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Edited by Charles H. Matthews and Eric W. Liguori
Jill Kickul, Lisa Gundry, Jacqueline Orr and Mark Griffiths
Social Entrepreneurship is an emerging and rapidly changing field that examines the practice of identifying, starting and growing successful mission-driven for-profit and nonprofit ventures, that is, organizations that strive to advance social change through innovative solutions. For educators teaching in this field, we advocate for a Design Thinking approach that can be integrated into social entrepreneurship education. Specifically, we believe that many of the Design Thinking principles are especially suitable and useful for educators to facilitate student learning as they create and incubate social ventures. We also advance a broader conceptual framework, which we describe as the four main “mega-themes” in social entrepreneurship education, namely innovation, impact, sustainability and scale. We offer ways in which the Design Thinking steps can be integrated and applied to each of these themes and accelerate the social venture creation process. We conclude by discussing and presenting how Design Thinking can complement an overall Systems Thinking perspective.
Michael L. Barnett
When discussing the business case for corporate social responsibility in the classroom, I often start by showing contrasting clips from the movie Other People’s Money , which is about a hostile takeover of a struggling firm called New England Wire and Cable. I first show a speech by the firm’s chairman, ‘Jorgy’ Jorgeson. Played by Gregory Peck, Jorgy is quite adept at making an impassioned plea to stockholders, imploring them to stick with the company rather than sell to ‘Larry the Liquidator’ Garfield who, true to his nickname, seeks to liquidate the firm. Then it’s Larry’s turn, wherein Danny DeVito channels his inner (not so much outer) Gordon Gecko in arguing that shareholders should embrace their good ol’ greed: ‘And lest we forget, that’s the only reason any of you became stockholders in the first place. You want to make money! You don’t care if they manufacture wire and cable, fried chicken, or grow tangerines! You want to make money!’
Michael L. Barnett
Oh, I hear you: ‘Barnett, what are you trying to pull here? Isn’t this just a collection of reprints?’ Sure, the bulk of the book consists of reprints. But if you’ll allow me to explain, there’s much more to it than that. And besides, there’s merit in reprints. In this book, I put forth a critical view of the business case for corporate social responsibility.
Jeff Reid and Eric Koester
• Most undergraduate students lack deep expertise, credibility, and professional networks, all of which can be important to entrepreneurial success. How can we help them gain these assets before they even graduate? • What happens when you encounter a student who doesn’t want to start a business venture . . . yet? • How can we help more students discern what they are truly passionate about, and then use entrepreneurship as a vehicle to pursue it immediately? Many recent innovations in entrepreneurship pedagogy have significantly enhanced how students learn about topics such as evaluating opportunities using lean startup methods (Blank, Ries, Osterwalder), effecting the world around them (Sarasvathy), or developing an entrepreneurial mindset (Neck, Neck, Murray). The Creator Pedagogy builds on these efforts by providing students with a path to entrepreneurial action regardless of whether they are ready to launch their own business.
Luca Giustiniano, Stewart R. Clegg, Miguel P.e. Cunha and Arménio Rego
The field of entrepreneurship continues to experience considerable growth, embedded in beliefs of economic development, innovation, and meritocracy. The chapter examines a new concept in entrepreneurship: compensatory entrepreneurship. It is defined as the political endorsement of entrepreneurship promotion activities, including training, incubation, and media dissemination, for the primary objective of maintaining political and/or economic control of one population over another. The paper discusses the contemporary field of entrepreneurship with the expectation of creating more awareness and dialog regarding some of the socio-political consequences of entrepreneurship promotion.
Prateek Shekhar, Aileen Huang-Saad and Julie Libarkin
Undergraduate engineering students are increasingly being exposed to entrepreneurship through curricular and co-curricular programs (Gilmartin, Chen, & Estrada, 2016). While historically, self-employment and venture creation has been the target of entrepreneurship education (Katz, 2003), recent efforts and advances in entrepreneurship education focus on developing graduates with skills to identify and develop opportunities, fostering innovation in their respective fields of work (Standish- Kuon & Rice, 2002). This shift in focus of entrepreneurship education from venture creation and conceptualization of entrepreneurship as a developable skillset rather than an innate characteristic has fueled the development of entrepreneurship programs outside of business schools in the United States (U.S.) and other parts of the world (Katz, 2003). Expanding from traditional business-focused programs, the pedagogy and content of these emergent entrepreneurship programs has evolved from traditional case-based methods to more immersive, experiential approaches to entrepreneurship education. In addition to imparting entrepreneurial content knowledge, these programs target the development of entrepreneurship-related characteristics and domain-general skills in undergraduate students. In the U.S., fueled by recent National Science Foundation initiatives in entrepreneurship such as the Epicenter Program: National Center for Engineering Pathways to Innovation (Epicenter, 2017) and I-Corps Program (NSF, 2016), entrepreneurship is gaining significant traction in higher education institutions. Using a wide variety of student-centered pedagogical approaches and formats, undergraduate entrepreneurship programs focus on preparing students to succeed in a competitive technology-driven economy by exposing them to entrepreneurial practice (e.g. opportunity identification and customary discovery) and business content knowledge. Due to this student-centered experiential learning emphasis, universities offer entrepreneurship education to undergraduates through both curricular coursework and informal co-curricular programs. Our presented work focuses on examining differences in self-efficacy outcomes resulting from engagement in these curricular and co-curricular learning experiences.