Social Entrepreneurship Education as an Innovation Hub for Building an Entrepreneurial Ecosystem: The Case of the KAIST Social Entrepreneurship MBA Program

Abstract

As social problems become more extensive and diverse, one of the most critical capabilities of social entrepreneurs is connecting and aligning various stakeholders. Social entrepreneurs can solve problems better through collaboration with stakeholders, and this leads to sustainable innovation of society. Accordingly, social entrepreneurship education (SEE) programs should be designed and operated to cultivate social entrepreneurs’ abilities to enhance connectivity with all relevant entities of the social enterprise ecosystem. Consequently, SEE can form ever-growing communities of social entrepreneurs while functioning as innovation hubs for entrepreneurial ecosystems (EEs) evolving on their own. To this end, this study proposes a design and assessment framework for SEE. The framework emphasizes strengthening internal connectivity among SEE program members and external connectivity with outside entities, including universities, firms, government agencies, civil societies, and natural environments. This framework clarifies how and to whom social entrepreneurs should connect throughout the SEE process. This paper analyzes the case of an MBA degree SEE program in Korea using this framework and identifies directions for further improvement of SEE, contributing to the social entrepreneurship and entrepreneurship education literatures by integrating SEE’s key features with social theories of learning and the quintuple helix model for sustainable innovation ecosystems. Practically, our findings provide a useful benchmark to find isolated internal and external entities that need more active interactions to achieve SEE’s purposes.

A study of online entrepreneurship education under conditions of a pandemic

“…Questions were based on theoretical analysis and the aim of the research. The questions sought to distinguish how respondents can define entrepreneurship (entrepreneurship definition is analysed in the studies of Turner (2004); Wicham (2006); Skulskis (2012); Stripeikis (2008); Čiburienė, Guščinskienė (2009); Žibėnienė ( 2014 2020)), which are the worrying factors of building a business during a pandemic (Kuckertz et al, 2020;Al Issa (2020)), which teaching methods promote entrepreneurship in higher education (Johann et al (2020); Kim et al (2020); Bacq et al (2020); Yu, 2020), which measures can help develop entrepreneurship in higher education (Muñoz-Castro (2019); Gautam, Singh (2015); Ayed (2020)). The binary scales method consisting of binary items that assume one of the two possible values was used.…”

“…But Griffiths et al (2012) argue that more experimentation and government support for research is needed to improve the teaching of innovative entrepreneurship, as there is little evidence of what works and what does not. Kim et al (2020) define the special attention to social entrepreneurship education programs, which cultivate social entrepreneurs' abilities to enhance connectivity with all relevant entities of the social enterprise ecosystem.…”

Implications of Entrepreneurial Intentions of Romanian Secondary Education Students, over the Romanian Business Market Development

“…Kim et al have highlighted in their research that it is very useful for educational institutions to create a social entrepreneurial ecosystem. The advantages of such an ecosystem are brought to other entities that need more active interactions [18]. Organizations such as the US Competitiveness Council (COC), the GSM Association, the Organization for Economic Cooperation and Development (OECD), the World Bank, and the World Economic Forum have developed complex tools for assessing and tracking ecosystem development.…”

Entrepreneurial Skills to Be Successful In the Global and Digital World: Proposal for a Frame of Reference for Entrepreneurial Education

“…For this reason, self-efficacy has a decisive influence on behaviors, thoughts, feelings, and intrinsic motivations, activating personal conviction in the ability to perform and enabling the understanding of eventual failures as limitations that can be improved. In this way, several studies converge by positively associating self-efficacy to undertake, and programs have been developed to activate this competence [98][99][100][101][102][103]. The self-efficacy perceived as a positive belief allows performing new or complex tasks to obtain the desired results.…”