Public Policy in Improving the Self-Learning Curriculum based on Social Entrepreneurship and Local Wisdom

Public Policy is a factor in supporting or hindering situations in Independent learning activities and the concept of entrepreneurial activities are a unique collaboration, but based on 8 activities in independent learning, there is no mentioned in explicit of social entrepreneurship that intersects with local wisdom of a region, while social entrepreneurship is a concept that can solve social problems with a business approach. An ideal social entrepreneurship, directed and sustainable can be carried out through higher education activities oriented to the development of social entrepreneurship. Graduates are expected to become agents of change who can make a socio-economic contribution by providing new opportunities for the community. The purpose of this study was to identify, photograph, identify and map the development of an independent learning curriculum based on social entrepreneurship in universities, especially the Economics and Business faculties of all universities in Bali Province. The research method is descriptive qualitative, while the determination of the sample is carried out by the saturated sampling method (all members of the population are members of the sample). Data collection uses a combination of approaches that include surveys, observations, field studies, and interviews. The results obtained a research concept model related to IL-IC by adopting social entrepreneurship and Balinese local wisdom.

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Social Responsibility and Social Change: How to Engage in Public Policy Process Via Social Entrepreneurship

SSRN Electronic Journal ◽

10.2139/ssrn.2703070 ◽

2015 ◽

Cited By ~ 1

Author(s):

Asghar Zomorrodian

Keyword(s):

Public Policy ◽

Social Change ◽

Social Responsibility ◽

Social Entrepreneurship ◽

Policy Process ◽

Public Policy Process

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Sentimental Drivers of Social Entrepreneurship: A Study of China's Guangcai (Glorious) Program

Management and Organization Review ◽

10.1111/more.12043 ◽

2014 ◽

Vol 10 (1) ◽

pp. 55-80 ◽

Cited By ~ 55

Author(s):

Daphne W. Yiu ◽

William P. Wan ◽

Frank W. Ng ◽

Xing Chen ◽

Jun Su

Keyword(s):

Economic System ◽

Emerging Economies ◽

Social Entrepreneurship ◽

Local Development ◽

Rural Poverty ◽

Educational Opportunities ◽

The Social ◽

Perceived Social Status ◽

Private Entrepreneurs ◽

Entrepreneurial Activities

Social entrepreneurship plays an important role in local development in emerging economies, but scholars have paid little attention to this emerging phenomenon. Under the theory of moral sentiments, we posit that some entrepreneurs are altruistically motivated to promote a morally effective economic system by engaging in social entrepreneurial activities. Focusing on China's Guangcai (Glorious) Program, a social entrepreneurship program initiated by China's private entrepreneurs to combat poverty and contribute to regional development, we find that private entrepreneurs are motivated to participate in such programs if they have more past distressing experiences, including limited educational opportunities, unemployment experience, rural poverty experience, and startup location hardship. Their perceived social status further strengthens these relationships. Our study contributes to the social entrepreneurship literature by offering a moral sentiment perspective that explains why some entrepreneurs voluntarily join a social entrepreneurship program to mitigate poverty in society.

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TYPOLOGY OF SOCIAL ENTERPRISES AND SYSTEMATIZATION OF THEIR CLASSIFICATION FEATURES AS A COMPONENT OF THE FORMATION OF PUBLIC POLICY ON THE DEVELOPMENT OF SOCIAL ENTREPRENEURSHIP

10.52363/passa-2021.2-10 ◽

2021 ◽

Author(s):

Kulinich O.V. ◽

Orel Yu. ◽

Bykovets K.Yu.

Keyword(s):

Public Policy ◽

Social Entrepreneurship ◽

Business Processes ◽

Social Enterprises ◽

Entrepreneurial Activity ◽

Social Programs ◽

Legal Form ◽

New Approach ◽

Innovative Potential

The article examines the approaches to the classification of social enterprises by different classification features, such as: objectives and direction of using profit, priority sources of funding, the degree of integration of social programs and business processes, the degree of financial capacity, ways to create social enterprises, specifics of entrepreneurial activity organization, organizational and legal form, areas of activity, size, location, etc. A new approach to classification according to the criterion of innovative potential of enterprises is proposed.

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Sport and social entrepreneurship in Germany: exploring athlete perspectives on an emerging field

World Journal of Entrepreneurship Management and Sustainable Development ◽

10.1108/wjemsd-06-2020-0069 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Louis Moustakas ◽

Lisa Kalina

Keyword(s):

Focus Group ◽

Social Entrepreneurship ◽

Social Enterprises ◽

Future Research ◽

Content Type ◽

Career Pathway ◽

Survey Results ◽

Initial Survey ◽

High Level ◽

Entrepreneurial Activities

PurposeAthletes are increasingly perceived as important drivers of entrepreneurship and social change. As a result, increasing research and activity has attempted to engage athletes in both entrepreneurship and social entrepreneurship. Against this backdrop, the authors aim to provide insights on how high-level athletes in Germany understand entrepreneurship and social entrepreneurship and their perceptions of (social) entrepreneurship as a potential career pathway.Design/methodology/approachA survey was designed for athletes to assess their social entrepreneurship-related skills and attitudes. This survey is based on Capella Peris et al. (2020) who developed and validated a social entrepreneurship questionnaire for use in the physical education sector. To deepen the authors’ understanding of the initial survey results, a structured focus group was conducted with an additional set of five high-level German athletes.FindingsBoth the survey results and the focus group indicate that athletes have reservations about starting businesses or social enterprises, and that formal support on the topic is limited.Research limitations/implicationsThis paper suggests numerous possible avenues for future research, both related to athletes and sport social entrepreneurship more generally. The authors also suggest that athlete career programmes need to provide more support for athletes who wish to venture in entrepreneurial activities.Originality/valueThis study answers numerous calls within sport entrepreneurship literature to further integrate athletes into research in the area.

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The Youth and Social Entrepreneurship

Incorporating Business Models and Strategies into Social Entrepreneurship - Advances in Business Strategy and Competitive Advantage ◽

10.4018/978-1-4666-8748-6.ch009 ◽

2016 ◽

pp. 145-153

Author(s):

Vannie Naidoo

Keyword(s):

Emotional Intelligence ◽

Young People ◽

Natural Disasters ◽

Risk Taking ◽

Social Entrepreneurship ◽

Global Economy ◽

Complex World ◽

The People ◽

The World ◽

Entrepreneurial Activities

In today's world where the global economy is shrinking and the people of the world are constantly being plaque by recession, natural disasters, poverty and war the youth have to grapple with all these stressful influences. Due to the recession the job markets have become saturated as recession has hit the global economies throughout the world. The youth now are tasked with becoming involved in entrepreneurial activities to survive in these complex world economies. However entrepreneurship is not an easy endeavour. It is not for the faint hearted either. Entrepreneurism involves drive, perseverance, emotional intelligence and risk taking. A way forward for young people is social entrepreneurship as it offers them very viable opportunities within the backdrop of such a volatile economy.

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New Paradigm of Learning and Teaching in a Networked Environment

Handbook of Research on Literacy in Technology at the K-12 Level ◽

10.4018/978-1-59140-494-1.ch001 ◽

2011 ◽

pp. 1-20 ◽

Cited By ~ 9

Author(s):

Yin Cheong Cheng

Keyword(s):

Teaching And Learning ◽

Independent Learning ◽

Ict Literacy ◽

New Paradigm ◽

Learning And Development ◽

Knowledge And Skills ◽

Learning And Teaching ◽

Opportunities For Learning ◽

Teachers And Students ◽

Self Learning

This chapter introduces a new paradigm of learning and teaching that aims to develop students’ contextualized multiple intelligence (CMI) and create unlimited opportunity for students’ lifelong independent learning through a triplization process including individualization, localization, and globalization in teaching and learning. In particular, the chapter illustrates how students’ self-learning can be motivated, sustained, and highly enhanced in an individually, locally, and globally networked human and ICT environment. Different from the traditional emphasis on delivery of knowledge and skills in planned curriculum, the new paradigm pursues the extensive application of ICT and enhancement of teachers and students’ ICT literacy in building up a networked environment for students’ individualized, localized, and globalized learning and CMI development. It is hoped that students equipped with the necessary ICT literacy can become borderless learners with unlimited opportunities for learning and development in a networked environment.

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Partners, Neighbors, and Friends: The Practice of a Place-Based Education

Practicing Anthropology ◽

10.17730/praa.23.2.f2j7714442238q77 ◽

2001 ◽

Vol 23 (2) ◽

pp. 19-23 ◽

Cited By ~ 3

Author(s):

Talmage Stanley ◽

Stephen Fisher

Keyword(s):

Public Policy ◽

Social Justice ◽

Social Change ◽

Service Learning ◽

Community Service ◽

Systematic Study ◽

Agents Of Change ◽

Public Ethics ◽

Place Based Education ◽

The Impact

At Emory and Henry College, our vision for a place-based education integrating service with learning led in 1996, to the approval of the creation of a new major in Public Policy and Community Service. A rigorous and interdisciplinary service learning major, all of its courses are designed to help students better understand the impact of local, regional, national, and global structures and institutions on social change. As the curriculum evolves, we are institutionalizing in it a systematic study of several primary conceptual themes: citizenship, service, religion, public ethics, cultural diversity, public policy, place-based politics, social justice, and social change. The program aims to empower students by enabling them 110t only to understand critically the necessity and processes of social change but also to become agents of change in Southwest Virginia, Appalachia, and beyond, while they are students.

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Expression of the Freedom of a Child in the Informal Independent Learning Process

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2015vol3.362 ◽

2015 ◽

Vol 3 ◽

Author(s):

Kristina Rudyte

Keyword(s):

Cultural Identity ◽

Learning Process ◽

Social Order ◽

Independent Learning ◽

Cultural Meanings ◽

Home Setting ◽

Children’S Learning ◽

The One ◽

Self Learning ◽

Children's Learning

Practice of children’s learning/teaching is frequently based on tradicional attitude to a child as a person and a childhood as an immature period in terms of social and cultural meanings (Juodaitytė, 2003, Gulløv, 2005b; Hviid, 2005; Juodaitytė, 2007). Contemporary pedagogy supports a variety of approaches to childhood: from general definition of it as a period, grounding it on psychogenetic peculiarities of this period and ascribing “imperfection” to it as a necessary and self-explanatory characteristics, to its mythologized, strained explanation, employing its pseudo-scientific interpretation, based on theories of “wild thinking”, “primitive civilisations” or “natural selection”.Next to such socio-cultural discourse, which prevails in the educational reality, another discourse, which represents the culture children’s informal learning, emerges that implies the culture of children’s self-learning. It is based on the roles, rules that are acceptable to children themselves in the process of learning and the practice of children’s learning (Jurašaitė, 1999; Dencik, 2005; Gulløv, 2005a, 2005b; Hviid, 2005; Jenks, 2005;Juul, 2005a, 2005b). According to such conception, a child is a creator of social order, who is responsible for own learning process and its outcomes.One of the conditions for children’s independent learning is a free choice of means, environments, sources, techniques and others. Informal home setting during summer creates favourable conditions for children’s independent learning because children are provided with a choice: how to use various aids, what environments and resources to use for self-learning and what learning methods to apply taking into account own needs and abilities.The problem questionsof theresearch: How does child’s freedom manifest itself in processes of self-learning and how is the socio-cultural identity of an informally learning child conceptualised?Research aim – to reveal the expression of the freedom of children’s who learn informally in a free (unstructured) setting when analysing how children conceptualisethemselves in this process and create the identity of the one learning in the informal independent way.Research object – expression of socio-cultural identity of children, who learn informally in a free (unstructured) setting.

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