Social Entrepreneurship Education Research Articles

Best Social Entrepreneurship Teaching and Learning Strategies for Promoting Students' Social Entrepreneurial Minds: A Scoping Review

This paper aims to explore the best teaching and learning strategies for promoting students' social entrepreneurial minds. At the initial stage, the scoping review draws from 198 secondary data from various works in the social entrepreneurship education context, including studies on education programs, curricular development, knowledge-acquiring mechanisms, and social entrepreneurial exploration processes. It also examines instructional methods and strategies that foster the development of potential social entrepreneur mindsets. Finally, 26 included papers present a Top-Down and Bottom-Up Approach, Experiential Learning, Action Learning, Community-Based Project, and Problem-Based Learning (PBL) as effective social entrepreneurship teaching and learning approaches to promote social entrepreneurial mindsets. The review concludes that a combination of all of the aforementioned teaching and learning strategies is among the top teaching approaches for effective social entrepreneurship education. The paper proposes that dynamic social entrepreneurship curricula and learning models that emphasize hands-on experience and experience-based learning can be effective strategies for promoting students' social entrepreneurial minds.

체험형 사회적 창업교육 참여자의 사회적 창업의도 예측요인

Social entrepreneurs play a crucial role in addressing entrenching societal problems that are difficult to solve at the individual level. To cultivate future social entrepreneurs, institutions increasingly provide experiential education programs where participants engage directly in social entrepreneurial activities. This study aims to identify psychological factors influencing the development of social entrepreneurial intentions among participants in such programs. Highlighting the challenging nature of a social entrepreneurial career, we propose that participants' learning goal orientation, meaning at work, and bottom-line mentality climate perception shape their intentions to become social entrepreneurs. We collected and analyzed two-wave survey data from 149 university students participating in an intensive experiential social entrepreneurship education program in South Korea. Results indicate that learning goal orientation positively affects meaning at work, which in turn, enhances social entrepreneurial intentions. Furthermore, bottom-line mentality climate perceptions moderate the positive relationship between learning goal orientation and meaning at work, as well as the positive effect of learning goal orientation on social entrepreneurial intentions via meaningful work. This study has several significant implications. First, it proposes and demonstrates that individual participants' learning goal orientation and meaning at work serve as predictors of the development of social entrepreneurial intentions during an experiential entrepreneurial education program. In doing so, it sheds light on the critical role of psychological variables in influencing the outcomes of entrepreneurial education. Second, the study reveals the negative effects of bottom-line mentality climate perception on shaping social entrepreneurial intentions, suggesting the necessity for educational frameworks that incorporate environmental contexts. Finally, this research offers evidence-based insights that educational institutions, policy-makers, and business leaders can utilize in devising strategies and systems to nurture the next generation of social entrepreneurs.

The influence of family social capital toward the entrepreneurial intention among prospective graduates in Tanzanian universities

PurposeThe study examines the influence of family social capital on prospective university graduates' entrepreneurial intentions in Tanzania. The study also looks at the way entrepreneurial education amplifies the primary link between the study variables.Design/methodology/approachCross-sectional data were gathered at a specific period from potential graduates in Tanzanian universities using structured questionnaires under the quantitative approach. The links between family social capital, entrepreneurship education and entrepreneurial intention were examined using the PROCESS macro.FindingsFamily social capital significantly influences the entrepreneurial intention of prospective Tanzanian university graduates. The entrepreneurial intentions of prospective graduates from Tanzanian universities are positively and significantly impacted by entrepreneurship education. The relationship between family social capital and the entrepreneurial intention of prospective graduates from Tanzanian universities is positively and significantly moderated by entrepreneurship education, and as a result, the positive impact of family social capital is amplified with increased entrepreneurship education.Research limitations/implicationsThis study examines the impact of family social capital on the entrepreneurial intention of the prospective graduates from Tanzanian Universities. Other studies may look at the impact of family social capital on entrepreneurial intention when controlled with social capital acquired after university life. This is to check if the entrepreneurial intention has changed in any way.Practical implicationsUniversities should stress the importance of offering entrepreneurship education as a way to complement and amplify the influence of family support on encouraging people to intend to pursue entrepreneurial opportunities. This is because the presence of entrepreneurship education increases the positive impact of family social capital on entrepreneurial intention. Furthermore, families should have the culture of having good relationship that brings strong family social capital which are necessary for the intention to pursue entrepreneurship opportunities.Originality/valueThe study advances the literature on analysing the entrepreneurial intention of prospective graduates in Tanzanian universities by giving empirical evidence from Tanzania. The report also identifies entrepreneurship education as a crucial programme to enhance the impact of family social capital and entrepreneurial intention on aspiring graduates in Tanzanian universities. Furthermore, the study shows the importance of family social capital on the prospective graduate’s intention to pursue entrepreneurship opportunities.

Social Entrepreneurship Education at Croatian Universities

The paper aims to examine how social entrepreneurship education (SEE) is implemented at Croatian universities. The research was conducted through in-depth interviews with five professors who teach the Social Entrepreneurship course or a related one that covers this topic. The undertaken research identified the dominant themes within the content of the analysed courses, the teaching techniques used, and the target competencies of SEE. The comparison of the results with SEE in other countries resulted in three opportunities for the development of the analysed courses: (1) emphasizing the importance of social enterprise scaling and local adaptation of existing social innovations; (2) greater use of service learning; (3) more significant focus on sales skills and financial management with an emphasis on new sources of financing aimed at social enterprises. The results will help policy creators support the recommended improvements of the SEE at Croatian universities. Key words: social entrepreneurship education; syllabus; teaching methods; competencies

Catalysts for Change: Examining Prosocial Motivation's Role in Fostering Social Entrepreneurial Intentions Among Women in Matrilineal Cultures

Social entrepreneurship is important to attaining the Sustainable Development Goals (SDGs) worldwide. Currently, women have been heavily involved in social entrepreneurship activities. However, until now, a study involving women of Minang ethnicity (matrilinear lineage) on the student's interest in social entrepreneurship still needs to be completed. The objective of this paper is to look into the impact of prosocial and intrinsic motivation antecedents on women’s social entrepreneurial intention. The inquiry model was tested in this study using a quantitative technique. This study involved 250 Minang students (female)who met the criteria that they had taken lectures for at least two semesters in Padang City. The moderating variables were investigated using the Moderated Regression Analysis (MRA) approach effect of intrinsic motivation (STATA). An interesting finding from this study is that prosocial motivation shows a positive and significant effect on social entrepreneurial intention. The urge to engage in social action triggers them to become social entrepreneurs. Although the results of the moderating effect are not proven, the implications of this investigation are very helpful for the government and higher education to develop a social entrepreneurship ecosystem and social entrepreneurship education. The originality of this paper lies in the fact that previous studies haven’t focused on the role of culture in shaping the social entrepreneurial intention of Minang students.

Inspiring role model and compassion in nascent social entrepreneurs: does education matter?

ABSTRACT The study examines the influence of inspiring role model (IRM), social entrepreneurship (SE) compassion, and the SE education and their interactions and consequences for nascent SE behaviour. Utilizing a quantitative survey approach, the study acquired a total of 136 valid responses from nascent social entrepreneurs in Saudi Arabia. The data analysis through partial least square structural equation modelling (SmartPLS 3.0) revealed that IRM exposure has an impact on nascent SE behaviour, and that SE compassion is a valid predictor of nascent SE behaviour. SE education was observed to have an indirect impact on nascent SE behaviour through SE compassion, while its direct effects on nascent SE behaviour were not proven. Meanwhile, SE compassion was determined to not be a mediator of the effects of IRM on nascent SE behaviour. The study generates several academic and managerial implications while providing a framework for furthering research on SE behaviour.

Problems and Perspectives for Social Entrepreneurship in Higher Education

This article examines the problem of social entrepreneurship education in higher education. Along with traditional entrepreneurs, it is of particular importance to create social entrepreneurs through collaboration between academia, social enterprises and business. The development of social entrepreneurship in higher education institutions in Bulgaria faces a number of problems, as well as prospects for its development. The purpose of this article is to identify the problems and outline the prospects for social entrepreneurship in higher education in Bulgaria. By undertaking the necessary activities in the direction of increasing social awareness, sustainability and social responsibility, universities can train socially oriented entrepreneurs to contribute their knowledge and abilities to the development and well-being of our country. The main research methods involved in the development are content analysis, method of analysis and synthesis, method of observation, intuitive and systematic approach.

Research and analysis on the value path of innovation and entrepreneurship education based on SPSS statistical analysis modeling

Abstract In this study, the linear regression equation is used to express the quantitative dependence of the variables and variables of the value of innovation and entrepreneurship education, the regression equation is optimized based on the BP neural network, and the regression analysis model of innovation and entrepreneurship education is constructed, and the significance test of the equation is carried out through the ANOVA method. The large sample research method was used to obtain samples of research material for public innovation and entrepreneurial education value cognition, which were then analyzed using SPSS software. The differences in gender, age, education, and specialty on the value cognition of innovation and entrepreneurship education are investigated by ANOVA, and the model constructed in this paper is used to explore the influence of an individual’s social consciousness, innovation, and entrepreneurship environment and education on their value cognition of entrepreneurship education, to summarize the value path of innovation and entrepreneurship education. From the current situation of value cognition and difference analysis, the value cognition level of innovation and entrepreneurship education of the survey respondents scored 3.78, and the significance of attitude willingness and individual value cognition in the single-factor analysis of age was 0.048 and 0.024, which were less than 0.05, and age had a significant effect on the overall cognition level.

Social Edupreneurship Based On The Quran: Analysis Of Edupreneurship Criteria And Models

The unemployment rate in Indonesia is increasing, especially during the covid-19 pandemic. This unemployment problem has existed before and is difficult to solve because very few Indonesians have the courage to become independent entrepreneurs. Educational background, experience, abilities, business capital and community culture make the courage to become an entrepreneur very low. Islam encourages its followers to become afterlife-oriented entrepreneurs, so that life in this world and the afterlife becomes balanced, therefore social entrepreneurship education based on the Quran is needed. This article examines qualitatively descriptively how social entrepreneurship education based on the Quran can become a concept and idea for entrepreneurship education programs carried out by the government for the community. Social entrepreneurship based on the Quran guides muslims to become accomplished and tough entrepreneurs while still practicing the values ​​of the Quran such as justice, community empowerment and being oriented towards mutual prosperity, not just material gain.

Social Entrepreneurship Education for Orphans Through Chicken Farming : A Case Study from Yogyakarta

This research aims to explore in depth the social entrepreneurship education activities of Omah Pak Cilik, the Gerakan Kebaikan community in livestock-based entrepreneurial activities for orphans, including constructing the meaning and reality behind the emergence of these programs and collaboration. The research method used was phenomenological with a qualitative approach. For collecting the data, this research used interviews, direct observation, and directed dialogue with the founder of Omah Pak Cilik, the Actor for the Good Movement, and Orphans. The validity of the research data was obtained through triangulation and then analyzed using the Interpretative Phenomenological Analysis (IPA) approach. This study found that 1) Omah Pak Cilik cooperated with the kindness movement community to organize a KUB Chicken Farm business to solve economic problems, starting with providing understanding related to entrepreneurship to orphans so that an entrepreneurial spirit grows, 2) Orphans were given education and training related to business management and sales skills. 3) The result changed the mindset of orphans for entrepreneurship, improving the economy, and establishing partnerships.

The role of higher education institutions in preparing individuals for social entrepreneurship

Introduction. Social entrepreneurship is based on work with resources, including competence, and professional and personal qualities of the individual. the system of education is able to ensure their development. Aim. To analyze the relevant scientific literature and, on its basis, to determine the role of higher education institutions in preparing individuals for social entrepreneurship. Methods. Theoretical analysis, systematization and generalization of scientific literature on the problem of interest. Results. Higher education institutions play a significant role in the social entrepreneurship ecosystem. The organization of social entrepreneurship education includes educational support, level of training, field of knowledge, content of training, tools of informal education, and work of private organizations. The author describes the personal competencies, professional and personal qualities and values that should be developed after taking the "Social entrepreneurship" course. Conclusions. The study demonstrated an important role of education in preparing individuals for social entrepreneurship and building the social entrepreneurship ecosystem. A prominent place in the educational support for the development of social entrepreneurship is occupied by the strategic planning of the university's activities with regard to social needs and the implementation of the university's "third mission". The social entrepreneurship programs should be based on both formal and informal education with the focus on developing needed personal and professional competencies.

Educational Technology to Promote Social Entrepreneurship Education in the COVID Pandemic Era

The objective of this study was to assess the literature, on the intersection of technology and social entrepreneurship. It involved conducting analyses by interviewing five entrepreneurs and analyzing the narratives of five governmental organizations that cater to educational needs in Delhi NCR. Through these interviews the study delved into how technology and entrepreneurship impact the access to education for marginalized communities. To analyze both literature and real-life examples from entrepreneurs the ATLAS.ti coding program was employed. Codes and concepts were generated from the data in a manner for analyzing the literature. These codes and concepts were then used deductively to analyze the instances of entrepreneurs using an approach that helps us interpret data and gain new insights. The study filled a gap in knowledge by examining how new technologies can be utilized to create business models that benefit populations. By highlighting the importance of technology among communities for social and economic progress it contributes to the understanding of social innovation and entrepreneurship. Additionally, it provided considerations for technology innovation within contexts. The findings from this research highlighted challenges faced by both social entrepreneurs and organizations working with disadvantaged populations. One major obstacle identified was access to technology. Insufficient financial resources and ineffective resource utilization are also seen as hindrances. Lastly enhancing skills, among groups is emphasized as crucial for effectively promoting education.

A Study on Social Entrepreneurship and Entrepreneurship Education of Local Young Entrepreneurs in their 20s: Targeting startup representatives and entrepreneurship education experts in the Busan area

A Study on Social Entrepreneurship and Entrepreneurship Education of Local Young Entrepreneurs in their 20s: Targeting startup representatives and entrepreneurship education experts in the Busan area

The mediating effect of psychological strengths and resilience on enhancing youth employability through social entrepreneurship education and training

Accounting for 37.6 % of the total unemployed population, youth unemployment is critical in Hong Kong. With the agenda set by the government, entrepreneurship is suggested as an effective means to enhance their employability. Under this context, this study examines the impact of social entrepreneurship training on youth’s employability and their psychological growth. The subjects were underprivileged youth referred through social workers from Band 3 secondary schools who participated in the three-stage training program including baseline assessment (T0) and post-training questionnaires (T1). Among the 100 participants, 77 pairs of responses from T0 and T1 were matched and included in the data analysis. The results show that this program is effective and can enhance underprivileged youth’s psychological growth in terms of their self-esteem, career-linked self-efficacy, flourishing, sense of self-worth and resilience, entrepreneurship skills and intention, and overall self-perceived employability. Young participants’ entrepreneurship skills and intention positively predict their self-perceived employability. This relationship is mediated by their psychological strengths and resilience. Therefore, early introduction of curriculum-based youth entrepreneurship training is recommended in secondary schools to enhance their psychological growth and increase their competitiveness at the workplace in future.

The change agent teaching model: Educating entrepreneurial leaders to help solve grand societal challenges

Higher education is increasingly expected to educate change agents who can help with solving grand societal challenges. Social and sustainable entrepreneurship (SSE) education and social and sustainable leadership (SSL) education provide promising directions to develop the education that prepares these students for their future roles. However, both educations are part of different research streams and have their respective pedagogical approaches. In this systematic literature review, we identify the differences and similarities between SSE and SSL education. We used the teaching model framework to map systematically the elements of the teaching and learning process. Our results show that the different streams share the aim of educating change agents in authentic, collaborative learning processes that are experiential in nature and challenge students to create value for others. However, SSE education focuses more on creating societal value, whereas SSL education captures the personal development of students. Based on the review, we present an overarching teaching model for educating change agents. Our teaching model can guide practitioners to design change agent education. It illustrates the urgency to change pedagogies fundamentally and how students, staff, and teaching infrastructures should be approached using such pedagogies to realize impactful change agent education.

Trends and Opportunities in Social Entrepreneurship Education Research

The objective is analyzing the trends in Social Entrepreneurship Education as a multidisciplinary research field. A systematic review of the literature on the intersection: Education and Social Entrepreneurship, with the support of scientific literature and a careful search methodology. It collects articles from the WOS Core collection database published between 2000 and 2022. A total of 367 articles are analyzed to answer the three research questions. The results of the analysis are twelve dimensions identified according to the literature in the field of social entrepreneurship education; after using lexicometric analysis and Iramuteq software, the main trends on the topics are found and discussed and the relationship of terms and concepts in the abstract and title text of the analyzed articles is shown, showing the frequency, importance of linkage, and co-occurrences of lexical units. Six clusters of nodes and related terms are confirmed: entrepreneur, development and innovation, education, entrepreneurial university, context, and types of study. These clusters show the concern for the field of study of social entrepreneurship education and the need to find a consensus on the concept of an entrepreneur and on what is social entrepreneurship in education. The wide range of topics, dispersed and fragmented, continues to offer opportunities for specificity.

Digital Educational Escape Rooms for Social Entrepreneurship: Identifying Design Choices for Educational Impact

Digital educational escape rooms (DEERs) can provide an engaging gamified learning experience for students that is easy to use and sustainable for teachers. Though well-established in the STEM fields, where escape rooms often call for students to apply procedural skills, escape rooms are also used across a range of subjects to impact durable skills and attitudes such as communication, collaboration, and critical thinking. This paper seeks to extend the application of DEERs into social entrepreneurship (SE) education by exploring the DEER design elements relevant to the SE field. This paper will focus on developing durable skills and attitudes associated with social entrepreneurship, an area of entrepreneurship that seeks to create businesses with positive social impact. To identify the relevant design elements in DEERs, we conducted a systematic literature review. The research question was "Which design elements of digital educational escape rooms are necessary to teach social entrepreneurship skills and competencies?” This current paper builds on this type of framework by highlighting the relationship between the components of a DEER and learning objectives, specifically those relevant to a social entrepreneur’s educational context. For example, almost all papers reported successful collaboration in online groups. The authors also found that specific puzzle types were less important than the gamified context on impact on learning and skill development. Thus, the authors contribute to our understanding of how DEERs can relate to SE specific learning objectives, skills, and attitudes.

Impactful social entrepreneurship education: A US-Spanish service learning collaborative online international learning (COIL) project

Social Entrepreneurship Education (SEE) is becoming ubiquitous across geographical and institutional contexts. Although service learning (SL) and global learning (GL) are high-impact practices frequently used in SEE, the implementation of SL Collaborative International Online Learning (COIL) in this context is less explored. This study borrows from the literature on SE competencies, SL and GL to address this gap by critically describing a US-Spain seven-week SL COIL project, and, through an exploratory multi-sourced qualitative "researcher-participants" study, generating findings related to the effect of this pedagogical tool on the students' competencies. Mixed teams of students had to solve a challenge posed by four social enterprises in the US and Spain. The findings confirm increased personal, social, and cognitive skills, reinforcing the relevance of this pedagogy to increasing intercultural competencies, and reducing the inequities of traditional study-abroad experiences. As an exploratory study, it is limited in its scope, but it provides the foundation for further research into COIL practices in SEE.

Developing Sustainable Entrepreneurs Through Social Entrepreneurship Education

Abstract This paper explores the potential of social entrepreneurship education (SEE) as a means to foster sustainable businesses. SEE is defined as a pedagogical approach that aims to develop the knowledge, skills and attitudes of students to address social and environmental challenges through entrepreneurial solutions. The paper reviews the literature on SEE and its impact on students’ entrepreneurial intentions, behaviors and outcomes. It also presents a conceptual framework that links SEE to the dimensions of sustainability: economic, social and environmental. The paper argues that SEE can enhance students’ awareness of sustainability issues, stimulate their motivation to create positive change, and equip them with the tools and methods to design and implement sustainable business models. The paper concludes with some implications for policy and practice, as well as suggestions for future research.

Social Entrepreneurship Education: Changing the World or Maintaining the Status Quo?

Social Entrepreneurship Education: Changing the World or Maintaining the Status Quo?