Farmers as entrepreneurs: the case of farm-based tourism

Int. J. Entrepreneurship and Small Business 01/2008; 6. DOI: 10.1504/IJESB.2008.019130

ABSTRACT Recent trends indicate that more farmers will diversify their activities, leading to 'pluriactivity'. Farmers that develop their farming enterprise by building tourism businesses based upon the resources of the farm can be seen as farm entrepreneurs who are entering the service sector. Based on a representative statistical data set from a survey conducted in 2006, where 1677 farmers responded to a broad set of questions, this paper identifies the characteristics of farm-based tourism and farmers as tourism entrepreneurs. Furthermore, this paper explores the impact of the additional activities associated with farm-based tourism for both the farm economy and the work situation for the farm household. The data set presents a unique opportunity to combine sociocultural data with data on alternative farm economic activities in the form of tourism. Trondheim. Her research themes focus on work, life quality, images of the rural life and rural tourism. She has published in international journals and books in the area of gender issues in agriculture and rural communities.

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    ABSTRACT: This chapter reports on a study of the benefits of the Integrated Education in Agricultural Entrepreneurship (IEAE) based on Mezirow's "critical reflection". The research intention is to categorize the constructs of the following fundamental concepts: a. “farmer’s entrepreneurship skill”, b. “approach of integrated entrepreneurship education” and c. “life-learning process in agricultural entrepreneurship education”. IEAE substantially covers the transfer of knowledge, skills, and attitudes that will allow in each farmerlearner to plan, to launch, and to manage his/her own business and it should be approached from leadership perspective and as a life-long learning process. Entrepreneurship constitutes an important factor that determines the level of economic growth, competitiveness, employment, and social prosperity of a small country such as Greece (Spanoudaki,2008). For purposes of this chapter agricultural entrepreneurship is defined as an effort developed individually or collectively for the exploitation of resources that the individual or the team allocates for the production of useful agricultural products, services, or goods connected with the production of agricultural products and their distribution in the market, satisfying market needs. According to the Global Entrepreneurship Monitor (Bosma & Levie, 2010), entrepreneurship is conceptualized as each effort for building a new business or a new activity, such as the free profession, where the creation of a new business, or the extension of an existing one, is done by an individual or by teams of individuals, from public institutions or from established private businesses. Through the application of Mezirow’s "critical reflection" in agricultural entrepreneurship education, education leaders, policy-makers, researchers, and extensionists can create a learning environment to motivate agricultural entrepreneurs to evaluate their experiences and provide them the opportunity to review their beliefs, opinions, and values.
    Global Perspectives on Educational Leadership Reform: The Development and Preparation of Leaders of Learning and Learners of Leadership, Edited by A. Normore, 01/2010: chapter Building Adult Educational Programs in Entrepreneurship Based on Mezirow: The Case of Agricultural Entrepreneurship: pages 323 - 356; Emerald Publishing., ISBN: 978-0-85724-445-1
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