Michael A. Abebe, Sarah Kimakwa and Tammi Redd
This paper contributes to research in social entrepreneurship by introducing a typology that describes four distinct types of social entrepreneurs based on the nature of their…
Abstract
Purpose
This paper contributes to research in social entrepreneurship by introducing a typology that describes four distinct types of social entrepreneurs based on the nature of their lives and career experiences and the scope of their social engagement.
Design/methodology/approach
In order to build a typology of social entrepreneurs, inductive profile analysis and archival research design approaches were used. A large variety of social entrepreneur profiles that are available in prominent social entrepreneurship organizations such as Ashoka Foundation, Echoing Green, Schwab Foundation and Skoll Foundation were examined.
Findings
Using four types of social entrepreneurs from the typology, the authors developed a number of predictions as to how social entrepreneurs with an activist background may benefit more in the short term but possibly struggle in the long term given their attachment to their venture's “original” cause and lack of corporate/business experience.
Originality/value
By developing a typology of social entrepreneurs and discussing the implications of this typology for post-launch social venture performance, the paper advances the current understanding of social entrepreneurs and the performance of their ventures. Additionally, by focusing on social entrepreneurs as agents of social change, this paper sheds some light on who these entrepreneurs are, what kind of life and career experiences they had and what motivates them to engage in social entrepreneurship.
Details
Keywords
Kumaran Rajaram and John B. Collins
This exploratory research project investigated how mainland Chinese business students studying overseas conceptualize and describe the learning effectiveness of ten different…
Abstract
Purpose
This exploratory research project investigated how mainland Chinese business students studying overseas conceptualize and describe the learning effectiveness of ten different instructional techniques commonly encountered in their business courses. A large numbers of mainland Chinese students enroll in business courses in private international institutions in Singapore – dislocated from their home cultures – but needing to adapt to Western learning curricula and ultimately to acquire proficiency in Western business practices. Certain instructional techniques are likely to bridge the cultural gap better than others. The paper aims to discuss these issues.
Design/methodology/approach
Twenty consenting students selected from 400+ geographically diverse Chinese students participating in a larger study provided face-to-face interview information on how different instructional techniques stimulated different aspects of content acquisition, learner group dynamics, decision-making, learning efficiency, comfort, flexibility, familiarity, and applicability.
Findings
Interviewees' free-form descriptions of “learning effectiveness” included phrases such as “quality of learning”, “control over my learning”, “scope of knowledge”, “efficiency of learning”, “gaining/acquiring knowledge”, “understanding theories”, “flexibility in time and place”, “applicability of new information”, “attractive learning environment”, “[absence of] ambiguity and uncertainty”, “security and ease of mind”, etc. Their 340 descriptors were classified into 30 qualitative indicator categories, four of them common to many instructional techniques and ten more specific to individual techniques.
Originality/value
Although Chinese mainland students generally prefer rote-learning styles of instructional techniques due to their prolonged exposure to it, rote-style techniques may not always be the preferred choices for learning effectiveness and adaptation to new culture norms and practices. This paper reports qualitative “consultations” with learners in new cultures and argues for holistic and engaged approaches to learning effectiveness for students dislocated from their home cultures while providing a starting-point for further research in mainland Chinese students' Western-based business education in Singapore and elsewhere.