SOCIAL ENTREPRENEURSHIP AND INNOVATION
Syllabus
EN
IT
Learning Objectives
LEARNING OUTCOMES:
The mission of the course is to explore the challenges and opportunities of social entrepreneurship and social innovation and their implications on people, communities and society.
KNOWLEDGE AND UNDERSTANDING:
The course aims at providing both a conceptual overview of issues and a glimpse into the managerial challenges related to social entrepreneurship and social innovation processes, as well as discussing related policy issues.
APPLYING KNOWLEDGE AND UNDERSTANDING:
At the end of the course, students should be able to:
• Understand the general concepts related to entrepreneurship and innovation;
• Identify and describe the main models in social entrepreneurship and social innovation;
• Acknowledge the main managerial approaches to turn social entrepreneurial opportunities into business models and to develop socially innovative ideas and solutions;
• Analyze and assess how social entrepreneurship and social innovation enable sustainability and how social entrepreneurs may act as change agents;
• Analyze funding needs and sources for social entrepreneurship and social innovation;
• Understand social impact design, measurement and evaluation.
MAKING JUDGEMENTS:
Beside lectures, seminars with practitioners, case study discussions and short project works will enable students to identify critical aspects of social entrepreneurship and social innovation and propose solutions.
COMMUNICATION SKILLS:
Class participation and presentations, as well as discussion with practitioners, are aimed to enhance students’ communication and dialogue capacities.
LEARNING SKILLS:
Analyzing in a critical way concrete situations and case studies, working in team and managing strict deadlines.
The mission of the course is to explore the challenges and opportunities of social entrepreneurship and social innovation and their implications on people, communities and society.
KNOWLEDGE AND UNDERSTANDING:
The course aims at providing both a conceptual overview of issues and a glimpse into the managerial challenges related to social entrepreneurship and social innovation processes, as well as discussing related policy issues.
APPLYING KNOWLEDGE AND UNDERSTANDING:
At the end of the course, students should be able to:
• Understand the general concepts related to entrepreneurship and innovation;
• Identify and describe the main models in social entrepreneurship and social innovation;
• Acknowledge the main managerial approaches to turn social entrepreneurial opportunities into business models and to develop socially innovative ideas and solutions;
• Analyze and assess how social entrepreneurship and social innovation enable sustainability and how social entrepreneurs may act as change agents;
• Analyze funding needs and sources for social entrepreneurship and social innovation;
• Understand social impact design, measurement and evaluation.
MAKING JUDGEMENTS:
Beside lectures, seminars with practitioners, case study discussions and short project works will enable students to identify critical aspects of social entrepreneurship and social innovation and propose solutions.
COMMUNICATION SKILLS:
Class participation and presentations, as well as discussion with practitioners, are aimed to enhance students’ communication and dialogue capacities.
LEARNING SKILLS:
Analyzing in a critical way concrete situations and case studies, working in team and managing strict deadlines.
Prerequisites
None
Program
The course is structured into five main sections:
• Section I - Fundamentals of Entrepreneurship
• Section II - Fundamentals of Innovation
• Section III - Social Entrepreneurship and Social Innovation
• Section IV - Social Finance
• Section V - Social Impact
• Section I - Fundamentals of Entrepreneurship
• Section II - Fundamentals of Innovation
• Section III - Social Entrepreneurship and Social Innovation
• Section IV - Social Finance
• Section V - Social Impact
Books
R. Murray, J. Caulier-Grice, G. Mulgan, The Open Book of Social Innovation, The Young Foundation, 2010.
Bibliography
BEPA, Empowering people, driving change: Social innovation in the European Union, 2010.
J. Howaldt and M. Schwarz, Social Innovation: Concepts, research fields and international trends, Dortmund: IMO International Monitoring,
2010.
A. Hubert, Empowering people, driving change: Social innovation in the European Union, BEPA Publications, 2010.
J. Kao, Innovation Nation: How America Is Losing Its Innovation Edge, Why It Matters, and What We Can Do to Get It Back, New York: Free Press, 2007.
G. Mulgan, S. Tucker, R. Ali and B. Sanders, Social innovation: What it is, why it matters and how it can be accelerated, London: Basingstoke Press, 2007.
OECD/EUROSTAT, Oslo Manual: Guidelines for Collecting and Interpreting Innovation Data, 3rd ed., Paris: OECD Publishing, 2005.
J.A. Phills, K. Deiglmeier and D.T. Miller, “Rediscovering Social Innovation”, Stanford Social Innovation Review, 2008, pp. 33-43.
J. Howaldt and M. Schwarz, Social Innovation: Concepts, research fields and international trends, Dortmund: IMO International Monitoring,
2010.
A. Hubert, Empowering people, driving change: Social innovation in the European Union, BEPA Publications, 2010.
J. Kao, Innovation Nation: How America Is Losing Its Innovation Edge, Why It Matters, and What We Can Do to Get It Back, New York: Free Press, 2007.
G. Mulgan, S. Tucker, R. Ali and B. Sanders, Social innovation: What it is, why it matters and how it can be accelerated, London: Basingstoke Press, 2007.
OECD/EUROSTAT, Oslo Manual: Guidelines for Collecting and Interpreting Innovation Data, 3rd ed., Paris: OECD Publishing, 2005.
J.A. Phills, K. Deiglmeier and D.T. Miller, “Rediscovering Social Innovation”, Stanford Social Innovation Review, 2008, pp. 33-43.
Teaching methods
- Lectures and seminars.
- Case study discussions.
- Group assignments.
- Case study discussions.
- Group assignments.
Exam Rules
or attending students, the exam will consist in an oral test and in the evaluation of group assignments.
For non-attending students, the exam is in oral form.
The exam will be assessed according to the following criteria:
Not suitable: important deficiencies and / or inaccuracies in the knowledge and understanding of the topics; limited capacity for analysis and synthesis, frequent generalizations and limited critical and judgment skills, the arguments are presented in an inconsistent way and with inappropriate language;
18-20: just sufficient knowledge and understanding of the topics with possible generalizations and imperfections; sufficient capacity for analysis, synthesis and autonomy of judgment, the topics are frequently exposed in an inconsistent way and with inappropriate / technical language;
21-23: Routine knowledge and understanding of topics; Ability to correct analysis and synthesis with sufficiently coherent logical argument and appropriate / technical language;
24-26: Fair knowledge and understanding of the topics; good analysis and synthesis skills with rigorously expressed arguments but with a language that is not always appropriate / technical;
27-29: Complete knowledge and understanding of the topics; remarkable abilities of analysis and synthesis. Good autonomy of judgment. Topics exposed rigorously and with appropriate / technical language;
30-30L: Excellent level of knowledge and in-depth understanding of the topics. Excellent skills of analysis, synthesis and autonomy of judgment. Arguments expressed in an original way and with appropriate technical language.
For non-attending students, the exam is in oral form.
The exam will be assessed according to the following criteria:
Not suitable: important deficiencies and / or inaccuracies in the knowledge and understanding of the topics; limited capacity for analysis and synthesis, frequent generalizations and limited critical and judgment skills, the arguments are presented in an inconsistent way and with inappropriate language;
18-20: just sufficient knowledge and understanding of the topics with possible generalizations and imperfections; sufficient capacity for analysis, synthesis and autonomy of judgment, the topics are frequently exposed in an inconsistent way and with inappropriate / technical language;
21-23: Routine knowledge and understanding of topics; Ability to correct analysis and synthesis with sufficiently coherent logical argument and appropriate / technical language;
24-26: Fair knowledge and understanding of the topics; good analysis and synthesis skills with rigorously expressed arguments but with a language that is not always appropriate / technical;
27-29: Complete knowledge and understanding of the topics; remarkable abilities of analysis and synthesis. Good autonomy of judgment. Topics exposed rigorously and with appropriate / technical language;
30-30L: Excellent level of knowledge and in-depth understanding of the topics. Excellent skills of analysis, synthesis and autonomy of judgment. Arguments expressed in an original way and with appropriate technical language.