Social entrepreneurs grow their enterprises while making do with what is at hand, which is the core principle of social bricolage. However, the extent to which social entrepreneurs enact social bricolage at different stages and how social bricolage is practiced in day-to-day operations in unexplored emerging economies have received little examination. Based on a thematic analysis of 19 interviews with social entrepreneurs in Kenya and Rwanda, we identified four types of social bricoleurs (i.e. social entrepreneurs who practice social bricolage): bootstrappers, hometown heroes, barrier breakers, and impact influencers. Each type reflects a social entrepreneurial stage, in which the dimensions of social bricolage are combined in different ways. Making do for social ends and social value creation are dominant for bootstrappers and hometown heroes. However, barrier breakers and impact influencers increasingly exercise refusal to be constrained, stakeholder participation, improvisation, and persuasion. Our findings contribute to a better understanding of social bricolage as a variable concept, thereby further refining social bricolage in social entrepreneurs’ daily operations across various stages and contexts of social enterprises.
MULTIFILE
Whereas social entrepreneurs in developed economies operate in the predictable and supportive institutional environment, their counterparts in the developing world often face hostile institutional conditions. This paper sheds some light on how social ventures that operate within the Malawian tourism and hospitality industry use institutional bricolage in order to address institutional constraints they face in pursuit of social value. Using qualitative-based case study approach involving four social founders/ventures, our study highlights the three specific institutional bricolage processes that serve as antecedents of social value creation in a developing country context. It further illuminates the significance of engendering a multilevel analysis of institutional voids. The paper finally provides implications for practice and research.
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We report research into the evolvement of a hybrid learning environment where education, companies and government successfully cooperate. This hybrid learning environment—one of the latest inventions in curriculum design—is special because it was neither intended nor planned by the parties involved. With some self-astonishment, the participants in this research experienced a growing acknowledgement of their emerging educational creation, aside from the experience of and appreciation for their cooperation and the increasing turnover. With a bricolage research approach within the scope of a rhizomatic perspective on becoming, a multivocal perspective on the evolvement of the learning environment was pursued. In emphasizing the historical evolvement of the learning environment, our findings challenge the tradition of drawing board design, accompanied by an appeal for re-appreciating professional craftsmanship. In addition, some reflections regarding the research are discussed.
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