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Starnawska Marzena (University of Warsaw, Poland)
Guiding Directions in Social Entrepreneurship and Innovation Education : Insights from the Academic and Practitioner Community
Business and Non-profit Organizations Facing Increased Competition and Growing Customers' Demands, 2018, vol. 17, s. 437-449, tab., bibliogr. 26 poz.
Przedsiębiorczość społeczna, Innowacje społeczne, Edukacja w zakresie przedsiębiorczości, Prawomocność
Social entrepreneurship, Social innovations, Entrepreneurship education, Legitimacy
The aim of this paper is to provide insights into the views of SE and SI experts on the development of education in these two fields. SEE2 has been gaining significant interest following the development of this research field. The research is based on the SE and SI ecosystem development projects run by two neighboring cities in Poland. However, literature is scarce in this area, and the empirical work on SEE is almost nonexistent. The research is aimed at identifying key factors conducive to social innovation and social entrepreneurship ecosystem development. In the vein of an inductive approach, the author presents qualitative data from focus group discussions and semi-structured interviews among experts from different settings. Grounded theory methods are used to generate key categories representing educational guidelines in SEE and SIE development in the experts' views. Based on a review of the literature and analysis of gathered data, the author provides key guiding directions for SEE and SIE development. First, the main features emerging from the literature are presented. Next, the research design and key findings are presented. Resulting from the analysis five third order codes are identified: diversifying, constructing contextually, engaging, relationship building, disseminating; which in the end are encompassed by the main category of 'understanding.' The findings show that SEE cannot be limited to a business school environment and should extend to other fields. This includes the incorporation of experts and academics from other disciplines. Also, an educational model should be constantly redefined to respond to local stakeholders' needs and problems, and academia should include community and other stakeholders. An engaging approach in an educational setting draws attention to the practical implications in educational contexts, and emphasizes the exposure of SEE to local problems and their interpretation. Also, SEE requires significant efforts in promoting the SE phenomenon and the education itself, to gain legitimacy and engage dedicated individuals and organizations. (original abstract)
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