Social Entrepreneurship and Higher Education

Even though various business schools have developed curricula on business entrepreneurship, more curricula on social entrepreneurship are needed to close the entrepreneurship gap existing in the social enterprise sector of Nigeria. This paper describes a course which was developed geared at stimulating social entrepreneurial behaviour and acquiring skills and knowledge necessary to develop their ideas into social enterprises. This study aims to assess the impact of the educational experience on learners in a before and after study design using the social entrepreneurship test tool. The results, which were analysed using paired samples t-test, showed that giving the students the educational experience has significantly increased their perceived mastery of social entrepreneurship skills. It also reveals that social entrepreneurship competency can be taught to younger learners and pave the way for continuing research on incorporating social entrepreneurship into entrepreneurship education at the secondary school level in Nigeria, aiming at offering new possibilities for social impact regardless of professional disciplines.

This paper examines the role of higher education in developing social entrepreneurship in Malaysia. Higher education institutions are social industries. They prepare important social capital for the society. Presently, the concept of social entrepreneurship is becoming popular all over the world. In response to this trend, the higher education has also shifted its attention towards using higher education as a means to promote social entrepreneurship. Few studies have explored this phenomenon. For this purpose, an examination of the existing literature was carried out to find answer to the main question that how higher education institution is responding to the need of development of social entrepreneurship. The findings of the review show that although the concept of social entrepreneurship is still in its infancy stage in Malaysia but it is increasingly gaining attention. Interestingly, the higher education institutions are providing suitable foundation for the development and promotion of social entrepreneurship in the country. However, in this regard, the paper found lack of financial support to higher education institutions for the development of social entrepreneurship. To overcome this situation, the paper suggests that higher education institutions may be used as a suitable platform for promotion of social entrepreneurship. The paper concludes that the future of economic growth and social development of the society is closely connected with the concept of growing social entrepreneurship in the country. On the basis of this review, the paper recommends that there must be a strong political and financial support for the higher education institutions for the promotion of social entrepreneurship.

This paper addresses a gap in the literature regarding social entrepreneurship education through an exploratory study that leverages three separate, but distinct experiential learning projects. Students were randomly assigned into three separate groups: action-research, service learning, and a 'traditional' new social enterprise venture. All three approaches fostered student development and social entrepreneurial skill building. However, experiential learning (action research and service-learning) placed a greater emphasis on student comprehension of the subject matter in relation to the weight of responsibility they experienced by partnering with third-party organisations outside the classroom, compared to the traditional new venture approach. The findings indicate that experiential learning is an optimal conduit to student maturity when coupled with self-reflection and class discussion. The term backpack bootstrapping is introduced to illustrate how students rapidly learn by taking on a real but manageable weight of responsibility they assign to themselves. This study is original for its approach to incorporating student voices to gauge how their learning may be enhanced to improve social entrepreneurship education. Although it is an exploratory study and limited in its scope (26 students over one semester), it provides a basis for further research using experiential learning models in social entrepreneurship education.

This paper examines the role of higher education in developing social entrepreneurship in Malaysia. Higher education institutions are social industries. They prepare important social capital for the society. Presently, the concept of social entrepreneurship is becoming popular all over the world. In response to this trend, the higher education has also shifted its attention towards using higher education as a means to promote social entrepreneurship. Few studies have explored this phenomenon. For this purpose, an examination of the existing literature was carried out to find answer to the main question that how higher education institution is responding to the need of development of social entrepreneurship. The findings of the review show that although the concept of social entrepreneurship is still in its infancy stage in Malaysia but it is increasingly gaining attention. Interestingly, the higher education institutions are providing suitable foundation for the development and promotion of social entrepreneurship in the country. However, in this regard, the paper found lack of financial support to higher education institutions for the development of social entrepreneurship. To overcome this situation, the paper suggests that higher education institutions may be used as a suitable platform for promotion of social entrepreneurship. The paper concludes that the future of economic growth and social development of the society is closely connected with the concept of growing social entrepreneurship in the country. On the basis of this review, the paper recommends that there must be a strong political and financial support for the higher education institutions for the promotion of social entrepreneurship.

Abstract: In nonprofit settings, numbers are ubiquitous. Therefore, when Spanish community service-learning (CSL) students work in nonprofits, they, too, must manage and manipulate numbers accurately-in Spanish. This can be surprisingly difficult for second language learners of Spanish. This chapter details the author's experiences with upper-level Spanish CSL students enrolled in a language for specific purposes (LSP) course about social entrepreneurship who volunteer in local nonprofits. In nonprofits serving Latino immigrants, the seemingly simple-numbers-is embedded within the complexities of the immigrant experience in the United States today. LSP instructors should explicitly address numeracy to prepare students for professional tasks that require accuracy and to better understand the issues behind the numbers.
Resumen: Los números son ubicuos en las organizaciones sin ánimo de lucro. Por eso, los estudiantes en los cursos de aprendizaje-servicio comunitario (ApSC) que prestan servicio en una asociación sin fines lucrativos necesitan usar los números correctamente-y en español. Para los aprendices de español como segunda lengua, esto puede ser muy difícil. Este artículo describe las experiencias de la autora con los estudiantes en un curso avanzado de español para fines específicos en que se estudia el emprendimiento social y los estudiantes prestan servicio en organizaciones sin fines de lucro. Hay que preparar a los estudiantes a usar los números y a entender el contexto sumamente complejo de los inmigrantes en los EE. UU. en que surgen esos números. Palabras clave: español para fines específicos, aprendizaje-servicio comunitario, emprendimiento social, organizaciones sin ánimo de lucro, números

Linguistic and cultural competence are essential components of mental health infrastructures for US Latinos, many of whom are monolingual Spanish speakers or have limited English proficiency. However, few human service providers are bilingual, and they are overtaxed. To fill this gap, agencies can look toward the Spanish program at their nearest college or university. Traditionally, Spanish students learned mostly about literature in a classroom or in study abroad. Today, Spanish community service learning (CSL) connects language students with local Spanish-speakers in order to form mutually beneficial relationships. This chapter defines Spanish CSL and offers human service providers guidelines for creating effective community—university relationships. When done well, Latinos benefit when Spanish CSL students support the work of mental health professionals.

Many scholars consider social entrepreneurship to be a special form of entrepreneurial practice; however, a review of the literature reveals practitioners consider their work to be more of a civil society activity than an entrepreneurial business. This suggests social entrepreneurship education should concentrate on incorporating knowledge of civil society and understandings of theories such as social justice, social identity and social movements. A productive approach to education in this field is to incorporate experiential learning in which students engage actively with social entrepreneurship startup or operation. Assessment involves the student comparing theory with the events that occurred in practice. This paper offers guidance for any university that is considering offering social entrepreneurship education. It also provides an overview of this complex practice that will be helpful for policy makers and commercial firms interested in social business.

Exploiting some nanotechnology-based entrepreneurial opportunities will play important role in achieving sustainable development. Nano-Entrepreneurship in sustainable development is the creation process of new enterprises to promote environmental and life science sustainability. We provide a variety of entrepreneurial opportunities based on nanotechnology and some constitutes part of sustainable development (energy, health, Air, water and food). Some of these opportunities arise from demand pull and the others come from technology push. Data for this study were collected from ecological and social problems, sustainable development literatures, foresight studies and literatures of nanotechnology. Finally, collected data analyzed and identified some entrepreneurial opportunities. .

While the pedagogy of community service-learning (CSL) in Spanish has been successfully implemented in the United States for several decades, it is still common for instructors and students to encounter significant obstacles that decrease its effectiveness, such as insufficient opportunities to produce the second language (L2) and a lack of affective support. In the present study, a collaborative CSL course was designed to examine the degree to which a cross-institutional endeavor could offset these commonly observed challenges. Under this model, 28 students from two identical CSL in Spanish classes at two different institutions formed a community of practice (CoP) and interacted via Web 2.0 technologies. Quantitative and qualitative analysis reveal that students reacted favorably toward the inter-institutional endeavor and its accompanying online tasks. Specifically, students benefitted from the guaranteed outlets to practice the L2 with their peers (i.e., blogging and Skype videoconferencing) and by receiving constant encouragement from their classmates.

Exploiting some nanotechnology-based entrepreneurial opportunities will play important role in achieving sustainable development. Nano-Entrepreneurship in sustainable development is the creation process of new enterprises to promote environmental and life science sustainability. We provide a variety of entrepreneurial opportunities based on nanotechnology and some constitutes part of sustainable development (energy, health, Air, water and food). Some of these opportunities arise from demand pull and the others come from technology push. Data for this study were collected from ecological and social problems, sustainable development literatures, foresight studies and literatures of nanotechnology. Finally, collected data analyzed and identified some entrepreneurial opportunities. .

Having in mind that entrepreneurship is a creative and innovative process, dealing with unpredictable changes, the paper is focused on adequate model of entrepreneurship education which is connected not only with innovative approach and methods of learning but also with the role of the university in the future dynamic and innovation-orientated development.

Local partnerships have emerged as a weighty vehicle of policy delivery in the UK in recent years. Such partnerships have taken a number of organisational forms depending on the particular needs of their respective locality. Their modus operandi can take the form of a conceptual innovative approach regarding introduction of new mission and objectives that could promote effective service delivery. The principal aim of this paper is to contribute to this area of public policy. This can be done by examining organisational attributes that promote collaboration and networking between partnership members via the pursuit of well-being for the parties involved and their local community. The paper draws on empirical research of particular partnerships as they have been formulated in Bournemouth, South West of England. Using a mixture of interviews and documentary data it shows that developing conditions of trust and improving common purpose of partnership aims become crucial elements necessary to raise the degree of unification amongst participants. Subsequently, integrating the operational ability and sustaining meaningful review of partnership work can increase capacity of public service delivery. However, it is difficult to identify added value regarding the establishment of long-term commitment by the case partnerships towards their aims. Consequently, this has a prominent impact in assessing achievements in service delivery, as it heavily depends on a series of external political, social, environmental and economic factors that cannot in any case be undermined. Notwithstanding, opportunities for identifying the capacity of local for service delivery partnerships appear plentifully available via evaluation approaches that can foster conceptual innovation.

Social entrepreneurship and Higher Education (HE) seem to form
closer relationships. This paper concerns with the role of HE in enhancing social entrepreneurship, as it is implemented in the context of Dorset, UK, and Avalon, Canada. By utilising the theoretical dimensions of entrepreneurial orientation, the paper develops a framework of interpretation for its empirical context. In summarising its findings, it argues that the role HE can play for social entrepreneurship in both cases is highly regarded however there are a number of hurdles that will need to be overcome.