Innovative Research Methodologies on Social Entrepreneurship: Dive Project Case Study

2020 ◽  
Keyword(s):  
Social Entrepreneurship ◽  
Research Methodologies ◽  
Innovative Research

Sustainable Social Entrepreneurship through Innovation diffusing Traditional Knowledge with Innovation: Case Study of Pottery Art in India

2016 ◽  
Vol 3 (01) ◽  
Author(s):  
Ambalika Sinha ◽  
Divya Rai
Keyword(s):  
Human Resources ◽  
Traditional Knowledge ◽  
Social Entrepreneurship ◽  
Foreign Currency ◽  
Economic Conditions ◽  
Employment Conditions ◽  
Art Form ◽  
Formal Employment ◽  
Marketing Intervention

India a massive country in terms of employment conditions and majority of human resources are involved in unorganized sectors but are more vulnerable in compare to other types of formal employment. Upliftment of these sector will results in increased economic conditions of population as well as it will fetch for foreign currency. This paper emphasizes on technological as well as marketing intervention in one of the art form i.e. Pottery which is at verge of extinction. Slight modifications in these will pave a long better way for development.

From NPO to social enterprise: the story of Schwab awardee, Sharanjeet Shan

2019 ◽  
Vol 9 (4) ◽  
pp. 1-23
Author(s):  
Kerryn Ayanda Malindi Krige ◽  
Verity Hawarden ◽  
Rose Cohen
Keyword(s):  
South Africa ◽  
Social Entrepreneurship ◽  
Social Enterprise ◽  
Social Entrepreneur ◽  
Financial Sustainability ◽  
Social Investment ◽  
Content Type ◽  
Corporate Social ◽  
Corporate Social Investment

Learning outcomes This case study introduces students to the core characteristics of social entrepreneurship by teaching Santos (2012) positive theory. The case allows students to transition from comprehension and application of what social entrepreneurship is, to considering how they operate. Druckers (2005) argument that social organisations will never have sufficient resources to do their work because they operate in an environment of infinite need is the catalyst for a conversation on resource dependency theory and the risks of mission drift. Students are introduced to the funding spectrum that can be used to understand the type of income that comes to an organisation, and to apply this to the case. By the end of their studies, students should be able to apply the Santos (2012) definition to social enterprises and social entrepreneurs, have insight into the complexity of operating in an environment of infinite need and able to apply the funding spectrum as a tool to manage to understanding financial sustainability. Case overview/synopsis The case tells the story of Sharanjeet Shan, a globally recognised social entrepreneur, and recipient of the Schwab Foundation’s Social Entrepreneur of the Year award in 2015. Shan moved to South Africa as the country moved into democracy, and has spent the past 20-plus years building the skills of Black African school children in mathematics and science through the organisation she leads, Maths Centre. But the country remains at the bottom of world rankings for the quality of its maths and science education, despite spending more per capita on education than any other country in Africa. Maths Centre has seen a dip in donations despite steady growth in the amount of money that businesses are investing in social change in South Africa through corporate social investment. But does Shan really need more donor income? Or are there other ways that she can build the financial sustainability of Maths Centre? Complexity academic level This case study is aimed at students of non-profit management, entrepreneurship, social entrepreneurship, women in leadership, corporate social investment, development studies and sustainable livelihoods. It is written at an Honours / Masters level and is therefore also appropriate for use in customised or short programmes. The case study is a good introduction for students with a background in business (e.g. Diploma in Business Administration / MBA / custom programmes) who are wanting to understand social enterprise and apply their learning's. Supplementary materials A list of supplementary materials is provided in the Teaching Note as Table I, which includes video's, radio interview recordings and a book chapter. Subject code CSS 3: Entrepreneurship.

scholarly journals Cheese in Chijnaya: Communal Entrepreneurship in Rural Peru

2019 ◽  
Vol 8 (2) ◽  
pp. 185-210
Author(s):  
Ralph Bolton ◽  
Jhuver Aguirre-Torres ◽  
Ken C. Erickson
Keyword(s):  
Social Entrepreneurship ◽  
Research Literature ◽  
Ethnographic Research ◽  
Community Based ◽  
The Andes ◽  
Production Processes ◽  
Urban Markets ◽  
History Of ◽  
Cheese Production

Individual entrepreneurship and social entrepreneurship may be more common both in daily life and in the research literature, but community- based entrepreneurship also plays an important role in economic development. We present a case study of community entrepreneurship in a rural area of the Andes, where the community of Chijnaya operates a successful cheese production business. Buying milk from its farmer members in the community, the business produces cheeses that are sold in regional urban markets and beyond. This account draws on decades of ethnographic research and collaboration with the community. Here, we discuss the history of the community in general and of the cheese enterprise in particular. The organizational structure of the business is outlined along with a description of the production processes. We end with an analysis of problems faced by the community in moving the enterprise forward toward a more profitable future and a discussion of the relevance of this case to entrepreneurship studies.

scholarly journals Pædagogiske ildsjæle og entreprenører

2020 ◽  
Vol 4 (2) ◽  
pp. 17
Author(s):  
Mikkel Snorre Wilms Boysen ◽  
Nils Falk Hansen ◽  
Mostafa Yamil
Keyword(s):  
Social Entrepreneurship ◽  
Visual Art ◽  
Qualitative Case Study ◽  
Social Entrepreneurs ◽  
Specialized Knowledge ◽  
Pedagogical Competence ◽  
Pros And Cons ◽  
Current Article ◽  
Normative Perspective

ResuméI de seneste 30 år har pædagogprofession og pædagoguddannelse ændret sig på måder, der tilsyneladende har gjort faglig fordybelse for pædagoger og UC undervisere vanskeligere. I dette lys synes entreprenante pædagogiske ildsjæle at repræsentere en mulig modpol, i den forstand at ildsjæle ofte evner at stå værn om faglig kvalitet, fx med afsæt i fagområder som drama, musik eller billedkunst. Ligeledes formår entreprenører ofte at etablere værdifulde initiativer indenfor, udenfor eller på tværs af formelle institutioner og organisationer. I artiklen undersøges denne hypotese og problemstilling via et empirisk studie af tre pædagogiske entreprenante ildsjæle før/under/efter en række workshops, hvor ildsjælene arbejder med pædagogiske målgrupper. Tre forskere/undervisere og 50 pædagogstuderende på tre forskellige campusser foretager undersøgelsen. Studiet peger på, at faglig ekspertise og specialviden kan opnås både udenfor og inden for etablerede formelle institutioner, men at entreprenørskab giver nogle særlige muligheder i forhold til at fastholde ildsjælenes fokus på deres pædagogiske visioner og deres faglige ekspertise. I artiklen diskuteres afslutningsvist ulemper og fordele ved at anvende entreprenørskabs-modeller til at oparbejde og tilbyde specialviden på kanten af den pædagogiske profession og uddannelse. AbstractSocial entrepreneurs within the pedagogical profession: A study of entrepreneurship as a possible way to build up specialized pedagogical competence and environments. In Denmark, the pedagogical profession and the field of social education have changed radically over the last thirty years: pedagogues are expected to acquire both academic and practical competence, as well as have a broad set of knowledge within many different pedagogical subcategories. In consequence, educators and pedagogues have found it increasingly difficult to achieve and maintain specialized, rather than general, professional expertise. In this perspective, social entrepreneurship seems to represent a possible gateway, because entrepreneurs are often able to focus on a specific professional agenda and approach, e.g. within the field of drama, music, visual art, therapy, etc. In the current article, this hypothesis is investigated through a qualitative case study of three social entrepreneurs’ pedagogical careers, methods, approaches and visions. The study is conducted by three researchers/educators and fifty students across three different campuses. The study indicates that specialized knowledge and competence can be achieved and maintained both within and outside formal institutions. Still, entrepreneurship seems to offer unique possibilities when it comes to the establishment of specialized pedagogical environments with a continuous focus on specific visions and approaches. At the end of the article, entrepreneurship within the pedagogical profession is discussed from a normative perspective and essential pros and cons are highlighted.

scholarly journals Bringing the Family Logic in: From Duality to Plurality in Social Enterprises

2021 ◽  
Author(s):  
Andreana Drencheva ◽  
Wee Chan Au
Keyword(s):  
Social Entrepreneurship ◽  
Social Enterprise ◽  
Institutional Logics ◽  
Social Enterprises ◽  
Institutional Logic ◽  
The Family ◽  
Source Case ◽  
Conflicting Goals ◽  
Ethical Obligations

AbstractSocial enterprises combine activities, processes, structures, and meanings associated with multiple institutional logics that may pose conflicting goals, norms, values, and practices. This in-depth multi-source case study of an ecological social enterprise in Malaysia reveals how the enactment of the family logic interacts with the market and ecological logics not only in conflicting but also in synergetic ways. By drawing attention to the institutional logic of the family in social entrepreneurship, this study highlights the heterogeneity of social enterprises. The findings have implications for research with social enterprises and family-owned firms in relation to the ethical obligations of these organizations and the interactions of multiple logics.

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