2018
DOI: 10.1177/1098214018778899
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Moving Toward “Impact-Adjusted” Financial Returns

Abstract: This forum was developed in the spirit of building bridges between evaluation and impact measurement so that the two fields can learn from each other. In these concluding remarks, we aim to highlight and critique the main points exposed by the other contributors. In doing so, we include reflections from our own experience of working on impact measurement in a European and Global context and are thereby able to either validate or provide a better informed critique of the contributions. 1 Finally, we provide a v… Show more

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Cited by 12 publications
(9 citation statements)
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“…Other work, such as Lumpkin and Bacq (2019), examines how societal impact can be generated. Hehenberger and Harling (2018) delve into how returns are measured in VP, acknowledging a lack of consideration of the risk component of VP investments. However, VP investors do implement business-oriented investing practices to deploy capital efficiently, making them subject to business risk.…”
Section: Introductionmentioning
confidence: 99%
“…Other work, such as Lumpkin and Bacq (2019), examines how societal impact can be generated. Hehenberger and Harling (2018) delve into how returns are measured in VP, acknowledging a lack of consideration of the risk component of VP investments. However, VP investors do implement business-oriented investing practices to deploy capital efficiently, making them subject to business risk.…”
Section: Introductionmentioning
confidence: 99%
“…When assessing the impact of a specific (social) enterprise, the attribution would be measured in terms of how much of the outcome can be attributed to activities of that enterprise (Hehenberger & Harling, 2018).…”
Section: Attribution: Direct or Diffuse?mentioning
confidence: 99%
“…This framework offers an opportunity to introduce students to the concepts of social enterprise and social entrepreneurship. In 2011, the New National Curricula for Basic and Upper Secondary Schools recognised and defined entrepreneurship as a general competence for school students and set out goals, objectives and learning outcomes of entrepreneurship studies (Government of the Republic Regulation, 2011 [74]). In 2016, the Ministry of Education and Research went a step further and launched a nation-wide programme for "the systematic development of entrepreneurial spirit and entrepreneurship education at all levels of education" (Edu & Tegu)63, with the aim of supporting all students in primary, secondary, vocational and higher education to take part in activity-based entrepreneurship training.…”
Section: Growing Opportunities For Social Entrepreneurship Education mentioning
confidence: 99%
“…Universities, such as Tartu, Tallinn and Taltech, have also established links with non-profit associations to help them measure their social impact. 74 Despite these initiatives, awareness of the importance of social impact measurement is low. Social enterprises and non-profit associations more generally do not systematically measure their social impact, which might be due to the lack of tools and methods to measure social impact measurement, and specific funding programmes to help social enterprises and non-profit associations in that endeavour do not exist.…”
Section: A Lack Of Skills Around Social Impact Measurementmentioning
confidence: 99%
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