Abstract
Our key intention through this special issue in social entrepreneurship education is to capture the best practices in pedagogy and research within this growing field of social entrepreneurship and also to push boundaries and question the taken-for-granted assumptions in this discipline. Therefore, two contributions chosen for this issue advocate the importance of a service learning approach to enhance students’ learning experience beyond the classroom. The other two contributions address the need to challenge assumptions of social entrepreneurship, thus improving students’ practical and theoretical knowledge of the field.
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