KABADA (stands for Knowledge Alliance of Business Idea Assessment: Digital Approach) is a structured, Web-based platform (available here kabada.ba.lv) that purports to take the guesswork out of business plan development. Informed by theoretical research, relevant statistics, and artificial intelligence (AI) insights, the tool guides new entrepreneurs through every step of the way, helping them understand where they stand, where and how they might consider going, and what challenges and opportunities lie ahead. In the digital age, automated software with machine learning and artificial intelligence is widely used in both business and everyday life, therefore it has to be used in education and other areas of societal life.

The tool is intended for use by a wide audience. The primary target audience is entrepreneurs, students, university lecturers, business consultants, development finance institutions and related. It is important to note that the tool is suitable not only for existing and future professionals in the field of business and management, but also for future or existing professionals in any field, including forestry, where business projects are planned and whose representatives start new business initiatives too.

During the development process of the tool, its structure was created based on classic business plan development principles and content. When working with the tool, the business project planner sequentially goes through six large blocks – industry statistics, industry risks, creating a business model canvas, SWOT analysis, personal characteristics analysis and financial projections.

The first two blocks in the structure of the KABADA tool inform its user about the statistical trends of the selected industry in the country where it is planned to do business, comparing them also with the trends of the industry throughout the European Union. The source of statistical data is Eurostat, the statistical office of the European Union. Also, the user of the tool is introduced to the risks at the macro, industry and company levels, which are typical for companies in the selected industry. The macro level of risk analysis is based on the PESTE (political, economic, social, technological, environmental factors) analysis. Industry-level risks are analyzed using Michael Porter’s Five Forces Framework, that was first published in Harvard Business Review in 1979.

The development of a business model within the framework of the KABADA tool takes place using the Business Model Canvas. It consists of the nine “building blocks” of the business model design template that came to be called the Business Model Canvas and was initially proposed in 2005 by Swiss business theorist Alexander Osterwalder. In the next block of the tool, its user performs a SWOT (strengths, weaknesses, opportunities, threats) analysis for the purpose of creating a generic strategy. In both mentioned blocks, the user of the tool has to sequentially make choices from a set of options predefined by the system.

Since it is important for a potential entrepreneur to be aware of his readiness to start a business, the system has another block in which the user completes a test, assessing his entrepreneurial abilities, knowledge and external circumstances that can either help or hinder the conduct of business.

Financial projections are the final block of the KABADA tool. It is connected to the Business Model Canvas previously developed by the user. Thus, when filling out the financial projections section, the user must enter numbers against various types of assets, liabilities, revenue streams, cost items, initial investment. After completing this task, the system generates a cash flow statement for the first period of operations.

Artificial intelligence algorithms are also built into the KABADA tool, which provides for gradual learning of the system from the business plans created in the system. As a result, the user, while working in the tool, receives artificial intelligence advice in various places when has to make choices.

The KABADA tool includes significant work with big data. This is due to both a huge amount of data from external resources, such as Eurostat Structural Business Statistics data base, and internal resources of the system, such as business plans created in the system. The volume of Eurostat business statistics data is immense, and the KABADA system must be able to extract from it exactly the necessary information within the relevant industry and country, as well as create combined images with various indicators so that the user can easily perceive the trends of the industry’s development using different absolute and relative indicators. Also, the system is gradually filled with a large number of business plans, which contain extensive information about business models, financial projections, which the system must be able to process and offer easy-to-understand recommendations to the users.

List of publications created during the project covering various topics necessary for the project development, such as entrepreneurship, education, Z generation’s aspirations, startup business model selection, and the impact of the KABADA tool.

1. 1. Carvalho, L., Lesinskis, K., Mavlutova, I., & Dias, R. (2022). Entrepreneurship eduction and professional career – An overview. In Temas Emergentes e Ciências Empresariais—Novas abordagens nas áreas científicas dos Recursos Humanos, Marketing, Empreendedorismo e Inovação (pp. 193–202). Edições Sílabo.
   2. Carvalho, L., Mavlutova, I., Lesinskis, K., & Dias, R. (2021). Entrepreneurial perceptions of students regarding business professional career: The study on gender differences in Latvia. Economics & Sociology, 14(3), 220–241. https://doi.org/10.14254/2071-789X.2021/14-3/12
   3. Ciekurs, K., Kravalis, I., Ropa, A., Mavlutova, I., & Hermanis, J. (2022). Changing Teaching Methods under the COVID-19 Pandemic for Generation Z Physical Activities: Gender Differences. WSEAS TRANSACTIONS ON ENVIRONMENT AND DEVELOPMENT, 18, 980–991. https://doi.org/10.37394/232015.2022.18.94
   4. Costa, T. G. da, & Carvalho, L. C. (2022). Key Factors for Entrepreneurial Success: A Synthesis of Earlier Research and an Agenda Proposal to Support Entrepreneurial Training. In L. C. Carvalho, N. Teixeira, & P. Pardal (Eds.), Advances in Logistics, Operations, and Management Science (pp. 56–72). IGI Global. https://doi.org/10.4018/978-1-7998-8239-8.ch004
   5. Kravalis, I., Ciekurs, K., Ropa, A., Mavlutova, I., & Hermanis, J. (2021). Teaching Methods for Generation Z for Physical Activities: A Stable Labor Market Provision under the COVID-19 Pandemic. WSEAS TRANSACTIONS ON BUSINESS AND ECONOMICS, 18, 1432–1451. https://doi.org/10.37394/23207.2021.18.132
   6. Kubilinskiene, S., Liogiene, T., & Judickaite-Zukovske, V. (2023). METHODOLOGY TO ASSESS HIGH SCHOOL STUDENTS LEARNING TO EVALUATE INFORMATION SYSTEM USABILITY. 3460–3468. https://doi.org/10.21125/inted.2023.0938
   7. Lesinskis, K., Carvalho, L., Mavlutova, I., & Dias, R. (2022). Comparative Analysis of Students’ Entrepreneurial Intentions in Latvia and Other CEE Countries. WSEAS TRANSACTIONS ON BUSINESS AND ECONOMICS, 19, 1633–1642. https://doi.org/10.37394/23207.2022.19.147
   8. Lesinskis, K., Mavļutova, I., Hermanis, J., Spilbergs, A., & Peiseniece, L. (2023). THE IMPACT of usage a digital tool KABADA ON ENTREPRENEURIAL INTENTIONS ON GENERATION Z higher education students IN CENTRAL, EASTERN AND SOUTHERN EUROPE. In Social and Economic Studies within the Framework of Emerging Global Developments (Vol. 3). Peter Lang Verlag.
   9. Lesinskis, K., Mavlutova, I., Peiseniece, L., Hermanis, J., Peiseniece, E., & Pokatayeva, O. (2021). Modern Business Teaching: The Sable Labor Market Provision for the Emerging Generations. Studies of Applied Economics, 39(5). https://doi.org/10.25115/eea.v39i5.5202
   10. Lesinskis, K., Mavļutova, I., Spilbergs, A., & Hermanis, J. (2023). Digital transformation in entrepreneurship education: Analysis of the results of the use of a digital tool KABADA on entre-preneurial intention of generation Z. Sustainability, 15(13):10135. https://doi.org/10.3390/su151310135
   11. Mavļutova, I., Krastiņš, M., Hermanis, J., & Lešinskis, K. (2020). Student-centered methods in entrepreneurship education to increase entrepreneurial intentions of students. Littera Scripta. https://doi.org/10.36708/Littera_Scripta2019/2/5
   12. Mavlutova, I., Lesinskis, K., Liogys, M., & Hermanis, J. (2020a). The Role of Innovative Methods in Teaching Entrepreneurship in Higher Education: Multidisciplinary Approach. In I. Kabashkin, I. Yatskiv, & O. Prentkovskis (Eds.), Reliability and Statistics in Transportation and Communication (Vol. 117, pp. 684–693). Springer International Publishing. https://doi.org/10.1007/978-3-030-44610-9_66
   13. Mavlutova, I., Lesinskis, K., Liogys, M., & Hermanis, J. (2020b). Innovative Teaching Techniques for Entrepreneurship Education in the Era of Digitalisation. WSEAS TRANSACTIONS ON ENVIRONMENT AND DEVELOPMENT, 16, 725–733. https://doi.org/10.37394/232015.2020.16.75
   14. Pavlíková, E. A., Meňházová, J., & Lešinskis, K. (2023). Digital Approach to Successful Business Plans in Forestry and Related Fields. Forests, 14(3), 513. https://doi.org/10.3390/f14030513
   15. Pinto, S., Ossmane, E. S., & Carvalho, L. C. (2021). Implementing Acceleration Programs: Reflections for Academic Business Incubators Through a Portuguese Case Study. In T. G. da Costa, I. Lisboa, & N. M. Teixeira (Eds.), Advances in Business Strategy and Competitive Advantage (pp. 34–60). IGI Global. https://doi.org/10.4018/978-1-7998-6926-9.ch003
   16. Rolo, A., Matos, D., & Pinto, S. (2022). Digital Tool for Frameworking Startups Business Model. In Temas Emergentes e Ciências Empresariais—Novas abordagens nas áreas científicas dos Recursos Humanos, Marketing, Empreendedorismo e Inovação (pp. 181–192). Edições Sílabo.
   17. Zailskas, J., Liutvinavičienė, J., & Kubilinskiene, S. (2023). Studentų mokymosi rezultatai ir motyvacija įsitraukiant į projektą: Atvejo analizė. In Studijos kintančioje verslo aplinkoje (pp. 159–163). https://leda.lt/images/documents/Studijos_kintancioje_verslo_aplinkoje_2023.pdf

List of reports presented at scientific conferences in which members of the KABADA team have participated

37th EBES Conference- Berlin: Eurasia Business and Economic Society. – Berlin, Germany; 06.-07.10.2021., Lesinskis, Mavlutova, Carvalho Report: Comparative Analysis of Students’ Entrepreneurial Intentions in Latvia and Other CEE countries. https://ebesweb.org/conferences/past-conferences/37th-ebes-conference-berlin-main/; https://ebesweb.org/wp-content/uploads/2021/10/37th-EBES-Conference-Program_post.pdf

14th Annual Scientific Baltic Business Management Conference ASBBMC’21 “Economics and Business: Foreseeing Challenges and Opportunities” Riga, Latvia, BA, 01.-03.06.2021; Mavlutova Report: Sustainability of personal finances by increasing financial literacy under COVID-19 crisis.

14th Annual Scientific Baltic Business Management Conference ASBBMC’21 “Economics and Business: Foreseeing Challenges and Opportunities” Riga, Latvia, BA, 01.-03.06.2021 Report Entrepreneurial Perceptions Of Students: Gender Differences In Latvia

V International Forum on Management –Connected in a multipolar world: everything becomes smart and digital, Setubal, Portugal, February 19-20. Report: Perceptions about young entrepreneurship in Europe: an exploratory study supported in the KABADA project.

V International Forum on Management –Connected in a multipolar world: everything becomes smart and   digital, Setubal, Portugal, 2021, February 19-20. Xara-Brasil, D., Pardal, P., Cordeiro, J., & Carvalho, L.C. A Compra de Produtos Locais: mercados municipais versus moderna distribuição.

V International Forum on Management –Connected in a multipolar world: everything becomes smart and   digital, Setubal, Portugal, 2021, February 19-20. Frameworking Business Model: Success Factors for Startups. Dulce Matos Coelho, Ana Rolo and Sandra Pinto

Managerial, Social and Environmental Aspects of the Forest-based Sector for Sustainable Development: 40th Anniversary Conference for 4.05.00: Brno, Czech Republic, 4.-6.09.2021; Corporate Social Responsibility as part of forestry bioeconomy strategies; Jitka Meňházová, Eva Abramuszkinová Pavlíková; https://iufro2021.ldf.mendelu.cz/33269-programme ; https://iufro2021.ldf.mendelu.cz/wcd/w-ldf-iufro2021/book_of_abstracts_iufro_brno_isbn.pdf

15th Annual Scientific Baltic Business Management Conference BUILDING STRATEGIC RESILIENCE IN TIMES OF UNCERTAINTY, June 1-3, 2022, Riga, Latvia; Abramuszkinova Pavlikova Eva, Mendel University in Brno, Czech Republic, Usage of digital tools in entrepreneurship education for non-business students; https://asbbmc.eu/wordpress/#schedule

15th Annual Scientific Baltic Business Management Conference BUILDING STRATEGIC RESILIENCE IN TIMES OF UNCERTAINTY, June 1-3, 2022, Riga, Latvia Jānis Hermanis, BA School of Business and Finance, Riga, Latvia, Entrepreneurship assistance digital tool KABADA: concept and structure; https://asbbmc.eu/wordpress/#schedule

15th Annual Scientific Baltic Business Management Conference BUILDING STRATEGIC RESILIENCE IN TIMES OF UNCERTAINTY, June 1-3, 2022, Riga, Latvia , Latvia; Kristaps Lešinskis, PhD Cand., Inese Mavļutova, PhD, BA School of Business and Finance, Riga, Latvia, Development of entrepreneurship education: in search of a new approaches; https://asbbmc.eu/wordpress/#schedule

15th Annual Scientific Baltic Business Management Conference BUILDING STRATEGIC RESILIENCE IN TIMES OF UNCERTAINTY, June 1-3, 2022, Riga, Latvia, Inese Mavļutova, PhD, BA School of Business and Finance, Riga, Latvia, Financial risks and the role of the financial plan in business viability; https://asbbmc.eu/wordpress/#schedule

15th Annual Scientific Baltic Business Management Conference BUILDING STRATEGIC RESILIENCE IN TIMES OF UNCERTAINTY, June 1-3, 2022, Riga, Latvia, Justinas Zailskas, VIKO, Vilnius, Lithuania (ZOOM), The KABADA tool development process and challenges; https://asbbmc.eu/wordpress/#schedule

15th Annual Scientific Baltic Business Management Conference BUILDING STRATEGIC RESILIENCE IN TIMES OF UNCERTAINTY, June 1-3, 2022, Riga, Latvia; Dulce Matos, Ana Rolo and Sandra Pinto Polytechnic Institute of Setúbal, Portugal, Kabada – a business model tool to support entrepreneurs; https://asbbmc.eu/wordpress/#schedule

15th Annual Scientific Baltic Business Management Conference BUILDING STRATEGIC RESILIENCE IN TIMES OF UNCERTAINTY, June 1-3, 2022, Riga, Latvia, Juris Riekstiņš, ArtSmart, Riga, Latvia, Artificial Intelligence in Higher Education ; https://asbbmc.eu/wordpress/#schedule

 15th Annual Scientific Baltic Business Management Conference BUILDING STRATEGIC RESILIENCE IN TIMES OF UNCERTAINTY, June 1-3, 2022, Riga, Latvia,,  Eglė Naureckytė, ENTRI, Vilnius, Lithuania,
Use of digital tools in business education for youngsters ; https://asbbmc.eu/wordpress/#schedule

15th Annual Scientific Baltic Business Management Conference BUILDING STRATEGIC RESILIENCE IN TIMES OF UNCERTAINTY, June 1-3, 2022, Riga, Latvia, Bruno Opermanis, SWH SETS, Riga, Latvia,
KABADA: How Artificial Intelligence can help to make business plans; https://asbbmc.eu/wordpress/#schedule

Insignt in KABADA sesion from 15th Annual Scientific Baltic Business Management Conference

KABADA session @ ASBBMC22 – HIGHLIGHTS

The first offical KABADA webinar

WEBINAR: KABADA, your business pal: how the tool is disrupting Young Entrepreneurship in the digital age

The second offical KABADA webinar

WEBINAR: Create your free business plan now with Kabada

The KABADA Final Conference

KABADA CONFERENCE

Results of KABADA user survey

Methodology

In order to examine how the use of a digital tool in the process of entrepreneurship education affects the entrepreneurial intention of students of Generation Z, the authors of the study applied quasi-experimental method in the empirical part of the study. The researchers performing experimental research manipulate and control the factors that determine the result of interest by performing an intervention and measuring the effects it produces. An experiment involves manipulating one variable – the so-called independent variable (causal factor) – and analyzing the effect of that manipulation on another variable, the so-called dependent variable.

In the case of this quasi-experiment the independent variable is the educational workshop using the KABADA tool and the dependent variable is the entrepreneurial intention. Generation Z representatives who were taught entrepreneurship using the KABADA tool are considered the experimental group (sometimes also called a treatment group) in the experiment. As part of a quasi-experiment, the research investigates whether the use of a digital tool in the educational process has a positive effect on the entrepreneurial intention of Generation Z. A control group was also involved in the experiment. Participants of the control group were tought the same topics as the experimental group, only without using the KABADA tool, instead offering teaching in the form of a traditional workshop. In each session, its participants were surveyed both before and after the workshop, including in the second questionnaire a series of the same questions as before the session, but not only.

In the survey of the respondents before and after the KABADA and traditional workshops, the evaluation of the dependent variables was done using a Likert scale from 1-7.

In total, the sample of the experiment consists of 808 respondents from several Central and Eastern European countries (Latvia, Lithuania, Czech Republic, Slovakia), as well as several Southern European countries (Portugal, Italy, Spain). A total of 14 workshop sessions by the same lecturer were conducted.

Results

The results of the training session showed a statistically significant increase in self-assessed knowledge before and after the session, which was dedicated to entrepreneurship and actively utilized the KABADA tool. It is worth noting that within a few hours of the session, during which participants were trained, there was a significant increase in the intention of the attendees to become entrepreneurs. See the Figure 1.

Figure 1

The following Figure 2 compares the increase in self-assessed knowledge between the KABADA tool workshop and the classical workshop. The positive values indicate an increase in self-assessed knowledge for both workshops. However, the workshop utilizing the KABADA tool shows higher gains in most of the assessed areas compared to the classical workshop. This suggests that the KABADA tool contributes to a more substantial improvement in participants’ understanding of various aspects of entrepreneurship.

Figure 2

KABADA tool code repository

We are pleased to announce that the source code of the KABADA tool is now publicly available. The program code can be accessed on our GitHub profile at https://github.com/KABADATeam. It encompasses three main components: the backend, frontend, and AI. By sharing the source code, our aim is to promote collaboration, transparency, and innovation in the field of entrepreneurship education. We invite all interested individuals to explore, contribute to, and leverage the KABADA tool to enhance their business planning and educational initiatives.