‘Yes, falls into what we do in traditional marketing and supports sales to the retailer’
‘Social and website is developed to address overall marketing objectives’
‘Only to a modest extent’.
This positive motivation and intention to increase the use and adoption of a more varied set
of digital technologies highlights the need to ensure that the resources, both financial and
non-financial are allocated. For more efficient allocation of resources to happen, the
entrepreneur needs to be more confident and comfortable in the use of digital, understand
where, how it can and should be used and develop clearly defined metrics to evaluate its
performance and contribution to the sales of the business. Whilst the majority of
respondents sourced external advice with the development of their website, only a minority
secured financial assistance in the development of their digital and social media. Those who
received finance did so from government agencies. Comments as to why individuals did not
secure funding included ‘we didn't apply for it’; ‘didn’t know it was possible’; ‘bad
experiences with financial support from the government’; ‘we didn't know how to apply
(procedure)’.
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Having established the trends and patterns of digital practices in respondent firms the next
series of questions asked respondents to reflect on what digital skills and competences they
considered they needed to develop in order to engage in a more comfortable manner to
execute more effective and efficient digital media strategies.
7.4 Skills, Competencies and Training in Digital Technology
A central objective and outcome of the DIGA project is the development of a digital
competency framework and resultant digital training programme so it was important to
obtain an understanding of the current or past engagement and experience of respondents
with digital training and the identification of their future training needs in this area. This
detail will complement the information on their digital practices and present a more
informed and integrated perspective into the personal and business aspects of digital
practices in the small firm. These questions commenced with identification if respondents
had participated in digital training programmes and the results are displayed in Table 13.0.
Table 13.0 Participation in digital/social media training
Participated in social media training
Ireland UK Spain Lithuania Bulgaria Slovenia Response Count
(N=205)
Response %
Yes 9 27 12 5 5 8 66 32.2
No 22 37 18 35 7 20 139 67.8
Of the 205 respondents to the question on training, 67.8% had not participated in any form
of digital technology related training which is worth noting given the increase in planned
level of activity entrepreneurs and owner-managers have for digital media.
Some common trends and themes emerged in the results of the 32.2% who had
participated in training, for instance most popular topics were Facebook; LinkedIn; Website
development, where programmes were undertaken on a part time basis. Of the
respondents who had participated in training, the most common mode of delivery was via a
blended learning approach which combined traditional classroom and online and followed
by traditional classroom and mentoring which indicates the importance of the one to one
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interaction of the participant with the person delivering the content. Generally, respondents
were very satisfied with their experience of the training (37% rating very satisfied and 41%
rating their experience as satisfactory). The training received was located and delivered
primarily from the trainers or consultants own organisation.
Of note is the trend towards individual topic or module specific courses as opposed to an
integrated programme incorporating a suite of related digital technologies and their
collective and interrelated use.
In terms of future digital training needs and preferences the following characteristics and
preferences were recorded by respondents. The majority of respondents in each country,
bar Lithuania indicated that they had a need for digital training as follows:
Table 14.0 Interest in Digital Technology Training
Country Indication of need Total responses
United Kingdom Yes 42
No 2.1
63
Slovenia Yes 17
No 11
28
Bulgaria Yes 9
No 4
13
Lithuania Yes 5
No 35
40
Ireland Yes 25
No 6
31
Spain Yes 22
No 9
31
In line with their previous experience in participating in training, the majority of
respondents showed preference of a blended learning approach combining online and in
class and closely followed by for a classroom and mentoring combination of delivery
emphasising the importance and need for personal induction and face to face interaction
with the trainer and educator. Similarly, the results from e-BEL, 2012 survey strongly
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endorsed the preference for a blended learning format of delivery where the role of the
educator and trainer were viewed as central point of contact for explanation of points and
to provide a mentoring as well as an educator role.
Whilst a variety of time periods were suggested, widespread preference was the ‘block’
format which did not consume full working days consecutively and therefore afternoon
sessions/ evening sessions or one day events were viewed as appropriate for delivery. The
responses to these questions should be placed in the context of the type of digital
technology undertaken to date which was mainly topic specific and thus would perhaps not
demand the longer time duration that a more comprehensive integrated and multi topic
digital competencies training programme necessitates.
This detail has value in informing the number of hours or time that should be allocated to
training programmes and its frequency of delivery which will be an important design
consideration to ensure the sustainable commitment of the entrepreneur to engage in and
complete a digital competency training programme. Furthermore, the duration and timing
of the programme can be aligned with and indeed may be influenced by the preferred mode
of delivery.
In order to ensure programme content is appropriate respondents were invited to provide a
list of digital related topics they would like to receive training in and a summary of the range
of themes emerging by country are listed in the Table 15.0.
Table 15.0 Digital training topics
United Kingdom
- All of it
- Facebook for Business
- How to maximise the use of social media
- Online marketing strategy
- Mailchimp
- How to use analytics
- Conducting promotions through social media
- Social Media for Business
- Website maintenance
- Wordpress
Slovenia
- Brand development
- Launching of new product
- Project management
- Sales skills
- Blogs
- Promotion
- Increasing of web traffic
- Finances
- Use of new tools, integration of them into work processes
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- Hootsuite
- How digital media can help to grow my business
- Internet marketing
- Online marketing
- Blogs, web sales
- Advanced computer technologies - CRM, BPM, PCM
Bulgaria
- Online marketing
- Digital trends
- Content creation and management
- Networking apps
- Google add word
- Marketing data science
- Webinars
- YouTube
- Website development
Ireland
- Online marketing strategy
- How to use analytics
- Social Media for Business
- Blogging
- Website maintenance
- SEO
- How to target customers better online
- Measuring results from online activities
- How to develop good content
Spain
- Web positioning, social marketing
- Web positioning and digital marketing
- To promote the use of RRSS in general terms, to the whole staff of the cia
- Digital dissemination for European projects
- Optimization of the SEO, use of design marketing software and web pages programming since we always depend on stencils and their external use without being able to act in this field as we would like to.
- Online marketing
- It's good to increase the competences
- Online marketing, measurement of the online means, SEO
- Servers maintenance
- Web pages design
Lithuania
- Know how to use new technologies
- Yes, I myself should be understood as running, exercise
- Training about their business benefits
Norway
- Financial management and investment readiness
- Opportunity recognition
- Business planning
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- Building competences
- Mentoring
The list of topics reflect the modular, topic focus of elements of digital technology per se
and do not extend to identify the more integrated or holistic strategic perspective of digital
technology in developing a digital strategy for their enterprise. The findings are informative
as to the perception and interpretation of respondents as to what is needed by their
enterprise and tend to align with the topics many have already received training in or reflect
the commonly used digital tools in use by respondents as identified in earlier questions in
the research findings section.
Therefore, taking into consideration the above listing, many of the related and similar topics
can be developed into themes for inclusion in a digital competency framework. That said it
is important and more so necessary to extend competency development beyond digital
topics to provide a more holistic and integrated digital training programme to include the
steps the entrepreneur should adopt in the final choice of digital tool to adopt, why and
how to measure each digital tool’s performance. These decisions must be driven and guided
by a set of objectives as to what they want to achieve from digital technology, what tools to
adopt on an integrated and interlinked basis; how they should be implemented and
resourced and their ultimate evaluation and monitoring to determine their return to sales
and revenue streams in an effective manner.
In order to ensure trainers are aware of and understand future digital business applications
contemporary and business related emerging digital technologies, respondents were
requested to suggest the digital opportunities, if any they foresaw for their business. The
narratives received contained a wide variety of comments which are displayed in Table 16.0.
Table 16.0 Perceived Opportunities from Digital Technologies
United Kingdom
Absolutely, younger generations find everything on-line.
Yes it gives a platform for small business to attract attention and build interest around the brand.
Digital technology does provide greater opportunities for SME but as I have limited knowledge of this media I am finding it difficult to exploit its potential
No business will be able to grow and exist without using the digital technologies available.
increase profile and achieve greater exposure with minimal expense
Yes but I have not started it yet so too early to say.
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Yes but not an area we are confident in at present
Yes definitely - it puts everyone on an even footing regardless of business size or budget
Yes I do but you need training and support to gain the knowledge and skills to develop your strategy
Yes, as networking is made easier and contacts can be made across the country and abroad.
Yes, by free promotion and connections
Definitely. Small business' need social media presence.
I haven't experienced any new business from digital technology but it has simplified my role and business
It's a relatively cheap way to reach a larger target audience.
Most similar businesses to ours use social media.
They allow us to connect with more people and reach out to people in different markets. They also allow potential clients to view our products and services online, without us having to be in the same geographical area.
Enhance personal interactions.
If it wasn't for my card reader that works though 4g I would have to turn customers away all social media and our website www.beanburst.com
Slovenia
Of course , since this is a very favourable option for the promotion of companies and necessary to
operate
Greater visibility
You can reach the target group easier / faster
I think that they are important and at the same time among the cheapest methods of promotion
Certainly. New businesses may take advantage of web technologies for its promotion
I doubt it
With small input you can use specific skills, activities
Of course
Absolutely. It saves time and money
Yes, because they enable them to operate with smaller costs and enable processing large amounts
of data, flexibility
Definitely because this is the cheapest way of communication between the seller and customer
Yes, mostly for promotion
Absolutely
Depends on the area that the company operates in
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I don't know
Yes, however it depends on the work plans and desired goals
Ireland
Allows greater access to more customers and to get closer feedback from customers also means of
identifying new ideas for products
Facebook is good as so many people use.
I think they do but would like to hear about the specific benefits
I think they do depending on the company’s route to market.
Along with the typical focus on social media marketing I would like it if there was a focus on
customer management systems. mobile marketing and ecommerce, social networking and online
video
Of course. Can’t imagine a business where it doesn't.
Digital technology is a very very wide area ... it’s a little like asking does electricity offer opportunities
to grow the business!
Yes. Mobile applications such as Salesforce
Yes and no, as all depends in time and resources available in that particular small business.
Lithuania
All start-ups the reference, it is now very popular, and without it is impossible to run business
successfully.
Yes. I have colleague’s examples. Advertising through Facebook diversified their business.
Not. Only time will take away. Paying - yes.
Digital technology optimizes the work process itself. Since this can be done in many areas, there is a
wide range of activities of the establishment.
I think so, because the use of digital technology provides more opportunities to advertise and find
new customers, build relationships with partners.
Yes, it now looks quite different business world.
Helped me, so I created jobs for others.
Well, this trade developed after all the Internet. Without the Internet we cannot be successful in the
market
I do not have experience, but looking at what is happening in the world – helps
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Helps. But it's just a tool. Most important personal skill – entrepreneurship
It kelps for small businesses
Yes, I know practical examples of successful marketing via social networks
Yes. I have many years of experience in managerial positions and you would have the impact of
technology on business where I worked, I think the same will and walking along my business
I think that via digital way people get more information.
Yes, and it is on the beginning of the development, All people are more and more involved in it.
Yes, I think that helps to develop a business, create networks, and the people themselves are
beginning to show interest.
It helps to find new clients; services providers can share their activities.
It easier to expand networks; to share the work done
It is most important factor element of nowadays.
It is inevitable era factor
It is new era of the smart technologies. Especially smartphone
It not too much, do not have experience
Yes. There are a huge new opportunities for new generation, for young people.
Bulgaria
Yes. Technology will “eliminate” some expensive work positions (employees)
Spain
Without any doubt, in the technological era, we must to be fashionable and get to the consumer
when they surf on their tablet or computer
It is an opportunity and, at the same time, a threat since those who don't join to the Digital Tools,
are over.
Yes, in some cases
I believe I understand how the RRSS work and their role as a communication via in a close future for
some basis to be adapted and be part of the trends and ways of consumption of our potential
distributors. If we want to have a proper consumption experience, we have to dominate the way the
new generations are involved in.
They are the keys to do the SMEs more competitive
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The opportunities are where the society is. Most of them are nowadays on Internet and use any type
of digital tools and social networks, so it is necessary the sectors get adapted.
Yes, if they are provided since the digital tools are really useful to know the new entrepreneurial
projects based on the contacts from the social networks.
It provides a lot of advantages and a great savings of the costs.
Yes. It provides online marketing tools through the social networks and collaborative tools for the
edition of documents (GDrive, Dropbox).
I do see the importance to open to the online sales
It makes cheaper some things, as the necessity to have a physical store
Yes, it helps to expand and know ourselves
Yes, the online marketing is the future by its vast majority
When reviewed these comments have consequences for the development of a digital
competency training programmes on a number of fronts, such as it demonstrates the digital
language used and its level and depth; it demonstrates the vagueness of what digital is
about and what it can achieve in an entrepreneurial context; it highlights the level of
knowledge, or lack of understanding of the emerging digital tools and technologies.
Essentially, there is an acceptance that it is an inevitable aspect of business but not sure
what aspects are most relevant for them. Furthermore it brings to the fore the mixed
responses in that not all entrepreneurs view digital in an opportunistic positive sense and
thus will impact on their adoption of digital in the future applications of their enterprise.
Building on the level of comprehension of digital and their future attitudes and behaviours
with digital technology respondents were encouraged to describe their challenges or fears
of digital technologies for the next year. There are common trends emerging in terms of the
concerns entrepreneurs have about using digital technology across the partner countries
and these resonate on personal or resources constraints and with the technology itself and
its functionality as described in Table 17.0.
Table 17.0 Entrepreneurs Key Concerns about use of Digital Technology
United Kingdom
- Lack of Knowledge
- Lack of time
- No concerns
Slovenia
- Encouragement of passivity of customers, which can lead to passivity in other areas
- Security and privacy issues
- Complicated and non-user friendly tools
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- How much time I spend doing it.
- Keeping up with changing technology
- Confidentiality
- Reputation of the companyI need more info on the SEO side of things.
- To make sure the website shows up high in the search ranking
- I won't meet the target audience
- It will get lost if I don't pay £100's to google I don't have the money.
- Lack of time and money
- It's a minefield.
- Not to be overwhelmed by the technology and diluted in online marketing efforts.
- Lack of personal contact
- Misuse and leading of customers
- High maintenance cost
- Dependence on IT experts
- Lack of knowledge
- Lack of adaptability for specific needs of company
- Lack of transparency
- protection of personal data
- Many tools they are unfriendly and too complex to use
- Impersonality
- Abuses and deceits, and the use of online media to "marketing diversion" against competitors
- High maintenance costs, financial investment, lack of knowledge and Experience of providers, adaptation to the specific needs of companies
- Reaching the elderly population
- Loss of contact between people
- Too much information, including misleading
- Digital web tools relating to work are a necessity.
- In the flood of options to be able to extract the best option in terms of resources
- Digital preservation and custody, control of the Digital environment, the impact of social web tools
- Passivity of customers
Bulgaria
- Security, mistakes,
- Technologies reduce time spent on other activities,
- Too much information,
- Easy way for manipulation
Ireland
- Consistency, resourcing the social media strategy
- There are pros and cons to investing heavily and there are also very valid reasons for directing the effort to direct contact and relationships.
- A blended approach is good but for people based contracts personal contact remains a basic premise of winning trust.
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- Keeping up to date with all the changes
- Time and money to spend on technology
- Due to my lack of awareness I am not really sure....I tend to stick with what I know ......need to explore other tools ....getting the time is the problem
Lithunia
- It is not relevant to the scope of our business
- More time, more knowledge.
- Training for employees.
- These measures proof the real benefits
- Knowledge on web marketing, SEO, work with photo editing software
- Optimization employment opportunities for, as well as raising awareness
- Acquisition of smart technologies
- To learn how to reallocate the tasks to employees, to be able to check the results and assess the benefits
- Free tools
- Innovations
- Difficult to answer, if I knew it for sure will use.
- The funding
- I would like to interact with apps developers
- It is necessary to try more
- More information about their benefits
- Free access to Internet
- More projects on this topic for the elderly people
- The results of this survey
- News and Opportunities
- To improve the little things will come out.
- Concentrated and convenient news, and in the decisions of the discovery
- Currently no opinion, or time to think about it
- Global trends
- For me it is more interested in the matter, that the world is moving there, not for fun
Spain
- To have a meter and to measure the ROI
- Lack of time and planning. Lack of help in serious training
- That they don't work even with their quality
- The clients capacity to follow us or use the necessary tools
- Measurement for the correction of strategies
- The time to dedicate to it and that is not dedicated to the own enterprise production
- Get right with the focus: there are a lot of platforms and RRSS. Which one is the most suitable to get to our most potential consumers? That's the key. And once it is identified, How to manage them properly? All is a challenge.
- You need one person just for that. It takes a lot of time.
- The interest of the one who gets the information
- The index tools for browsers and social networks. Each time, the search algorithm changes so the best formula to appear on the timeline never gets clear.
- That they can get close to our users and potential clients in a proper way
- To know how to use them
- Get adapted to the necessity of the clients
- Media saturation
- Get updated on media and really useful resources and not those of few reliability that make us to waste our time
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- Workshops
- Mini-courses on how to use a wider range of measures
- The costs, time
- The quality of attention to the user
- Time
- The competencies, the costs
- The measurement for the correction of strategies
From the personal entrepreneurial perspective, challenges relate to a lack of people,
insufficient digital skills and the scarcity of the entrepreneur’s time to develop digital
content and to maintain digital platforms. These concerns are compounded by the lack of
knowledge about digital technology, exposure to information overload and their ability to
keep up to date with social and digital media advancements. In relation to the more
technical concerns, issues of security of information, payments, control of information,
manipulation of information etc. were mentioned. These need to be addressed and
alleviated for the entrepreneur to provide greater reassurance of the safety of internal and
external information contained on their site and in particular in relation to payment and in
the establishment of ecommerce sites which was an area in need of development cited by a
number of respondents.
The information obtained from this question has benefit in presenting again the language
adopted by entrepreneurs when discussing their concerns and presents the issues that may
restrict their engagement with digital over the next year which will need to be
accommodated for in the a digital training programme.
Finally, to obtain a more informed understanding of the language and planned practices of
digital, respondents were asked about what digital technologies they considered would
dominate their business over the next year. The comments obtained linked with and are
similar to those obtained in the previous questions on future trends in technology and a
summary of the comments are presented in Table 18.0.
Table 18.0 Digital technologies dominating small businesses over the next 2 years
United Kingdom
- Web, online learning, payment and inclusion of interactive learning technologies
- Linkedin, twitter,
- Website, social media & telecoms
- Blogging and YouTube
- Not sure
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- LinkedIn ad Facebook
- business app
- The Internet. Facebook
- CAD, BIM, LinkedIn
- Facebook and Twitter Word and Excel Online banking
- Unsure
- Hopefully in the next few years we will have our own Sane Seven App.
- Blog, QQ (or Skype) and wechat.
- Twitter, facebook, blogging.
- website/social media and we would love to develop an app for our business.
- Facebook, LinkedIn and Twitter
- Telephone mobile IT website Facebook Twitter and more.
- Blogging, social media and cloud/file sharing.
- All social media and our website www.beanburst.com
- Don't know what's next still trying to get to grips with the present
- Assistive technology for delivering services twitter face book linked in
- Cloud accounting
Ireland
- Mobile marketing and ecommerce
- Facebook, mobile marketing
- Ecommerce, cloud computing
- Selling and digital for international markets
- Facebook and mobile marketing
- Facebook /twitter
- SEO/ Cloud computing
- Cloud, twitter, LinkedIn
- Think it will be Facebook and twitter...worked so far!
- Facebook and twitter
- Cloud computing and online networking
- Due to my lack of awareness I am not really sure....I tend to stick with what I know ......need to explore other tools
- Getting the time is the problem
- Website and mobile technology as consumers going this way
Slovenia
- Difficult to predict
- Technologies, based on visualisation and smart interpretation models
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- Nothing special
- Modern information technologies
- Mix of technologies
- I think it will stay the same
- Visual technologies
- Modern information technology
- Mobile communications, web technologies Using web applications
- Facebook, LinkedIn and blogs
- Mobile
- Web technologies, optimization of online shops
- It is not possible to predict/ I don't know
- Digital, CRM
- The use of computers and the Internet, the development of sensors, digital photography
Bulgaria
- M-business
- E-business
- Cloud services
- Big data analysis software
- Social media
- Tools for online marketing
- Data science
Lithuania
- Social Networks
- Really nothing new or magical
- As we are a progressive IT company - activities dominate all accessible and compatible with the company's activities
- Technology
- Social Networks
- Mobile e-commerce
- Accounting software, electronic signatures, social networks and advertising
- Laptops and tablet computers, smartphones
- Online advertising
- Internet
- Here I find it hard to say I do not really communicate with principals. More use of the
- Not decided yet
- Mobile communications programs
- Here it is difficult to predict, things are changing very quickly
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- I think a lot will be based on digital communication with the client
- Google make things even more particular include
Spain
- Web for smartphones and online commerce - The cloud - FB, Tw and some new apps that gets fashionable - Facebook - The collaborative tools and mobile apps design - The cloud and online marketing - U-tube - Facebook, Instagram, online Pinterest Marketing (with little relevance as purschase
chanel but so important from the point of view of communication) - Digital marketing. Cloud computing and social networks - Hangout - I guess that due to the lack of new social networks that stir up the communicative
market, we'll move on the classic ones: Facebook and Twitter - Innovation on telephony - Online payment of the services - Web - The clear advance of new digital communication technologies is difficult to foresee. - It would be an increase and perfectionism of the current tools, the different social
networks - Apps for smartphones
- Online means
The phrases used to describe the influential technologies centre on individual tools and
platforms and are dominated by single world and multiple repetitions such as Twitter;
LinkedIn; Facebook emerging as very popular as with the terminology and descriptions
adopted when describing concerns and trends. To a lesser extent the cloud, mobile
technologies, blogs, were mentioned as tools that would dominate.
In addition to the suggestions on the technologies that will dominate, a number of
respondents in each country also suggested that they ‘were unsure’ did not know’ what
ones would dominate their business over the next few years. Consequentially, the results
demonstrate somewhat narrow interpretation as to the emerging technologies and their
likely impact or benefits that they could potentially deliver to their enterprise. This is an
important learning from the results as it has impact on the need to increase the baseline
level of knowledge and understanding of the applications of emerging technologies in the
small firm context and how to leverage their potential.
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7.5 Concluding Comments
Entrepreneurs that adopt digital marketing techniques can gain from learning about the
benefits of a wide-ranging digital strategy. Generating a digital footprint, for the
entrepreneur and their business is an important part of any digital marketing strategy.
Overall, our survey shows that many small businesses are engaging with digital technologies
and demonstrate intent to increase their usage of various digital tools over the next year.
Further, respondents are engaged in a variety of digital tools beyond Facebook and LinkedIn
to extend into online selling, online networking and ecommerce to a lesser extent.
Moreover the majority of respondents indicated an interest in receiving training in digital
technology in a range of topics relating to digital tools per se. Whilst positive interest in
participating in training exists there was a lack of a strategic perspective of integrating
digital technology as part of the broader strategy or business plan for their enterprise. Social
media can be highly valuable and a comprehensive digital strategy can help drive long-term
small business success if leveraged to its full potential. Therein lies the gap and challenge for
the surveyed firm, how to more fully capitalise on the ever increasing opportunities
presented by social and digital technologies, whilst balancing the use of those most relevant
and appropriate ones to reduce a fragmented and piecemeal approach to achieving a non-
measured set of tasks.
The ability and need for integrating digital into mainstream business activities is an area
requiring attention and is a fundamental foundation on which any successful digital strategy
is built on. This would suggest that entrepreneurs decide on training on a haphazard basis
which may reflect the current or immediate needs of the entrepreneur and the stage of
their company rather than a holistic and future planned approach. These results indicate
that It is necessary to encourage entrepreneurs to adopt a more strategic long term
perspective as to the role and contribution of digital technologies to the next stage of
development and growth of their enterprise, as opposed to an add on function or on the
periphery and undertaken when needed.
Related is the weakness of the lack of clear measurement or tracking of performance and
outcomes from digital efforts and resources extended to digital media – this lack of
measurement perhaps is linked to the absence of a clear set of objectives and fear and
confusion as to the potential of digital for a small enterprise.
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Implementation and sustainability of digital media is central to build a community of
relationships with key stakeholders and this requires an understanding of what platforms to
use, why and how to leverage their financial and non-financial potential. The respondents
have identified areas for training, their preferred mode of delivery and timing of training.
These findings generate a more informed contemporary comprehension of the practices of
digital technology in small firms, their future plans in this area, the areas they require
training and suggestions on how this training should be delivered - all which direct to a
more targeted and focused design of a digital skills competency programme.
To ensure the programme when developed will be effectively executed and implemented to
accommodate the personal and business needs of entrepreneurs at various stages of
business formation and growth, the trainers and educators need to be suitably competent
and capable of delivering this programme. Therefore the research findings from educators
and trainers will provide the matching dyad perspective as to the practices and
understanding of digital technology as it applies to enterprise learning from the supply side
dimension.
8. Educators Use of Digital Technologies - Key Research Findings
8.1. Respondent Profile and Experience of Enterprise Education and Training
A combination of enterprise trainers, educators with third level institutions, mentors and
consultants combined the 141 respondents to this survey. The number of respondents by
country is displayed in Table 19.0.
Table 19.0 Respondent Profile
Country Number of Respondents Percentage response rate
%
United Kingdom 31 21.9
Spain 19 13.5
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Lithuania 28 19.8
Bulgaria 9 6.4
Slovenia 19 13.5
Ireland 35 24.9
Total respondents 141 100
The profiles of enterprise educator and trainer (ETE) varied in demographics and experience
and across the digital spectrum of digital native to digital immigrant. The majority of
respondents were female (63.8%) and the sample consisted of an even mix of respondents
aged between of 31-40 years (30.5 %) and 41-50 years (33.3%) with 24.8% aged 51 years
plus. Concurring with their age cohorts, respondents had accumulated extensive experience
in the delivery of entrepreneurship education programmes, where 30.5% had accumulated
6 to 10 years’ experience; 22% having acquired more than 15 years’ experience and 19.9%
had attained between 11 and 15 years training experience. This experience consisted of
delivering enterprise programmes to smaller groups, where group sizes of between 4 and 10
and 11 and 20 people were most commonly cited across the partner countries. The larger
groups of 51-80 and 81 above of entrepreneurial learner were more evident in full time
education programmes and at third level educational institutions.
Consistent with the variety of roles of the respondents they also displayed experience in
delivering a comprehensive range of enterprise related modules and programmes which
dealt with the start-up, growing and internationalising a small business. Experience was also
held in delivering related enterprise modules on functional aspects of the business
(marketing, finance, accounting for start-ups, project management, etc.). A list of the
enterprise related subjects delivered are contained in Appendix 11. Respondents
represented a variety of roles related to teaching, training, lecturing, mentoring, and
consultancy to mainly learners who were predominantly in the 21–30 years age cohort,
followed by entrepreneurial learners aged between 31 and 40 years. All respondents
indicated that they had experience of teaching and working with a mix of ages. The public
sector was the dominant employer of this group and while engaged by the public sector
some respondents gained experience of working with private sector training and
development companies to deliver enterprise training and education programmes.
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8.2 Digital Technologies Practices, Barriers and Benefits for Enterprise Education
Respondents indicated their use of digital technology in a number of tasks related to the
delivery of enterprise education and the assessment of enterprise programmes which is
reflected in Table 20.0 below. Given that there are multiple responses the analysis
represents the number of respondents from the 141 who answered the question regarding
usage of the various tools.
Table 20.0 Use of Digital Tools in Enterprise Education
Tasks use digital tools for in enterprise education and training
Response Count (N=141)
Response Percentage %
Distributing notes/reading material and notices about the subject/classes
123 87.2
Facilitating Online Learner to learner discussion (e.g. discussion forums)
67 47.5
For Class announcements 99 70.2
Completion of revision Quizzes 37 26.2
Allow for Online submission of coursework 73 51.8
Creating Online meeting room / Webinar 36 25.5
Digital videos of lectures 40 28.3
Creation of collaborative documents (e.g. using wikis, shared file space)
57 40.4
Plagiarism detection (e.g. Turnitin, SafeAssign, etc.) 28 19.8
Interactive learning materials (e.g. animations, simulations) 43 30.4
Develop and publish blogs relevant for enterprise subjects 43 30.4
Administration and completion of Online assessment 41 29.1
Use the web to download or publish podcasts (e.g. using Juice, iTunes)
33 23.4
Design and dissemination of Interactive Multimedia/CD-ROMs 17 12
Creating entrepreneurial learner to educator discussion forums
45 31.9
Have available Skype facilities for learner contact outside class times
53 37.5
Have created EBooks and eLearning material 45 31.9
Use the web for web conferencing 32 22.6
Developing/supporting “learning communities” 35 24.8
Develop podcasts 16 11.3
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*The figure exceeds the total number of respondents as in a number of cases respondents cited
more than one element.
The data presented in the table above would suggest that digital technology is used as a
conduit through which content and assessments are delivered and made accessible to
learners who in many cases are not attending full time education or training programmes.
Further, the use is one directional in nature using existing technologies as opposed to
developing personalised interactive and engaging digital technologies specific to a group or
enterprise programme (e.g. videos; webinars; podcasts; blogs etc.).
The minority of respondents who did not use digital in their enterprise programmes put
forward the reasons below as why this was the case:
- ‘Don’t have the time’
- ‘Not really suitable to my audience who lack access to technology outside the classroom’
- ‘Not see its relevance to enterprise as it’s about people’
- ‘It distracts the participant and me the lecturer when delivering content’
- ‘Don’t know enough about new technologies or their uses’
- ‘It hard to use in short informational workshops’
- ‘Lack of time, motivation, sometimes finances’
- ‘Entrepreneurs don't want it, they don't have access or time for this way of communication’
- ‘Lack of knowledge’
- ‘There is no reason not to use them – the system enables usage of digital technologies in study process; the professors are too lazy for establishment of active work in e-environment’
The type and level of engagement with digital media can be better explained by reviewing
the objectives educators had to guide their use of digital technology. A sample of objectives
with similar underpinning themes across the partner countries are presented in the
narratives contained in the Table 21.0 below.
Table 21.0 Objectives for the use of Digital Technology in Enterprise Education
- More effective work and cooperation with/between participants
- Availability of contents anytime, anyplace
- Adaptability towards participants
- Better reach of customers
- Establishment of interactive communication outside of specific class; encouragement for usage of digital technologies in seeking of information necessary for team and individual assignments; encouragement of teamwork in e-environment; encouragement for seeking and studying of
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good practices; testing before crucial tests; business simulation games
- Holistic insight into specific topic/class, encouragement of learners to search for relevant information, encouragement of innovative study approaches (for example: blogs for stating their own views on specific area which requires previous study and understanding of a topic)
- It’s Convenience/Access anytime
- Get Learn to use/ Comfortable with digital technology
- Supporting the learning experience of learner
- More enjoyable learning experience/Greater engagement
- Learning through the use of games and simulations, efficiency in online communication
- Decrease the administrative expenses for the course
- To increase competition
- To prepare young people for future work
- For better communication and involvement of co-workers
- To differentiate way of studies, to make it more attractive
- To make a work faster, more effectively
- To facilitate completion of business plans and financial forecasts
- To enable women to use the internet and social media to support their businesses
Digital technology was used with multiple objectives which focussed on the benefits of the
infrastructure of technology and secondly on using digital tools to enhance pedagogy and
learning outcomes for learners. Respondents focussed on the use of technology as an
enabler and means of communication and dissemination which was dependant on the
available infrastructure of digital technology to do this successfully. Technology was viewed
to increase educator efficiencies and create greater access to the entrepreneurial learner.
The pedagogical related objectives resonated on enhancing the professional skills set of the
learner such as generating confidence and greater experience in the use of digital
technologies that relate to the business needs. The findings reveal that while digital
technology objectives are in place they are traditional and relatively standard educator
ones and do not bring to the fore any creative aspirations for imparting more ‘digitalised
mind-set’ or knowledge into the learner.
The results have implications in terms of understanding how the educator is setting the
objectives, for instance are objectives defined in relation to desired digital learning
outcomes which drive the use of what technology to use and how it is embedded as part of
the curriculum; or conversely is it the opposite where the availability or lack therein of
digital technology dictates the objectives set for the enterprise education and training
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curriculum. If this is the scenario then technology and location determines the type and
depth or use and exposure learners gain in the application of digital.
The barriers to the use of digital technologies identified those connected with access to
technology and technical supports aligned with challenges relating to the lack of confidence
and skills in the use and trialling of digital technology in the delivery of enterprise training
programmes. The analysis of this question and its low response rate and the number of ‘not
relevant’ responses suggests that barriers are not a huge deterrent in the use of digital
technology. Of note is the issue in relation to time – reflection of respondents which could
be viewed as a contradiction or against the ethos of their core business of teaching which
requires time to learn on their part, but yet have little time to upskill themselves in what
they are educating other for and about.
So taking into consideration infrastructural and hardware issues efforts must be made to
ensure educators become more confident and comfortable in the use of digital technology
beyond the dissemination of notes. The barriers to learning about and engaging in the
adoption of enterprise relevant digital technology must be clearly communicated so that
educators comprehend that despite time being a barrier, that it will generate long term
professional and pedagogical benefits. Moreover, as educators will in the future be engaged
with a younger age cohort of entrepreneurial learner or one who is more digitally equipped
and competent then the educator must be capable and confident in meeting their needs.
Conversely, respondents were requested to identify how the adoption of digital
technologies benefited them in the delivery of enterprise courses. The benefits revolved
around how technology created greater access to more learners and allowed for speedier
and more seamless contact with the entrepreneurial learner and equally allowed the
entrepreneurial learner to have speedier and more direct access to the educator at all
times. This facilitated the adult or entrepreneurial learner who was not located in a
structured full time programme.
The positive aspects of digital technology are less obvious in areas such as developing
enterprising skills; the development of enterprise decision making skills, personal or
communication skills or providing flexibility to respond to a variety of learners which are
important points to consider in any programme development and design. How can we
ensure digital technology does not deter learners who may need more personal reassurance
or assistance and especially if undertaking a predominately distance or e-learning
programme for developing enterprising skills? Questions arise as to how can digital as a
conduit, enable the acquisition and development and indeed the testing of e-leadership and
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e-skills which are promoted by many policy documents. To achieve this in enterprise
programmes requires incorporating practice based assessment and practical
entrepreneurial related projects to allow the learner acquire skills in an applied and relevant
manner.
In considering these issues, decisions need to be made on how best to incorporate non-
digital delivery methods to complement and support digital technologies for the topics of
personal communication, decision making etc., and the skills pertinent and necessary for the
entrepreneur to possess in the absence of digital technologies in the business.
Having established the benefits and barriers of digital technology in enterprise learning and
education, respondents were asked to indicate the challenges they encountered in the use
of digital technology, broadly relating to the infrastructural and personal preference
perspectives. Table 22.0 highlights the prioritising of perceived problems and challenges
encountered.
Table 22.0 Barriers Encountered with Digital Technology Usage Problems/challenges in the use of digital technologies in enterprise training and education?
Yes No Response percentage %
Lack of clear policies or rules governing disputes which occur
online
36.9 63.1 100.0
Misinterpretation of information distributed via technology
when the educator is not available to explain
54.9 45.1 100.0
Concern about network security and privacy creates caution in
the use of digital technologies
43.4 56.6 100.0
Lack of educator control of where information id disseminated
once it is online
53.3 46.7 100.0
Erodes on personal space and private time of educator as
always accessible to the learner
47.5 52.5 100.0
Technology reduces the concentration and attention span of
the learner
29.2 70.8 100.0
Reduces the opportunity for personal development of the
learner
30.3 69.7 100.0
Learner will be distracted by the technology, not content 24.0 76.0 100.0
Does not allow for enhancing communication, selling and
negotiating skills which are critical enterprising skills
41.0 59.0 100.0
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Too much focus on technology deemphasises the importance of
personal role of the entrepreneur in the enterprise
30.3 69.7 100.0
The most frequently cited barriers relate to aspects of the technology itself, such as issues
about loss of control of the interpretation of content as it passes to the learner and how to
ensure safety and security of the information on networks, which point to the need for the
employing institution and organisations to have these issues addressed. The existence of an
overall institutional/organisation digital strategy should address these issues. This was a
topic emerging in the literature where Plomp et al., 2008; Shear et al., 2010a; Shear et al.,
2011 strongly endorsed that the commitment to the use of digital technologies must be
translated into the provision of resources to support the learner and the educator. It also
promotes the imperative for the professional development of the educator to ensure that
they are equipped with digital skills and secondly digital pedagogy and assessment and have
the necessary infrastructure in place to achieve appropriate digital learning outcomes.
To develop this point further, respondents were questioned on their knowledge of and the
availability of institutional/organisational digital strategies to guide and support digital
learning in their institutions. The responses indicated that from a strategic institutional
perspective it would appear that institutions positively endorse but do not mandatory
impose the adoption of digital technology with 39% of the 128 respondents indicating they
their institution had a clear strategy for encouraging and supporting technology enhanced
learning and programme design across all disciplines. Of note was the 26% who indicated
that they did not know if such a strategy existed in their institution/organisation – perhaps
reflecting somewhat on their interest and engagement with digital technology. The higher
level of awareness of institutional policies existed amongst the Spanish and Irish responses
and perhaps can be linked with the nature of the institution providing the enterprise courses
which are predominately universities. It would be expected that the larger public sector
organisations would need to have digital and ICT strategies to govern the use of information
technology in the broader sense. That said the barriers they encounter are at institutional
level and would thus question how developed or operational are the institutional strategies
or how aware are the respondents of the content of the strategy?
Beyond the technical issues, and those related to the personal role of the educator/trainer
is the view that using technology erodes on their time which may militate against its usage.
It is important to note and address these perceived barriers and provide a means of
addressing them, such as how to manage learner access times, devising a more structured
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and clearly defined timescale of activities, reporting and communication times in the
module outline which is given to the learner at the commencement of the enterprise
module. This forms a contract of learning to ensure both parties are familiar with the
parameters and boundaries of their learning relationship.
Given the nature of enterprise education and the constant challenge for educators on how
to get the correct balance of incorporating digital technology whilst maintaining the
personal interactive facilitation and peer learning exchanges, this cannot always be
optimally achieved via digital delivery solely. For the delivery of enterprise education the
respondents to this question (N=128) were consensual in their agreement (85%) that
technology should not be a substitute for the educator and used by the educator. When this
response is taken into consideration with the manner and reasons digital technology is used
in the delivery of programmes (distributing notes/reading material and notices about the
subject/classes; facilitating online learner to learner discussion; for class announcements); it
provides a deeper insight into the more traditional use of digital technology in the content
and also in its role in the delivery of entrepreneurship education programmes.
This finding suggests that educators are not fully capitalising on the functionalities or the
potential of digital in learning and delivery and it is important that technology per se on its
own is not the sole or primary driver of the delivery mechanism nor should the emphasis on
technology drive or be the main determinant of content, assessment or personal skills
development. As is the case in the literature, technology is the tool, or digital technologies
provide the conduit or platforms on which to develop a more digital savvy enterprise
learner and be in a position to more relevantly transfer this learning into starting and
developing a new business.
Given the pervasive use of digital technology in individual’s personal life and how this usage
may be linked with or reflects the broader use and attitudes to digital technology
information was sought on the frequency or balance of use of digital technology between
work and personal life. Of the 125 responses to this question 65.6% indicated that they used
technology mostly for work reasons and 32% highlighted that they used it for equal
amounts of personal and work reasons suggesting an interest and awareness of digital but
yet, it does not appear to transfer into enterprise education programme development and
delivery. As expected the majority of educators possessed an account with a professional
networking site (86.6%) with LinkedIn as the most popular site mentioned followed by
Facebook. Twitter was viewed as second most important and more so for United Kingdom
and Irish respondents.
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Having obtained an insight into educators digital practices and the challenges they
encounter in the adoption of digital technology for enterprise education information was
sought on the educators own participation in digital training and future needs for this type
of training.
Table 23.0 Participation in Digital Training
Received training in digital technologies
Ireland UK Spain Lithuania Bulgaria Slovenia Response Count
Response Percentage
%
Yes 8 5 13 4 3 4 37 28.7
No 26 15 6 24 6 15 92 71.3
129 100.0
Overall respondents were satisfied with the training obtained which was delivered primarily
via a blended learning approach. The training was completed on a voluntary basis which is a
positive reflection on their appetite for learning more about digital and their commitment to
give time to this learning. To develop these further, respondents were asked if they
considered that they had digital training needs and if so in what topics. The list of topics are
presented in Table 24.0.
Table 24.0 Areas highlighted for training
United Kingdom
- I would like to improve my knowledge and skills in using prezzi and survey / polling programmes. Also to learn about new simulation games etc.
- Numerous - as technology keeps moving forward while I struggle to keep up
- Film making
- Website Development and Search Engine Optimisation
- I need time to explore appropriate tools and funding to pay for platforms and tools that are useful. I need a leaner procurement process
Ireland
- e-commerce, selling online
- e-marketing, mobile technology,
- Yes - how to interlink different digital sources into one platform; how to create engaging content that offers choices to learners in how they learn;
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- Use of blackboard
- New tools to enhance the learner experience - specific examples of how others have integrated Technology successfully in their modules
- Interest in knowing more about how to develop content; SEO; Analytics; measuring social media activity
- Designing social media plans for small firms, website development; online selling and email marketing
- Twitter for business; ecommerce trends measuring social media impact
- Online selling, producing effective blogs, video marketing and online CRM
- How to track and measure social media activity and relate to costs of doing it; CRM via online methods; online networking
- Ecommerce; developing aps; effective content design
- Webinar development; SEO; Analytics; digital customer service
- Ecommerce and mobile marketing strategies
- Turn tin and Policies and procedures for assessing using digital tools.
- Training for online assessment and eLearning material design
- Ecommerce and e-business; cloud computing
- Mobile marketing and developing; SEO; Cloud computing
- Current trends and tools for social media and how to develop digital media campaigns
- eLearning systems and design of material for online delivery
Slovenia
- Learning of new approaches
- Social media
- New technologies
- New technologies, world trends
- Types of technology and its practical use
- Video
- Detailed presentation of (dis)advantages of all options which the e-environment provides
- Combination of different technologies, data protection in internet, advanced Excel
- Usage of video content, preparation of video materials for learning
- Combination of e-learning with learning in classroom
- Social media
- Innovation in technology
- Usage of different types of technologies
- Combining technologies
- Data protection on world wide web
- Microsoft Excel advanced level
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- The use of video content and preparation of these for learning
- Interactive materials
- Webinar
- Mailchimp
Spain
- Video, postcasts, apps
- Yes, teleformation
- eCommerce (prestashop)
- More entrepreneurial software I would like to teach the students with
- New programs knowledge
- Topics related to multimedia
- More than necessities, I have a lot of training "curiosities", but the problem is not to get the
information but to have the time to learn
- Digital tools for the management of time/elaboration of digital contents/gamification/resources
Languages, use of the networks for debates and exams
Bulgaria
- Podcasts
- Experiential learning,
- Educational games
- Content design for simulations
- Intellectual property rights protection
As with the responses from the entrepreneurs a broad range of topics emerge which are
related to the popular and commonly used digital and media tools. Further as with the
entrepreneurs suggestions were given on a single topic or digital subject basis and less
attention to receiving training on a more holistic perspective of digital marketing as it
applies across business activities.
As a means of identifying good practice and obtained examples which could be used as case
studies respondents were encouraged to provide examples of digital technology used in
enterprise training and those provided are contained in Table 25.0.
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Table 25.0 Good practice examples of digital technology for Enterprise Learning
- Webinar discussions of case studies and related theory provided in class and then discussed by learners online afterwards (not necessarily moderated by lecturer)
- Using FaceBook to converse with learners highlighting Videos and written content. This is where they are interacting, so this is where some content needs to be.
- Online learner to learner discussions forums
- Use of Webinars
- Creating a social media campaign in real time, not just theoretically, where learners have to manage the campaign and measure its effects.
- Submitting assessments and giving feedback via turnitin is the way forward with assessments. I also think presenting assessments via an E-Portfolio develops the learner’s online presentation skills as well as the specific subject matter. I have used online quizzes as a revision aid which I think worked well. Having e-books and online resources 'curated' for the learner facilitates flexible learning. Live streaming of lectures to ensure learning is
- Moodle Business simulations
- SIM Venture - a game that learners and their educators find engaging and useful.- software that allows virtual meetings / webinars with flexibility for different members of the group to take the lead and share their screen. It has the advantage of not requiring software download - which can be a barrier in some institutions.
- Southampton Solent University is a good example of how Moodle and Mahara combine to make the learner's journey as effective as possible.
- Www.teaching-entrepreneurship.com (see the resources utas learners)
- Colin Jones's Teaching Entrepreneurship: http://www.teaching-entrepreneurship.com
- Moodle is OK as long as it is used well, for example to provide current information via RSS feeds. I also find that Twitter and a Facebook Group can be excellent to spread current information to learners.
- We use Google+ Pages and Google drive to share resources and have created a website which includes downloads, information and discussion forum for learners on socialstartup.org.uk We're going to use Canvasser soon to share Business Model Canvases...and we use email a lot.
- webinars - interactive and recordable
- Using LinkedIn to improve networking opportunities
- the use of social media ... you tube as a demonstration tool LinkedIn develop business networking twitter to build
- VLE Platforms
- Blackboard
- Notifications, livestream, video, Skype, Facebook, on-line evaluation and progress
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monitoring
- Webinars,
- Thunderbird Online Certification Programs,
- Coursera,
- Certification for Barrett Values Centre
- LIFE - Learning Initiative for Entrepreneurs http://www.life-global.org/en
- INSPIREYOW project: http://training.inspireyowup.eu
The examples provided demonstrate the range of possible good practices which can be
further researched as a means of identifying topics for inclusion in a digital competency
training programme and more so issues in relation to delivery and pedagogy and ideas on
how digital can be incorporated to enhance the appropriate digital skills competencies and
practice for entrepreneurial learners.
Due to the rapid pace of advancements in digital technology the content of any digital
competency programme must address the emerging digital topics that educators will need
to have expertise in, which must be incorporated into the digital competency framework.
Therefore, respondents were asked to provide insights into their opinions on what digital
technologies they viewed would impact on their role over the next five years and the
common suggestions are listed in Table 26.0.
Table 26.0 Digital technologies influencing the role of the enterprise educator
United Kingdom
- Webinars, Skype
- VLE platforms will become easier to use and offer more tools and support than we can imagine now. Canvas is looking a good new tool.
- Video, mooch like delivery platforms
- Understanding communication (the more innovative something is the tougher it is to communicate effectively).
- If anyone can tell me that I would be very pleased to know!!!
- Mobile and tablet devices.
- All of them!! - video; downloadable podcast; interactive content
- Increasing use of social media
- wrist devices are moving forward
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Ireland
- Cloud computing and technologies which are used in different cultures for international selling and marketing
- Technologies related to the tracking of Intellectual Property infringement by lecturers and delivers of education (not by the learners!)
- Cloud computing
- Online content becoming more important than core textbooks
- Social media technologies
- Cloud computing and also more options for social networking and online selling platforms ebusiness
- Mobile and smart technologies;
- Technologies being used by 16 year olds now as these coming into education system - more mobile and eLearning is becoming more important
- Google new products and platforms set the trend for other firms to follow mobile technologies more important as smart phone usage increases
- Mobile technologies; video conferencing;
- New and emerging variations of Google and more international eplayers into the market
- Ecommerce; measuring results of social media strategies
- Mobile and ecommerce will impact on small firm competitiveness
- Mobile and the role of the smart phone by the consumer
- Big data analysis
- Social media technologies s
- Google eLearning products and online learning platforms – free for usage
- Video conferencing
Slovenia
- Video
- Any technology which will enable a better relationship between teachers and learners at transfer of knowledge
- Mobile technologies
- Smartphones, tablets
- E-learning platforms which are highly connected with video lectures, tools for simplification of communication with learners; usage of video for promotion, personal presentation, lectures…
- Webinar
Lithuania
- Social media
- Large, because everything moves to digital technology
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- Distance Learning
- E-earning courses can be on the platform in real time
- Growing popularity of distance learning, perhaps the whole group in real time
- Laptops, tablets, computers, smartphones
- All technologies are inseparable from business training
- All existing ones
- Massive online courses
Bulgaria
- Social media,
- websites with games
- Simulations,
- google drive,
- Mobile apps
Spain
- To use a teleformation platform as moodle
- Simulation tools, gamification
- To do cases
- An example could be: the systems of multimedia videos/contents well edited and coherent contents but mostly those monitored and structured to a MOOC environment of self-study
- I am not too informed about the best practices in those means
- I have successfully used the creation of theoretical and practical tests with finances students.
- Goodle drive
- Include the contents TIC as an instrument or tool of the teaching, instead of as an "exceptional practice" or a task different from the rest, getting them in the materials and tasks programming. The idea is that the students must have competencies to work rationally with those resources daily. To know which tools exist, be able to integrate them in the context of a problem or a decision model, know the security risks in an entrepreneurial context...etc.
- The use we make of the eLearning platform
- GDrive, Calendar...
- UNIMOOC
- DRIVE, GOOGLE +, GOOGLE CALENDAR
- Skype
- Shared videos
- eLearning platforms as Moodle or Efront
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As with the responses from the entrepreneurial respondents a broad variety of responses
were obtained and were general in nature and topic specific. Of note was the receipt of a
number of comments such as ‘don’t know’; ‘too many’ and ‘unsure’ which highlights an
important issue to address as if educators are not aware of the emerging digital
technologies for entrepreneurs then the digital needs of the entrepreneur will not be
addressed in a sufficient manner. This finding, when taken into consideration with the
results emerging from the entrepreneurs brings to the fore the digital divide between
‘theory and practice’ which our research shows may be founded in the lack of skills and
competencies or insufficient knowledge of digital as it applies to the entrepreneurial context
of the educator. So irrespective of the digital needs articulated by the entrepreneurs in their
survey, if the entrepreneurial educator does not possess the relevant knowledge and skills
then the digital competency gap of the entrepreneur will not be bridged.
8.3. Concluding Comments
This research study generates some thought provoking questions in relation to the use of
digital technology in enterprise training and education and a determination if educators
who are charged with this remit are suitably capable in delivering on what the
entrepreneurial population require in terms of digital to start, develop and grow their
business competitively. So while yes, educators engage and adopt digital technology, they
consider themselves in the main to be confident and eager to try out new technologies the
evidence would not entirely concur in terms of the novelty and interactive nature of what
digital is and will be about for emerging entrepreneurs. So issues and questions arise about
how the current level and adoption of digital technologies in enterprise education prepares
enterprise learners to adapt, take on new roles and develop new opportunities in an
increasingly digitalised marketplace.
Moreover, these findings raise questions as the enterprise educator/trainer adopts a narrow
and topic driven understanding of digital technology, then, is this what is influencing current
digital training on offer to entrepreneurs? If so, then the provision of digital technology
programmes is driven by the educator skills as opposed to the needs and requirements of
the entrepreneur at the various stages of enterprise start up and growth. This empirical
study addresses that issue and the provision of the multi stakeholder viewpoints ensures
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that the ultimate client needs (the entrepreneur) are known and met through the provision
of a relevant digital training programme – a bottom up approach to digital programme
design and delivery. This bottom up approach is further informed by the inclusion of the
results of the survey of entrepreneurial learners on their digital practices and skills needs.
These results are presented in the next section.
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9.0 Entrepreneurial Learners Use of Digital Technologies – Key Research Findings
9.1. Respondent Profile and Experience of Enterprise Learning
An alternative and complementary perspective of digital practices in entrepreneurial activity
was obtained through the completion of a survey with enterprise learners, those who had
and were completing a range of enterprise related training and education programmes
which reflected the needs and expectation of what digital means for them when starting
and developing a new enterprise. The results from this survey were informative as they
provided insights into current adoption patterns of the digital or millennium learner, their
views about digital in a learning and personal context which will more readily transfer into
their expectations of technology in their professional roles and careers. Further, their
feedback on the type and level of engagement with digital technology as part of their
enterprise learning will draw attention to how enterprise educators/trainers are delivering
and promoting digital as part of the learning and assessment process. This will unfold the
gaps or opportunities that exist to advance the level of digital in the enterprise curriculum.
The results will be compared with the issues and trends emerging from the findings of the
educators’ and the entrepreneurs’ surveys which collectively will present deep and cohesive
insights to provide a foundation and set of guiding principles to inform the design of a digital
competency training programme.
The sample consisted of 102 entrepreneurial learners and the country breakdown is
presented the Table 27.0 below
Table 27.0 Respondent Profile by Country of Origin
Country Number of respondents
(N=102) Response percentage
%
Ireland 35 34.3
UK 13 12.7
Spain 7 6.9
Lithuania 17 16.7
Bulgaria 14 13.7
Slovenia 16 15.7
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The majority of respondents were female (64%) and the sample of respondents spanned
different age cohorts, employment categories and were in both full and part time
education. Just over 15% of the respondents were less than 21 years and 32% of
respondents were aged between 22 and 25 years with the remaining 53% over 26 years.
This age spectrum reflects individuals across the digital native classification, with the digital
native used to describe people born after 1980 (Prensky 2001), from the Net-Generation
(Jones and Shao, 2011; Bennett, Maton and Kervin, 2008) or also known as the new
millennium learners (OECD 2008). These learners are able to intuitively use a variety of
digital devices and navigate the internet as it’s been a natural part of their growing up and
thus expectations and perceptions of the role and value of digital technologies is viewed as
part of their identity (Jones and Shao 2011; Bennett, et al. 2008). The breakdown by age is
presented in Table 28.0.
Table 28.0 Age profile of Respondents
Age Profile Ireland UK Spain Lithuania Bulgaria Slovenia Number responded
(N=102)
Response %
15–18 years 2 0 1 0 0 0 3 2.9
19-21 years 9 1 1 0 0 1 12 11.8
22-25 years 16 1 3 2 2 8 32 31.4
26 years
plus
8 11 2 15 12 7 55 53.9
The analysis shows slight variation in age groups by country with the majority of younger
learners falling into the Irish sample of respondents. The mixed learner age profile
demonstrates the broad nature and diversity of age groups who are participating in
enterprise training and education and thus represent the needs of a target market for digital
competency training programmes.
Respondents possessed a wide variety of educational achievements across disciplines
beyond business and management. In reviewing the level of the awards held by
respondent’s cognisance must be taken of the country specific nature of the awards and
note that each country has its own accreditation and awarding bodies and thus the level or
how the awards are described will vary. The majority of respondents had completed second
level education and participated in on-going training or further education programmes.
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In addition to the more formal educational qualifications the respondents had and were
engaged in developing their entrepreneurial mind-set and understanding by completing a
range of enterprise related training or educational modules. The modules included
entrepreneurship as a focus and those where entrepreneurship was linked in with
functional specialist topics. The variety of modules completed, when examined in relation to
both the variation and heterogeneity of learner profiles and the type and mix of educational
providers heightens the increasing popularity and interest in entrepreneurship learning and
the need to increase access and availability to a multi participant sector and beyond the
traditional educational institution. Increasing access and the ability to customise
entrepreneurial learning to the diverse range of learners can be facilitated by the use of
digital technology. These findings are in line with those of the Modernisation of Higher
Education Report (2014) which highlighted that the landscape of learning has changed
dramatically with increasing opportunities for open and distance learning as technological
capacities have evolved creating the potential to reach more and newer target groups of
learners in more flexible manner.
A sample of the popular enterprise modules cited by respondents is displayed in Table 29.0
below.
Table 29.0 Sample of Enterprise Modules completed by learners
United Kingdom
- Business Administration, Sage, Basic Book-keeping, German for beginners
- Liverpool John Moores University World Of Work Centre Courses and Centre for Entrepreneurship Courses
- Excel online management course
- Social Enterprise Course
- Business chamber start-up course Social media for beginners
- How to start a successful business, Social media strategy, Meet the media, How to start a social enterprise
- Business Planning Course at The Women's Organisation
- PFS at The WO
- Planning for Success, Basic Bookkeeping
Ireland
- New Venture Creation, Enterprise Development and Business Consulting
- enterprise development, entrepreneurship (this module was mentioned on a number of
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occasions)
- Entrepreneurship, Creativity and Innovation
- Business Consulting, (this module was mentioned on a number of occasions)
- New Venture creation
- Creativity and Innovation
- Managing New Venture Growth
- Entrepreneurship, Innovation and Creativity (this module was mentioned on a number of occasions)
- Marketing and product and service development, product development and marketing for a start-up business
- Schools enterprise start own business programme
- Bord Bia - Business Development Courses, Brand Audit, PR
- Enterprise creation and development (this module was mentioned on a number of occasions)
- Learner enterprise awards module - start your own business
- Marketing research for a new venture Sales and Marketing
- New Frontiers stage 1, new venture creation
- Start your own business and finance for start-ups 5
- New venture creation and business consulting
Slovenia
- Currently enrolled in a tertiary programme in entrepreneurship (mentioned by10 respondents;
- Management
- Entrepreneurship
- Economics
- Marketing
- Sales
- Controlling
- Business finances
- HRM
- TEDex
- Corporate social responsibility
- Entrepreneurial innovation and creativity
- Marketing and market analysis
Spain
- UCIN Valdepenas
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- Comgraf S.L.
- Course for the use of social networks -Course to promo the Entrepreneurial Spirit –
Trainee student with Inercia Digital
- Courses: Workshops for the digitalization of the SME -Create your web; How to
elaborate your entrepreneurial project;
- Course "Entrepreneurial Strategies on the Web 2.0. Online Social Networks" 4
months as a trainee in Inercia Digital SL
- Entrepreneurship
Lithuania
- A lecture about business incentives
- Graduated 2 months. X-Culture-term business plan, as a global virtual team member, along with more than 2,750 learners from 92 universities, more than 40-countries
- Participant of entrepreneurship education project "Young Leaders Solutions (www.creazone.lt)
- Learner mentoring project "E-Mentoring: New Competencies and skills for new jobs"
- Participant of entrepreneurship promotion project "Smart Start" training "From the idea to the transaction"
- Graduated from KTU "JKM" Small and e-business organization studies
- 'Fundamentals of Entrepreneurship "," Corporate founding principles "
- ''Bea Cosmetics Marketing volleyball'' UAB Desmax "Inertia selling household goods. Avon network marketing. Oriflame network marketing, network marketing Amway.
- National and international seminars under EU projects
Bulgaria
- Start-up, business course, social media for business,
- Harvard business class,
- Executive MBA
- Authentic Leadership Global Management Sustainability & CSR Business Ethics
- Customer Experience Management Cultural Transformation Tools & Values
- Sales Performance, Negotiations, Talent Development.
The title of modules vary and when this variety is taken into consideration with the profile
of the learner, their age and prior educational awards provides a comprehensive foundation
on which to position the subsequent findings in determining the type of digital technology
they are accustomed to and what applications they apply in personal and learning situations
and their expectations for digital in an entrepreneurial context.
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9.2. Respondent Familiarity of Digital Tools and sites
As expected the vast majority of learners had ready and constant availability to multiple
technologies including laptops, tablets, MP3 players allowing greater flexibility and access
by learners to information and consequently to training. These results support the notion
put forward in the literature and policy that the net-generation of learner is tightly linked
with technology where it is a natural and expected part of their daily lives and thus will
naturally be used in their work life in the same manner (digital consumers think of digital
technology as something akin to ‘oxygen; they expect it, it’s what they breathe and it’s how
they live’ (Brown, 2011).
The constant use of digital technology is further endorsed when membership of a social
networking site is examined. Over 95% of respondents were members of a social
networking site where 72% of those were members of a site for more than 3 years and 22%
members for between 1 and 3 years, demonstrating that learners commence membership
of sites at younger ages. Additionally, respondents were members of more than one social
network site where results showed an equal distribution between membership of 1-3 sites
(48%) and equally 48% were members of between 4-10 sites with the majority (52%)
mentioning that they had between 1 and 250 members and 23% suggesting that they had
between 251 and 500 members on their sites.
The most commonly cited networking site for social purposes and lifestyle was Facebook;
followed in order of popularity by Twitter, Google Plus; Instagram, Pinterest and Snapchat.
In comparison the sites used in a learning and study context reinforce the popularity of
Google Plus followed by Facebook; Pinterest and equally by Twitter and YouTube. Taken
together the results show the consistent high use of Facebook as a social and a study tool
and also brings to the fore the range of digital tools entrepreneurial learners have both
exposure to and familiarity with. With these patterns of usage in mind the expectations of
this profile of learner will be increasingly focussed on digital as part of their daily routine
with less separation of its use for personal and professional or study roles.
When reviewed, the reasons motivating the respondents choice to become a member of a
particular site was dominated for the purpose ‘of communicating with and having access to
family and friends’ and secondly as a result of ‘peer pressure where their friends are on a
social site’. Indeed these two motivating reasons may be interlinked as peer pressure tends
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to dominate across the family as well as the non-family social spectrum underpinned by the
need to ‘belong and be part of’ a group which is enabled by social platforms such as
Facebook and Twitter. This reinforces the findings in studies which portray digital natives as
having access to networked digital technologies and the skills to use those technologies as
parts of their lives and daily activities mediating social interaction, friendships, civic
activities, and hobbies and social networking platforms enable sharing, promoting and
discussion about products and services on social channels to a wide community in real time
(Spear 2007; White and Le Cornu 2011; White and Le Cornu 2011; Ramanau, Cross, and
Healing 2010).
In comparison of the 4% who were not members of a social networking site cited the lack of
knowledge of what the sites entailed and a lack of interest in social sites, with and a number
of respondents indicating that prior negative experiences resulted in leaving the site and
were not interested in re-joining social site as reasons for not having membership of a social
networking site. The following is a sample of the comments received by those not
possessing membership of social networking site,
- ‘I don’t know what a social network is’
- ‘I am not interested in joining social networking’
- ‘I joined once, but I didn’t enjoy it’
- ‘It’s against my culture/beliefs’
Further analysis of the usage of social tools and platforms uncovered the type of personal
detail learners uploaded on sites and were willing to share with others, in many cases with
those who were classified as strangers. The respondents indicated that they provided their
real name (84%); equal amount of responses were received for sharing pictures as was the
case for email address (60%); very similar percentages were rated for popularity of sharing
hobbies (44%) and interests (47%). The uploading of learner status was shared by 52% of
respondents. The least shared topics were mobile phone numbers and religion. The detail
is standard information and related to the person and is linked with the motivation to join a
site – to keep in touch and contact with family and friends, sharing information and stories.
The time spent on using digital media varied and the majority of respondents 50% spent an
equal amount of time on digital for study and personal life, with 28% stating that they spend
more time on digital for personal uses as opposed to study and these collective results
strongly indicate the increasing prevalence of digital as a normal part of the everyday life of
the entrepreneurial learner. Expanding the knowledge base on the usage of digital
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technology was the classification of more specific usage of digital in their learning roles. The
results are shown in Table 30.0 below.
As was the case with the results of the educator survey, and indeed perhaps as a
consequence of, the use of digital tools for learning was traditional and narrow in focus and
centred on accessing notes and learning material (89%), secondly as a means of for
communicating with team members (79%) and using tools such as PowerPoint for
presentation purposes (74%). These trends were consistent across the findings in the
partner countries and the use of technology for communication with team members was
very strong. In addition technology as a learning aid or as a means of supplementing
learning using tools such as YouTube and videos were more commonly used in Lithuania,
Bulgaria and Slovenia. The emphasis or high rate of usage of digital as a means of
communicating with peers is consistent with the motivation for joining social sites and
concurs with the characteristics of the increasingly digitalised native learner and thus it is
important to consider these characteristics when framing curriculum content.
Table 30.0 Tasks Digital Tools Used for in Learning
Tasks undertaken using digital tools in enterprise learning
Yes (Count)* Yes (%) No (Count)*
No (%)
Seeking Class announcements 73 71.6 19.0 18.6
Accessing learning materials (e.g. copies of lecture notes/ reports , reading lists, links to websites)
91 89.2 5.0 4.9
Engaging in Online learner to learner discussion (e.g. discussion forums, chat rooms)
46 45.1 45.0 44.1
I complete revision Quizzes 41 40.2 47.0 46.1
Use the web to download or publish podcasts (e.g. using Juice, iTunes)
42 41.2 50.0 49.0
I submit coursework/ projects/assessments online
73 71.6 21.0 20.6
I use online meeting room / Webinars 29 28.4 60.0 58.8
I avail and use multimedia (e.g. audio, video to assist my understanding of a topic
50 49.0 41.0 40.2
I use PowerPoint / PREZI for presentations 76 74.5 15.0 14.7
I use it to communicate with team members 81 79.4 11.0 10.8
I use it to create collaborative documents (e.g. using wikis, shared file space)
52 51.0 39.0 38.2
I Develop and publish blogs relevant for enterprise subjects
26 25.5 64.0 62.7
I use Interactive learning materials (e.g. animations, simulations)
34 33.3 54.0 52.9
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Tasks undertaken using digital tools in enterprise learning
Yes (Count)* Yes (%) No (Count)*
No (%)
I access and use EBooks and eLearning material 55 53.9 39.0 38.2
I use You tube to supplement written learning material
46 45.1 43.0 42.2
I use available Skype facilities for contact with the educator outside class times
38 37.3 51.0 50.0
I use technology to check material for Plagiarism detection (e.g. Turnitin, SafeAssign, etc.)
40 39.2 47.0 46.1
I use technology to communicate with my enterprise educator to address questions on content and assessment
58 56.9 31.0 30.4
I have used technology to create learning communities where we share and help each other learn and revise
32 31.4 56.0 54.9
I design and dissemination of Interactive
Multimedia/CD-ROMs for projects/assessments
22 21.6 67.0 65.7
*The figure exceeds the total number of respondents as in a number of cases respondents cited more
than one element.
There is a need to identify suitable digital means for communication with learners through
the creation of a digital infrastructure for focussed peer and team learning via digital.
Interestingly the educator feedback highlighted that decision making and communication
skills were more problematic to develop via digital technology. These opposing positions are
important as attention must be afforded to how to balance the use of digital technology to
in some way leverage it to enable or facilitate, enhance and test communication and team
working skills relevant to an entrepreneurial context.
Overall respondents were satisfied with the level of access to digital technology (95%) in
their institutions and this is probably less a problem than anticipated given the free and
ongoing access learners have to multiple technologies as reported in this survey. This
positive trend was consistent across the partner countries.
Related to the above finding was the identification of the broader strategic institutional and
educator endorsement of the use of digital tools in learning as perceived by the learner. A
low response rate was obtained for this question and those responses received were
general in nature which in itself presents a sense of a lack of understanding if, and, what
institutional support exist, and further the lack of educator emphasis on digital supports to
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ensure the learner digital learning experience is positive. Some comments received are as
follows;
- ‘Email, Dropbox, Google Drive’
- ‘Yes, especially to introduce creative ideas in presentations and also for market research
analysis’
- ‘Yes and how to link it with technical product development aspects’
- ‘Sulis is used in UL for delivery and support of all modules’
- ‘Extensive use moodles type platform to disseminate class work and notes. Others use
youtube to present content and have office hours on Skype’
- ‘Yes, in all modules and in presentations - practical approach’
- ‘Sometimes ‘
- ‘Encourage it and more so in marketing modules’
- ‘Notifications and links for the interesting/necessary content’
- ‘E-College’
- ‘We are not encouraged’
- ‘Video content, e-materials’
- ‘Delivery of tasks, papers/projects – it is positive because it provides an auto reply, that
the paper has been delivered; YouTube clips’…
- ‘Materials and theoretic texts are available online and accessible from home’
- ‘Access to the materials is provided on the faculty’s website ‘
- ‘Yes – virtual classrooms, video clips, analysis, explanations, e-materials ‘
- ‘Yes – published study materials, delivery of papers with a set due date’ http://e.gea-
college.eu/’
Coincidently, the barriers to the use of digital technologies predominately resonate on the
lack of relevant skills and knowledge of digital in an entrepreneurial role. Over 32% of
respondents indicated that their lack of skills in the use of the technology was a barrier,
followed by 26% who reported that they were not sure of the possibilities or what it allows
in a learning environment. Similar results emerged from the entrepreneur and educator
surveys and thus have implications in terms of the design and supply of digital technology
programmes. For instance, the supply side or educators suggest that they have insufficient
skills in digital to deliver to a target audience who equally feel they do not have the requisite
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digital skills or competences for starting or growing a new business – clearly resulting in a
gap and lost opportunity in addressing entrepreneurial digital skills and competencies.
These findings serve to heighten the commonalities of the digital needs of the
entrepreneurial population and equally draw attention to the lack of skilled and competent
educators who understand the digital knowledge and skills requirements of the
entrepreneur – any suggested entrepreneurial digital curriculum must address the supply
knowledge and skills gap whilst addressing the needs of the entrepreneur.
The lack of technical support for learners was viewed as a barrier by 21% of the
respondents. These responses are interesting and a little surprising given the high level and
intensity of usage of digital tools as displayed in previous questions on the adoption of
digital and social tools. However, it calls to the fore that the use of social tools is somewhat
limited to personal use and in a learner learning context and does not extend to how and
where it can be used in a professional context- an issue which must be addressed in digital
competency training to ensure the balance between the personal and business digital tool
application is understood by the learner and applied in a professional manner.
Whilst the profile of the learner would suggest more digitalised use in personal and study
roles, it was interesting to note that they are not totally dictated to by technology in a
learning context. The role of technology in programme delivery was viewed that it should be
complementary to and part of the personal delivery mode of the educator as 67% of
respondents indicated a preference that ‘technology should not be a substitute for the
educator as I prefer ‘lecturer or tutor/ trainer’ with the remaining percentage equally
showing a preference for the ‘100% educator delivered learning and leave technology for
social networking’ option’ and ‘I prefer 100% learning by technology or online learning’.
Thus the personal preferences of younger learners are in alignment with the most popular
mode of learning cited by the majority of respondents in the educator and entrepreneur
stakeholder surveys. Of interest is the slightly increased preference for the option of 100%
learning by technology or online learning by this cohort which is reflected in their increases
use of social and digital media as part of their life and further is consistent with the trends
and characteristics of the next generation of learner as promoted in the literature (Jones
and Shao 2011; Bennett, Maton and Kervin 2008; OECD 2008).
The primary benefits perceived with the use of digital technology in programme delivery
were centred on creating speedier and greater access for the learner (91%) and another
90% suggesting that incorporating digital into learning created awareness of the broader
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use of technology beyond personal use and 91% indicated that it prepared learners for real
world of work where technology is in use. The results again were common across partner
countries and overall the responses showed that technology was very beneficial or
beneficial part of their entrepreneurial learning experience.
9.3. Digital Training Need and Preference for Digital Programme delivery
In looking to the future and addressing the perceived digital and social technology
requirements of entrepreneurial learners respondents were asked to indicate if they had
digital training needs and the variety of topics highlighted are displayed in Table 31.0.
Table 31.0 Digital Training Needs
United Kingdom
- Website development, advanced Microsoft office, Photoshop
- LinkedIn, twitter, Pinterest, snap chat
- Management tools such as prince
- No thanks.
- Twitter Facebook advertising
- Programming, privacy.
- Social media for my business
Ireland
- Web development; mobile marketing
- Learner use of Digital Technology
- E-business, mobile marketing and video /you-tube design and production
- Online selling and ecommerce
- Cloud computing and e-marketing
- Website design, using the mobile technologies to sell and promote
- Website design and how to attract customers to site and do research online
- Video production; mobile marketing and blogging
- Developing social media for my service business, website, online brochures and video or devising You tube/ videos
- Use of other sites other than Facebook and how to develop personal blogs
- E-business and online selling - how to set up website for online selling
- Blogs. Podcasts
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- Social media platforms and how these can be used or which ones to concentrate on
- E-business and mobile marketing as this is getting more popular for consumers how online selling is Used for business markets cloud computing and how used in business
- Mobile marketing as this is important for equine also video marketing and design of blogs and online selling
- Facebook, LinkedIn and twitter and online networking
- Social media selling and marketing; website content design; how to use Twitter for business
- Twitter; brochure design and web design
- Engaging with customers and marketing online
- Selling online, creating a personal website; blogging
- website design; google alters and google metrics advertising online and selling online
- Using Facebook for business; how to develop online selling and branding strategies; website design and social
- Media marketing for children’s market
- How technology can be used to research the market and analyse the feedback
- google analytics and tracking
- E-marketing; social media tools; email marketing, online networking
- CRM and accounting platforms for small business
- Cloud computing; mobile marketing ; webinars ; digital selling;
- Web design; designing social media plans; email marketing online security
- E-marketing; website development ; cloud computing
Slovenia
- Design of websites (2 respondents)
- Programming (2 respondents)
- Work with pictures, Photoshop (2 respondents)
- ICT manners (usage of capital letters in emails etc.
- Usage of internet
- Projections, design
- Languages, new trends
- Preparation of presentations
- Management of internet banking, programmes/application for management of a company
- Web forums, Skype, virtual classrooms
- Marketing
Spain
- Google tools and contacts on the social networks
- E-Learning
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- Design programs to increase the creativity and presentation of the projects.
- E-commerce
- Multimedia and statistical programs
Lithuania
- To address the current state of knowledge
- Use the camera
- Computer programs
- With computer software, camera
- Power point and others, computer graphical applications as well as professional camera.
- Corel Draw, accounting programs
- Accounting program “Pragma”
- I think it is important to combine technology with active learning methods, teamwork, “Icebreaker” and so on.
- I would like to get acquainted with the latest technologies
- IT
- IPad
- An interactive board (whiteboard)
BULGARIA
- Website development,
- Mail marketing,
- IT innovations
The broad and diverse range of topics cited indicates the somewhat fragmented perceived
needs of the entrepreneurial learners as was the case with the entrepreneur stakeholder
findings and indeed as was the case with educators. Common across the three cohorts of
respondents, educators, entrepreneurs and entrepreneurial learners was the presentation
of a range of topics and individual digital tools as opposed to a strategic perspective of the
use of digital technology. Further in reviewing the results it is important to note that a
number of respondents were unsure about what digital training they required ‘ not sure’
‘don’t know’ or wanted training on ‘all of it’ which is a reflection on their lack of
understanding of the extremely and ever increasing array of digital technologies emerging.
132
The level of unsure responses, whilst small, brings a more practical insight into the reality
that not all ‘younger’ learners are as digitalised as might be assumed and this needs
attention in digital curriculum development. Additionally, while digitally competent in a
personal context their ability to apply or in the first instance understand digital application
(what digital to sue; why and how to use it) in an entrepreneurial context is lacking and
compounding the problem and digital skills gap.
9.4. Synthesis and Concluding Comments – Entrepreneurs, Enterprise Educators and
Entrepreneurial Learners
Overall, some interesting perspectives from the learner survey emerge which confirm the
increasing use of digital technologies by younger age cohorts of entrepreneurial learners for
personal and study situations. The use of digital technologies in learning is still quite
mainstream and traditional and perhaps this is due to the educator influence and driven by
their level of knowledge and skills in this area. The results of the learner survey, when linked
with the entrepreneur survey present common findings in terms of the level of knowledge
of digital specific to an entrepreneurial context. The results of the educator survey suggest
that educators have a more general understanding of digital as it applies to the
dissemination of material and as a mechanism for the delivery and collection of learning
material as opposed to having digital as content which includes ‘learning about; for and
with digital’ for application in an entrepreneurial context.
Building on the previous point, educators must ensure that digital learning should not be
about technology per se or the array of digital tools but demonstrate what they are used
for (purpose) and how they are used (process and strategy) to effectively achieve that
purpose in an entrepreneurial business environment. The purposes relate to how digital can
be applied within and across the functional disciplines of the enterprise, most notably
marketing and sales, market expansion, branding etc.
The findings of the tripod of stakeholders, entrepreneurs, educators and entrepreneurial
learners more holistically identify the critical role of the educator and trainer who can be a
primary conduit, enabler and or barrier to digital skills and competencies development in
the entrepreneurial learner. If the educator or trainer is not equipped in the knowledge of
the ‘what’ or ‘how’ of digital technologies and their functionalities then the learner needs
will be not sufficiently addressed. Critically, the educator needs to be competent in
133
identifying and applying in a practical manner what digital tools are most relevant for the
entrepreneur at the various stages of start-up and growth of the enterprise and the
necessity for an integrated digital strategy as opposed to understanding what digital tools
exist independently. This necessitates that the educator and trainer knowledge is developed
on two fronts, firstly in terms of digital technology as a strategy and set of interdependent
components and secondly, made familiar with the entrepreneurial mind-set and the digital
requirements of the business from inception to growth and expansion.
Educators need to embrace the use of technology and how it influences programme
content, design, delivery and assessment and engage digitally with the net generation
learner. Aligned with this digital knowledge educators must become comfortable and the
use of digital should be about reducing fear, building confidence, practice, use, trial and
error, to ensure this confidence is infectious and passes on from the educator/trainer to the
entrepreneurs when they are delivering the digital training.
At the educational level resources must be afforded to making the necessary technological
applications and platforms available to educators and learners which in concurrence with
the literature and emerging from this study indicate the need to consider the following
characteristics of the learner to inform curriculum architecture and ethos and subsequent
content and pedagogy of a digital competency programme:
- Social based learning - Learners want to leverage emerging communications and
collaboration tools to create and personalize networks of experts to inform their
education process.
- Un‐tethered learning - Learners envision technology enabled learning experiences that
transcend the classroom walls and are not limited by resource constraints, traditional
funding streams, geography, community assets or even educators knowledge or skills.
- Digitally rich learning - Learners see the relevance of digital tools, content and resources
as a key to driving learning productivity, not just about engaging learners in learning.
Educators must therefore examine how they can best leverage technology to facilitate
digitally rich learning environments where learners have opportunities to learn
collaboratively, with peers and or educators, anytime or anywhere. The following section
will present suggestions on programme content and pedagogy to address the collective
needs of the entrepreneurs, entrepreneurial learners and the needs of the educators who
will be charged with delivery of such a programme.
134
10.0 Bridging the Digital Competency Divide - Developing E Leadership Skills for
Entrepreneurs and Owner - Managers
Entrepreneurs that do not embrace the digital technological revolution are unlikely to
maintain their competitive edge and may struggle to survive. This may impact some
industries more than others, but it is unlikely that any business will be able to ignore digital
technologies over the long term. The ever changing digital marketplace and more digitalised
consumer places pressure on entrepreneurs to scale up on their digital skills in order to
compete in an increasingly highly digitalised consumer marketplace. There are many low
cost digital and social media tools available to entrepreneurs which if used in an integrated
manner provide beneficial customer relationship management (e-CRM) systems that can
secure a competitive advantage and enable positive customer advocacy and customer
responsiveness strategies.
However, such tools must be managed and supported with a well-considered integrated
digital marketing strategy that is part of and is supported by the broader business plan or
strategic plan. That said with the benefits come challenges and fears which are embodied
predominately in a lack of knowledge and understanding of the array of digital technologies
available, their functionalities and applications and the benefits accruing from them or the
return on their investment. In addition to the lack of knowledge and perhaps as a result of is
the accompanying scarcity of digital savvy skills and competencies on how to apply,
implement, manage, monitor and measure the results and benefits of digital technologies.
Therefore capability and competency development are fundamental resources to enable
and embed a digital mind set and sustainable behaviour which equals the ever changing
digital consumer and buyer.
10.1. A Roadmap for Successful Digital Competency Development- - Developing E
Leadership Skills for Entrepreneurs and Owner- Managers – Key criteria/ building
blocks for digital skills enhancement
The design of a digital competency programme must incorporate a digital learning
pedagogy, which contains views on the ‘what’ and the ‘how’ of digital as it applies to an
entrepreneurial context, and which provides opportunities for the learner to experience and
135
learn ‘with’ and ‘from’ the entrepreneurial application of digital, thus instilling real world
and relevant digital ‘know how’.
The following are some points to consider in the design of a proposed digital competency
programme based on the issues emerging in the literature review and expanded upon by
the results of the empirical research from the entrepreneurs, entrepreneurial educators and
entrepreneurial learners. Prior to deciding on content some fundamental tasks require
consideration as follows;
- Establish the Context - internal context of the firm Review the personal and business
perspectives and define an overall strategic vision for the enterprise. This involves
identifying the stage of development of the enterprise. In conjunction with the
aforementioned questions it is important to ascertain the digital skills vision for the
enterprise. This analysis should be driven by the ethos of the entrepreneur, where they
want the business to go and within what time frame. This detail focusses the mind and
intentions of the entrepreneur and forces them to take a longer term integrated
perspective of where their business is going and what is required to take it to that next
level.
- Establish the context - The external context The development of a digital competency
framework must apply a broader external and internal stakeholder viewpoints to ensure
what is delivered is relevant not only to the entrepreneur but takes cognisance of the
emerging trends in digital media and technology which will impact on business and
consumers in the next few years. This will involve addressing the digital knowledge gap
by providing an appreciation of the digital landscape and array of digital tools and
techniques relevant and appropriate for the evolving stage of the enterprise. This
comprehension must include an explanation of the language, terminology and acronyms
adopted when discussing digital. It is important that language does not cause a barrier
or is viewed as a deterrent or results in a lack of understanding of digital as it applies to
the small firm context.
- Complete a digital knowledge, language, skills and practices needs analysis At
entrepreneur level and business levels. Once a vision has been established and future
skills requirements defined, the enterprise needs to conduct a self-assessment of their
existing skills. The aim is to compare existing skills levels to desired levels of proficiency
and determine the skills gaps - entrepreneur and enterprise level.
136
- It’s not just about tools and technology but tactics and strategy Adopt an integrated
perspective as to where digital technology as a process of interlinked and integrated
activities align and support the achievement of overall business objectives and
strategies. This involves generating objectives and goals, time frame and timelines for
their digital strategy.
- Content and topics - Digital ‘A La a Carte Menu’ – chose the best option The aim of this
programme is to develop competency in digital technology for application in an
entrepreneurial business context to enable effective entrepreneurial digital learning and
responding to the identified needs of entrepreneurs, learners and their educators. Thus
a Digital a La Carte menu of digital related topics can be chosen accordingly. A
developed programme content could include a comprehensive range of modules and
provide a roadmap to guide the enterprise trainer and educator to choose the best
option for the entrepreneur and the business needs. These dual needs will be identified
from the digital skills analysis undertaken and as described in previous point.
- Manage Monitor and Measure For many owner-mangers the value of adopting e-
business strategies is contingent on their being able to see direct benefits from any
investment in such technologies. This is particularly the case for very small firms where
the expectation is in immediate increases in sales or reductions in costs. Therefore key
factors to incorporate into skills development are manage, monitor and measure
- Delivering Digital Given the feedback from respondents it is proposed that the delivery
of the programme be offered via a blended learning format which combines lectures
and face to face briefing sessions with a focus on action and experiential learning
including interactive presentations, industry specific case studies, individual assignments
and business-related projects. The programme places emphasis on ‘challenge-based’
action learning.
10.2 Concluding Comments
Ultimately, and in agreement with (Stephenson, 2006, Nawaz and Kundi, 2010a, Zubair et
al.2013) the empirical evidence suggests there is no one ‘fits all’ e-learning training
intervention or programme and that the success of any digital initiative is anchored on the
137
interest of the users and support of the total work environment. Both internal and external
contextual factors play their role in setting a scene for the useful applications of information
and communication technologies in the learning environment. Therefore, entrepreneurial
learning digital interventions should be developed to reflect entrepreneurial educator and
trainer and practitioner accounts, with the entrepreneurial learner as co-learners, co-
planners, co-produces, and co- evaluators as they design, implement, and continually refine
their work in progress to meet industry needs in a professional manner.
138
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Sample of Enterprise Modules delivered by Enterprise Trainers and Educators
Business establishment
Business plan preparation
Business finances
Entrepreneurship
Marketing
Human resources
Computer training
Acquisition of soft skills (motivation, communication)
179
Fundraising
Intergenerational interaction
Teamwork
Resolution of conflicts
Creativity
Social entrepreneurship
Stress management
Promotion of health and wellbeing
Business Planning Enterprise Awareness
Cross curricular Enterprise skills Business planning
Business growth
Social enterprise development,
enterprise educator and training for enterprise trainers
Entrepreneurship & Enterprise - undergraduate module to develop enterprise skills using
social entrepreneurship as a teaching mechanism for engagement
Curriculum development for institutions, post graduate and early career researcher
development, Educator support and development and nascent entrepreneur support
Social media
Business advice to start -up businesses and existing businesses with high growth potential
Environmental scanning
Running the world's first undergraduate Venture Creation Programme at a university.
Teach: Marketing ,(Several levels)
Business Records & Transition Strategy on VCP Teach
Entrepreneurship on Business & Management
Entrepreneurship, innovation, growth and family businesses
Creativity and innovation
Idea generation and business opportunity assessment
180
Business model canvas; social
Media for small business;
Reflection and personal development
Extra curricular business support and enterprise skills development for students and
graduates interested in starting a business or becoming self employed
Business modelling, planning
financial modelling,
branding
lean methods
mentoring,
curriculum development staff development, policy, impact research, social enterprise. Or
STEM? Creative. Digital. Humanities, Social Sciences.
Business Start Up Support - Market Research,
Funding
Financial, Funding
Networking
enterprise and technology business planning for engineers innovation
Entrepreneurial leadership
business advice Business Workshops Engagement events
Staff Development - enterprise education Enterprise teaching Entrepreneurial Mindset
Employability workshops, enterprise competitions and enterprise promotional events
business advice and guidance for women looking to set up businesses and to grow existing
businesses
Management and leadership
Management of change
Organizational culture and business etiquette
181
Biomanagement and innovations
Coaching and leadership
Teams coaching
Communication and presentational skills
Strategic thinking
Emotional intelligence
Sales and marketing
Economic development
Web entrepreneurship
Entrepreneurship
Business Planning
Support/Advice for Start-ups
HR
Marketing and Market Research
Strategy
New product development
Enterprise Development/New Venture Growth Creativity and Innovation;
Management of SMEs
Finance and Funding
Managing small firm gorwth
Business Canvas Model
Pitching for funding