BOOK  Social entrepreneurship teaching resources handbook
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BOOK
Social entrepreneurship teaching resources handbook

Social entrepreneurship education has grown dramatically from the first class taught at Harvard University by Dr. Greg Dees in the mid 1990’s and the first European course at the University of Geneva in Switzerland co-taught by Maximilian Martin and Pamela Hartigan from the Schwab Foundation in 2003. This book will be of great help to everyone embarking on path of social entrepreneurship education or research. Namely, the comprehensive listing of exemplary social entrepreneurship programs, majors and minors from around the globe will give a great insight in the variety of options. 

Main chapters of the book include:

  • Social entrepreneurship pedagogy
  • Social entrepreneurship research
  • Social entrepreneurs in action
  • Social entrepreneurship networks
  • Global social entrepreneurship faculty director

The full book is available 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.

Research paper / Social entrepreneurship education: changemaker training at the university
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Research paper / Social entrepreneurship education: changemaker training at the university

Social entrepreneurship education: changemaker training at the university.

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A study has been made to 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. It indicated that incorporating transversal social entrepreneurship projects in various courses resulted in students feeling more capable regarding their social entrepreneurship potential.

Changemakers are active and resilient social entrepreneurs or innovators who can design and implement innovative solutions for social and environmental problems. Since 1980, Ashoka has been an example of a training platform for social entrepreneurs with a vision that goes beyond training, becoming a global community made up of the Ashoka Fellows.

Higher education institutions (HEIs) have increasingly been engaged in promoting education for social entrepreneurship. In recent years, several trends and pedagogical practices for social entrepreneurs’ training have emerged, bringing new challenges to the academic sector. HEIs are challenged to provide training in skills for the knowledge economy, develop creative thinking, promote entrepreneurship and make a social impact. Current university education must equip students to understand the new economy and react swiftly to its socioeconomic crises. Businesses and other organizations must be ready to mitigate social and environmental problems. Therefore, training programs should focus on students’ awareness of social welfare while developing business-and-public sector logic to implement problem-solving actions. Although studies investigate university best practices in social-entrepreneurial training, more studies are still needed.

You can download the paper HERE.

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This publication has been prepared within SENBS project No. 2020- 1-EE01-KA204-077999. 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.

 

 

 

 

A Dutch Pilot Study in Primary Teacher Education: Social Entrepreneurship Education in Focus
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A Dutch Pilot Study in Primary Teacher Education: Social Entrepreneurship Education in Focus

In a Dutch Institute for Primary Teacher Education, a pilot study was undertaken on social entrepreneurship education (SEE). It was a part of the international project “UKids – Social Entrepreneurship Programme for Kids!”. As game designing appears to offer good opportunities for the enhancement of empathy and business-related skills, student teachers were instructed by the researchers to design games that stimulate social entrepreneurship of children aged 8-12, and especially aim at enhancing empathy. Enhancement of the empathy has been one of the aims of the pilot.

In this study, SEE is conceptualized as education that addresses: (a) engagement – empathy, compassion and care – as incentive for social entrepreneurship, (b) entrepreneurship – the process of recognizing opportunities, generating ideas, taking initiatives and creating value and (c) the interaction between both.

The Empathy Challenge was chosen as a starting point for group-wise game design together with students. The games had to focus on encouraging pupils to develop empathy for children with different cultural backgrounds. The students oriented themselves on the assignments by studying information on UKids and reading literature about both SEE and empathy. Then each group of students developed game prototypes, supervised by a teacher educator. Finally, all students of each group piloted the game at their practice school in succession. During the whole process, students reflected on the enhancement of SE and empathy, and presented their games to other students, educators and primary teachers. The concepts of developed games and the process of development itself can be explored in the full article developed by Elizabeth Rigg and Stella van der Wal-Maris at Marnix Academie, Utrecht, the Netherlands.

In result, through constructing and testing the game, students improved their understanding of social entrepreneurship and enhanced their empathy. The games enabled the players to empathize with people in their own surroundings, work together in teams, reflect and listen to each other and eliminate prejudices. In terms of game development, young students focused on the issues of local children instead of focusing on the problems or fictive adults abroad. That allowed to empathize more with the activity and the people in focus. The students saw clear a relationship between dialogue and empathy. Reflection was one of the methods applied. When the players reflected on what they had learned from the games, most of them mentioned interaction skills that are useful for dialogue. The main lesson children learned about social entrepreneurship were that empathy is the basis of social entrepreneurship, as it constitutes the main stimulus to act. The “action” step included entrepreneurship-related steps: developing ideas, implementing ideas and thinking sustainably. Additionally, their design included acquiring such skills as organizing, working together, acting with foresight and justifying finances.

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Source: Rigg, E., van der Wal-Maris, S., 2020, Student Teachers’ Learning About Social Entrepreneurship Education _ A Dutch Pilot Study in Primary Teacher Education, Marnix Academie, Utrecht