Educating social entrepreneurship competences in the higher education: Towards collaborative methods and ecosystem learning
Editoija
Myyryläinen, Heidi
LAB University of Applied Sciences
2022
Julkaisun pysyvä osoite on
https://urn.fi/URN:ISBN:978-951-827-409-7
https://urn.fi/URN:ISBN:978-951-827-409-7
Tiivistelmä
Developing Social Entrepreneurial Competences in the Higher Education (SEinHE) is a project funded by the Erasmus+ program. The project is conducted by Kaunas University of Applied Sciences, LAB University of Applied Sciences, Thomas More Kempen, Rezekne Academy of Technologies, and University of Nicosia. This compilation describes the framework that the project proposes for teachers and institutions for developing social entrepreneurship competences.
This article compilation continues as follows: At first, this article compilation describes and illustrates the phenomena of social entrepreneurship and social enterprises in five project partner countries. Understanding the variety of social enterprises is critical since their competence needs are also versatile. That is followed by a discussion on the nature of social entrepreneurial competences, which are here approached through the Entrepreneurial Competence Framework (EntreComp). In the SEinHE project, we outline social entrepreneurship through the lens of the EntreComp-framework, as a transversal core competence of both individuals and groups.
In the SEinHE -project, we have interviewed teachers of entrepreneurship and other domains of education, as well as students, social enterprises, organizations supporting entrepreneurship or social entrepreneurship, and business incubators. Our aim in doing so has been to learn how they view social enterprises, social entrepreneurship and how they approach the corresponding competence gaps. We analyze and interpret the datasets from five countries and present the findings in the third chapter of this article compilation.
In the fourth chapter, we view this landscape from the perspective of entrepreneurship education literature: We consider the relevant issues arising when frameworks for social entrepreneurship education are planned. In the fifth chapter, based on theoretical views and the data collection, we then outline the methods that are considered optimal for developing social entrepreneurship competences in higher education.
In the sixth chapter, we explore an institutional perspective for developing social entrepreneurship competences and describe how the dimensions of the HEInnovate-tool that was developed by OECD and EU can also be used to reflect learning and development of opportunities in social entrepreneurship. The article compilation then concludes with the developed ecosystem co-learning model for social entrepreneurship competences.
This article compilation continues as follows: At first, this article compilation describes and illustrates the phenomena of social entrepreneurship and social enterprises in five project partner countries. Understanding the variety of social enterprises is critical since their competence needs are also versatile. That is followed by a discussion on the nature of social entrepreneurial competences, which are here approached through the Entrepreneurial Competence Framework (EntreComp). In the SEinHE project, we outline social entrepreneurship through the lens of the EntreComp-framework, as a transversal core competence of both individuals and groups.
In the SEinHE -project, we have interviewed teachers of entrepreneurship and other domains of education, as well as students, social enterprises, organizations supporting entrepreneurship or social entrepreneurship, and business incubators. Our aim in doing so has been to learn how they view social enterprises, social entrepreneurship and how they approach the corresponding competence gaps. We analyze and interpret the datasets from five countries and present the findings in the third chapter of this article compilation.
In the fourth chapter, we view this landscape from the perspective of entrepreneurship education literature: We consider the relevant issues arising when frameworks for social entrepreneurship education are planned. In the fifth chapter, based on theoretical views and the data collection, we then outline the methods that are considered optimal for developing social entrepreneurship competences in higher education.
In the sixth chapter, we explore an institutional perspective for developing social entrepreneurship competences and describe how the dimensions of the HEInnovate-tool that was developed by OECD and EU can also be used to reflect learning and development of opportunities in social entrepreneurship. The article compilation then concludes with the developed ecosystem co-learning model for social entrepreneurship competences.
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