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Social Entrepreneurship: Using the New Millennium Development Goals to Make an Impact on Society
Abstract
Social entrepreneurs are gaining international attention motivated by change and to see the world as it can be, not as it is. One way to achieve impact is to identify new opportunities through the New Millennium Development Goals (MDG). The eight MDG initiatives include: eradicating poverty and hunger in the world, providing universal primary education, promoting general equality and empowerment for women, reducing the child mortality rate, improving maternal health, combating HIV/AIDS and other diseases, ensuring environmental sustainability and developing global partnerships for development. Using the MDGs, everyone can participate in the creation of solutions to the world's social problems. The intention of the course is to combine the Berea College motto of learning, labor and service to create projects that will deepen students understanding of the world around them, use their skills and knowledge to make a positive impact and ultimately to serve a disadvantaged population either here in the region or in another part of the world. This interdisciplinary course will help students from all majors learn how social entrepreneurship can create a better world (nursing majors can develop affordable health services, sociology majors can learn how to develop partnerships with international organizations, psychology majors can address gender equality and empowerment, and agriculture majors can help create sustainable food solutions). Through the course, students will develop their own toolkit of skills to help prepare them to make an impact on the Appalachian region, inner-city communities or developing economies around the world. Students will be encouraged to use Gandhi's model of "be the change you wish to see in the world" to make a difference in the lives of others.
... With the increased social problems the world is facing, there has been a demand of increased social entrepreneurship related program (Brock, 2008;Miller, 2012;Nandan & Scott, 2013). These programs and activities are not only focusing on creating awareness and providing services for development but are also concerned with developing social entrepreneurial culture and skills (Abdou et al., 2010). ...
... (1997 have indicated that there exist a causal relationship between education and (social) entrepreneurial behavior. 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. ...
This paper attempts to identify barriers of social entrepreneurship intention by the moderating role of education amongst research universities in Malaysia. Entrepreneurship is regarded as the major factor for economic development while social entrepreneurship is considered as the alternative method of solving social problems. Entrepreneurship is not new for Malaysia as is evident from various policies and programs initiated by the government. However, social entrepreneurship is a relatively new phenomenon in Malaysian context that requires much attention. To promote entre-preneurship we need to know the barriers influencing on entrepreneurship to overcome the barriers and promote new policies and measures to create new ventures. The study used Ajzen's Theory of Planned Behavior as a framework to investigate the barriers of social entrepreneurship intention. Data was collected through questionnaire and confirmatory factor analysis was conducted by using AMOS 18. The multilevel sampling design was used with purposive sampling scheme in Malaysian research universities. The findings of this study show that overall students consider the lack of competency, lack of self-confidence and lack of resources were the barriers that affect social entrepreneurial intentions. Results also show that the social entrepreneurial education moderated the relationship between the perceived barriers and social entrepreneurial intentions of the students. This implies that teaching of social entrepreneurial can help to reduce perceived barriers. Also, the pre-sent study premises future directions that a cross country analysis between developing countries and between developed and developing countries can be done to figure out barriers of social entrepreneurship intention amongst students.
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