Entrepreneurship Education in Asia
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Entrepreneurship Education in Asia

Edited by Hugh Thomas and Donna Kelley

The continuing success of the Asian Miracle relies on an entrepreneurial revolution that has increased the productivity and flexibility of economies across the region. Yet this revolution has largely been necessity-driven, traditional and vulnerable to erosion as the region becomes increasingly prosperous and well educated. How to educate the next wave of entrepreneurs is a pressing Asian question that resonates around the world and is the subject of this volume.
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Chapter 9: Developing an Interdisciplinary Social Entrepreneurship Curriculum

Bonjin Koo, Vathana Duong TE and Joosung J. Lee


Bonjin Koo, Vathana Duong TE and Joosung J. Lee* 9.1 INTRODUCTION Social entrepreneurship, as a practice and a field for scholarly research, provides a unique opportunity to solve social problems, meet social demands, and pursue economic profits through entrepreneurship. Social entrepreneurship, as a practice that integrates economic and social value creation, has a particularly long heritage and a global presence.1 For example, Grameen Bank, established by Professor Muhammad Yunus in 1976, introduced a unique micro-credit system to eradicate poverty and empower women in Bangladesh (http://www.grameen-infor.org). This endeavor has stimulated many social entrepreneurs to start micro-credit businesses globally for the same purposes. With this point of view, effective social entrepreneurship education in universities has the potential to stimulate global entrepreneurship and create social value that may be missed by traditional entrepreneurship. The global efforts of Ashoka, founded by Bill Drayton in 1980, have provided seed funding for many social entrepreneurs globally. Bill Drayton established Ashoka based on his experience with “Ashoka Table”, an interdisciplinary weekly forum in the social sciences which he founded when he was at Harvard University. Although social entrepreneurship has attracted many researchers and proven its potential in solving social problems worldwide, there exist three problems relative to efforts to introduce this into university entrepreneurship education. First, like entrepreneurship, which even today lacks a unifying paradigm, the term “social entrepreneurship” has taken on a variety of meanings.2 Second, the concept of social entrepreneurship is still poorly defined and its boundaries to other fields of study remain fuzzy.1...

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