Impulse aus der Social Entrepreneurship Education – oder: Lassen sich Schülerfirmen sozioökonomisch kontextualisieren?

2020 ◽  
Vol 11 (2) ◽  
pp. 138-150
Keyword(s):  
Social Entrepreneurship ◽  
Entrepreneurship Education

Integrating Social Entrepreneurship Literature Through Teaching

2021 ◽  
pp. 251512742110219
Author(s):  
Angela E. Addae ◽  
Cheryl Ellenwood
Keyword(s):  
Social Entrepreneurship ◽  
Social Impact ◽  
Core Competencies ◽  
Entrepreneurship Education ◽  
Growth Strategies ◽  
Social Entrepreneurs ◽  
Skill Sets ◽  
Academic Literature ◽  
The Social ◽  
Social Sectors

As boundaries between the business and social sectors dissolve, social entrepreneurship has emerged as a phenomenon that bridges two worlds previously divided. Now, social entrepreneurs embrace market-based tools to address society’s greatest challenges. Coinciding with the growth of the sector, students and researchers have sought to understand development, growth strategies, and the practical challenges related to social entrepreneurship. In turn, universities have bolstered social entrepreneurship education by creating academic offerings that emphasize business, social impact, and innovation. Still, social entrepreneurship education remains in its infancy. Courses are as varied as the field itself, and instructors routinely rely on their professional backgrounds and networks to develop curricula that explore the field’s multifaceted character. Thus, social entrepreneurship courses are diverse across disciplines, and the academic literature theorizing the phenomenon is similarly emergent. As social entrepreneurship courses combine theoretical insights with experiential learning in a myriad of ways, aligning theoretical insights with necessary core competencies presents a challenge. To address this dilemma, we highlight the importance of employing theory-driven concepts to develop core competencies in social entrepreneurship students. In doing so, we review key threshold concepts in the social entrepreneurship literature and suggest how instructors might link theoretical insights to practical skill sets.

A Model for Social Entrepreneurship Education

2016 ◽  
pp. 174-191
Author(s):  
Carlos Torrejón Martín ◽  
Carlos Cuervo-Arango
Keyword(s):  
Social Entrepreneurship ◽  
Entrepreneurship Education ◽  
Educational Process ◽  
Entrepreneurial Education ◽  
Vital Importance ◽  
Entrepreneurial Attitude ◽  
The Relationship

This chapter reviews the factors that are relevant to promote an entrepreneurial attitude, identifying education as an element of vital importance that influences the disposition to start a venture and its results. This is particularly important in the case of social entrepreneurship projects, in which good intentions frequently overcome sound business realities. To deepen the understanding of the relationship between education and social entrepreneurship, the authors develop the model “Pyramid of catalysts for entrepreneurship” which helps to understand the mechanism by which the educational process affects the quantity and quality of social entrepreneurship. This chapter also presents several elements of paramount importance in designing a program of social entrepreneurial education.

Knowledge management and social entrepreneurship education: lessons learned from an exploratory two-country study

2019 ◽  
Vol 23 (10) ◽  
pp. 1984-2006 ◽  
Author(s):  
George Thomas Solomon ◽  
Nawaf Alabduljader ◽  
Ravi S. Ramani
Keyword(s):  
Knowledge Management ◽  
Social Entrepreneurship ◽  
Social Issues ◽  
Entrepreneurship Education ◽  
Growth Potential ◽  
Data Set ◽  
Content Type ◽  
Course Offerings ◽  
The Future ◽  
The Usa

Purpose Social entrepreneurship courses are among the fastest growing category of course offerings to entrepreneurship students (Brock and Kim, 2011) because both high growth potential- and steady growth-social ventures can create value and help solve social issues effectively and efficiently. As knowledge disseminators, entrepreneurship educators are in prime position to develop the knowledge, skills and abilities of students, which, in turn, increases their intentions to start a social venture and their ability to manage and grow their venture. Students gain an understanding about the role of entrepreneurship in addressing social opportunities, as well as knowledge related to starting, managing and growing social entrepreneurship ventures. This paper is divided into three parts. First, the authors broadly discuss the concept of social entrepreneurship. Second, the authors present an overview of the field of social entrepreneurship education (SEE) and its evolution. Finally, the authors supplement this review with an analytical examination of SEE, in which the authors present results of a cross-country analysis survey of over 200 entrepreneurship education programs in the USA and Canada. This paper aims to present information about: student enrollment in social entrepreneurship courses in comparison to other entrepreneurship courses; the frequency of offering social entrepreneurship courses and programs compared to other entrepreneurship courses and programs; and future trends in SEE. The results revealed a strong demand for social entrepreneurship from students, room for improvement in terms of the supply of course offerings, and a strong belief in the continued growth of social entrepreneurship. The authors conclude with suggestions about the future of SEE. Design/methodology/approach Analysis of secondary data derived from the oldest and most-frequently cited sources regarding entrepreneurship education in the USA and a novel data set examining entrepreneurship education in Canada. Both data sets were collected using an online self-report survey. Findings Demand for SEE continues to rise in both the USA and Canada. However, course and program offerings have not kept pace. Prominent trends in social entrepreneurship such as cross-campus programs and addressing the evolving demographics of students in higher education institutions need more attention. Originality/value A cross-cultural study of SEE that provides a high-level view of the state of the field today. In addition, the paper outlines the potential of the field of knowledge management for the future of SEE.

Social entrepreneurship education: a reflexive approach through the prism of capitals

2016 ◽  
Vol 2016 (1) ◽  
pp. 17627 ◽  
Author(s):  
Mine Karatas-Ozkan ◽  
Katerina Nicolopoulou ◽  
Shahnaz Ibrahim ◽  
Alain Fayolle ◽  
Ahu Tatli ◽  
...  
Keyword(s):  
Social Entrepreneurship ◽  
Entrepreneurship Education

Designing With Purpose: Advocating Innovation, Impact, Sustainability, and Scale in Social Entrepreneurship Education

2018 ◽  
Vol 1 (2) ◽  
pp. 205-221 ◽  
Author(s):  
Jill Kickul ◽  
Lisa Gundry ◽  
Paulami Mitra ◽  
Lívia Berçot
Keyword(s):  
Social Entrepreneurship ◽  
Design Thinking ◽  
Entrepreneurship Education ◽  
Venture Creation ◽  
For Profit ◽  
The Social ◽  
Innovative Solutions ◽  
Social Venture ◽  
Social Ventures ◽  
Innovation Impact

Social entrepreneurship is an emerging and rapidly changing field that examines the practice of identifying, starting, and growing successful mission-driven for-profit and nonprofit ventures, that is, organizations that strive to advance social change through innovative solutions. For educators teaching in this field, we advocate for a design thinking approach that can be integrated into social entrepreneurship education. Specifically, we believe that many of the design thinking principles are especially suitable and useful for educators to facilitate student learning as they create and incubate social ventures. We also advance a broader conceptual framework, which we describe as the four main mega-themes in social entrepreneurship education, namely innovation, impact, sustainability, and scale. We offer ways in which the design thinking steps can be integrated and applied to each of these themes and accelerate the social venture creation process. We conclude by discussing and presenting how design thinking can complement an overall systems thinking perspective.

scholarly journals Social Entrepreneurship Education in Primary School: Empowering Each Child with the YouthStart Entrepreneurial Challenges Programme

2019 ◽  
Vol 10 (2) ◽  
pp. 142-156
Author(s):  
Andrea Bisanz ◽  
Susanne Hueber ◽  
Johannes Lindner ◽  
Eva Jambor
Keyword(s):  
Young People ◽  
Primary School ◽  
Social Entrepreneurship ◽  
Primary Schools ◽  
Entrepreneurship Education ◽  
Future Generations ◽  
Self Confidence ◽  
School Career

Abstract This article provides an overview of challenge-based social entrepreneurship education in primary schools in Austria. The “YouthStart”-Programme “Empowering Each Child” is introduced as well as its impact on children. Research accompanying the programme shows that small challenges strengthen particularly the following skills and abilities of pupils: self-confidence and self-initiative, innovation, creativity, mindfulness, empathy, self-motivation and participation in society. Many of the challenges are based on the SDGs, so children are encouraged to learn to think and act in a sustainable way already at the beginning of their school career. The aim is to make young people aware of the fact that a change of people’s mindsets is needed worldwide, educating responsibly acting individuals, who do not only have their personal benefits in mind but also the needs of future generations.

Intention towards social entrepreneurship of university students in an emerging economy: the influence of entrepreneurial self-efficacy and entrepreneurship education

2020 ◽  
Vol 28 (3) ◽  
pp. 133-151
Author(s):  
H.M. Kamrul Hassan
Keyword(s):  
University Students ◽  
Social Entrepreneurship ◽  
Self Efficacy ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Entrepreneurial Intentions ◽  
Future Research ◽  
Entrepreneurial Education ◽  
Content Type ◽  
University Support

Purpose Entrepreneurial intention plays a crucial role in the research and application of social entrepreneurship (SE). The purpose of this paper is to investigate the influence of the factors affecting students’ intention towards social entrepreneurship (ISE). The study has taken entrepreneurial self-efficacy, along with entrepreneurial education, entrepreneurial network and perceived university support that have an impact on intentions, which instills interest amongst students in being future entrepreneurs. Design/methodology/approach Data were primarily taken from a survey of 380 university students from public and private universities in Chattogram, the business capital of Bangladesh. Students were preliminarily selected, focussing on different profiles such as male/female, age, socio-economic status, education level, university status and employment level. Initially, using factor analysis factors were analyzed and later multiple regression analysis was used to identify the relationship with ISE. Findings The study on the student reveals that four aspects significantly impacted the preference of students’ ISE. This study reinforces the influence of entrepreneurial self-efficacy, along with entrepreneurial education, as the factors contributing to aid young graduates recognizing and fostering an ISE. Entrepreneurial networks and perceived university support were found to have no association with social entrepreneurial intentions. Originality/value This paper contributes to the understanding of the factors and provides a basis for explaining factors that affect the intention of students towards SE. It can contribute to future research related to social entrepreneurial intention. Furthermore, it was concluded that forming social entrepreneurial intention is highly influenced by entrepreneurial self-efficacy and entrepreneurship education.

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