Entrepreneurship Skills in Business English: Promoting Self-Regulation and Social Entrepreneurship Through Experiential Learning

2018 ◽  
pp. 561-577
Author(s):  
Tamim Ata Allah
Keyword(s):  
Experiential Learning ◽  
Social Entrepreneurship ◽  
Self Regulation ◽  
Business English

THE DISTINCTIVE SKILLS OF SOCIAL ENTREPRENEURS

2013 ◽  
Vol 21 (03) ◽  
pp. 301-334 ◽  
Author(s):  
SUSAN MUELLER ◽  
LIUDMILA CHAMBERS ◽  
HEIDI NECK
Keyword(s):  
Qualitative Study ◽  
Experiential Learning ◽  
Social Entrepreneurship ◽  
Social Problem ◽  
Behavioral Change ◽  
Social Entrepreneurs ◽  
Multiple Stakeholders ◽  
Target Groups ◽  
Root Cause

Addressing the need to identify distinctive skills for social entrepreneurs, we conducted an exploratory, qualitative study based on interviews with social entrepreneurs. We identified seven skills, three out of which have not been previously mentioned by entrepreneurship and social entrepreneurship scholars. These skills include an ability to induce behavioral change and educate target groups; co-creation with multiple stakeholders; and developing solutions that aim to address the root cause of a social problem. Based on these findings, we provide recommendations for further research, as well as how the identified skills can be taught in experiential learning format.

scholarly journals Stimulating learning about social entrepreneurship through income generation projects

2014 ◽  
Vol 20 (5) ◽  
pp. 417-437 ◽  
Author(s):  
Jane Yann Ching Chang ◽  
Abdelhafid Benamraoui ◽  
Alison Rieple
Keyword(s):  
Experiential Learning ◽  
Social Entrepreneurship ◽  
Curriculum Design ◽  
Social Enterprises ◽  
Self Awareness ◽  
Income Generation ◽  
Content Type ◽  
New Ideas ◽  
Market Needs ◽  
And Performance

Purpose – The purpose of this paper is to examine the use of income generation projects as a pedagogic method to assess students’ learning about social enterprises. The authors are interested in how and why this innovative approach might improve students’ understanding of the different aspects and attributes of social entrepreneurship. Design/methodology/approach – The study used thematic analysis of qualitative data comprising the reflective logs of 87 students on an undergraduate entrepreneurship module in a university business programme. The major attributes of social entrepreneurship were identified from a review of literature, and the paper uses the logs to judge whether students had learnt about these attributes. Findings – The results show that students developed an understanding concerning social enterprises’ diverse stakeholder environment, market needs, social enterprises’ ideological foundations, resource mobilisation processes and performance measurement – both social and financial. In addition, they developed skills in reflection and self-awareness, communication, empathy and the generation of new ideas. Research limitations/implications – The study is limited in that it focused on only one cohort of students, undergraduates. The authors cannot claim that the findings are generalisable to other students or contexts. Practical implications – Students are better able to understand the needs and values of social enterprises. However, this is a resource intensive process for educators with implications for curriculum design and management. Social implications – This study sheds new light on how experiential learning helps to raise students’ awareness of social enterprises. Originality/value – This study sheds new light on how experiential learning in the form of income generation projects helps to raise students’ awareness of social enterprises. Its value lies in helping to develop a novel and effective pedagogy for entrepreneurial learning.

scholarly journals Promoting Social Entrepreneurship: Harnessing Experiential Learning With Technology Transfer To Create Knowledge Based Opportunities

2013 ◽  
Vol 29 (2) ◽  
pp. 597 ◽  
Author(s):  
John Lipinski ◽  
Donald L. Lester ◽  
Jeananne Nicholls
Keyword(s):  
Technology Transfer ◽  
Experiential Learning ◽  
Social Entrepreneurship ◽  
Font Size ◽  
Social Entrepreneurs ◽  
Knowledge Based ◽  
University Patents ◽  
Commercial Operation ◽  
Positive Cash Flow ◽  
Learning With Technology

<span style="font-family: Times New Roman; font-size: small;"> </span><p style="margin: 0in 0.5in 0pt; text-align: justify; mso-pagination: none;" class="MsoNormal"><span style="font-size: 10pt;"><span style="font-family: Times New Roman;">Technology Transfer has grown in importance as more university developed technology is reaching commercialization to the benefit of numerous stakeholders.<span style="mso-spacerun: yes;"> </span>However, 75% of university patents are never licensed for development.<span style="mso-spacerun: yes;"> </span>Often cited is the need for a product that will rapidly generate a positive cash flow.<span style="mso-spacerun: yes;"> </span>Universities have an additional opportunity.<span style="mso-spacerun: yes;"> </span>They can work to link experiential learning<span style="mso-spacerun: yes;"> </span>courses with their technology portfolios to conduct activities like prototyping, market research, and market testing and work with social entrepreneurs to help launch technologies that may prove to be both beneficial to society and to a commercial operation while<span style="mso-spacerun: yes;"> </span>educating students.<span style="mso-spacerun: yes;"> </span></span></span></p><span style="font-family: Times New Roman; font-size: small;"> </span>

scholarly journals An Experiential Learning Approach To Teaching Social Entrepreneurship, Triple Bottom Line, And Sustainability: Modifying And Extending Practical Organizational Behavior Education (PROBE)

2010 ◽  
Vol 3 (1) ◽  
pp. 19-28 ◽  
Author(s):  
Michael J. Gundlach ◽  
Suzanne Zivnuska
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Organizational Behavior ◽  
Social Entrepreneurship ◽  
Business Students ◽  
Triple Bottom Line ◽  
Private University ◽  
Learning Approach ◽  
Bottom Line ◽  
Broad Variety

When teaching social entrepreneurship and sustainability, using an experiential learning approach can be more effective than a traditional lecture approach.  Social and environmental entrepreneurs often have a deep passion for their work that is important for students to develop early in their careers.  Experiential learning enables students to create and experience this passion for themselves, thereby preparing them with the motivational and emotional resources they may need to be successful in the future.  We introduce Practical Organizational Behavior Education (PROBE) as one way of helping students develop this passion.  PROBE was originally developed as a service-learning project for an undergraduate course in organizational behavior at a very small, private university.  However, in this manuscript, we show how PROBE can be modified and extended to effectively teach business students about triple bottom line concepts, sustainability, and social entrepreneurship at the undergraduate and MBA levels within a large, public university system.  We provide practical suggestions for instructors interested in implementing this approach in a broad variety of settings.

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