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3How do you measure the changes that happen as a result of an education program on social and sustainable entrepreneurship? And how do you organize this in a ‘light’ way, burdening neither yourself as a teacher nor your learners? In this session, we explore different options on the impact measurement menu of social entrepreneurship education (SEE). We take a playful approach, based on findings in the EU-funded international project Impact-Driven Entrepreneurship Education for Children (IDEEC), which is focused on SEE in schools.
ABSTRACT
Although the contribution of social entrepreneurship to social innovation is becoming increasingly acknowledged in theory and practice, it is less apparent in relation to social work. This chapter aims to contribute to a better understanding of social entrepreneurship in relation to issues of social innovation and social work. We will do this by focusing in particular on work integration of vulnerable groups, one of the most dominant impact areas in which many social enterprises are active and which most directly relates to the traditional domain of social work. The chapter analyses specific examples from the UK and the Netherlands to discuss how social enterprises have contributed to systemic change in the social domain, and what its possible implications could be for the future of social work.
BOEKDEEL
This paper provides new insights into entrepreneurship education (EE) for children, by combining three elements that expand the EE literature in a novel direction: (1) the content focus is on social and sustainable entrepreneurship; (2) the educational setting studied is primary education; and (3) the focus is on the effects as perceived by the participating children themselves.
Explorative research was done on two programs delivered by EE provider Fawaka School of Entrepreneurship in the city of Amsterdam, the Netherlands. A one-group pre-test/post-test survey among the full population of 450 participating children was conducted in 2021. The results provide clues that a program focused on sustainable and social entrepreneurship can provide different results than more ‘general’ programs on entrepreneurship, in particular with regard to differences between girls and boys. After the program, differences in entrepreneurial intentions are significantly smaller, and a number of significant differences with regard to self-confidence disappear.
ARTIKEL
Background: The full potential of social entrepreneurship remains challenging to achieve, despite continuous efforts in various economies, including South-East Asia. Several obstacles need to be addressed, such as the scarcity of skilled employees, limited business understanding among founders, difficulties accessing funding and infrastructure, and the absence of proper social impact measurement. Higher education institutions (HEIs) often face constraints in engaging and supporting early entrepreneurial activities, exacerbating the imbalance in the social entrepreneurship landscape. This imbalance has been observed in both Thailand and Myanmar. Research objectives: The Erasmus+ funded project, STEPup, running from 2020 to 2023, recognized an opportunity to foster innovative social entrepreneurship practices tailored for disruptive business settings in these two countries. By applying the challenge-based learning approach through interactive case challenge proceedings involving social entrepreneurs, faculty mentors and students, the development of the entrepreneurial mindset of the latter group was studied. Research design and methods: To accomplish this, a multi-method research design was chosen, which involved a case-challenge experience within the framework of 6 universities, a questionnaire-based survey conducted among the student population which took part in the case-challenge experience and desk research. Results: The study revealed the necessity for a self-organizing and organic support system for social entrepreneurship. The objective of this paper is to present recommendations and strategic guidelines to enhance access and opportunities for existing social enterprises and social entrepreneurs seeking to establish and sustain a social enterprise ecosystem. The proposed framework leverages the support, expertise, and structure of existing higher education institutions. Conclusions: Higher Education Institutions can serve as excellent cases demonstrating how to design and develop resource hubs for social enterprise practitioners and engage stakeholders from all sectors to address social issues and promote awareness.
ARTIKEL
Human capital and social capital are crucial in shaping entrepreneurial decisions, yet their combined effects on entrepreneurship entry remain insufficiently explored. This study uses data from the China Household Tracking Survey (2010–2018) to examine how the coupling of human and social capital influences entrepreneurship entry. By defining human-social capital coupling as the interdependence between these two forms of capital, we estimated its nonlinear impact using generalized propensity score matching and analyzed variations across gender and region. The results revealed that human capital-social capital coupling mediated the relationship between these capitals and entrepreneurship entry, following a significant N-shaped trend with identified thresholds. The impact of this coupling was also influenced by gender and regional variations. The study contributes to the literature by introducing a novel perspective on capital coupling, assessing its threshold effects, and highlighting gender and regional disparities. Individuals should understand and use the human capital-social capital coupling to guide their actions; policymakers are encouraged to consider and enhance the coupling between human and social capital in their entrepreneurship support strategies.
ARTIKEL
Despite continuous efforts in various economies, amongst others in South-East Asia, the full potential of social entrepreneurship (SE) is difficult to realize (STEPup project comparative study findings). Challenges that need to be addressed include the lack of skilled employees, business understanding among founders, access to funding and infrastructure and a lack of social impact measurement. Higher education institutions (HEI) are often challenged with limited engagement, also in terms of student support of early entrepreneurial activity. This disbalance has also been observed in Thailand and Myanmar, with the Erasmus+ funded project STEPup (2020-2023) seeing an opportunity to create and strengthen innovative social entrepreneurship practices for disruptive business settings in the two participating countries. Research based on the review of scientific articles, the conduct of focus groups (n= 42 from 38 different external stakeholder organizations) and numerous interviews and creative sessions with stakeholders of the social entrepreneurship domain also revealed the necessity to act in a self-organizing and organic SE support system. This paper aims to present recommendations and strategic guidelines to increase access and opportunity for existing social enterprises and social entrepreneurs who are planning to create and sustain an SE ecosystem through the framework, support, expertise and structure of existing higher education institutions. In addition, Higher Education Institutions in Myanmar and Thailand would serve as a good practice case on how to design and develop resource hubs for social enterprise practitioners and engage stakeholders from all sectors to tackle social issues and promote awareness of the social enterprise sector’s potential.
ARTIKEL
Start exploring the toolkit full of activities for learners aged 9-12 and 12-15+. We help you build a program to bring impact-driven entrepreneurship into your learning environment.
WEBPUBLICATIE OF WEBSITE
‘Entrepreneurship for Society’ is a new minor program at Amsterdam UAS, the Netherlands. Using the concept of the ‘Doughnut Economy’ by Kate Raworth as theoretical baseline, focus is on social entrepreneurship (SE). The curriculum is designed to foster transdisciplinary collaboration between students and staff from different backgrounds, as well as with partners from the field of social entrepreneurship such as companies themselves, policy makers and citizen initiatives.
Apart from its content, the minor is innovative and experimental in three ways:
1. Connecting research and education: linking (development of) questions from the SE field to active involvement of students and teachers in the research Lab;
2. Transdisciplinary approach; using a problem-solving approach and collaborating with field partners
3. Interdepartmental organisation.
The minor will premiere in February 2020. We present our approach and the challenges we see, actively seeking feedback and links to scholars who have grappled with similar issues.
Scientific blogs assess a quantitatively different set
POSTER
http://dx.doi.org/10.14261/postit/EF4989E2-2F5F-4E6B-B91D7CFEBE91755DIn 2015 and 2016, Saxion University of Applied Sciences organized the 2nd and 3rd edition of the Regional Innovation and Entrepreneurship Conference (RIEC).This paper is debating the regional implications of Corporate Social Responsibility in three important global economic regions. After an introduction of the concept of Corporate Social Responsibility, some characteristic of each region is presented. Also some good examples are given. In the conclusion it is emphasized that the application of Corporate Social Responsibility can advance both, the international position of Russian Businesses and the attractiveness for high talented experts.
CONFERENTIEPAPER
This paper is aimed at presenting a theoretical definition for the construct of social entrepreneurship as competence for the social economy in Europe. This definition is part of a study that was designed and developed in two phases. This paper will present only the results of the first one: the formulation of a hypothetical model for social entrepreneurship as competence in social economy. The formulation is based on specifications of the concepts of competence and social entrepreneurship, as a result of extensive literature review, and analysis of theoretical considerations. The result is a model that was constructed on the multidimensional holistic approach to competence, using Austin e. al. (2006) definition of social entrepreneurship to describe the outcomes of the competence, within the framework of the social economy in Europe. The next step will be validation of the construct with a selected target group based in Romania and the Netherlands as geographical regions within the social economy in Europe.
BOEKDEEL
