TECHCOMM 7019 - Social Entrepreneurship

North Terrace Campus - Semester 2 - 2014

This course provides students with a knowledge and understanding of the principles of social entrepreneurship. Case studies are presented and students then apply this knowledge to an individual topic that forms the basis of their reports. This course is relevant to entrepreneurs and intrapreneurs that have a social, environmental or non profit focus.

  • General Course Information
    Course Details
    Course Code TECHCOMM 7019
    Course Social Entrepreneurship
    Coordinating Unit Entrepreneurship, Commercialisation & Innov Centre
    Term Semester 2
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Intensive
    Course Description This course provides students with a knowledge and understanding of the principles of social entrepreneurship. Case studies are presented and students then apply this knowledge to an individual topic that forms the basis of their reports. This course is relevant to entrepreneurs and intrapreneurs that have a social, environmental or non profit focus.
    Course Staff

    Course Coordinator: Dr Allan O'Connor

    Name: Sharon Zivkovic

    Short Bio:
    Sharon Zivkovic is the Principal Facilitator at Community Capacity Builders.  Community Capacity Builders is a for-profit social enterprise that has developed a project based, trans-disciplinary education program that combines citizenship education and leadership development.  Sharon’s qualifications are a PhD, Bachelor of Accountancy, Graduate Diploma in Education (Education and
    Training of Adults), Master of Entrepreneurship, Graduate Certificate in Research Commercialisation and a Vocational Graduate Certificate in Education and Training for Sustainability.  For her doctoral research, Sharon investigated the scaling of a social innovation from a complexity theory  perspective.  Prior to establishing Community Capacity Builders, Sharon held positions in the
    non-profit, private and public sectors. These positions included Case Manager for long-term welfare recipients, Finance Manager for an innovative company that manufactured environmentally friendly products, part-time TAFE and University teaching positions, working in local government as an Employment Development Officer, and positions as Senior Community Development Coordinator and Senior Project Officer Community Capacity with the South Australian State Government. 
    In 2001 Sharon received the Enterprising Woman of the Year Award in recognition of her contribution towards creating strong and enterprising communities and in 2012 her paper ‘Government’s role in social innovation: Balancing unplanned exploration and planned exploitation’ received the Award for Best Overall Paper at the International Social Innovation Research Conference.

    Email: sharon@communitycapacity.edu.au

    Phone: 0404 749 214


    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

    Opening intensive:
    Thursday 7th & Friday 8th August 2014
    9am-5pm
    Masonic Hall, B03, Seminar Room West

    Closing intensive:
    Thursday 4th & Friday 5th September 2014
    9am-5pm
    Masonic Hall, B03, Seminar Room West
  • Learning Outcomes
    Course Learning Outcomes
    1 The difficulty in defining social entrepreneurship
    2 Different forms of social enterprise organisations
    3 The Social Entrepreneurship Framework
    4 Key considerations in resourcing social entrepreneurship
    5 Using logic models and theories of change for communication, assessing performance and planning
    6 Challenges in growing a social enterprise and scaling social impact
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1-3
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1,3,5
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 4
    Skills of a high order in interpersonal understanding, teamwork and communication. 5
    A proficiency in the appropriate use of contemporary technologies. 3
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1,5
    A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 5
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 6
  • Learning Resources
    Required Resources
    Readings provided via MyUni:

    Topic 1: Introduction to Social Entrepreneurship

    1. Peredo, A.M. and McLean, M. (2006) ‘Social entrepreneurship: A Critical review of the concept’. Journal of World Business, 41 (2006) pp. 56-65

    2. Light, P. (2006) ‘Reshaping Social Entrepreneurship’, Stanford Social Innovation Review, Fall 2006, pp. 47-51.

    3. Mort, G.S., Weerawardena, J., and Carnegie, K. (2003). ‘Social entrepreneurship: Towards conceptualisation’. International Journal of Nonprofit and Voluntary Sector Marketing, 8 (1): 76-89

    4. Owen, J. (2007) ‘Nothing Ventured, Nothing Gained’, The Circle, Issue 1, pp 18 – 22, Social Ventures Australia.

    5. Simons, R. (2000), ‘Social Enterprise: An opportunity to harness capacities’, Research and Advocacy Briefing Paper, No. 7, December 2000, The Smith Family

    6. Nowak, M. (2005), ‘Profiles of Change: Easy Being Nic’, Social Fusion’s Leadership Series, Social Fusion

    7. Martin, R.L. & Osberg, S. (2007). ‘Social entrepreneurship: The Case for Definition’. Stanford Social Innovation Review, Spring 2007, pp. 28-39.

    8. Dees, G.J. (1998) ‘The Meaning of ‘Social Entrepreneurship’, Stanford University, Draft Report for the Kauffman Centre for Entrepreneurial Leadership, 6pp.

    9. Dees, G. and Anderson, B. (2006) ‘Framing a Theory of Social Entrepreneurship: Building on Two Schools of Practice and Thought’ Published in Research on Social Entrepreneurship: Understanding and Contributing to an Emerging Field, ARNOVA Occasional Paper Series, vol. 1, no. 3, pp. 39-66.

    10. Goldstein, J., Hazy, J.K. and Silberstang, J. (2010) 'A Complexity Science Model of Social Innovation in Social Enterprise', Journal of Social Entrepreneurship, vol. 1, no. 1, pp. 101-125.

    11. Bloom, P.N. and Dees, G. (2008) ‘Cultivate your Ecosystem’, Stanford Social Innovation Review, Winter 2008, pp. 45-53.

    12. Kania, J. and Kramer, M. (2011) ‘Collective Impact’, Stanford Social Innovation Review, Winter 2011, pp. 35-41.

    Topic 2: Social Enterprise

    1. Haugh, H. (2007), ‘Community-Led Social Venture Creation’, Entrepreneurship Theory and Practice, March 2007, 31 (2), pp. 161-182

    2. Montgomery, N. (2006), ‘Co-Op Comeback in the Outback: Rural communities are providing funds to plug the drain of essential services’, Ethical Investor, April 2006, issue 54, pp. 31-34.

    3. Barraket, J., Collyer, N., O'Connor, M., & Anderson, H. (2010), Finding Australia's Social Enterprise Sector: Final Report, Australian Centre for Philanthropy and Nonprofit Studies, Brisbane.

    4. Duniam, M. & Eversole, R. (2014), Social Enterprises and Local Government: A Scoping Study, Australian Centre of Excellence for Local Government, Sydney.

    Topic 3: Social Entrepreneurship Framework
    1. Yunus, M., Moingeon, B. & Lehmann-Ortega, L. (2010), ‘Building social business models: lessons from the Grameen experience’, Long Range Planning, vol. 43, no. 2-3, pp. 308-325.

    2. Di Domenico, M., Haugh, H. & Tracey, P. (2010), ‘Social bricolage: theorizing social value creation in social enterprises’, Entrepreneurship Theory and Practice, vol. 34, no. 4, pp. 681-703.

    Topic 4: Resourcing Social Entrepreneurship

    1. ACOSS (2005) Giving Australia: Research on Philanthropy in Australia – Summary of Findings, Canberra, Department of Family and Community Services.

    2. Liffman, M. (2007) ‘The cultural and social history of philanthropy in Australia’, Australian Philanthropy, issue 67, Summer 2007, pp. 4-5.

    3. Lyons, M., North-Samardzic, A. & Young, A. (2007), ‘Capital Access of Nonprofit Organisations’, Agenda, vol. 14, no. 2, pp. 99-110.

    4. Department of Education, Employment and Workplace Relations (2014), The Social Enterprise Development and Investment Funds: Progress Report June 2014, Canberra: Australian Government.

    Topic 5: Defining the Social Value Proposition

    1. W.K. Kellogg Foundation (2004) Logic Model Development Guide, Updated January 2004, W.K. Kellogg Foundation, Michigan

    2. Brest, P. (2010), ‘The Power of Theories of Change’. Stanford Social Innovation Review, Spring 2010, pp. 47-51.

    Topic 6: Scaling Social Impact

    1. Dees, J.; Anderson, B.B., Wei-Skillern, J. (2002) Pathways to Social Impact: Strategies for Scaling Out Successful Social Innovations, CASE Working Paper Series No. 3, Centre for the Advancement of Social Entrepreneurship, Faqua School of Business, Duke University.

    2. Mulgan, G. (2006) ‘The Process of Social Innovation’, Innovations, Spring 2006, vol. 1, no. 2, pp. 145-162.
    Recommended Resources
    Recommended Resources
    There is a wide range of material on the course topic available. The following provides some additional reading guidance if you are interested in reading further on the topic.

    Dees, G.J., Emerson, J. and Economy, P. (2002) Strategic Tools for Social Entrepreneurs: Enhancing the Performance of Your Enterprising Nonprofit, Wiley, New York.

    Emerson, J. and Twersky, F. (1996), New Social Entrepreneurs: The Success, Challenges and Lessons of Non-Profit Enterprise Creation, The Roberts Foundation: Homeless Economic Development Fund, San Francisco.

    Leadbeater, C. (1997), The Rise of the social entrepreneur, DEMOS, London
     
    Library Resources
    The University of Adelaide’s Barr Smith Library provides a range of learning resources including texts, journals, periodicals, magazines, and access to online databases and information services. It also offers a virtual library which is accessible via the University’s website. The University Library web page is: http://www.adelaide.edu.au/library/
    From this link, you are able to access the Library's electronic resources.
    Online Learning
    MyUni is the University of Adelaide's online learning environment. It is used to support traditional face-to-face lectures, tutorials and workshops at the University. MyUni provides access to various features including announcements, course materials, discussion boards and assessments for each online course of study (see: https://myuni.adelaide.edu.au)
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course is offered in blended learning mode with the face-to-face component offered as intensives.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    As a guide, a 3 unit course comprises a total of 156 hours work (this includes face-to-face contact, any online components, and self directed study).
    Learning Activities Summary
    Learning Activities Summary


    Day 1

    07/08/2014


    Topic 1: Introduction to Social Entrepreneurship


    Core Text: Chapter 1
    Readings: Topic 1.1-12
    Activity: Ashoka (Video)
    Case Questions
     

    Topic 2: Social Enterprise


    Readings: Topic 2.1-4
    Activity: Various Cases (Videos)
    Questions for each case
    Day 2

    08/08/2014


    Topic 2: Social Enterprise
    (Continued)


    Topic 3: Social Entrepreneurship Framework


    Core Text: Chapter 2, pp. 9-44
    Readings: Topic 3.1-2
    Activity: Steve Mariotti and NFTE Case (Wei-Skillern et al., 2007, pp. 28-44)
    Case Questions
    Day 3

    04/09/2014


    Topic 4: Resourcing Social Entrepreneurship


    Core Text: Chapters 3-5
    Readings: Topic 4.1-4
    Activities:
    Case 1: IPODERAC (Wei-Skillern et al., 2007, pp. 151-169); Case Questions

    Case 2: Guide Dogs for the Blind (Wei-Skillern et al., 2007, pp. 204-229); Case Questions

    Case 3: KaBOOM! (Wei-Skillern et al., 2007, pp. 230-258); Case Questions
     

    Topic 5: Defining the Social Value Proposition
     
     

    Core Text:
    Chapter 7
    Readings: Topic 5.1-2
    Activity:
    The National Campaign to Prevent Teen Pregnancy Case (Wei-Skillern et al., 2007, pp. 345-376)
    Case Questions
     
    Day 4

    05/09/2014
     Topic 5: Defining the Social Value Proposition (Continued)


    Topic 6: Scaling Social Impact


    Core Text: Chapter 6;
    Readings: Topic 6.1-2;
    Activity: STRIVE Case (Wei-Skillern et al., 2007, pp. 271-294)

    Case Questions
    Specific Course Requirements
    Preparation for case study discussions:

    10% of the assessment for this course is from active participation in case study discussions during the 4 days of face-to-face sessions. For Topics 1 and 2, videos of case studies will be screened and students will be asked to apply the content of the topics to the cases shown in the videos. There is no pre-reading required for the video case studies for Topics 1 and 2.
    The case studies for Topics 3 to 6 are from the core text. For Topics 3 to 6 students are required to read the case studies in the core text and prepare answers to the questions specified at 4.3 Learning Activities Summary before the face-to-face session for the topic. Note: (1) Whilst the case studies are from the core text, many of the case questions are different to those specified in the core text. (2) Students will need access to a copy of the core text before day 2.

    Access to a social enterprise:

    For Assignment 2 you will need to identify a social enterprise, obtain permission to use them as a case study, and get their agreement to have access to the information required to undertake assignment 2.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary

    An overview of the course assessment appears in the following table. Details appear in the following section:

    PMBOK is a registered marks of the Project Management Institute, Inc

    Assessment No. Form of Assessment/Collaborative Task Length (in word count) Weighting Due Date Learning outcomes covered (see 2.1 for detail)
    1 Submit answers for one case study 400 words 10% See MyUni 1-6: depends on which case study chosen
    2 Submission to inquiry 1800 words 30% See MyUni 1
    3 Internal report and logic model 3000 words 50% See MyUni 3, 4, 5, 6
    4 Participation in case study discussions See Below 10% See MyUni 2, 3, 4, 5, 6
    Total 100%

     

    Assessment Related Requirements
    Students must complete all course assessment requirements.

    Course results are subject to moderation by the ECIC Board of Examiners
    Assessment Detail
    Assessment 1: Submit answers for one case study
    Weighting: 10%
    Due Date: See MyUni
    Submission Details: Online through MyUni

    Task:
    Select one case study from those assigned for Topics 4, 5 and 6. Prepare a summary of your answers for this case study.

    Scope:
    This assignment will assess your understanding of Topic 4, 5 or 6.

    Length and Presentation:
    400 word summary containing key points from your answers to one case study

    Criteria by which your assignment will be marked:
    · Addressing all questions for the case study
    · Demonstrating a clear understanding of the course material and ability to relate the course material to the assignment questions
    · Clarity of expression, good use of language
    · Logical planning, structure and sequence in presenting your findings
    · Overall presentation, including correct grammar, spelling and punctuation

    Learning objectives with this assessment (refer to section 2.1): depends on which case study chosen


    Assessment 2: Submission to Inquiry
    Weighting: 30%
    Due Date: See MyUni
    Submission Details: Online through MyUni

    Task:
    Given the failure of Australia’s first Social Entrepreneurs Network, an inquiry has been established to investigate if the formation of a new network would progress the field of social entrepreneurship in Australia. By referring to the relevant literature and your own experiences and practice write a submission for the inquiry’s terms of reference:
    The terms of reference for the inquiry are:
    1. By comparing and contrasting the different meanings attributed to the term social entrepreneurship, do you believe it is possible to develop a Social Entrepreneurs Network in Australia that will strengthen the collective voice of social entrepreneurs without diminishing the distinctive contribution of each perspective? (70%)
    2. What membership structure do you suggest the proposed Social Entrepreneurs Network adopt and why? For example (but not limited to these examples): successful individual social entrepreneurs only; or successful individual social entrepreneurs from the non-profit sector only, or anyone with an interest in social entrepreneurship - practitioners, consultants and academics (10%)
    3. What aims should the Social Entrepreneurs Network adopt and why? (10%)
    4. What are the potential benefits and risks of establishing a Social Entrepreneurs Network in Australia? (10%)

    Scope:
    This assignment will assess your understanding of the Topic 1 and Topic 2 course topics.

    Length and Presentation:
    1,800 words maximum
    Present as a submission to an inquiry that addresses the specified terms of reference.

    Criteria by which your assignment will be marked:
    · Addressing all relevant areas of the assignment questions
    · Demonstrating a clear understanding of the course material and ability to relate the course material to the assignment questions
    · Evidence of wider reading, research, and of critical analysis of the issues and concepts used
    · Clarity of expression, good use of language
    · Logical planning, structure and sequence in presenting your findings
    · Overall presentation, including correct grammar, spelling and punctuation
    · Use of references in formulating your responses including proper acknowledgment and the appropriate use of references

    Learning objectives with this assessment (refer to section 2.1): 1



    Assessment 3: Internal Report and Logic Model
    Weighting: 50%
    Due Date: See MyUni
    Submission Details: Online through MyUni

    Task:
    Identify a social enterprise, obtain permission to use them as a case study, and get their agreement to have access to the information required to undertake this assignment.
    You need to show evidence that you have gone to the relevant literature as well as to an actual social enterprise and produce:
    1. An internal report that:
    a. Describes all of the components of the social entrepreneurship framework and the use of bricolage for one of the social enterprise’s programs (40%)
    b. Clearly defines the social value proposition of the program (15%)
    c. Compares and contrasts different approaches for scaling a program’s social impact and makes recommendations for how the social enterprise could best scale the program’s social impact (25%)
    2. A diagram of a ‘basic’ logic model OR a theory of change for the program (20%)

    Scope:
    This assignment will assess your understanding of the Topic 3, 4, 5, and 6 course topics.

    Length and Presentation:
    Report 3,000 words maximum

    Criteria by which your assignment will be marked:
    · Addressing all relevant areas of the assignment questions
    · Demonstrating a clear understanding of the course material and ability to relate the course material to the assignment questions
    · Evidence of wider reading, research, and critical analysis of the issues and concepts used
    · Clarity of expression, good use of language
    · Logical planning, structure and sequence in presenting your findings
    · Overall presentation, including correct grammar, spelling and punctuation
    · Use of references in formulating your responses including proper acknowledgment and the appropriate use of references

    Learning objectives with this assessment (refer to section 2.1): 3, 4, 5, 6



    Assessment 4: Participation in Case Study Discussions
    Weighting: 10%
    Due Date: ongoing
    Submission Details: In class

    Task:
    For Topics 1 and 2, videos of case studies will be screened and students will be asked to apply the content of the topics to the cases shown in the videos. There is no pre-reading required for the video case studies for Topics 1 and 2.
    The case studies for Topics 3 to 6 are from the core text. Note: whilst the case studies are from the core text, many of the case questions are different to those specified in the core text. For Topics 3 to 6, students are required to read the case studies in the core text and prepare answers to the questions specified in the topic notes before the face-to-face session for the topic the case study relates to.

    Scope:
    This assignment will assess your understanding of all course topics.

    Length and Presentation:
    Active participation in case study discussions in class

    Criteria by which your assignment will be marked:
    Active participation in discussions and adhering to the following ground rules:
    · We will respect confidentiality
    · We will share time equitably to ensure the participation of all
    · We will listen carefully and not interrupt
    · We will keep an open mind and be open to learning
    · We will not be disrespectful of the speaker even if we do not respect their views

    Learning objectives with this assessment (refer to section 2.1): 2, 3, 4, 5, 6
    Submission
    All text based assignments must be submitted via MyUni.
    Please refer to step by step instructions: http://www.adelaide.edu.au/myuni/tutorials/files/AssignmentStudentSubmission.pdf

    There are a few points to note about the submission of assignments:
    · Assignment Submission: Assignments should not be emailed to the instructor but should be lodged via the MyUni Course site. Note that assignments may be processed via TURNITIN which is an online plagiarism prevention tool.

    · Cover Sheet: As part of your assignment, please add the completed University of Adelaide Assessment Cover Sheet to your assignment, providing details of yourself and your team members (if applicable), your assignment, the course, date submitted, etc. as well as the declaration signed by you that this is your (your team’s) work. Note that the declaration on any electronically submitted assignment will be deemed to have the same authority as a signed declaration. Where applicable, also include the word count excluding title pages and references.

    · Backup Copy of Assignments: You are advised to keep a copy of your assignments in case the submitted copy goes missing. Please ensure that all assignment pages are numbered. If your assignment contains confidential information, you should discuss any concerns with the Course Lecturer prior to submission.

    · Extensions of Time: Any request for an extension of time for the submission of an assignment should be made well before the due date of the assignment to the Course Lecturer. Normally, extensions will only be granted for a maximum of two weeks from the original assignment submission date. Extensions will only be granted in cases of genuine extenuating circumstances and proof, such as a doctor’s certificate, may be required.

    · Failure to submit: Failure to submit an assignment on time or by the agreed extension deadline may result in penalties and may incur a fail grade. Note that a late penalty of 5% of the total available marks for that assessment item will be incurred each day an assignment is handed in late. Assignments handed in after 14 days from the due submission date will fail even if a 100% mark is granted for the work.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

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    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

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