SYLLABUS

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SYLLABUS —Winter 2022

Engaging Communities in Social Entrepreneurship

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MACE 597-X50: Engaging Communities in Social Entrepreneurship

School of Public Health | University of Alberta

Course Dates: Thursday January 6, 2021 – Thursday April 7, 2022 Course Times: 6:00 pm – 9:00 pm

Location/Format: Remote / Virtual Format

Course instructor(s) and contact

information: Dr. Kent Rondeau, PhD [email protected] Alberta School of Business

Department of Strategy, Entrepreneurship and Management

Program office

information: MACE Program Secretary ([email protected])

Date of last syllabus

revision: December 2021

Copyright © 2019. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the University of Alberta. Note: Should there be a discrepancy between printed and online course materials, online copies will be

considered the correct and up-to-date version. No part of these notes constitutes legal advice.

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ABOUT THE COURSE

Course Description

Community social entrepreneurship is the use of the applied techniques of entrepreneurs to develop, fund and implement community-based solutions that focus on social, cultural, or environmental issues. Social entrepreneurship in modern society offers an altruistic form of enterprise creation that focuses on the benefits that communities may reap, rather than on financial profits that accrue only to powerful stakeholders. Social entrepreneurship provides a community benefit when it transforms its social capital in a way that affects its social and economic development in a positive manner. Social activists, philanthropists, social venture capitalists, environmentalists, and other socially-conscious persons are often referred to as social entrepreneurs.

Course Outcomes

By the end of this course, you should be able to:

• Understand the social enterprise concept with respect to community engagement and development.

• Explain how to design and lead a social enterprise venture.

• Discuss the role of business, government, philanthropic and voluntary organizations (NGOs) in community engagement and development.

• Measure the social value that is derived from a social entrepreneurial venture.

• Describe how social entrepreneurship contributes to the formation of enduring community social capital.

• Identify the steps involved in researching and crafting a social entrepreneurial venture plan.

• Review the potential and discuss the limits of social entrepreneurialism when engaging communities.

Course Materials

The required textbook for this course is:

Bornstein, D., & Davis, S. (2010). Social Entrepreneurship. What Everyone Needs to Know. New York: Oxford University Press. (Available for purchase from Amazon.ca)

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The required textbook is available for purchase in the bookstore.

The required cases for analysis are:

Practice Case: “Social Enterprise for Sustainable Communities: Ontario, Canada” London, ONT:

Ivey Publishing, 2014, 9 pages.

Case #1: “Women’s Community House and Mine101: Is Social Enterprise Worth It?” London, ONT: Ivey Publishing, 2014, 14 pages.

Case #2: “Healing through Humour: Mixing Mental Health, Comedy and Business” London, ONT: Ivey Publishing, 2013, 9 pages.

Case #3: “The Art of Social Enterpreneurship: Dakshina Chitra and Madras Crafts Foundation (MCF) in India” London, ONT: Ivey Publishing, 2012, 17 pages.

The required cases are available for purchase at Ivey Publishing: https://www.iveycases.com

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COURSE SCHEDULE

Key Course Dates

Please note: All assignment submission deadlines follow Mountain Standard Time (MST), and are listed below.

All assignments are due at 6:00 pm on the day they have been assigned.

Key Dates & Times

Case Analysis (1) February 3 / February 17 / March 10

Social Entrepreneurship Case, Essay, or Social Venture Plan April 7

Executive Summaries (4) As assigned Discussion Board Postings (5) Weekly or as posted

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MODULE OVERVIEWS

Module One: The Nature of Social Entrepreneurship

January 6, 2022 Class 1: Course Introduction

Topics

• Introduction to the Course: overview, objectives and planned activities

• Promise and potential of engaging communities in social entrepreneurship

Activities

• Ice-Breaker: “Bingo Introductions”

• “Exploring your Attitudes about Social Entrepreneurship”

January 13, 2022 Class 2: Defining Social Entrepreneurship

Topics

• The social enterprise concept

• Theories of social entrepreneurship

• Exploring myths about social entrepreneurship

Activities

• Instructor Presentation: “An Introduction to Social Entrepreneurship”

• Student-led Presentation of Weekly Reading

• Mini-Case for Analysis: “The Program for Appropriate Technology in Health” (Text-p. 18)

Learning Outcomes

After completing this class, students should be able to:

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• Elucidate the concept of social entrepreneurship and its relationship to community development;

• Describe the basic theories of social entrepreneurship;

• Explain the goals and objectives of social entrepreneurship

Required Readings

*Textbook – Part One

*Reading – Peredo, A.M., & McLean, M. (2006). Social entrepreneurship: A critical review of the concept. Journal of World Business, 41, 56-65.

January 20, 2022 Class 3: The Social Enterprise Process Topics

• The creative process in social entrepreneurship

• Transforming social ideas into opportunities

Activities

• Instructor Presentation: “Social Enterprise Concept”

• Practice Case: “Social Enterprise for Sustainable Communities: Ontario, Canada” (Ivey Case Publishing)

Learning Outcomes

• Explain the creative process involved in social entrepreneurship;

• Identify the sources of ideas needed to pursue social enterprise;

• Distinguish between concepts such as social entrepreneurship, social innovation, and corporate social responsibility.

Required Readings

*Textbook – Part One

*Reading – Dacin, M.T., Dacin, P.A., & Tracey, P. (2011). Social entrepreneurship: A critique and future directions. Organization Science, 22(5), 1203-1213.

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Module Two: Crafting Social Enterprise Venture Plans

January 27, 2022 Class 4: Social Enterprise Venture Plan (I) Rationale and Framework

Topics

• Crafting social enterprise venture plans

• Managerial, financial and marketing aspects of social venture plans

• Organizational and environmental analysis for social entrepreneurship:

Venture strengths, weaknesses, market opportunities and threats (SWOT analysis)

Activities

• Instructor Presentation: “Constructing Social Enterprise Venture Plans”

• Mini-Case for Analysis: “Children for Children Foundation” (Text-p. 48)

Learning Outcomes

• Describe the elements of a social enterprise venture plan;

• Explain the role of financing, impact investing, and marketing social enterprise ventures;

• Identify the relevant stakeholders that need to be engaged in order to craft an effective social enterprise venture plan.

Required Readings

*Textbook – Part Two

*Reading – Haugh, H. (2007). Community-led social venture creation. Entrepreneurship Theory and Practice, March, 161-182.

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*Reading – Clarkin, J. & Cangioni, C.L. (2016). Impact investing: a primer and review of the literature, Entrepreneurship Research Journal, 6(2), 135-173.

February 3, 2022 Class 5: Social Enterprise Venture Plan (II) Assessing Social Value

Topics

• Community and social value definition and measurement

• Social return on investment

• Assessing the effectiveness and impact of a social enterprise

Activities

• Instructor Presentation: “The Measurement and Evaluation of Social Value”

• Student-led Presentation of Weekly Readings

• Case #1: “Women’s community house and Mine101: Is social enterprise worth it?”

(Ivey Case Publishing)

Learning Outcomes

• Explain the role of the community in social enterprise creation;

• Distinguish between ‘return on investment’ and ‘social return on investment’;

• Identify the ways that social value is defined and evaluated;

• Describe the means by which the efficiency and effectiveness of a social enterprises is assessed.

Required Readings

*Textbook – Part Two

*Reading – Lingane, A., & Olsen, S. (2004). Guidelines for social return on investment. California Management Review, 46(3), 116-135.

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February 10, 2021 Class 6: Social Enterprise Venture Plan (III) Financing and Marketing Social Enterprises

Topics

• Government subsidies for social entrepreneurial ventures

• New venture philanthropy

• Public donations and fundraising

• Social enterprise marketing

Activities

• Instructor Presentation: “Financing and Marketing Social Enterprises”

• Mini-Case for Discussion: “Syracuse Symphony Orchestra” (Handout)

Learning Outcomes

• Identify the sources of funding for new venture creation;

• Describe the types and effectiveness of various fundraising strategies;

• Explain the steps in building an effective social enterprise marketing strategy.

Required Readings

*Textbook – Part Three

*Reading – McKenzie-Mohr, D. (2000). Fostering sustainable behavior through community based social marketing. American Psychologist, 55(5), 531-537.

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February 17, 2022 Class 7: Sustaining Social Enterprise Ventures

Topics

• Social enterprise sustainability

• Five-forces model for organizational sustainability

• Social enterprise growth strategies

• Intrapreneurship and Entrepreneurial Intensity

Activities

• Instructor Presentation: “Sustaining Social Enterprise Ventures”

• Case #2: “Healing through Humour: Mixing mental health, comedy and business” (Ivey Case Publishing)

Learning Outcomes

• Explain the 5-forces model for sustaining organizational effectiveness

• Describe strategies for entrepreneurial growth;

• Identify ways to encourage organizational ‘intrapreneurialism’

Required Readings

*Textbook – Part Three

*Reading - Hynes, B. (2009). Growing the social enterprise: Issues and challenges. Social Enterprise Journal, 5(2), 114-125.

February 24, 2022 Reading Week (No classes)

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Module Three: Community Engagement in Social Enterprise

March 3, 2022 Class 8: Community Social Capital

Topics

• Community social capital and community development

• Social resilience

• Community-based enterprise

Activities

• Discussion of Student Projects – Essay / Case

Learning Outcomes

• Explain the contribution of community social capital to social enterprise formation

• Identify strategies for enhancing community social resilience

• Explain the role and function of social purpose organizations in facilitating community economic development

Required Readings

*Reading – Paredo, A.M., & Chrisman, J.J. (2006). Toward a theory of community-based enterprise. Academy of Management Review, 31(2), 309-328.

*Reading – Magis, K. (2010). Community resilience: An indicator of social sustainability. Society and Natural Resources, 23(5), 401-416.

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March 10, 2022 Class 9: Role of Government in Social Enterprise and Community Development

Topics

• Social entrepreneurialism and government

• Corporate social responsibility

• Social purpose enterprises

Activities

• Student-led Presentations of Weekly Readings

• Case #3: “The art of social entrepreneurship: Dakshina Chitra and Madras crafts foundation (MCF) in India” (Ivey Case Publishing)

Learning Outcomes

• Explain the role of government in facilitating community social entrepreneurialism;

• Describe various forms of corporate social responsibility;

• Identify the limits of government and business involvement in community social ventures.

Required Readings

*Reading – Korosec, R.L., & Berman, E.M. (2006). Municipal support for social entrepreneurship. Public Administration Review, May/June, 448-462.

*Reading – Wallace, S.L. (1999). Social entrepreneurship: The role of social purpose enterprises in facilitating community economic development. Journal of Developmental Entrepreneurship, 4(2), 153-174.

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March 17, 2022 Class 10: Role of Business in Social Enterprise and Community Development

Topics

• Defining corporate social responsibility

• The business case for corporate social responsibility (CSR)

• Corporate ‘citizenship’

Activities

• Mini-Case for Discussion: “Manchester Bidwell Corporation” (Handout)

Learning Outcomes

• Explain the business case for firms to engage in CSR;

• Understand the relationship between community enterprise and corporate citizenship

Required Readings

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Readings – Carroll, A., & Shabana, K.M. (2010). The business case for corporate social responsibility: A review of concepts, research and practice. International Journal of

Management Reviews, 12(1), 85-105.

*Reading – Tracey, P., Phillips, N., & Haugh, H. (2005). Beyond philanthropy: Community enterprise as a basis for corporate citizenship, Journal of Business Ethics, 58(4), 327-344.

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Module Four: Special Topics in Social Entrepreneurship

March 24, 2022 Class 11: Leading Social Ventures

Topics

• Social entrepreneurial leadership styles

• Ethical challenges in leading entrepreneurial ventures

• Typology of social entrepreneurs

Activities

• Student-led Case for Class Discussion: “Venture philanthropy and social

entrepreneurship in community redevelopment” in Van Slyke, D.M., & Newman, H.K.

(2006). Venture philanthropy and social entrepreneurship in community redevelopment. Nonprofit Management and Leadership, 16(3), 345-368.

Learning Outcomes

• Identify effective and ineffective leadership styles in social entrepreneurialism;

• Discuss the ethical challenges associated with leading entrepreneurial ventures.

Required Readings

*Reading - Zahara, S.A., Gedajlovic, E., Neubaum, D.O., & Shulman, J.M. (2009). A typology of social entrepreneurs: Motives, search processes, and ethical challenges. Journal of Business Venturing, 24, 519-532.

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March 31, 2022 Class 12: Social Entrepreneurship in the Community – The Case of First Nations’

Communities

Topics

• Social enterprise in Indigenous Communities

• Leadership of indigenous social ventures

Activities

• Student oral presentations of essay, case, or social venture plan

Learning Outcomes

• Explain the state of social enterprise on First Nations’ communities in Canada;

• Understand the role of leadership and culture in social enterprise development.

Required Readings

*Reading – McMurtry, J.J. (2015) Indigenous communities and social enterprise in Canada.

Canadian Journal of Nonprofit and Social Economy Research, 6(1), 104-123.

April 6, 2022 Class Thirteen: Review of Course and Your

Transformational Journey in Community

Social Entrepreneurship

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COURSE ASSESSMENT & GRADEDCTIVITIES

Assessments Overview and Weighting

Assessment Weighting

Student Essay, Case, or Social Venture Plan 50%

Case Analysis 30%

Class Participation (Executive Summaries) and Discussion Board 20%

TOTAL 100 %

Assessment Details and Evaluation Criteria

Student Essay, Social Enterprise Case, or Social Venture Plan

Students have a choice of whether to compose an essay, describe a local social

enterprise, or working with another student construct a social venture plan for a local social or community agency. A detailed outline for crafting a case study or constructing a social venture plan will be provided by the instructor. The choice of whether to do an essay, case, or social venture plan is left to students. The maximum length of the essay or case study is 7,500 words.

Students in groups of two (2) may choose to construct a social venture plan. The maximum length of the social venture plan is 12,000 words.

Evaluation Criteria: Students will be provided with a grading rubric for the essay, case study, or social venture plan.

Case Analysis

Each student is expected to analyze and submit one case from the three major cases that are examined in class. The choice of which case to submit is left up to the discretion of the student. Regardless of which case is chosen for submission, the student should have

thoroughly read the case that has been assigned for that day and be ready to discuss its contents in an open forum. The format for the written case must follow the framework as provided by the instructor. The written case should generally not exceed 2500 words

(approximately 10 pages excluding cover pages and supporting materials) in length and must be submitted at the beginning of class on the due date. Students may submit as many cases as they desire, with the top graded one being used. Late cases will not be graded.

Cases are available for purchase from Ivey Publishing.

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Evaluation Criteria: Students will be provided with a grading rubric for performing a case analysis.

Class Participation and the Discussion Board

To promote student learning and engagement, class participation and attendance will be assessed. Class attendance will be taken on a regular basis. Students who cannot attend classes should not register for this course. The discussion board has been designed to engage students with the material being examined, with the intent to promote a dialogue and shared understanding. Each student is expected to select one of the two questions posted each week on e-class and compose and post their responses. Students may also choose to respond to a posting provided by another student. Responses should be thoughtful, supported by evidence gleaned from lectures and readings, and at least 150 words in length.

Evaluation Criteria: Students who attend all classes and provide discussion postings each week that are thoughtful, evidence-based, and at least 150 words in length will receive full credit for this requirement.

Understanding Your Grades

The following grading scheme will be employed for graduate students:

Percentage Range Grade Awarded

95 – 100 A+

85 – 94.5 A

80 – 84.5 A-

77 – 79.5 B+

74 – 76.5 B

70 – 73.5 B-

65 – 69.5 C+

60 – 64.5 C

Less than 60 Failure

Grades will not be curved

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UNIVERSITY & FACULTY OF EXTENSION POLICY STATEMENTS

Course Outline Policies

Policy about course outlines can be found in §23.4(2) of the University Calendar.

Academic Integrity

The University of Alberta is committed to the highest standards of academic integrity and honesty. Students are expected to be familiar with these standards regarding academic honesty and to uphold the policies of the University in this respect. Students are particularly urged to familiarize themselves with the provisions of the Code of Student Behaviour (online at www.governance.ualberta.ca) and avoid any behaviour which could potentially result in

suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence.

Academic dishonesty is a serious offence and can result in suspension or expulsion from the University.

Accommodating Disabilities

If you have a disability or condition that may require some modifications, please contact the Specialized Support and Disabilities Service (2-800 Students’ Union Building; PH: (780) 492- 3381; TTY: (780) 248-1665 and obtain a determination as to what accommodations should be made. The SSDS office will then provide you with a “letter of introduction” that you should bring to the University of Alberta Office of the Dean of Students which will ensure that all appropriate arrangements are made for you.

Withdrawal, Refunds, and Transfer Information

If you wish to drop or withdraw from this course, you must do so by the official drop or

withdrawal deadline. Non-attendance does not constitute notice of withdrawal from a course.

In graded courses, please note that a failing grade can be assigned to any student who has not officially withdrawn from the course.