Societal Entrepreneurship

Societal Entrepreneurship

Positioning, Penetrating, Promoting

Edited by Karin Berglund, Bengt Johannisson and Birgitta Schwartz

Stating the importance of both the local and the broader societal context, the book reports close-up studies from a variety of social ventures. Generic themes include positioning societal entrepreneurship against other images of collective entrepreneurship, critically penetrating its assumptions and practices and proposing ways of promoting societal entrepreneurship more widely.

Chapter 10: Academic and non-academic education for societal entrepreneurship

Anders W. Johansson and Erik Rosell

Subjects: business and management, entrepreneurship, social entrepreneurship, development studies, social entrepreneurship, politics and public policy, social entrepreneurship


To handle feelings (negative and positive) as opportunities is at the core of entrepreneurship education. This is what one of the teachers working within the organization SIP (the Swedish organization ‘samhällsförändring i praktiken’, in English: Societal Change in Practice) exp resses above when reflecting upon the entrepreneurial approach he wants to promote among the students in the Folk High School education that he is involved in. In Chapter 8 Berglund explained how the entrepreneurial approach was made sense of in a preschool setting. Listen to your feelings and use your imagination were highlighted as pedagogical principles. In this chapter we will come back to these two principles as well as the third principle from Chapter 8 by Berglund – making friends – in the context of higher education, by comparing university and Folk High School education.

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