Edited by Alain Fayolle
Chapter 2: Using Simulation to Develop Empathy and Motivate Agency: An Innovative Pedagogical Approach for Social Entrepreneurship Education
Brett R. Smith, Jill Kickul and Linda Coley No one can be a changemaker without empathy. (Bill Drayton, Founder of Ashoka) While the field of social entrepreneurship is rapidly emerging in both academic and practitioner communities, pedagogical development and research for social entrepreneurship education has received relatively little attention (Brock et al., 2008). This lack of attention and focus on pedagogy is somewhat troubling given the distinctive challenge of educating future social entrepreneurs (Tracey and Phillips, 2007). A focus on pedagogical aspects of social entrepreneurship must recognize the commonalities of commercial entrepreneurship education and highlight the issues that are unique to social entrepreneurship. While entrepreneurship education has been defined as knowledge transfer of how, by whom, and with what effects, opportunities to create future goods and services are discovered, evaluated and exploited (Hindle, 2007), the domain of social entrepreneurship adds the complexities of identifying qualitatively different forms of opportunities, navigating the value-capture problem, managing and measuring social impact and outcomes, and addressing personal and group-related identity conflicts. In short, the creation of a pedagogical framework that considers factors of social value and social justice greatly complicates the entrepreneurial process. To educate students about social entrepreneurship, scholars suggest a number of pedagogical approaches ranging from in-class cases to co-curricular creation of social ventures (Smith et al., 2008; Tracey and Phillips, 2007). The range of educational approaches varies in their degree of hands-on experiential learning (Kolb, 1984) and their practicality due to time constraints within a given course. While these educational approaches...
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