This teaching guide provides educators that teach social enterprise and entrepreneurship with resources, tools, and activities related to using experiential education in their courses.

Using this Teaching Guide

This guide is divided into six sections that revolve around the following learning objectives: 1) To outline various experiential learning assignments and activities that foster student understanding of social enterprise and entrepreneurship, 2) To disseminate knowledge about practical tools and resources that can be used to facilitate student immersion into the social enterprise sector, and 3) To convey the diversity of career opportunities related to social enterprise and entrepreneurship.

Contents of this Guide Section

I: Experiential Education and Social Enterprise / Entrepreneurship Section
II: Experiential Learning Assignments, Activities, and Readings Section
III: Preparing Students for Careers Section
IV: Tools and Resources for Educators, Researchers, and Practitioners Section
V: Syllabus, Class Activities, and Assignment Examples Section
VI: Readings on Social Entrepreneurship

Prospective Users of This Guide

This guide is useful for any person or group that aims to use experiential education to teach social enterprise and entrepreneurship. Different sections and elements of the guide are applicable to people from different audiences and educational levels. It is also useful for anyone that desires knowledge about resources in the field (e.g. social entrepreneur, consultant).

Developing this Guide Over Time

The field of social enterprise and entrepreneurship has grown substantially over the last fifty years. As such, a number of teaching guides and handbooks have been created to share resources and knowledge among educators. However, because this field is constantly evolving, guides like this one must be updated over time.

Teaching guidebook available HERE or as a download below.

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This publication has been prepared within INDIGISE project. The content of this publication is the sole responsibility of the project coordinator and may not always reflect the views of the European Commission or the National Agency.