Abstract
AbstractThe purpose of this chapter is to introduce a higher education social enterprise program and explore how it is shaping the field of social entrepreneurship. Social enterprise related university programs are an emerging trend. Entrepreneurial university theory and ecosystem framework are used to illustrate how the university social enterprise program, in turn, develops the field of social entrepreneurship. An example of an existing social enterprise program is discussed to highlight how it can be designed. Cases of social enterprises emerged as the result of the program are used to outline the different impacts that such support to social entrepreneurship might have. The research chapter reveals the multi-dimensional nature of the social enterprise program and its impact on students establishing their own social enterprises. It suggests that the incubation and other support activities should expand beyond the university program including a variety of network partners. The chapter provides empirical evidence of social enterprise development in a higher education institution and contributes to the global body of knowledge about fostering social enterprise development. As the provision of social entrepreneurship education is new in Estonia and the discussions on social enterprises are premature, the number of social entrepreneurship development partners is limited and hence the empirical data is currently scarce. The journey towards an entrepreneurial university is limited due to the lack of legal support and suitable infrastructure which would enhance project-based learning, support ‘spin-offs’ and patenting and rather engenders a more traditional academic learning environment.
Highlights
Social entrepreneurship can contribute simultaneously to economic growth and to social and environmental sustainability (OECD, 2020)
Main Motivation and Personal Aims in the SEMA Program 17 students (60,7%) agreed that they wanted to learn about social entrepreneurship. 15 students (53,6%) wanted to gain entrepreneurial skills, and 14 students (50%) came to implement their own social enterprise idea
Opinions and Preferences about Project-Based Learning According to 19 (67,9%) participating students, the most important elements of project-based learning in SEMA are that students can work on a live development even in the classroom. 15 students (53,6%) found it important that they can submit homework related to their real-life projects. 14 students (50%) found it important to participate in hackathons and other innovation events
Summary
Social entrepreneurship can contribute simultaneously to economic growth and to social and environmental sustainability (OECD, 2020). Higher education institutions (HEIs) are very relevant for the economics of their local environment and have a significant economic and social impact on their communities. HEIs train employees for the public and private and third sectors and play a major role in tackling social and economic challenges. Many universities continue to ignore social, economic, environmental and practical challenges in different regions and fail to take an active role in driving social change in the communities. Despite many projects and research, there is still an urgent need to create a better understanding of new processes, skills and tools that are required to exploit the knowledge coming out of universities more effectively and to drive the social entrepreneurship agenda. For social entrepreneurship to flourish, new methods and practices need to be adapted and created in HEIs
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