Social Entrepreneurship Education Research Articles

Relationship of individual social entrepreneurial orientations and intentions: role of social entrepreneurship education

Purpose The purpose of the study is to probe the influence of individual social entrepreneurship orientations (ISEO) and SE education (SEE) which could affect social entrepreneurial intentions (SEI) among students. Design/methodology/approach The data were gathered from 241 entrepreneurship discipline university students. The data were analyzed with structural equation modeling. Findings Findings suggest that ISEO plays a vital role in stimulating SEI; moreover, SEE further moderates ISEO and SEI's relationship among students. Practical implications Based on the results, academia should focus on SEE and the government should devise policies to encourage social entrepreneurial ventures to aid in social problems solution. Originality/value This study validates the relationship of different factors (orientations and intentions) of the theory of planned behavior in the SE domain and confirms the significance of SEE.

Social entrepreneurship education: changemaker training at the university

PurposeThis study aims to contribute to the body of scientific knowledge about teaching and promoting social entrepreneurship in higher education institutions (HEIs) based on a measurement before and after concluding an educational experience.Design/methodology/approachIt tests hypotheses to draw conclusions from analyzing the pre- and post-test results of three study cases with different training experiences, to know the characteristics of the 304 participants.FindingsThe study indicated that incorporating transversal social entrepreneurship projects in various courses resulted in students feeling more capable regarding their social entrepreneurship potential.Originality/valueThe study presents the analysis of social entrepreneur training in three different curricular study cases. The information obtained adds value to social entrepreneurship education research that takes social entrepreneurship beyond business schools.

Extracurricular activities and social entrepreneurial leadership of graduating youth in universities from the Middle East

We examine the role that extracurricular activities and student-led activity clubs at institutions of higher education play in the development of social entrepreneurial competences of the graduating youth in emerging market settings. Relying on a single case study approach, we adopt a narrative inquiry into the journey of an undergraduate student in the UAE who longed to build a sense of community at his university aimed at generating positive social spillovers. Our study demonstrates the critical role that the sanction-free university environment plays in the activation of social entrepreneurial behaviors and intentions of students in the UAE. Decision makers are urged to reconceptualize the educational institution as a place of not just learning, but also practicing the entrepreneurial skills of the future generation of social leaders. Students who get exposed to practical activities during their studies have an edge in the labor market due to greater employability skills. Universities that invest in social entrepreneurship education contribute to the development of social leaders of tomorrow and also attract more scholarships through their strengthened network of alumni. Our qualitative inquiry seeks to stimulate more scholarly interest in conducting culturally relevant research on student-led social entrepreneurship endeavors in the context of Middle Eastern universities.

WeChat relationships maintenance behavior and social entrepreneurial intention under conditions of dual narcissism: the mediating role of social capital

PurposeAs social networking sites (SNSs) gain popularity, they are being widely used by entrepreneurs to obtain social capital to carry out business ventures. However not all SNS usage behaviors promote entrepreneurship. Only when individuals actively participate in SNSs relationship maintenance behaviors they can obtain resources that are conducive to promoting social entrepreneurship. The aim of this study is to explore the role of WeChat relationship maintenance behavior (WRMB) on social entrepreneurial intention (SEI) with dual narcissism as an essential antecedent that affects SNS use.Design/methodology/approachBased on dual narcissism theory and the theoretical framework that networking is a critical skill and activity for the success of social entrepreneurship, this study proposes a serial mediation model that explores the formation of SEI. This study collected data from a sample of 275 MBA students in China and applied multiple regression and confirmatory factor analysis techniques to test the research model.FindingsThe results reveal narcissistic admiration (NA) is positively associated with WRMB, while narcissistic rivalry (NR) is negatively associated with such behavior. And the positive impact of NA on SEI can be explained by WRMB and social capital paths, while the negative impact of NR cannot.Originality/valueThis research is the first application of dual narcissism in the field of SEI, which provides a new way to explain the antecedents of SEI under the social network. The findings provide an effective reference path for social entrepreneurship education in universities and educational institutions and enlighten the correct distinction between dual narcissism in entrepreneurial psychological consultation.

RETRACTED: Thoughts on innovation and entrepreneurship mode reform of college students in the context of COVID-19

The employment difficulty of modern college students has become one of the common problems in the society, and the diversified employment model of entrepreneurship as employment pull has become an effective way to enhance the employment rate and boost the social and economic development. The innovative and venture education into the whole procedure of talent training has become a new education concept and reached a consensus. However, this mode of education is not immutable. Under the background of major social events and emergent social problems, creation and entrepreneurship education is faced with the challenge of mechanism and way. The research perspective of this paper is based on the multiple psychological and operational crises brought to entrepreneurs and entrepreneurs by industrial structure contradictions and marketing mode changes in the social environment of COVID-19 public events. How to turn the crisis into a business opportunity through flexible and diversified innovation education and entrepreneurship support, and better accomplish the task of creation and entrepreneurship by changing creation and entrepreneurship education and practice in various turbulent situations? Under the background of COVID-19 epidemic, this paper proposes solutions to problems existing in the practice of contemporary college students, and discusses new modes of creation and entrepreneurship for academy students.

Benchmarking digital education programs on social entrepreneurship: what a digital program on social entrepreneurship can learn from other digital social entrepreneurship programs

ABSTRACT Social entrepreneurship education is becoming a must-have for academic institutions. However, there is little agreement on how to consider dimensions like international scope, interdisciplinary participation and educational format. This paper illustrates how benchmarking can support the product creation and improvement process of such an educational program offered in a digital format. Social Entrepreneurship for Local Change (SELC) is a European Union funded Erasmus+ consortium, which developed a digital social entrepreneurship course. The program’s goal was to serve basic educational objectives of its students and teachers as well as strategic goals of the universities and the European Commission. Benchmarking, which has evolved to benchlearning, is a strategic management tool that measures the practices of one organization against the best practices of leading organizations in the same area. In this paper, the practices of SELC’s digital program were benchmarked against two more mature digital social entrepreneurship programs using qualitative methods and resulting in a comparative scorecard. By recognizing and addressing quality gaps revealed by the benchmarking process, SELC’s administrators can improve their own quality and put the program in the best position to achieve its goals.

Context of museology in social entrepreneurship IBS study in Nepal and Sandal Private Museum

Important aspects of museology or museum science are Collection Management, Documentation, Conservation Management and Exhibition Management. Fundamental objective of museology is collection, preservation and management of tangible and intangible form of natural, historical, cultural and scientific objects as well as intellectual work and knowledge for education. Collecting, preserving and managing the output of every scientific field is possible by Museum Science. Museum today is not the mere place of collecting and preserving the art work and cultural objects but becoming effective mode of informal education and communication. Basic objective of this paper is to delve into the different aspects of museum science, social entrepreneurship education in Nepal and contribution of Sandal Institute and museum. The methodology adopted is review of literature and cases as well as interviews. In this paper basic aspect of museology, importance of preserving objects with museum values has been discussed along with the context of social entrepreneurship and contribution of Fil. Dr. Jan-U. Sandal Institute in this field and it‘s context of Nepal as well. Entrepreneurs with their self-motivation and judgmental decision create innovation and are the creator of civilization. Education in the subject of Social Entrepreneurship is crucial to understand the role of entrepreneurship in social transformation. Study on the life and work of entrepreneurs is utmost important to understand the process of innovation. Establishment of Sandal Private Museum is an important initiation in this field and this will not only help the education of school students but education to educated individual in the entire sphere of the societies.

Opening a New Avenue for Systematic Future Research in Social Entrepreneurship Education

Opening a New Avenue for Systematic Future Research in Social Entrepreneurship Education

Seeing Community Engagement as We Are: Student Perceptions of Service-Learning and Social Entrepreneurship Education

The purpose of the research was to more deeply understand undergraduate students’ perceptions of service-learning (SL) and social entrepreneurship education (SE) by examining ways in which the gender of students and their prior experiences in community engagement might shape those perceptions. We designed, administered, and analyzed the results of a survey completed by 382 undergraduate students. Results indicated that, regardless of whether the students had experiences in SL or SE, they shared similar views of the values and practices associated with each approach. However, the disaggregated data by gender showed that self-identified female students more strongly endorsed certain aspects of the community-engaged approaches in comparison with self-identified male students. These findings further emerging critiques of community engagement learning experiences that have explored how positionality impacts students’ understanding of, and approach to community engagement. *** El propósito de la investigación era entender mejor la percepción de los estudiantes de pregrado acerca del aprendizaje en servicio (SL) y de la educación del empresariado social (SE), indagando en cómo el género de los estudiantes y sus experiencias previas en participación comunitaria podrían haber configurado esa percepción. Hemos diseñado, administrado y analizado los resultados de una encuesta a 382 estudiantes de pregrado. Los resultados indicaron que, independientemente de que los estudiantes tuvieran experiencias en SL o SE o no, compartían puntos de vista similares acerca de los valores y prácticas asociadas con cada enfoque. Sin embargo, los datos correspondientes a género mostraron que las estudiantes que se identificaron a sí mismas como mujeres apoyaban mucho más ciertos aspectos de la participación comunitaria que los estudiantes varones que se identificaron a sí mismos como hombres. Estos hallazgos conllevan a nuevas críticas a este tipo de experiencias, centradas en analizar la manera en que el posicionamiento de los estudiantes impacta su comprensión y perspectiva acerca de la participación comunitaria.

Personality Traits and Social Entrepreneurial Intention: The Mediating Effect of Perceived Desirability and Perceived Feasibility

This study aimed to investigate the effect of personality traits on social entrepreneurial intention by extending Mair and Noboa’s (2006) model. Data were collected from a sample survey of 503 individuals. The four-step method suggested by Baron and Kenny (1986) was followed to test the mediational roles of perceived desirability and perceived feasibility in the relationship between six personality traits (need for achievement, risk-taking propensity, innovativeness, proactiveness, empathy and moral obligations) and social entrepreneurial intention. The results showed that the two mediators fully mediated the effects of proactiveness on social entrepreneurial intention, whereas both the mediators were found partially mediating the impact of moral obligation on social entrepreneurial intention. In addition, only perceived feasibility fully mediated the effects of innovativeness on social entrepreneurial intention and partially mediated the effects of empathy. These research results are expected to trigger a change in social entrepreneurship education by cultivating personality traits towards sustainable development. This study’s originality lies in its exploration of potential social entrepreneurs’ personality traits as a combination of general entrepreneurial and social entrepreneurial traits.

Social Entrepreneurship Education as an Innovation Hub for Building an Entrepreneurial Ecosystem: The Case of the KAIST Social Entrepreneurship MBA Program

As social problems become more extensive and diverse, one of the most critical capabilities of social entrepreneurs is connecting and aligning various stakeholders. Social entrepreneurs can solve problems better through collaboration with stakeholders, and this leads to sustainable innovation of society. Accordingly, social entrepreneurship education (SEE) programs should be designed and operated to cultivate social entrepreneurs’ abilities to enhance connectivity with all relevant entities of the social enterprise ecosystem. Consequently, SEE can form ever-growing communities of social entrepreneurs while functioning as innovation hubs for entrepreneurial ecosystems (EEs) evolving on their own. To this end, this study proposes a design and assessment framework for SEE. The framework emphasizes strengthening internal connectivity among SEE program members and external connectivity with outside entities, including universities, firms, government agencies, civil societies, and natural environments. This framework clarifies how and to whom social entrepreneurs should connect throughout the SEE process. This paper analyzes the case of an MBA degree SEE program in Korea using this framework and identifies directions for further improvement of SEE, contributing to the social entrepreneurship and entrepreneurship education literatures by integrating SEE’s key features with social theories of learning and the quintuple helix model for sustainable innovation ecosystems. Practically, our findings provide a useful benchmark to find isolated internal and external entities that need more active interactions to achieve SEE’s purposes.

An Exploratory Study on Motivational Factors to Start – Up Social Enterprises in Sri Lanka

The purpose of this study is to explore the motivational factors behind the social entrepreneurs to start up social ventures in Sri Lanka. Motivational factors to start social enterprises is an undisclosed area in the Sri Lankan context and the study contributes to generating new knowledge related to Sri Lankan social entrepreneurship setting. An inductive research approach is used for the study and data were collected from in-depth interviews and field observations. Multiple case study method was used to analyse qualitative data. The study found that social problems addressed by social entrepreneurs, educational and experiences, linkages and networks, social family background, religious conviction, personal characteristics and personal skills as motivational factors to start social enterprises. Findings suggest that government should play a vital role in creating a favourable environment for social entrepreneurs through providing infrastructure facilities, encourage public-private partnership to attract donors and volunteers, and enhance social entrepreneurship education in universities, schools and other academic institutions to create social entrepreneurs. Knowledge generated by the study will be contributed to conducting empirical studies for future research and implications for policymakers.

The Influence of Parent's Social Economic Status and Entrepreneurship Education in the Family towards Entrepreneurship Intention through Self Efficacy: A Study of Children in Paper Waste Management Communities at Desa Gampingan Kabupaten Malang

In the current era, Indonesia is facing many problems, one of which is the endless problem of unemployment. Various attempts have been made to reduce the number of unemployment in Indonesia, but instead of decreasing the number of unemployed continues to increase with the increase in population. Therefore, the government, especially education managers in this country, has intensified entrepreneurship education implemented in Indonesian education units, for example at universities there have been many activities or competitions that have sparked the entrepreneurial spirit of the younger generation s . In addition, to increase the interest in entrepreneurship, it is necessary to encourage it from the internal environment, not only external. This is because the factors that influence the desire to become an entrepreneur apart from a pure interest are the socioeconomic status of parents and entrepreneurship education in the family. This research use d survey research method with an explanatory research type. The research design used was descriptive using a quantitative approach. The research was conducted in the gamping an village , Malang Regency, with a total of 100 respondents. Based on the results of data analysis, it is concluded that the interest in the entrepreneurship will have a positive and significant effect if there is a condition of entrepreneurial education and high socioeconomic status. Meanwhile, self-efficacy will also have a positive and significant effect if the entrepreneurship education and socioeconomic status are high. Therefore, this study aims to measure the influence of the socioeconomic status of parents and entrepreneurship education in the family in increasing interest in the entrepreneurship intention through self-efficacy.

Research on the path of Improving College Counselors' professional ability under the background of innovation and entrepreneurship

Innovation is the first driving force leading economic and social development, and innovation and entrepreneurship education is an important engine for promoting national economic growth. At present, our country is at the critical node of comprehensively deepening reform, decisively building a moderately prosperous society in an all-round way, and realizing the two centenary goals, and we must firmly grasp the initiative in economic development. College students have always been a barometer of the development of the times, and how innovative and entrepreneurial college students are is related to the future and destiny of the country's economic development. The key to the cultivation of college students' innovative and entrepreneurial ability lies in education, and the key to the effect of education lies in teachers. As an important component and supplement to the faculty of colleges and universities, counselors play a key role in the growth of college students. It can be said that the professional ability construction of college counselors is very important to the cultivation of innovative and entrepreneurial talents and cannot be replaced. From the perspective of innovation and entrepreneurship education, this article discusses the development status of domestic and foreign college counselors' professional ability construction, discusses the problems and causes of college counselors' professional ability construction, and proposes a path to optimize the professional ability construction of counselors.

Social Entrepreneurs’ Motives, Role Stress, Work Competence, and Passion

This study examines how social entrepreneurs’ motives and role stress affect their passion and how these relationships are mediated by their perception of own work competence. The analysis of the data from a survey of 264 self-identified social entrepreneurs working in different types of organizations show that other-oriented motives are strongly associated with passion while self-oriented motives are generally not. The results also reveal that perceived work competence mediates these relationships, reinforcing the relationships between other-oriented motives and passion and between role stress and passion. In particular, when social entrepreneurs perceive a high level of competence, role stress positively affects social entrepreneurs’ passion, suggesting that the multitude and ambiguity of roles can boost passion, rather than decreasing it. This paper concludes with suggestions for social entrepreneurship education programs and curricula.

Promoting Social Entrepreneurial Organizations: An Empirical Study of Teacher-Student Co-entrepreneurship.

This paper explores the impact of different types of social entrepreneurship education cultivation models on students’ opinion on social entrepreneurship, defines and classifies the emerging social entrepreneurship cultivation models in colleges and universities, and confirms the performance difference between the teacher–student co-entrepreneurship (TSCE) cultivation model and the traditional cultivation model through quantitative research. Chi-square analysis and the structural equation model are used to verify the following two conclusions: in the process of promoting the acceptance of social entrepreneurship study, the TSCE cultivation model is more effective than the traditional cultivation model; and the collaborative co-entrepreneurship cultivation model is more conducive to the deepening of practical learning than the employment co-entrepreneurship cultivation model. The research results will help colleges and universities to redesign the training process of social entrepreneurship skills, and then provide help for college students to achieve more adequate entrepreneurial preparation.

Wrestling With Wicked Problems? The Value of Business Plan Competitions to Social Entrepreneurship Education

In this work, we present an account of our experiences with a group of graduate students studying social entrepreneurship at the master’s level. They participated in a prominent international business plan competition that challenges students to come up with a solution to a significant real-world problem. We facilitated the process of their involvement with the support of a visiting colleague to identify what the students thought was a workable solution. Our students learned about the nature, scale, and complexity of so-called “wicked problems” and potential solutions. We consider that practice-based cocurricular activities are not an easy option for faculty and that students need extensive support. Although students can gain significant learning from such experiences, we consider that learning outcomes are best enhanced through students working closely with those with a deep, contextualized familiarity of context to coproduce integrated solutions. Subscribe to JNEL

Moderating Role of Perceived Social Support on the Relationship Between Entrepreneurship Education and Entrepreneurial Intention

Globally, the need for entrepreneurial activities for young graduates has become an important area of concern for researchers and policy makers. However, one of the main concerns that warrants this research to be undertaken is the low number of graduates going into entrepreneurship. Therefore, we aim to address this concern by investigating the effects of entrepreneurial education on entrepreneurial intentions, while appreciating the role of perceived social support as a moderating variable. We strive to achieve the objective of this work by employing cross sectional research design. Our data were collected through the use of self-completed questionnaire that was distributed to 398 undergraduate students of the largest University in sub-Saharan Africa. The data collected were further analysed using SmartPLS software for Partial Least Squares modelling. The findings showed that entrepreneurship education has insignificant positive effect on entrepreneurial intention. Most importantly, the findings show that the interaction between Perception of Social Support and Entrepreneurship Education on Entrepreneurial Intention was significant. The result demonstrated in this work provides important implications for policy makers responsible for entrepreneurship development. In particular, an understanding of the factors that could lead to the formation of entrepreneurial intentions prove to be important for managers responsible for promoting and facilitating entrepreneurship programmes.

Student Teachers’ Learning About Social Entrepreneurship Education – A Dutch Pilot Study in Primary Teacher Education

AbstractThe importance of sustainable education is increasingly being seen over the last decade. One way is by offering social entrepreneurship education (SEE): education that addresses engagement (empathy, compassion and care) and entrepreneurship. In a Dutch institute for primary teacher education, a pilot study was undertaken on SEE. Student teachers were instructed to design games that stimulate social entrepreneurship of children aged 8–12, and especially aim at enhancing empathy. Game designing appears to offer good opportunities for the enhancement of empathy. This study reveals what the students enrolled in the pilot (n=8) perceived to have learned about SEE, and in particular about the enhancement of empathy. The students saw a relationship between empathy, sustainability issues and SEE. They had the impression certain game conditions, competences and teacher characteristics stimulated SEE and empathy. Game designing offered good opportunities to enhance empathy and helped the students to increase their understanding of SEE.

Social Entrepreneurship Education in Art Education of Future Primary School Teachers

Abstract As a part of the Art Education course, students of the primary school education develop competences in Art Education, Social Entrepreneurship Education and Human Rights Education (one sequence). For the students, a learning environment is created which is characterized by an artistic approach and input as well as by cooperative teamwork in the field of Social Entrepreneurship Education (SEE) and Human Rights Education (HRE). The focus lies on the development of creativity and on the awareness of sustainability as well as the experience of self-efficacy and the fostering of strategies that enable a change of perspective in order to arrive at innovative ideas. Common objectives of the three educational disciplines and connecting points within these three areas are analyzed.