Saint Joseph's University

Syllabus

Saint Joseph's University

Haub School of Business

FBE150 FY1Social Entrepreneurship

Spring 2017

Instructor:Kenneth Wm. Kury, Ph.D., C.P.A.

Office:Mandeville 304

Office Hours:M1:30 – 5:00pm (in MV 304)

TR7:30 am – 8:00 am (in MH 271)

Other times by appointment and via email

In general office hours are under utilized by students. I encourage each of you to check in at some point during the semester especially if you are having issues or don’t understand the material. You need to be proactive in your studies. Coming to me at the end of the semester or after an assignment is too late.

Office Phone:610-660-1117

Email: (This is the best way to get in touch with me)

Meeting Location:MH 382

Meeting Dates: TR 9:30-10:45pm

Reading Materials:

Brooks, A.C. (2009). Social Entrepreneurship: A Modern Approach to Social Value Creation; Pearson; Upper Saddle River, NJ. (available at bookstore)

Bornstein, D. (2005). How to Change the World: Social Entrepreneurs and the Power of New Ideas. Penguin Books; London. (available at bookstore)

Articles available through SJU Library or blackboard

Brouard, F. and Larivet, S. (2010),Essay of Clarifications and Definitions of the Related Concepts of Social Enterprise, Social Entrepreneur and Social Entrepreneurship. in Fayolle, A. and Matlay, H (ed.) (2010), Handbook of Research on Social Entrepreneurship, Cheltenham, UK: Edward Elgar Publishing Limited, 29-56. (available on blackboard)

Certo, S. T. and Miller, T. (2008), Social Entrepreneurship: Key issues and concepts;Business Horizons, Vol. 51, No. 4, pp 267-271.(available on blackboard)

Kury, K.W. (2012) Sustainability Meets Social Entrepreneurship: A Path to Social Change through Institutional Entrepreneurship. Journal of Business Insights and Transformation. (available on blackboard)

Kury, K.W. (2014) A Developmental and Constructionist Perspective on Social Entrepreneur Mobilization.International Journal of Entrepreneurial Venturing. (available on blackboard)

Moss, T.W., Lumpkin, G.T. and Short , J.C. (2010), Social Entrepreneurship: A Historical Review and Research Agenda, in F.T. Lohrke and H. Landstrom (eds)(2010), Historical Foundations of Entrepreneurship Research, Cheltenham UK and Northampton, MA: Edward Elgar Publishing Ltd, 318–40. (available on blackboard)

Peredo, A.M. and McLean, M. (2006), Social Entrepreneurship: A Critical Review of the Concept; Journal of World Business, Vol. 41, pp 56-65.(available on blackboard)

Short, J.C, Moss, T.W. and Lumpkin, G.T. (2009), Research in Social Entrepreneurship: Past Contributions and Future Opportunities;Strategic Entrepreneurship Journal, Vol. 3, pp. 161-194.(available on blackboard)

Others as assigned on an ad hoc basis.

COURSE DESCRIPTION:

This course introduces students to the field of social entrepreneurship. Social entrepreneurship is the use of entrepreneurial business skills for the explicit pursuit of creating innovative solutions to social problems. In both non-profit and for-profit ventures, organizations engaged in social entrepreneurship act as agents of social-change, creating large-scale social change in their communities or around the world with a heightened sense of accountability to the constituencies they serve and the outcomes created by their efforts. Topics covered will include assessment of opportunities, different business models used in the social sector, acquiring resources required for a new social venture, and measuring social impact.

COURSE OBJECTIVES:

The course will offer various pedagogies during the semester. It will consist of lectures, semi-open discussions, free flowing discussions, group activities, guest speakers and electronic activities. This varied format allows for different student preferences to learning and will be utilized to explore the course concepts and to meet the following objectives:

1.To develop the capacity to analyze the obstacles and opportunities within a social sector and identify potential strategies to effect change within the sector;

2. To become familiar with a range of approaches used to effect social change and the skills and capacities of individuals who effectively lead these efforts;

3.To explore challenges and action strategies associated with various roles and organizations from which people effect change;

4. To reflect on some of the big and enduring questions associated with leading social change.

5. To enhance the students’ research skills.

6. To enhance the students’ critical thinking and analytical thinking skills.

7. To enhance the students’ oral and written communication skills.

Library Instruction Component

Consistent with First Year Seminar guidelines, this course will include a library instruction component aimed at developing library and information gathering/assessment skills. Given the public and popular nature of the course topic, aspects of information literacy that will be particularly relevant include:

Locating sources for material on social entrepreneurship topics
Distinguishing between valid sources and questionable sources of information, especially those located via internet searches
Media representations of social entrepreneurship
Identification of social ventures

While these aspects will be woven into various topics throughout the course, the final individual paper and group project (as described below) will also promote and assess library skills.

GRADING

Midterm Exam25%

Final Exam25%

Individual Research Paper25%

Group Project & Presentation10%

Group Case Leadership 5%

Participation10%

100%

Grading policy:

95-100% / A
90.0-94.5% / A-
87.5-89.5% / B+
82.5-87% / B
80.0-82.0% / B-
77.5-79.5% / C+
72.5-77.0 points / C
70.0-72.0% / C-
67.5-69.5% / D+
60.0-67.0% / D
Less than 60.0% / F

Mid-term Exam:

There will be a Mid-term exam worth 25% of your grade. The exam will cover course academic concepts along with an applied component. It will be an essay exam.

Final Exam:

The final exam, worth 25%, will cover course academic concepts along with an applied component and a reflective section. It will be an essay exam.

Individual Assignments:

Written Assignment:

The field of social entrepreneurship research is in its infancy and as such provides the opportunity to add value to the field by conducting a dive deeper into an area of social entrepreneurship. The assignment will require the student to conduct a library search for academically pertinent sources relating to student derived research question in the realm of social entrepreneurship along with identifying a social venture on which to explore the topic in an applied setting as a case study. Students will prepare a rigorous research paper that not only is descriptive, but also analytical in deriving insights for research and practice. A rough outline is presented below:

Introduction
Review of the literature
Case study
Implications for research and practice
Conclusions

Papers are expected to follow APA format along with correct citations. A non-graded draft will be submitted for feedback to improve the paper. Students will submit draft and final papers to turnitin.com prior to submission as a part of the developmental process

More detailed guidelines will be provided on blackboard.

Group Assignments:

Students will form groups of five to participate in two activities – leading class discussion on a case and making a group presentation based on their individual papers. Each of these is described below.

Case Leadership:

Bornstein Case Discussion. Each team will be assigned a case from the Bornstein book which they will be responsible for leading the class discussion of. Each team will prepare a list of questions circulated among the class a week before the discussion occurs; in addition, team members will moderate the class discussion with the purpose of reviewing the case and relating it to material covered in class.

Group Project and Presentation:

Each group will share their individual research papers and then craft a group presentation based on the papers. This assignment is meant to give students the opportunity to critically exam multiple concepts and cases to determine themes and insights. It also has the objective of providing practice in presenting before the class – a valuable skill both at SJU and in future endeavors.

The presentation will include the following parts:

Introduction and overview
Discussion of the various topics researched
Discussion and comparison of the case studies
Discussion of commonalities
Discussion of differences
Discussion of integration of insights
Recommendations for research
Recommendations for practice
Conclusion which includes a reflection of learnings from the research and on conducting research

More detailed guidelines are provided on blackboard.

Since this is a group project, all members of a group will receive the same grade on the presentation. Occasionally, teams may experience a phenomenon referred to as “social loafing” where not all members contribute their fair share to the team’s work. If a team encounters this phenomenon, it should try to remedy this situation by discussing this issue with the concerned team member. If this fails, please do not hesitate to get me involvedsooner rather than later. Note that a portion of each student’s grade for the team project will be based on an evaluation of their contribution by the other members of the team. Project presentations will occur during the last two weeks of the course.

Participation:

The format of this course depends on student participation. I hope to provide a rich and dynamic learning environment that will be lively, interesting, and informative. You all will be active participants in the learning process. My job is to facilitate and synthesize the discussion. Your role is to engage and challenge the material and your fellow classmates. Advanced preparation is critical to the discussion. This will not be a class that you can learn through osmosis.You are expected to come to come to class prepared. This includes having read the materials for the day. Areas contributing to your participation grade are:

Attendance – Like a work environment, attendance is expected in this class. You do not get extra credit for attending, however your absences can negatively impact your grade and excessive absences can lead to receiving an “FA” for the final grade for the course. Four absences that are not documented (e.g. participation in a school sanction sporting event; documented illness) will result in an “FA”. Notifying me before missing a class is courteous, but does not excuse you from the class. If you are not present you will not get the full benefit of the course nor will your classmates receive the benefit of your insight.
Discussion Question Prep – Students will complete discussion questions and post them to blackboard prior to class discussions.
Classroom Discussion – You are required to make a quality contribution to general classroom discussions.
Case Prep & Discussions – We will have student led case discussion and you are expected to actively participate in these discussions.
Project Discussions – We will at times be discussing individualprojects and in the spirit of cooperation and open source ideas you have a responsibility to comment and offer suggestions for your fellow students’ ideas.
Guest Speaker Discussions & Reflections – We will be having an assortment of guest speakers during the semester and you are expected to be attentive and ask questions. You will also submit a 1-2 page reflection on what you learned.

Policy on late work:

When in a work situation you will often encounter deadlines. These deadlines are not flexible and it will be your responsibility to manage your time to meet the requirement. Like the real world, the deadlines for exams and assignments in this class are concrete. No makeup exams will be given or assignments accepted late except under extreme situations (being in the hospital).

Academic Honesty:

“The SJU Academic Honesty Policy, published both in the Student Handbook and in the University Catalog, will be strictly enforced. It is your responsibility to understand this policy. Use of unauthorized notes or assistance during an exam will result in [failure of the assignment/failure of the course]. Plagiarism will also result in [failure of the assignment/failure of the course]. Plagiarism occurs in any instance where one submits as one’s own work statements or ideas taken from another source but not properly acknowledged as such. Any material copied or derived from another source must be acknowledged by giving a reference. For direct quotes, always use quotation marks and provide a reference. If you paraphrase something, you must provide a reference to acknowledge where you found the material. Internet sources, if used, must be cited.”

Prepared by the Academic Integrity Council • August, 2010

The University Academic Honesty Policy, as contained in the Undergraduate Catalog, will be followed and strictly enforced in this course. Papers will be subjected to Turnitin.com analysis.

Students with Disabilities:

In accordance with state and federal laws, the University will make reasonable accommodations for students with documented disabilities. For those who have or think that you may have a disability requiring an accommodation (learning, physical, psychological) should contact Services for Students with Disabilities, Room G10, Bellarmine, 610-660-1774 (voice) or 610-660-1620 (TTY) as early as possible in the semester for additional information and so that an accommodation, if appropriate, can be made in a timely manner. You will be required to provide current (within 3 years) documentation of the disability.

For a more detailed explanation of the University’s accommodation process, as well as the programs and services offered to students with disabilities, please go to If you have any difficulty accessing the information on-line, please contact Services for Students with Disabilities at the telephone numbers above.

Disclaimer:

This syllabus is a guide to the semester; however, I reserve the right to make adjustments to content, assignments, & dates if necessary. You as a student will have ample warning of any adjustments to this document.

Tentative Schedule:

The detailed reading list is presented following the tentative schedule.

Date / Topic / Reading List / Assignment
Week 1
Jan 17 / Introduction
Jan 19 / What is Social Entrepreneurship? / Brooks Ch. 1
Brouard, & Larivet, (2010) / Discussion Questions (DQ) #1
Week 2
Jan 24 / Who are Social Entrepreneurs? / Brooks Ch. 1
Brouard & Larivet (2010) / Jan 24 last day to add/drop
DQ #2
Jan 26 / Who are Social Entrepreneurs? / Kury (2014)
Bornstein Ch. 18 / DQ #3
Week 3
Jan 31 / Growth of Social Entrepreneurship / Bornstein Ch. 1
Bornstein Ch. 12 / DQ #4
Feb 2 / What we know and don’t know about social entrepreneurship / Certo & Miller (2008)
Short, Moss, & Lumpkin (2009) / DQ #5
Week 4
Feb 7 / What we know and don’t know about social entrepreneurship / Certo & Miller (2008)
Short, Moss, & Lumpkin (2009) / DQ #6
Feb 9 / What we know and don’t know about social entrepreneurship / Short, Moss, & Lumpkin (2009)
Moss, Lumpkin, & Short , (2010) / DQ #6
Week 5
Feb 14 / Paper Discussion (have 3 topic ideas)
Feb 16 / Library Resources Finding and Using
Week 6
Feb 21 / A framework for exploring Social venturing / Peredo & McLean (2006)
Kury (2012) / DQ #7
Feb 23 / Paper Discussion/Group Formation / Paper Ideas
Week 7 / Global Leadership Week
Feb 28 / Guest Speaker
Mar 2 / Review and summarization / Mid-Term Review
Week 8
Mar 7 / Mid-term Exam
Mar 9 / Discussion of working in groups / Group Information
Guest Speaker Reflection
Week 9
Mar 14 / Spring Break No Class
Mar 16 / Spring Break No Class
Week 10
Mar 21 / Social Problem recognition and identification / Brooks Ch. 2
Bornstein Ch. 10 / DQ #8
Mar 23 / Case 1: Isolating the problem / Bornstein Ch. 11 (Brazil: Reforming Healthcare) / Case 1 DQ’s
Paper Draft
Last day to withdraw March 24th
Week 11
Mar 28 / Sustainable Social entrepreneurship based solutions / Brooks Ch. 3 & 4
Bornstein Ch. 16 / DQ #9
Mar 30 / Case 2 Creating a problem based venture solution / Bornstein Ch. 13 (United States: College Access) / Case 2 DQ’s
Week 12
Apr 4 / Assessing and acquiring resources / Brooks Ch. 6,7 & 8 / DQ #10
Apr 6 / Case 3 Creatively acquiring resources / Bornstein Ch. 7 (India: Child Protection) / Case 3 DQ’s
Week 13
Apr 11 / Measuring social impact / Brooks Ch. 5 / DQ #11
Final Paper
Apr 13 / Presentation Discussion/Paper Discussion
Week 14
Apr 18 / No class; Monday classes meet
Apr 20 / Case 4 Determining success
Presentation order by lot / Bornstein Ch. 17 (India: Disability Rights) / Case 4 DQ’s
Week 15
Apr 25 / Group Presentations / Presentations Due
Apr 27 / Group Presentations
Week 16
May 2 / Course Wrap-up / Team member evaluations
Final Exam Review
Week 17 / Final ExamMay 8th 10:30am