ENTREPRENEURIAL EDUCATION

Futures‑literate entrepreneurship for regenerative futures
Entrepreneurship is often framed as the ability to:
  • identify problems
  • move quickly to solutions
  • create value
  • scale impact

​In sustainability and climate‑related contexts, this logic becomes even more urgent - and more fragile.
I work with entrepreneurial education from a different foundation.
This work supports entrepreneurial learning and practice grounded in futures literacy, care, and responsibility.

​It moves beyond extractive, speed-driven models of entrepreneurship toward more reflective, relational, and place-based approaches to innovation and value creation.
Why This
​Work Matters
Too often Entrepreneurial Education prioritises:
  • speed and scale over sense-making.
  • rewards confidence over care.
  • growth as default success.
  • treats futures as markets to be captured.
  • reproduces extractive logics under “green” language.

​This work offers an alternative starting point, where entrepreneurship is a futures-literate practice shaped around relationships. 
What futures‑literate entrepreneurship means here
Entrepreneurship, in this context, is not limited to start‑ups.
It includes:
  • intrapreneurs within organisations.
  • social and community entrepreneurs.
  • founders working with sustainability, place, or care.
  • people creating new ways of organising, not just new products.

Futures‑literate entrepreneurship supports people to:
  • examine the assumptions shaping their ideas.
  • recognise which futures their work enables, and which it forecloses.
  • stay in relationship with people and place while creating value.
  • act with integrity in uncertainty.
  • question dominant narratives of growth and speed. 

It reframes entrepreneurship as participation in shaping futures, not extracting value from them. 
​What this work supports
I help you to develop Entrepreneurial Education which develops the capacity to:
  • think long‑term and systemically.
  • navigate uncertainty without rushing to closure.
  • integrate ethical and ecological considerations early.
  • question dominant success narratives.
  • mobilise others without extraction.
  • tolerate experimentation, failure, and not‑knowing.

​These capacities matter more than any specific business model — especially in regenerative contexts.
How this work is practiced
This work is held through reflective, futures‑led practices, including:
  • facilitated futures and scenario exploration
  • critical inquiry into assumptions, narratives, and time horizons
  • reflective exercises linking identity, place, and decision‑making
  • collective sense‑making around value, impact, and responsibility
  • slow exploration of ideas before pitching or scaling

Formats vary depending on setting, and may include:
  • guest lecturing and facilitation.
  • workshops and learning modules.
  • incubator and accelerators programmes.
  • curriculum and programme co-design.
  • reflective mentoring and dialogue spaces..
  • expert panel member. 
Who this is for
This work supports:
  • people developing regenerative, sustainability, or place‑based ventures.
  • intrapreneurs creating change within organizations.
  • incubators and accelerators seeking deeper learning approaches.
  • funders and programmes wanting more reflective engagement.
  • educators working at the intersection of futures and entrepreneurship.

It is especially useful where:
  • innovation feels pressured.
  • impact language feels hollow.
  • or participants sense that “doing good” is becoming extractive.
​This work is not about:
  • accelerating start‑ups at all costs.
  • producing pitch‑ready solutions quickly.
  • guaranteeing funding or market success.
  • treating futures as competitive advantage.
  • replacing care with confidence.

Being entrepreneurial here is understood as a relational and ethical practice, not a race.
Invitation
This work offers a way to re-ground entrepreneurial practice in futures literacy, belonging, and care - while maintaining creativity, agency, and experimentation.

If you are working in entrepreneurial education or innovation and sense a need to slow down, reflect, or reorient, this provides a different way of engaging with what entrepreneurship can become.
I'd love to explore how I can support you to create flourishing futures
CASE STUDY: ENTREPRENEURIAL EDUCATION CURRICULUM, LESOTHO
Helping Lesotho’s National Curriculum
Development Centre (NCDC) 
to develop a pipeline
​of young entrepreneurs 
​through Entrepreneurial Education

CASE STUDY: GLOBAL ENTREPRENEURSHIP WEEK GENEVA

Empowering students as start-up entrepreneurs in the Concours de la Meilleure Idee

CASE STUDY: WOMEN'S ENTREPRENEURSHIP ACCELERATOR

Empowering women to develop digital green solutions by creating an e-learning for UN ITU as part of the Women's Entrepreneurship Accelerator sponsored by Mary Kay Global.

CASE STUDY: SUPPORTING MIGRANT AND REFUGEE ENTREPRENEURS

Helping Capacity Zurich's start-up entrepreneurs build resilience for their entrepreneurial journeys
"I felt your facilitation and the journey you took us on was more then that.
​I felt that you shared your life experience and passed on your valuable lessons learned. 
I felt that your workshop had so much ‘Herzensblut’ as it said in German. ​
Herz - Heart + Blut - Blood ==> so much passion, compassion, commitment and enthusiasm!" 
Spring Programme 2019 Participant, Capacity Zurich
CASE STUDY: UNCTAD START-UP FOR SDGs PITCH COMPETITION
Empowering start-up entrepreneurs to pitch their solutions at the UN in partnership with UNCTAD
CASE STUDY: EPFL INNOVATION PARK
Exploring resilience 
​as entrepreneurs from EPFL Innovation Park in Lausanne.

CASE STUDY: RAISING YOUTH VOICES, UNCTAD EMPRETEC WOMEN IN BUSINESS AWARDS 2018

Encouraging entrepreneurial spirit
in young people to be problem-solvers for the planet, 
as part of the UNCTAD Empretec
​Women In Business Awards 
You can also become part of the Flourishing Futures Collective community, where we imagine, learn and explore more together. ​