Social Entrepreneurship Education: Is it Achieving the Desired Aims?

The effect of perceived barriers on social entrepreneurship intention in Malaysian universities: The moderating role of education

“…Studies have suggested that higher education would influence student's intention of becoming entrepreneur (Brock, 2008;İlhan Ertuna & Gurel, 2011;Mair & Marti, 2006;Shankar, 2014) and local development and poverty reduction and the economic growth after they graduate, not as salary workers but as social entrepreneurs (O'Connor, 2013). While much research has focused on entrepreneurial intentions (BarNir et al, 2011;Ismail et al, 2009;Kuckertz & Wagner, 2010;Shinnar et al, 2014;Souitaris et al, 2007), a large amount of literature concerning the social entrepreneurship education has been produced (Brock & Steiner, 2009;Pache & Chowdhury, 2012;Salamzadeh et al, 2013) and some research studied the effect of Social entrepreneurship education on intention (İlhan Ertuna & Gurel, 2011;Kirby & Ibrahim, 2011;Salamzadeh et al, 2013) but there is little study to investigate the direct effect of perceived barriers on social entrepreneurial intention, by the moderating role of Education.…”

“…Therefor governments are faced with many problems that they are not well equipped to deal with such rising social needs and issues (Lumpkin et al, 2013). Also, it is believed that the social entrepreneurship represents a new structure and ideology that can capture social, economic and environmental values for society's development (Nga & Shamuganathan, 2010;Noruzi et al, 2010;Zebrowski, 2009;Davari & Farokhmanesh, 2017). Further-more, it is believed that social entrepreneurship provides solutions for social, economic and environmental problems through actors, individuals, and organizations acting as new pioneers (Santos, 2012;Tan & Yoo, 2015;Verreynne et al, 2013).…”

Social Entrepreneurial Intention among Business Undergraduates: An Emerging Economy Perspective

“…Prabhu (1999) notes that the social work education give people the overviews on social dynamics. The offering of social entrepreneurial courses by top universities and institutions especially in the USA and Europe are evidence of growing interest of the public to receive "educational exposure" on social entrepreneurship (Brock and Steiner 2009). In the local context, Malaysian students who enrolled in an entrepreneurship course showed a positive relationship with the intention to become entrepreneurs (Ismail et al 2009;Zahariah et al 2010).…”

First, Do No Harm: Evaluating Resources for Teaching Social Entrepreneurship

“…The guide retails for $199, though, which makes it a relatively expensive tool for syllabus development, particularly since the information will age quickly in this fast moving field. Frugal or resource-constrained faculty could satisfice by searching for syllabi on CasePlace.org or more generally on the Internet, and reading a downloadable paper by Brock and Steiner (2009) social entrepreneurship courses, though this review is also now somewhat dated.…”

“…While critiques of social entrepreneurship syllabi (e.g.. Brock & Steiner, 2009;AshokaU Teaching Resource Guide. 2011;Chell, Karatas-Ozkan, & Nicolopoulou, 2007) have identified lacunae in the scalability of entrepreneurial ventures and in the specific skills of social entrepreneurs at managing multiple bottom lines and motivating volunteers, we see less evidence that social entrepreneurship courses are taking critically evaluative perspectives.…”