Many culinary SMEs are still lagging behind in terms of digital literacy and
entrepreneur literacy. Low levels of entrepreneurial literacy, data security concerns,
limited access and understanding of technology are obstacles for MSMEs in
responding to changing market dynamics. Question: in your opinion, what steps
should be taken to overcome this ?
Replies:
Barriers to digital literacy and entrepreneurship in culinary MSMEs cannot be
addressed through technical training alone. An ecosystem approach based on
continuous learning, practical mentoring, digital security protection, and inclusive
policies are needed to enable MSMEs to respond to market dynamics and build long-
term competitiveness.
MSMEs^ learning capabilities can be viewed as strategic resources within the
Resource-Based View (RBV) framework because they meet the VRIN criteria. These
capabilities are valuable, rare, difficult to imitate, and non-substitutable because
they are contextual, experience-based, and embedded in MSMEs^ routines and
social networks. As a dynamic capability, learning capabilities, particularly through a
balance of exploratory and exploitative learning, enable MSMEs to adapt and
innovate sustainably, thereby creating long-term competitive advantage.
This research topic is highly relevant to current trends in MSME management and
entrepreneurship. The research addresses key issues such as entrepreneurial
learning (exploratory-exploitative learning), ambidexterity, digital transformation,
and sustainability performance (triple bottom line), which are currently the primary
focus of academic research and public policy.
The conceptual model can be empirically validated by operationalizing the variables
of entrepreneurship education, exploratory-exploitative learning (ambidexterity),
and MSME sustainable performance into measurable indicators. Validation is
conducted through quantitative surveys of MSME actors (e.g., using SEM-PLS),
supported by longitudinal analysis to capture learning dynamics over time, and
qualitative studies to understand the social and ecosystem context. The addition of
moderating variables such as government support, social networks, and the level of
digitalization strengthens the relevance of the Indonesian context and enhances the
robustness of the empirical findings.
Several years ago, Indonesia began building many Vocational High Schools (SMK)
with the aim that after graduating they could directly practice the business world,
including culinary. Can these SMKs still be part of or involved in strengthening
understanding of the dynamics of learning in the MSME ecosystem in Indonesia now
and in the future?
Replies:
Vocational schools (SMKs) remain and will remain a crucial part of strengthening the
understanding and practice of sustainable entrepreneurship learning in Indonesia.
By integrating exploratory and exploitative learning, vocational schools can
contribute directly to strengthening the culinary MSME ecosystem, not just as
providers of graduates but as strategic partners in learning and innovation.
How do social, cultural, and regulatory contexts in Indonesia influence the
implementation of sustainable entrepreneurship learning in the culinary MSME
sector? and , to what extent can the findings of this study be generalized or
replicated across other MSME sectors in Indonesia with different characteristics?
Replies:
Indonesia^s social, cultural, and regulatory context significantly influences how
culinary MSMEs implement sustainable entrepreneurship learning, with informal and
community-based learning predominating. The findings of this study are relevant
and replicable in other MSME sectors with similar characteristics, but require
contextual adjustments for more formal, digital, and technology-oriented sectors.
How does entrepreneurship education, through exploratory and exploitative learning
(ambidexterity), influence the sustainable performance of culinary MSMEs in
Indonesia?
Replies:
Entrepreneurship education improves the sustainable performance of culinary
MSMEs in Indonesia by promoting a balance between exploratory learning
(innovation, seeking new opportunities, adopting technology) and exploitative
learning (efficiency, standardization, and utilizing existing resources). Exploratory
learning strengthens competitiveness and long-term sustainability, while
exploitative learning maintains operational stability and revenue. This balance
(ambidexterity) enables culinary MSMEs to simultaneously achieve economic, social,
and environmental sustainability.
