Entrepreneurship toolkit for adult educators and migrant support workers

Cultural entrepreneurship for women from marginalised backgrounds Toolkit for adult educators & migrant support workers With the support of the Erasmus+ Programme of the European Union CREATION  Credits Contents CREATION comprises the following: CREATION IADE - Universidade Europeia Local contact person: Dr Ana Margarida Ferreira - Contact email: ana.margarida. ferreira@universidadeeuropeia.pt - Address: Preface 1 IADE, Avenida D. Carlos I, n.º 4 , 1200-649 Introduction - How to use the toolkit 2 Lisbon, Portugal - Phone: +351 21 393 9600 https://www.iade.europeia.pt/en Pedagogical Framework - Based on EntreComp 4 HUB NICOSIA Local contact person: Dr Stefania Savva - Museums 5 Contact email: stephania.hubnicosia@gmail. Learning resource A: Sense and empathise 6 com - Address: Tagmatarchi Dimitri Pouliou 33, Nicosia 1101, Cyprus - Phone: Learning resource B: Map and network 8 +357 22 252315, +357 99341214 https://www.hubnicosia.org/ Learning resource C: Ideate and prototype 10 Learning resource D: Iterate and develop 12 Art + Design: elearning lab Learning resource E: Implement and evaluate 14 Local contact person: Dr Nicos Souleles - Contact email: nicos.souleles@cut.ac.cy - Learning resource F: Grow and learn 16 Address: Cyprus University of Technology, 30 Arch. Kyprianos Str., 3036, Limassol, Cyprus - Phone: +375 2500 2101 Design 19 http://www.elearningartdesign.org/ Learning resource A: Sense and empathise 20 European Creative Hubs Network Learning resource B: Map and network 22 Local contact person: Chryssa Vlachopoulou - Contact email: chryssa@creativehubs.net Learning resource C: Ideate and prototype 24 - Address: European Creative Hubs Network, Learning resource D: Iterate and develop 26 84, Pireos st. 10435, Athens, Greece - Phone: +30 210 3425 335 - https://creativehubs.net/ Learning resource E: Implement and evaluate 28 Learning resource F: Grow and learn 30 Matera Hub Local contact person: Germana Girelli - Con- tact email: info@materahub.com - Address: Arts & Crafts 33 via Luigi Einaudi 73/b, 75100, Matera Italy - Phone: +39 0835 389438 Learning resource A: Sense and empathise 34 https://www.materahub.com/en/ Learning resource B: Map and network 36 FIPL Learning resource C: Ideate and prototype 38 Local contact person: Sarah Keegan - Con- tact email: sarah@fipl.ie - Address: Unit A, Learning resource D: Iterate and develop 40 Virginia Shopping Centre, Virginia, County Learning resource E: Implement and evaluate 42 Cavan, A82CX44, Ireland - Phone: +353 8736 53670 - https://fipl.eu/ Learning resource F: Grow and learn 44 JUGEND- & KULTURPROJEKT E.V. Local contact person: Stefan Kiehne - Summary of online resources 46 Contact email: info@jkpev.de - Address: Hechtstraße 17, 01097 Dresden, Germany - Phone: +49 351 810 4766 https://www.jkpev.de/en/ How to reference this publication [APA 7]: Souleles, N., Samdanis, M., Savva, S., Ferreira, A.M., & Laghos, A. (2020). Cultural entrepreneurship for women from marginalised backgrounds: Toolkit for adult educators. CREATION. http://creationproject.eu/ ISBN 978-9925-586-54-7 Version 1.0 Preface Introduction How to use the toolkit CREATION (Cultural and Arts Entrepreneurship in Adult Education) This toolkit provides a collection of embedded-learning and design-based is a European Union-funded project under Erasmus+ that aims to explore learning activities and resources. It is based on a pedagogical framework the theoretical roots, pedagogical approaches and practical training informed by the European Entrepreneurship Competence Framework in cultural entrepreneurship, specifically targeting underrepresented (EntreComp) for entrepreneurship education and developed specifically by the groups, i.e. women from marginalised backgrounds. CREATION addresses Creation team (Page 4). The intention is for educators and migrant workers to adult educators and migrant support workers – those who directly support use this toolkit to teach basic cultural entrepreneurial skills and competences migrant women and refugees. to marginalised adult women. The project aims to foster more opportunities for marginalised women The toolkit is divided into three thematic units: Museums, Design and Arts to engage with entrepreneurship, broaden their professional opportunities, & Crafts. Each unit is independent from the others and entails the completion create better prospects for independent work and promote integration into of a total of six stages to achieve all the learning outcomes. As indicated on their host communities. Page 4, each stage builds on the previous one to progress (clockwise) around the circle. Think of it as scaffolding knowledge, as progressively building more The CREATION transnational consortium comprises IADE - Universidade learning to eventually complete the circle. Europeia (ENSILIS) (Portugal), Hub Nicosia (Cyprus), Art + Design: elearning lab - design for social change (Cyprus), European Creative Hubs Network Each stage is accompanied by a set of activities and a list of resources (ECHN) (Greece), Materahub (Italy), Future In Perspective Ltd. (FIPL) (Ireland) to successfully complete it. Internet access and a computer are a prerequisite and Jugend- & Kulturprojekt e.V. (JKPeV) (Germany). to complete all the stages in all three thematic units. It is estimated that it will take maximum 24-30 days to complete each thematic unit. http://creationproject.eu/ Lastly, as a trainer you need to remain aware that fostering the essential generic skills in entrepreneurship is only one aspect of the learning process. Your target group of learners faces structural, contextual and education- al challenges that are unique to them and will operate in a predominantly male-dominated sector. For example, ethnic minority entrepreneurs are confronted – amongst others – with racism, unawareness of available sources of finance, low adoption of Information and Communication Technologies as well as dealing with language and cultural differences. “Build your business success around something that you love — something that is inherently and endlessly interesting to you.” Martha Stewart, businesswoman, writer, and television personality 2 3 Pedagogical Framework Based on the European Entrepreneurship Competence Framework (EntreComp) Museums Source: CREATION, 2020 1. Sense and Empathise 4. Iterate and develop Competencies and goals: Competencies and goals: • Spotting opportunities • Planning and management • Ethical and sustainable thinking • Working with others • Learning through experience 2. Map and network Competencies and goals: 5. Implement and evaluate • Creativity Competencies and goals: • Vision • Motivation and perseverance • Evaluating ideas • Mobilising resources • Financial and economic literacy 3. Ideate and prototype • Mobilising others Competencies and goals: • Taking initiative 6. Grow and learn • Working with others Competencies and goals: • Coping with uncertainty, • Self-awareness and selff-efficacy ambiguity and risk • Financial and economic literacy • Mobilising others 4 5  Learning resource A: Sense and empathise Competencies and goals: Learning outcomes (LO) 1–4 Activities Learning support material • Spotting opportunities 1. On completion of this task, it is 1. Identify and record in writing a) Access online the document expected that the learner will iden- 4–6 existing innovative entrepre- EntreComp: The Entrepreneurship • Ethical and tify and define innovative entrepre- Competence Framework at: neurial opportunities in relation to sustainable thinking neurial opportunities in the context museums in the European market https://bit.ly/3cmfvza [2016] of museums in the European market. (200–300 words in total). (LO1) [Estimated completion time Next, scroll down to page 23 of this 2. On completion of this task, it is for this activity: 1–2 days.] document, and read the columns expected that the learner will use titled ‘Level 1’ and ‘Level 2’, which empathy to detect entrepreneurial 2. Briefly summarise the character- describe the reasons for this activity. ideas and opportunities in the con- istics and qualities that make each text of museums. existing entrepreneurial opportuni- b) Are there any museums near you ty worthwhile for yourself and oth- – in your region or city/town? Can 3. On completion of this task, it is ers. Explain each of your 4–6 choic- you explore them as a resource for expected that the learner will recog- es, summarising in 50–100 words. this activity? Do they have a social nise the affordances and marketing Include a brief elaboration on the media presence? potential of various social media and ethical and sustainability aspects online platforms in the context of your choices. (LO1, LO2, LO4) c) Explore the available museums of museums. [Estimated completion time at the European Museums Network: for this activity: 2 hours.] http://museums.eu nd M e a ise a ne p a 4. On completion of this task, it is n s h tw nd Se pat or expected that the learner will con- 3. Identify and record in writing d) Can you identify on Facebook, e m k sider and critically reflect on the 4–6 examples of how museums Twitter, LinkedIn, Instagram and 1 2 ethical and sustainability aspects of use different social media (Face- YouTube museums with an online entrepreneurial practices, ideas and book page, Facebook group, Twitter, social presence? What character- istics and qualities do you identify Ideate and opportunities in the context prototype LinkedIn, Instagram, YouTube) to Grow and learn 6 3 of museums. promote their activities. Share your from these museums? For example, findings and discuss them with how is Tate Modern using social your peers and/or instructor. (LO3) media: https://www.tate.org.uk [Estimated completion time for I 5 4 Estimated maximum time this activity: 1–2 hours.] an mp d d lem an to complete the activities: ev e t e al nt ra op ua Ite evel Two and a half days. te d 6 7  Learning resource B: Map and network Competencies and goals: Learning outcomes (LO) 5–9 Activities Learning support material • Creativity 5. On completion of this task, Develop an initial broad entrepre- a) Prior to completing the activities it is expected that the learner will neurial idea, based on the following of this section, download and read • Vision combine ideas and knowledge to activities: the first three chapters of the docu- create a novel and appropriate ment titled ‘Developing and evolving • Evaluating ideas entrepreneurial idea. 1. Develop a description of 2–3 in museums, innovation workbook’ different entrepreneurial ideas at: https://bit.ly/3t9zjLX 6. On completion of this task, it is (200 words maximum for each expected that the learner will apply idea). These ideas are expected to b) Examples of innovative museums: strategic, divergent and convergent be novel and appropriate. Consider https://bit.ly/3t8HqZp thinking to create novel entrepre- novelty: what can you offer that is neurial ideas for museums. unique? (LO5, LO6) c) Museums and sustainability: [Estimated completion time https://bit.ly/3tdaezK 7. On completion of this task, for this activity: 1–2 days.] it is expected that the learner will recognise and appraise entrepre- 2. Compare and consider these neurial ideas about museums ideas and select one that provides in the European market. for an as yet unexplored opportuni- ty for the European market. Think 8. On completion of this task, it is strategically: why is your idea ap- nd M a expected that the learner will visual- s e a ise ne p a propriate and viable? (LO6, LO7) n h tw nd Se pat or ise and articulate a scenario to guide e m k [Estimated completion time 1 efforts and actions. for this activity: 1–2 hours.] 2 9. On completion of this task, it is 3. Expand on this idea by articulat- Ideate and expected that the learner will iden- prototype ing the stages that will guide your Grow and learn 6 3 tify specific resources and contacts actions towards its completion. relevant to the entrepreneurial idea. Include the potential resources and networks required. Envision the future of this idea: what makes it I 5 4 Estimated maximum time sustainable? (500 words) (LO8, LO9) an mp d d eml an to complete the activities: ev e t e [Estimated completion time al nt ra op ua Ite evel Two and a half days. for this activity: 1–2 days.] te d 8 9  Learning resource C: Ideate and prototype Competencies and goals: Learning outcomes (LO) 10–12 Activities Learning support material • Taking initiative 10. On completion of this task, it is Drawing from the previous activi- a) Access online the document expected that the learner will develop ties, now develop a specific entre- ‘EntreComp: The Entrepreneurship • Working with others a marketing plan for entrepreneurial preneurial idea, based on the Competence Framework’ at: following: ideas relating to museums. https://bit.ly/39upCAa [2016] • Coping with uncertainty, 1. Identify and describe in 200–400 ambiguity and risk Next, scroll down to page 23 of this 11. On completion of this task, it is words two opportunities and two challenges relevant to the external document, and read the columns expected that the learner will engage environment in which your en- titled ‘Level 3’ and ‘Level 4’. These cooperatively with others to ideate trepreneurial idea will take place. two columns describe the reasons and prototype related activities. (LO10) for this section’s activities. [Estimated completion time 12. On completion of this task, it is for this activity: 1 day.] b) Download the template for the expected that the learner will, within ‘Business Model Canvas’ from: the value-creating process, include 2. Use your network and online https://bit.ly/2YzPRi5 planned ways of testing ideas and tools to compare your entrepre- neurial idea to similar existing prototypes from the early stages, Page 1 explains each section of the ones. Who is your target audience? to estimate uncertainty and In what way are you offering them template. Page 2 is the one the learn- reduce risks. something unique? What visuals er has to complete. In particular, (branding, logos, etc.) do you con- after the learner completes activities sider appropriate for this idea? In 1–3 of this section, they are to com- nd M a 200–400 words, articulate your idea plete the sections of this template: s e a ise ne p a n h tw nd considering these two points. ‘Customer Segments’, ‘Value Proposi- Se pat or e m k (LO10, LO11) tions’ and ‘Key Partners’. 1 2 [Estimated completion time for this activity: 1–2 days.] For the section ‘Value Proposition’ the learner is advised to view 3. Next, seek and record feedback Ideate and prototype Grow and (images, interviews, audio, social the following: learn 6 3 media, text, etc) for this idea from https://youtu.be/VnBUOjxmn1g your network and target audience. How did they perceive your entre- preneurial idea? How can you fur- 5 4 Estimated maximum time ther refine this idea to reduce risks I an mp d and uncertainty? Record this in no d lem an to complete the activities: ev e t e al nt ra op less than 150 words. (LO11, LO12) ua Ite evel Five days. te d [Estimated completion time for this activity: 1–2 days.] 10 11  Learning resource D: Iterate and develop Competencies and goals: Learning outcomes (LO) 13–16 Activities Learning support material • Planning and 13. On completion of this task, it is Continuing on from the a) After the completion of activities management expected that the learner will define previous activities: 1–4, return to the ‘Business Model priorities and develop an innovative Canvas’ and complete the sections • Working with business model and related imple- 1. Collaborate with your network ‘Key Activities’, ‘Key Resources’, and appropriate others to itemise others mentation plan for the sector. ‘Customer Relationships’ and and estimate the various costs and ‘Channels’. revenue sources associated with • Learning through your entrepreneurial idea. Present 14. On completion of this task, it is experience these in a table. (LO13, LO14) b) Also complete the sections expected that the learner will engage [Estimated completion time ‘Cost Structure’ and ‘Revenue cooperatively with others to iterate for this activity: 1–2 days.] Streams’ of the template. and develop entrepreneurial outputs for museums in Europe. 2. Collaborate with your stakehold- c) For activity 4, explore how ers (face–to–face and/or through museums are using social media 15. On completion of this task, it is Information and Communication to engage the public: Technologies) to seek feedback expected that the learner will use https://bit.ly/39wXyw1 and further refine and develop your Information and Communication https://bit.ly/36qu1lP business plan as recorded so far. Technologies to engage with vari- (LO15, LO16, LO18, LO19) ous stakeholders (existing network, [Estimated completion time target audience, other interested for this activity: 1–2 days.] parties) and promote outputs. nd M 3. In 100–200 words, describe how a s e a ise ne p a n h tw nd and why your initial business plan Se pat or 16. On completion of this task, it is m k e has been modified. (LO16) 1 expected that the learner will criti- 2 [Estimated completion time cally reflect on their outcomes and for this activity: 1–2 hours.] revise their practices. 4. Start at least one social media Ideate and prototype Grow and account to create an online pres- learn 6 3 ence for your entrepreneurial idea (facebook, Twitter, LinkedIn, Insta- gram, etc.). Develop content for this account considering your ‘Custom- I 5 4 Estimated maximum time er Segments’ and ‘Value Proposi- an mp d tions’ as developed in c) Ideate and d eml to complete the activities: ev e e an al nt t ra op prototype. ua Ite evel Four and a half days. te d [Estimated completion time for this activity: 2–3 hours.] 12 13  Learning resource E: Implement and evaluate Competencies and goals: Learning outcomes (LO) 17–20 Activities Learning support material • Motivation and 17. On completion of this task, it is 1. Investigate and identify at least a) Resources for financial support perseverance expected that the learner will iden- two potential sources of financial are likely to be country-specific. tify various funding opportunities support. How can you finance your There are also European-wide oppor- • Mobilising resources and will select one or two viable ones concept? How can you convince tunities for financing small and me- based on economic evidence and others to invest in your concept? dium enterprises (SMEs). The learner • Financial and weigh the costs against benefits. (Crowdfunding, personal savings, is encouraged to search for both. The economic literacy following two links provide informa- bank loan, other funding). Briefly tion about options and opportunities 18. On completion of this task, it is describe in 100–200 words your • Mobilising others in the EU: expected that the learner will effi- financial and/or funding plans. https://bit.ly/2MB95l0 ciently organise and manage diverse (LO17, LO18, LO19, LO22) https://bit.ly/3iYV2BT and available resources, including [Estimated completion time Information and Communication for this activity: 1–2 days.] b) The basics of crowdfunding: Technologies. https://bit.ly/2YwcHHs 2. Communicate with an entrepre- 19. On completion of this task, neur in the cultural industries to c) Discover the artists and organi- it is expected that the learner will seek feedback and evaluation of sations using Kickstarter to realize demonstrate effective communica- your business plan. This person ambitious projects in visual art tion, negotiation and leadership. could become your mentor. and performance: (LO17, LO19) https://bit.ly/3oxSX0H nd M a 20. On completion of this task, it [Estimated completion time s e a ise ne p a n h tw nd Se pat or is expected that the learner will for this activity: 1–2 days.] d) The Essential Guide to Crowd- e m k demonstrate resilience under uncer- funding by Indiegogo: 1 2 tainty, ambiguity and pressure. https://bit.ly/3afv8Wo 3. In 200–300 words, identify and list briefly up to two challenges Ideate and prototype you were confronted with so far in Grow and learn 6 3 developing your business plan and how you resolved these challenges. (LO19, LO20) [Estimated completion time I 5 4 Estimated maximum time for this activity: 1–2 hours.] an mp d d eml to complete the activities: ev e e an al nt t ra op ua Ite evel Four and a half days. te d 14 15  Learning resource F: Grow and learn Competencies and goals: Learning outcomes (LO) 21–24 Activities Learning support material • Self–awareness and 21. On completion of this task, 1. Compile all that you have devel- a) Sample business plan template. self–efficacy it is expected that the learner will oped so far into one document – the This provides information on how compile all acquired knowledge complete business plan. Include to structure the final business plan: • Financial and through the sequence of previously https://bit.ly/3cpRUxx the following: Executive Summary, economic literacy completed activities to embark on Company Description, Products and the task of becoming an autonomous b) Information on how to start Services Description, Marketing • Mobilising others a business in Europe: entrepreneur. Plan, Operational Plan and Finan- https://bit.ly/2MgZJuN cial Plan. (LO21) 22. On completion of this task, it is [Estimated completion time c) Examples of Key Performance expected that the learner will articu- for this activity: 1–2 days.] Indicators (KPIs) for arts, entertain- late and evaluate the social, cultural ment and recreation: and economic impact of his/her 2. Determine how you will measure https://bit.ly/3cC9b6X entrepreneurial activities. the social, cultural and economic impact of your enterprise. What key d) WEGATE is a European Gateway 23. On completion of this task, it is performance indicators will you for Women’s Entrepreneurship. expected that the learner will identify use for the future evaluation of your It includes various resources, and appraise personal strengths and enterprise? List and justify these such as mentorship, guidance and weaknesses, including communica- indicators (100–200 words in total). success stories: https://wegate.eu/ tion, negotiation and leadership skills (LO22) nd M a that inform professional practice. [Estimated completion time e) Check if there is an Impact Hub s e a ise ne p a n h tw nd Se pat or for this activity: 1–2 hours.] in your country and what services e m k 24. On completion of this task, it is they can offer to assist with 1 2 setting up a business, networking expected that the learner will iden- 3. Reflect on your strengths and tify and evaluate future options and and expanding: weaknesses, and appraise your per- https://impacthub.net/ Ideate and opportunities to grow and expand. prototype sonal strengths and weaknesses, Grow and learn 6 3 including communication, negoti- ation and leadership skills. What steps will you take to address areas for improvement? Discuss these I 5 4 Estimated maximum time points with your mentor and/or an mp d d lem an instructor. (LO23, LO24) ev e t e to complete the activities: al nt ra op ua Ite evel [Estimated completion time te d Three and a half days. for this activity: 1 day.] 16 17  Design “Passion, creativity, and resilience are the most crucial skills in business. If you’ve got those, you’re ready to embark on the journey…” ― Jo Malone Founder of Jo Malone 18 19  Learning resource A: Sense and empathise Competencies and goals: Learning outcomes (LO) 1–4 Activities Learning support material • Spotting opportunities 1. On completion of this task, it is 1. Identify and record in writing a) Access online the document expected that the learner will iden- 4–6 existing innovative entrepre- ‘EntreComp: The Entrepreneurship • Ethical and tify and define innovative entrepre- neurial opportunities in relation to Competence Framework’ at: sustainable thinking neurial opportunities in the context https://bit.ly/3pAy2LP [2016] museums in the European market of design in the European market. (200–300 words in total). (LO1) Next, scroll down to page 23 of this [Estimated completion time document, and read the columns 2. On completion of this task, it is for this activity: 1–2 days.] titled ‘Level 1’ and ‘Level 2’. These expected that the learner will use two columns describe the reasons empathy to detect entrepreneurial 2. Briefly summarise the character- for this activity. ideas and opportunities in the istics and qualities that make each design context. existing entrepreneurial opportu- b) Are there any design outlets nity worthwhile for yourself and (various products or design-related 3. On completion of this task, others. Explain your 4–6 choices, services, etc.) near you – in your it is expected that the learner will summarising each one in 50–100 region or city/town? Can you explore recognise the affordances and mar- words. Briefly elaborate on the them as an inspiration or resource keting potential of various social ethical and sustainability aspects for this activity? Do they have media and online platforms in the of your choices. (LO1, LO2, LO4) a social media presence? design context. [Estimated completion time for this activity: 2 hours.] c) Explore what others are designing: nd M a 4. On completion of this task, it is https://europeandesign.org/ s e a ise ne p a n h tw nd https://www.designweek.co.uk/ Se pat or expected that the learner will con- 3. Identify and record in writing 4-6 e m k 1 sider and critically reflect on the examples of how designers use dif- 2 d) Can you identify on Facebook, ethical and sustainability aspects of ferent social media (Facebook page, Twitter, LinkedIn, Instagram and entrepreneurial practices, ideas and Facebook group, Twitter, LinkedIn, YouTube design outlets with Ideate and opportunities in the design context. prototype Instagram, YouTube) to promote Grow and an online social presence? What learn 6 3 their activities. Share your findings characteristics and qualities do you and discuss them with your peers identify from these design outlets? and/or instructor. (LO3) For example, how is AISPI using [Estimated completion time social media: https://aispi.co/about/ I 5 4 Estimated maximum time for this activity: 1–2 hours.] an mp d d eml to complete the activities: ev e e an al nt t ra op ua Ite evel Two and a half days. te d 20 21  Learning resource B: Map and network Competencies and goals: Learning outcomes (LO) 5–9 Activities Learning support material • Creativity 5. On completion of this task, it is Develop an initial broad entrepre- a) Leading women in design: expected that the learner will com- neurial idea, based on the following https://bit.ly/3pyN4BT • Vision bine ideas and knowledge to create a activities: novel and appropriate entrepreneur- b) Award winning product designs: • Evaluating ideas ial idea. https://bit.ly/3r9RpvN 1. Develop a description of 2–3 different entrepreneurial ideas c) A useful resource to consider 6. On completion of this task, it is (200 words maximum for each sustainability issues: expected that the learner will apply idea). These ideas are expected to https://bit.ly/3cqIhyK strategic, divergent and convergent be novel and appropriate. Consider thinking to create novel entrepre- novelty: what can you offer that is d) Inspirational design concepts: neurial ideas in the context of design. unique? (LO5, LO6) https://bit.ly/3ovzJJi [Estimated completion time 7. On completion of this task, it is ex- for this activity: 1–2 days.] pected that the learner will recognise and appraise entrepreneurial ideas 2. Compare and consider these about design in the European market. ideas and select one that provides for an as yet unexplored opportuni- 8. On completion of this task, it is ty for the European market. Think expected that the learner will visual- strategically: why is your idea ap- nd M e a ise a ne p a ise and articulate a scenario to guide propriate and viable? (LO6, LO7) n s h tw nd Se pat or efforts and actions. [Estimated completion time e m k 1 for this activity: 1–2 hours.] 2 9. On completion of this task, it is expected that the learner will iden- 3. Expand on this idea by articulat- tify specific resources and contacts Ideate and ing the stages that will guide your prototype Grow and learn 6 3 relevant to the entrepreneurial idea. actions towards its completion. Include the potential resources and networks required. Envision the future of this idea: what makes it I 5 4 Estimated maximum time sustainable? (500 words) (LO8, LO9) an mp d d lem an to complete the activities: [Estimated completion time ev e te p al nt r a o ua Ite evel Two and a half days. for this activity: 1–2 days.] te d 22 23  Learning resource C: Ideate and prototype Competencies and goals: Learning outcomes (LO) 10–12 Activities Learning support material • Taking initiative 10. On completion of this task, it is Drawing from the previous activi- a) Access online the document expected that the learner will develop ties, now develop a specific entre- ‘EntreComp: The Entrepreneurship • Working with others a marketing plan for entrepreneurial preneurial idea, based on the Competence Framework’ at: following: ideas relating to design. https://bit.ly/3oz3WXV [2016] • Coping with uncertainty, 1. Identify and describe in 200–400 ambiguity and risk Next, scroll down to page 23 of this 11. On completion of this task, it is words, two opportunities and two challenges relevant to the external document, and read the columns expected that the learner will engage environment in which your en- titled ‘Level 3’ and ‘Level 4’. These cooperatively with others to ideate trepreneurial idea will take place. two columns describe the reasons and prototype design outcomes. (LO10) for this section’s activities. [Estimated completion time 12. On completion of this task, it is for this activity: 1 day.] b) Download the template for expected that the learner will, within ‘Business Model Canvas’ from: the value–creating process, include 2. Use your network and online https://bit.ly/2Yu8Cnq planned ways of testing ideas and tools to compare your entrepre- neurial idea to similar existing prototypes from the early stages, Page 1 explains each section of the ones. Who is your target audience? to estimate uncertainty and In what way are you offering them template. Page 2 is the one the learn- reduce risks. something unique? What visuals er has to complete. In particular, (branding, logos, etc) do you consid- after the learner completes activities er appropriate for this idea? 1–3 of this section, they are to com- nd M In 200–400 words, articulate your plete the sections of this template: a s e a ise ne p a n h tw nd idea considering these two points. Se pat or ‘Customer Segments’, ‘Value Proposi- m k e (LO10, LO11) tions’ and ‘Key Partners’. 1 2 [Estimated completion time for this activity: 1–2 days.] For the section ‘Value Proposition’, 3. Next, seek and record feedback the learner is advised to view the Ideate and prototype Grow and (images, interviews, audio, social following: learn 6 3 https://youtu.be/VnBUOjxmn1g media, text, etc.) for this idea from your network and target audience. How did they perceive your entre- preneurial idea? How can you fur- I 5 4 Estimated maximum time ther refine this idea to reduce risks an mp and uncertainty? Record this in no d eml ev e an d to complete the activities: t e al nt ra op Five days. less than 150 words. (LO11, LO12) ua Ite evel te d [Estimated completion time for this activity: 1–2 days.] 24 25  Learning resource D: Iterate and develop Competencies and goals: Learning outcomes (LO) 13–16 Activities Learning support material • Planning and management 13. On completion of this task, it is Continuing on from the previous a) After the completion of activities activities: expected that the learner will define 1–4, return to the ‘Business Model • Working with others priorities and develop an innovative Canvas’, and complete the sections 1. Collaborate with your network business model and related imple- ‘Key Activities’, ‘Key Resources’, and appropriate others to Itemise • Learning through mentation plan for the sector. and estimate the various costs and ‘Customer Relationships’ and experience revenue sources associated with ‘Channels’. 14. On completion of this task, it is your entrepreneurial idea. Present these in a table. (LO13, LO14) b) Also complete the sections ‘Cost expected that the learner will engage [Estimated completion time Structure’ and ‘Revenue Streams’ cooperatively with others to iterate for this activity: 1–2 days.] of the template. and develop entrepreneurial outputs for museums in Europe. 2. Collaborate with your stakehold- c) For activity 4, read how designers ers (face-to-face and/or through are using social media: 15. On completion of this task, it is Information and Communication https://bit.ly/32CwZl8 Technologies) to seek feedback expected that the learner will use and further refine and develop your Information and Communication d) For example, how is AISPI using business plan as recorded so far. Technologies to engage with vari- (LO15, LO16, LO18, LO19) social media (Instagram, Facebook): ous stakeholders (existing network, [Estimated completion time https://aispi.co/about/ target audience and other interested for this activity: 1–2 days.] parties) and promote outputs. M 3. In 100–200 words, describe how nd a s e a ise ne p a and why your initial business plan n h tw nd 16. On completion of this task, it is Se pat or has been modified. (LO16) e m k expected that the learner will criti- [Estimated completion time 1 2 cally reflect on their outcomes and for this activity: 1–2 hours.] revise their practices. 4. Start at least one social media Ideate and prototype Grow and account to create an online pres- learn 6 3 ence for your entrepreneurial idea (facebook, Twitter, LinkedIn, Insta- gram, etc.). Develop content for this account considering your ‘Custom- er Segments’ and ‘Value Proposi- I 5 4 Estimated maximum time an mp tions’ as developed in c) Ideate and d lem d to complete the activities: ev e e an prototype. al nt t ra op ua Ite evel Four and a half days. [Estimated completion time te d for this activity: 2–3 hours.] 26 27  Learning resource E: Implement and evaluate Competencies and goals: Learning outcomes (LO) 17–20 Activities Learning support material • Motivation and 17. On completion of this task, it is 1. Investigate and identify at least a) Resources for financial support perseverance expected that the learner will iden- two potential sources of financial are likely to be country–specific. tify various funding opportunities, support. How can you finance your There are also European–wide op- • Mobilising resources select one or two viable ones based concept? How can you convince portunities for financing small and on economic evidence and weigh others to invest in your concept? medium enterprises (SMEs). The • Financial and the costs against the benefits. (Crowdfunding, personal savings, learner is encouraged to search economic literacy bank loan or other funding). Brief- for both. The following two links provide information about options 18. On completion of this task, it is ly describe in 100–200 words your • Mobilising others and opportunities in the EU: expected that the learner will effi- financial and/or funding plans. https://bit.ly/3iZTKq0 ciently organise and manage diverse (LO17, LO18, LO19, LO22) https://bit.ly/2L1yrrB and available resources, including [Estimated completion time Information and Communication for this activity: 1–2 days.] b) The basics of crowdfunding: Technologies. https://bit.ly/3owKNpv 2. Communicate with an entrepre- 19. On completion of this task, it neur in the cultural industries to c) Discover the artists and organi- is expected that the learner will seek feedback and evaluation of sations using Kickstarter to realise demonstrate effective communica- your business plan. This person ambitious projects in visual art tion, negotiation and leadership. could become your mentor. and performance: (LO17, LO19) https://bit.ly/3alQCko nd M [Estimated completion time e a ise a ne p a 20. On completion of this task, it n s h tw nd Se pat or is expected that the learner will for this activity: 1–2 days.] d) The Essential Guide e m k demonstrate resilience under uncer- to Crowdfunding by Indiegogo: 1 2 https://bit.ly/3r6h08J tainty, ambiguity and pressure. 3. In 200–300 words, identify and list briefly up to two challenges you were confronted with so far in Ideate and prototype Grow and learn 3 developing your business plan and 6 how you resolved these challenges. (LO19, LO20) [Estimated completion time 5 4 Estimated maximum time for this activity: 1–2 hours.] I an mp d d lem an to complete the activities: ev e t e al nt ra op ua Ite evel Four and a half days. te d 28 29  Learning resource F: Grow and learn Competencies and goals: Learning outcomes (LO) 21–24 Activities Learning support material • Self–awareness and 21. On completion of this task, 1. Compile all that you have devel- a) Sample business plan template. self–efficacy it is expected that the learner will oped so far into one document – This provides information on how compile all acquired knowledge the complete business plan. Include to structure the final business plan: • Financial and through the sequence of previously the following: Executive Summary, https://bit.ly/3r6lhcc economic literacy complete activities to embark Company Description, Products and Services Description, Marketing b) Information on how to start on the task of becoming an autono- • Mobilising others Plan, Operational Plan and a business in Europe: mous entrepreneur. Financial Plan. (LO21) https://bit.ly/3pBZKrB [Estimated completion time 22. On completion of this task, for this activity: 1–2 days.] c) Examples of Key Performance it is expected that the learner will Indicators (KPIs) for arts, articulate and evaluate the social, 2. Determine how you will measure entertainment and recreation: cultural and economic impact the social, cultural and economic https://bit.ly/3cqeeas of her entrepreneurial activities. impact of your enterprise. What key performance indicators will d) WEGATE is a European Gateway you use for the future evaluation 23. On completion of this task, it is for Women’s Entrepreneurship. expected that the learner will identify of your enterprise? List and justify It includes various resources, and appraise personal strengths and these indicators (100–200 words such as mentorship, guidance and in total). (LO22) weaknesses, including communica- success stories: https://wegate.eu/ [Estimated completion time tion, negotiation and leadership skills M for this activity: 1–2 hours.] nd a that inform professional practice. e) Check if there is an Impact Hub s e a ise ne p a n h tw nd in your country and what services Se pat or e m k 3. Reflect on your strengths and 24. On completion of this task, it is they can offer to assist with 1 2 weaknesses, and appraise your setting up a business, networking expected that the learner will iden- personal strengths and weakness- and expanding: tify and evaluate future options and es, including communication, nego- https://impacthub.net/ tiation and leadership skills. What Ideate and opportunities to grow and expand. prototype Grow and learn steps will you take to address areas 6 3 for improvement? Discuss these points with your mentor and/or instructor. (LO23, LO24) [Estimated completion time I 5 4 Estimated maximum time for this activity: 1 day.] an mp d d lem an to complete the activities: ev e t e al nt ra op ua Ite evel Three and a half days. te d 30 31  Arts & Crafts “I want every little girl who’s been told she’s bossy to be told again she has leadership skills.” ― Sheryl Sandberg Chief Operating Officer at Facebook 32 32  Learning resource A: Sense and empathise Competencies and goals: Learning outcomes (LO) 1–4 Activities Learning support material • Spotting opportunities 1. On completion of this task, it is 1. Identify and record in writing a) Access online the document expected that the learner will identify 4–6 existing innovative entrepre- ‘EntreComp: The Entrepreneurship • Ethical and and define innovative entrepreneur- neurial opportunities in relation to Competence Framework’ at: sustainable thinking ial opportunities in the Arts & Crafts museums in the European market https://bit.ly/2YvI0SI [2016] domain in the European market. (200–300 words in total). (LO1) Next, scroll down to page 23 of this [Estimated completion time document, and read the columns 2. On completion of this task, it is for this activity: 1–2 days.] titled ‘Level 1’ and ‘Level 2’. These expected that the learner will use two columns describe the reasons empathy to detect entrepreneurial 2. Briefly summarise the character- for this activity. ideas and opportunities in the Arts istics and qualities that make each & Crafts domain. existing entrepreneurial opportu- b) Are there any arts and crafts nity worthwhile for yourself and outlets/studios in your your region 3. On completion of this task, it is others. Explain your 4–6 choices, or city/town? Can you explore them expected that the learner will recog- summarising each one in 50–100 as an inspiration or resource for this nise the affordances and marketing words. Briefly elaborate on the activity? Do they have a social potential of various social media and ethical and sustainability aspects media presence? online platforms in the context of of your choices. (LO1, LO2, LO4) Arts & Crafts. [Estimated completion time c) Explore what others are creating for this activity: 2 hours.] with arts and crafts: d M https://bit.ly/3owicAz e an e a ne p a 4. On completion of this task, it is s ns hi tw nd Se pat or expected that the learner will consid- 3. Identify and record in writing 4–6 em k d) Can you identify on Facebook, 1 2 er and critically reflect on the ethical examples of how museums use dif- Twitter, LinkedIn, Instagram and and sustainability aspects ferent social media (Facebook page, YouTube arts and crafts outlets/ of entrepreneurial practices, ideas Facebook group, Twitter, LinkedIn, studios with an online social pres- Ideate and prototype and opportunities in the Arts Instagram, YouTube) to promote Grow and ence? What characteristics and learn 6 3 & Crafts domain. their activities. Share your findings qualities do you identify from these and discuss them with your peers design outlets? For example, how and/or instructor. (LO3) is Maria A. Aristidou using social [Estimated completion time media: https://bit.ly/3tbJa3R I 5 4 Estimated maximum time for this activity: 1–2 hours.] an mp d lem nd to complete the activities: ev e at ea p al nt r o ua Ite evel Two and a half days. te d 34 35  Learning resource B: Map and network Competencies and goals: Learning outcomes (LO) 5–9 Activities Learning support material • Creativity 5. On completion of this task, it is ex- Develop an initial broad entrepre- a) Leading women in arts and crafts: pected that the learner will combine neurial idea, based on the following https://bit.ly/2Yr6n4b • Vision ideas and knowledge to create activities: a novel and appropriate entrepre- b) What others are doing with • Evaluating ideas neurial idea. 1. Develop a description of 2–3 arts and crafts: https://bit.ly/3j3mpuE different entrepreneurial ideas 6. On completion of this task, it is (200 words maximum for each c) A useful resource to consider expected that the learner will apply idea). These ideas are expected to issues of sustainability: strategic, divergent and convergent be novel and appropriate. Consider https://bit.ly/39tjyb4 thinking to create novel entrepre- novelty: what can you offer that is neurial ideas in Arts & Crafts. unique? (LO5, LO6) d) Inspirational ceramic concepts: [Estimated completion time https://bit.ly/3pyItQ6 7. On completion of this task, it is ex- for this activity: 1–2 days.] pected that the learner will recognise e) Inspirational furniture concepts: and appraise entrepreneurial ideas 2. Compare and consider these https://bit.ly/3oBP2Qy about Arts & Crafts in the European ideas and select one of them that market. provides for a yet unexplored op- portunity for the European market. 8. On completion of this task, it is Think strategically: why is your nd M a expected that the learner will visual- idea appropriate and viable? s e a ise ne p a n h tw nd Se pat or ise and articulate a scenario to guide (LO6, LO7) e m k 1 efforts and actions. [Estimated completion time 2 for this activity: 1–2 hours.] 9. On completion of this task, it is expected that the learner will iden- 3. Expand on this idea by articulat- Grow and learn 6 3 tify specific resources and contacts ing the stages that will guide your relevant to the entrepreneurial idea. actions towards its completion. Include the potential resources and networks required. Envision the I 5 4 Estimated maximum time future of this idea: what makes it an mp d d eml to complete the activities: sustainable? (500 words) (LO8, LO9) ev e e an al nt t ra op ua Ite evel Two and a half days. [Estimated completion time te d for this activity: 1–2 days.] 36 37  Learning resource C: Ideate and prototype Competencies and goals: Learning outcomes (LO) 10–12 Activities Learning support material • Taking initiative 10. On completion of this task, it is Drawing from the previous activi- a) Access online the document ties, now develop a specific entre- ‘EntreComp: The Entrepreneurship expected that the learner will develop • Working with others a marketing plan for entrepreneuri- preneurial idea, based on the Competence Framework’ at: following: al ideas relating to the Arts & Crafts https://bit.ly/3ad5nWK [2016] • Coping with uncertainty, domain. 1. Identify and describe in 200–400 ambiguity and risk words two opportunities and two Next, scroll down to page 23 of this challenges relevant to the external document, and read the columns ti- 11. On completion of this task, it is environment in which your tled ‘Level 3’ and ‘Level 4’. These two expected that the learner will engage entrepreneurial idea will columns describe the reasons for cooperatively with others to ideate take place. (LO10) the activities of this section. and prototype Arts & Crafts outputs. [Estimated completion time for this activity: 1 day.] b) Download the ‘Business Model 12. On completion of this task, it is Canvas’ template from expected that the learner will, within 2. Use your network and online https://bit.ly/2NQYp2f tools to compare your entrepre- the value–creating process, include neurial idea to similar existing planned ways of testing ideas and Page 1 explains each section of the ones. Who is your target audience? prototypes from the early stages, In what way are you offering them template. Page 2 is the one the learn- to estimate uncertainty and something unique? What visuals er has to complete. In particular, reduce risks. (branding, logos, etc) do you consid- after the learner completes activities er appropriate for this idea? 1–3 of this section, they are to com- nd M a In 200–400 words, articulate your plete the sections of this template: s e a ise ne p a n h tw nd idea, considering these two points. Se pat or ‘Customer Segments’, ‘Value Proposi- em k (LO10, LO11) tions’ and ‘Key Partners’. 1 2 [Estimated completion time for this activity: 1–2 days.] For the section ‘Value Proposition’, 3. Next, seek and record feedback the learner is advised to view the Ideate and prototype Grow and (images, interviews, audio, social following: learn 6 3 media, text, etc.) for this idea from https://youtu.be/VnBUOjxmn1g your network and target audience. How did they perceive your entre- preneurial idea? How can you fur- 5 4 Estimated maximum time ther refine this idea to reduce risks I an mp and uncertainty? Record this in no d eml nd to complete the activities: ev e t ea p al nt r a o less than 150 words. (LO11, LO12) ua Ite evel Five days. te d [Estimated completion time for this activity: 1–2 days.] 38 39  Learning resource D: Iterate and develop Competencies and goals: Learning outcomes (LO) 13–16 Activities Learning support material • Planning and management 13. On completion of this task, it is Continuing on from the previous a) After the completion of activities activities: 1–4, return to the ‘Business Model expected that the learner will define • Working with others priorities and develop an innovative Canvas’, and complete the sections 1. Collaborate with your network business model and related imple- ‘Key Activities’, ‘Key Resources’, and appropriate others to itemise • Learning through mentation plan for the sector. ‘Customer Relationships’ and and estimate the various costs and experience revenue sources associated with ‘Channels’. 14. On completion of this task, it is your entrepreneurial idea. Present these in a table. (LO13, LO14) b) Also complete the sections ‘Cost expected that the learner will engage [Estimated completion time Structure’ and ‘Revenue Streams’ cooperatively with others to iterate for this activity: 1–2 days.] of the template. and develop Arts & Crafts outputs in Europe. 2. Collaborate with your stakehold- c) For activity 4, useful information ers (face-to-face and/or through how to use social media for arts Information and Communication 15. On completion of this task, it is and crafts: Technologies) to seek feedback expected that the learner will use https://bit.ly/3cqgLS0 and further refine and develop your Information and Communication business plan as recorded so far. Technologies to engage with vari- (LO15, LO16, LO18, LO19) d) Four Artists Share Tips for Using ous stakeholders (existing network, [Estimated completion time Instagram to Grow Your Art Practice: target audience, other interested for this activity: 1–2 days.] https://bit.ly/3cqRozw parties) and promote outputs. nd M a 3. In 100–200 words, describe how s e a ise ne p a n h tw nd and why your initial business plan Se pat or 16. On completion of this task, it is em k has been modified. (LO16) 1 expected that the learner will criti- [Estimated completion time 2 cally reflect on their outcomes and for this activity: 1–2 hours.] revise their practices. 4. Start at least one social media Ideate and prototype Grow and account to create an online pres- learn 6 3 ence for your entrepreneurial idea (facebook, Twitter, LinkedIn, Insta- gram, etc.). Develop content for this account considering your ‘Custom- I 5 4 Estimated maximum time er Segments’ and ‘Value Proposi- an mp tions’ as developed in c) Ideate and d eml nd to complete the activities: ev e at ea p prototype. al nt r o ua Ite evel Four and a half days. te d [Estimated completion time for this activity: 2–3 hours.] 40 41  Learning resource Ε: Implement and evaluate Competencies and goals: Learning outcomes (LO) 17–20 Activities Learning support material • Motivation and 17. On completion of this task, it is 1. Investigate and identify at least a) Resources for financial support perseverance expected that the learner will iden- two potential sources of financial are likely to be country–specific. tify various funding opportunities support. How can you finance your There are also European-wide oppor- • Mobilising resources and will select one or two viable ones concept? How can you convince tunities for financing small and me- dium enterprises (SMEs). The learner based on economic evidence and others to invest in your concept? • Financial and weigh the costs against the benefits. (Crowdfunding, personal savings, is encouraged to search for both. economic literacy The following two links provide bank loan or other funding). Briefly information about options and 18. On completion of this task, describe in 100–200 words what • Mobilising others opportunities in the EU: it is expected that the learner will your financial and/or funding plans https://bit.ly/39yUmjA efficiently organise and manage are. (LO17, LO18, LO19, LO22) https://bit.ly/39x8p9f diverse and available resources [Estimated completion time including Information and for this activity: 1–2 days.] b) The basics of crowdfunding: Communication Technologies. https://bit.ly/3oB8kWa 2. Communicate with an entrepre- 19. On completion of this task, neur in the cultural industries to c) Discover the artists and organi- it is expected that the learner will seek feedback and evaluation of sations using Kickstarter to realize demonstrate effective communica- your business plan. This person ambitious projects in visual art tion, negotiation and leadership. could become your mentor. and performance: (LO17, LO19) https://bit.ly/3r6KYJS nd M a 20. On completion of this task, [Estimated completion time s e a ise ne p a n h tw nd d) The Essential Guide to Crowd- Se pat or it is expected that the learner will for this activity: 1–2 days.] em k funding by Indiegogo: 1 demonstrate resilience under uncer- 2 https://bit.ly/3cq5yAE tainty, ambiguity and pressure. 3. In 200–300 words, identify and list briefly up to two challenges Ideate and prototype you were confronted with so far in Grow and learn 6 3 developing your business plan and how you resolved these challenges. (LO19, LO20) [Estimated completion time I 5 4 Estimated maximum time for this activity: 1–2 hours.] an mp d eml nd to complete the activities: ev e at ea p al nt r o ua Ite evel Four and a half days. te d 42 43  Learning resource F: Grow and learn Competencies and goals: Learning outcomes (LO) 21–24 Activities Learning support material • Self–awareness and 21. On completion of this task, it is 1. Compile all that you have devel- a) Sample business plan template. self–efficacy expected that the learner will com- oped so far into one document, the This provides information on how pile all acquired knowledge through complete business plan. Include to structure the final business plan: • Financial and the sequence of previously complet- the following: Executive Summary, https://bit.ly/36pvlW3 economic literacy ed activities to embark on the task Company Description, Products and b) Information on how to start of becoming an autonomous entre- Services Description, Marketing • Mobilising others a business in Europe: preneur. Plan, Operational Plan and Finan- https://bit.ly/2YvETKO cial Plan. (LO21) 22. On completion of this task, it is [Estimated completion time c) Examples of Key Performance expected that the learner will articu- for this activity: 1–2 days.] Indicators (KPIs) for arts, late and evaluate the social, cultural entertainment and recreation: and economic impact of his/her 2. Determine how you will measure https://bit.ly/39x2DnV entrepreneurial activities. the social, cultural and economic impact of your enterprise. What d) WEGATE is a European Gateway 23. On completion of this task, it is key performance indicators will for Women’s Entrepreneurship. expected that the learner will identify you use for the future evaluation It includes various resources, and appraise personal strengths and of your enterprise? List and justify such as mentorship, guidance and weaknesses, including communica- these indicators (100–200 words success stories: https://wegate.eu/ tion, negotiation and leadership skills in total). (LO22) nd M e) Check if there is an Impact Hub a that inform professional practice. s e a ise ne p a [Estimated completion time n h tw nd Se pat or for this activity: 1–2 hours.] in your country and what services em k 24. On completion of this task, it is they can offer to assist with 1 2 setting up a business, networking expected that the learner will iden- 3. Reflect on your strengths and and expanding: tify and evaluate future options and weaknesses and appraise your https://impacthub.net/ Ideate and prototype opportunities to grow and expand. personal strengths and weak- Grow and learn 6 3 nesses, including communication, negotiation and leadership skills. What steps will you take to address areas for improvement? Discuss I 5 4 Estimated maximum time these points with your mentor and/ an mp d eml nd to complete the activities: or instructor. (LO23, LO24) ev e at ea p al nt r o ua Ite evel Three and a half days. [Estimated completion time te d for this activity: 1 day.] 44 45 Summary of online resources Museums European Gateway for Women’s Artists and organisations using Kick- Business Model Canvas template: Entrepreneurship: https://wegate.eu/ starter to realise ambitious projects https://bit.ly/3r6OXG8 EntreComp: The Entrepreneurship in visual arts and performance: Competence Framework [2016]: Impact Hub in your country: https://bit.ly/3axhsX9 Value Proposition: https://bit.ly/3iZBBJ0 https://impacthub.net/ https://youtu.be/VnBUOjxmn1g The Essential Guide to Crowdfunding Museums at the European Museums by Indiegogo: How to use social media for arts and Network: http://museums.eu crafts: https://bit.ly/3tb0ypD Design Sample business plan template: Tate Modern: https://www.tate.org.uk EntreComp: The Entrepreneurship https://bit.ly/3j00hkJ Four Artists Share Tips for Using Competence Framework [2016]: Instagram to Grow Your Art Practice: Developing and evolving in museums, innovation workbook’ at: https://bit.ly/3pxANgR Information on how to start a business https://bit.ly/2YrHcOH in Europe: https://bit.ly/3oAkeQd https://bit.ly/2Ma4lTD Explore what others are designing: Information about options https://europeandesign.org/ Examples of Key Performance Indica- and opportunities in the EU: Examples of innovative museums: https://www.designweek.co.uk/ tors (KPIs) for arts, entertainment and https://bit.ly/39xtbFO https://bit.ly/3pyW75P recreation: https://bit.ly/2Ys9x7w How is AISPI using social media: https://bit.ly/3j1rJOY Museums and sustainability: https://aispi.co/about/ European Gateway for Women’s https://bit.ly/3pA6qX8 Entrepreneurship: https://wegate.eu/ The basics of crowdfunding: Leading women in design: https://bit.ly/39zhWN8 Template for the ‘Business Model https://bit.ly/3pD90M8 Impact Hub in your country: Canvas’ from: https://bit.ly/3afG6ew https://impacthub.net/ Artists and organisations using Award winning product designs: Kickstarter: https://bit.ly/3cr1Q9R Value Proposition: https://youtu.be/VnBUOjxmn1g https://bit.ly/3ozXhwm The Essential Guide to Crowdfunding A useful resource to consider sustaina- Arts & Crafts by Indiegogo: https://bit.ly/3iZs9pb Museums and social media: bility issues: https://bit.ly/3ozXhwm EntreComp: The Entrepreneurship https://bit.ly/2MEMyDS Competence Framework [2016]: Sample business plan template: Inspirational design concepts: https://bit.ly/3r5DCq2 https://bit.ly/3coIWk4 https://bit.ly/3r6nrIO https://bit.ly/3td9bA7 Explore what others are creating with Information on how to start a business Information about options and opportu- Template for Business Model Canvas arts and crafts: https://bit.ly/3t7HvfQ in Europe: https://bit.ly/3otNZ5j nities in the EU: https://bit.ly/36shT3v from: https://bit.ly/3afICl3 How is Maria A. Aristidou using social Examples of Key Performance Indica- https://bit.ly/3r9ZFfh Value Proposition: media: https://bit.ly/2M9g7xx tors (KPIs) for arts, entertainment and The basics of crowdfunding: https://youtu.be/VnBUOjxmn1g recreation: https://bit.ly/39vKyqk Leading women in arts and crafts: https://bit.ly/36qmOlo How designers are using social media: What others are doing with arts European Gateway for Women’s https://bit.ly/32CwZl8 and crafts: https://bit.ly/3cp7QzX Entrepreneurship: https://wegate.eu/ Kickstarter: https://bit.ly/2MGKjj7 How is AISPI using social media (Insta- Issues of sustainability: Impact Hub in your country: The Essential Guide to Crowdfunding gram, Facebook): https://aispi.co/about/ https://bit.ly/39zhb6K https://impacthub.net/ by Indiegogo: https://bit.ly/3pA7t9w Information about options and opportu- Inspirational ceramic concepts: Sample template for a business plan. nities in the EU: https://bit.ly/3r5dCLh https://bit.ly/3ajHooY How https://bit.ly/3taGZh5 https://bit.ly/3tanhSH Inspirational furniture concepts: Examples of Key Performance Indica- https://bit.ly/36nNdjN tors (KPIs) for arts, entertainment and recreation: https://bit.ly/3owlOCD The basics of crowdfunding: https://bit.ly/2NF7Xgv ISBN 978-9925-586-54-7 46 47  CREATION http://creationproject.eu/ ISBN 978-9925-586-54-7