Challenging the assumptions of social entrepreneurship education and repositioning it for the future: wonders of cultural, social, symbolic and economic capitals

Purpose: Social entrepreneurship education (SEE) is gaining increasing attention globally. This paper aims to focus on how SEE may be better understood and reconfigured from a Bourdieusian capital perspective with an emphasis on the process of mobilising and transforming social entrepreneurs’ cultural, social, economic and symbolic resources. Design/methodology/approach: Drawing on qualitative research with a sample of social entrepreneurship educators and mentors, the authors generate insights into the significance of challenging assumptions and establishing values and principles and hence that of developing a range of capitals (using the Bourdieusian notion of capital) for SEE. Findings: The findings highlight the significance of developing a range of capitals and their transformative power for SEE. In this way, learners can develop dispositions for certain forms of capitals over others and transform them to each other in becoming reflexive social agents. Originality/value: The authors respond to the calls for critical thinking in entrepreneurship education and contribute to the field by developing a reflexive approach to SEE. The authors also make recommendations to educators, who are tasked with implementing such an approach in pursuit of raising the next generations of social entrepreneurs

Challenging the assumptions of social entrepreneurship education and repositioning it for the future : wonders of cultural, social and symbolic capitals

Purpose Social entrepreneurship education (SEE) is gaining increasing attention globally. This paper aims to focus on how SEE may be better understood and reconfigured from a Bourdieusian capital perspective with an emphasis on the process of mobilising and transforming social entrepreneurs’ cultural, social, economic and symbolic resources. Design/methodology/approach Drawing on qualitative research with a sample of social entrepreneurship educators and mentors, the authors generate insights into the significance of challenging assumptions and establishing values and principles and hence that of developing a range of capitals (using the Bourdieusian notion of capital) for SEE. Findings The findings highlight the significance of developing a range of capitals and their transformative power for SEE. In this way, learners can develop dispositions for certain forms of capitals over others and transform them to each other in becoming reflexive social agents. Originality/value The authors respond to the calls for critical thinking in entrepreneurship education and contribute to the field by developing a reflexive approach to SEE. The authors also make recommendations to educators, who are tasked with implementing such an approach in pursuit of raising the next generations of social entrepreneurs

A multi-layered perspective on inclusive academic entrepreneurship, diversity, and social inclusion: Towards social change

The aim of this doctoral study is to provide a multi-layered perspective on academic entrepreneurship (AE) and social inclusion by investigating the AE process drawing on entrepreneurship, diversity management domains within business and management studies, and social inclusion domains within social policy and sociology disciplines. It problematizes the AE process in STEM (Science, Technology, Engineering and Maths) departments in research-oriented UK universities by taking diversity strands such as gender, ethnicity, and age/career stage into consideration, in order to demonstrate the institutional enablers and constraints for AE. It also focuses on institutional orders and institutional logics that characterise academic entrepreneurship (AE) ecosystems, which lead to gender-based differentiated responses by academics. This research also provides policy insights that are tailored to Higher Education in the UK, based on a thorough understanding of academic entrepreneurs’ experiences and views, in order to achieve meaningful social change.Drawing on an explorative qualitative study of 64 interviews with STEM department academics and Technology Transfer Officers of research-based UK universities, I adopted an interpretivist approach in examining the AE process and social inclusion. This in-depth qualitative research design to generate valuable insights into the emerging field of academic entrepreneurial ecosystems, which so far mainly relies on quantitative data. Moreover, policy documents and reports on AE, social inclusion and diversity were included into this research, to present a wider understanding of the key activities and strategies developed in the policy context and ecosystem. While the findings support most of the debates on institutional policies on institutional change, this research puts more emphasis on the significant stances for pressures that academic researchers experience and the importance of creating impact for not only economical but societal change. This research makes multiple contributions to knowledge, policy and practice: First, I offer theoretical contribution by revealing the importance of multiple institutional influences/logics in the process of AE through the multi-level analysis. I advance the theory of logics by demonstrating how the interplay of logics creates different kinds of salient points and pressures for academics and university management teams. In addition, this research demonstrates the link between the institutional dynamics and agentic responses of key actors in the AE ecosystem, underpinning the transitory role of institutional forces. Second, this research contributes to the social inclusion and diversity literature by exploring increasing importance and relevance. Finally, this study provides a number of research and policy implications for academics and policy makers and managerial insights, including university managers. I argue that more tailored policies should be introduced and adopted based on a deeper understanding of the experiences and views of academic entrepreneurs to support change for equality and inclusiveness of the AE process

Challenging the assumptions of social entrepreneurship education and repositioning it for the future: Wonders of cultural, social, symbolic and economic capitals

Purpose: Social entrepreneurship education (SEE) is gaining increasing attention globally. Our paper focuses on how social entrepreneurship education may be better understood and reconfigured from a Bourdieusian capital perspective with an emphasis on the process of mobilizing and transforming social entrepreneurs’ cultural, social, economic and symbolic resources. Design/Methodology/Approach: Drawing on qualitative research with a sample of social entrepreneurship educators and mentors, we generate insights into the significance of challenging assumptions and establishing values and principles and hence that of developing a range of capitals (using the Bourdieusian notion of capital) for social entrepreneurship education. Findings: Our findings highlight the significance of developing a range of capitals and their transformative power for social entrepreneurship education. In this way, learners can develop dispositions for certain forms of capitals over others and transform them to each other in becoming reflexive social agents. Originality/Value: We respond to the calls for critical thinking in entrepreneurship education and contribute to the field by developing a reflexive approach to social entrepreneurship education. We also make recommendations to educators, who are tasked with implementing such an approach in pursuit of raising the next generations of social entrepreneurs