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Course Outline

Course Name: Social Entrepreneurship (SOCI 3001)

Academic Period: 2023 - 2024

Faculty:

Faculty Availability:

Associate Dean:
Chris Irwin
chris.irwin@humber.ca

Schedule Type Code:

Land Acknowledgement

Humber College is located within the traditional and treaty lands of the Mississaugas of the Credit. Known as Adoobiigok [A-doe-bee-goke], the “Place of the Alders” in Michi Saagiig [Mi-Chee Saw-Geeg] language, the region is uniquely situated along Humber River Watershed, which historically provided an integral connection for Anishinaabe [Ah-nish-nah-bay], Haudenosaunee [Hoeden-no-shownee], and Wendat [Wine-Dot] peoples between the Ontario Lakeshore and the Lake Simcoe/Georgian Bay regions. Now home to people of numerous nations, Adoobiigok continues to provide a vital source of interconnection for all.

Equity, Diversity and Inclusion Statement

Humber College and the University of Guelph-Humber (Humber) are leaders in providing a learning, working and living environment that recognizes and values equity, diversity and inclusion in all its programs and services. Humber commits to reflect the diversity of the communities the College serves. Students, faculty, support and administrative staff feel a sense of belonging and have opportunities to be their authentic selves.

Faculty or Department	Faculty of Liberal Arts & Sciences
Course Name:	Social Entrepreneurship (SOCI 3001)
Pre-Requisites	none
Co-Requisites	none
Pre-Requisites for	none
Equates	none
Restrictions	none
Credit Value	3
Total Course Hours	42

	Developed By:	Prepared By:	Approved by:
			Chris Irwin

Humber Learning Outcomes (HLOs) in this course.

The HLOs are a cross-institutional learning outcomes strategy aimed at equipping Humber graduates with the employability skills, mindsets, and values they need to succeed in the future of work. To explore all the HLOs, please consult the Humber Learning Outcomes framework.

Equity, Diversity, Inclusion & Belonging
Sustainability
Systems Thinking
Critical Thinking
Collaboration
Communication
Digital Fluency
Innovation
Leadership
Professionalism
Strategic Problem-Solving

Course Description

This case-based course will examine social entrepreneurship projects, models and metrics. Students will use design thinking to create their own social enterprise proposal that offers solutions to real world problems. The importance of strategic partnerships and a workable venture plan will be explored. Beginning with a broad understanding of the root causes of problems, students will become social innovators and develop creative solutions to mobilize resources and social capital for the greater good of communities.

Course Rationale

Sociology offers students the opportunity to actively observe, to critically engage, and to develop the analytic tools necessary to succeed in the complex and changing world in which they live. Sociology illuminates the collective forces, structural changes, social relationships and interpretive conflicts that they encounter in their everyday lives. Students will examine various facets of the social world such as race, class, gender, sexuality, family, health, media, popular culture, crime, urban life, corporate and consumer society.

Course Learning Method(s)

Collaborative Learning
Group or Team Work
Lecture

Learning Outcomes

Define social entrepreneurship and provide examples of social entrepreneurs.
Differentiate among key terms associated with social ventures, including a social entrepreneur, a not-for-profit social enterprise, a for-profit social business and social innovation.
Appraise key characteristics of successful social entrepreneurs and social ventures.
Analyze different organizational models behind different social ventures.
Identify organizations that support the social entrepreneurship ecosystem.
Develop a mission statement for a social venture.
Examine how to scale a social venture for significant impact.
Contrast different factors for creating sustainable solutions in relation to core principles: people, the planet and profit.
Assess methods for evaluating the impact of social ventures.
Formulate principles and project outcomes of value-driven social impacts.
Assess potential problems with a social venture’s initial approach for creating social impact through the use of case studies.
Evaluate relative success of different approaches to tackling social problems through various social ventures, both in Canada and abroad.

Assessment Weighting

Assessment	Weight
Final Exam	25%
Report	15%
Group Project	40%
Test	20%
Total	100%

Online Assessment Weighting

Online Assessment	Weight
Assignment 1: Report	10%
Assignment 2: Group Case Study	10%
Learning Journals	15%
Assignment 3: Group Business Plan	20%
Midterm Test	20%
Final Test	25%
Total	100%

Modules of Study

Module	Course Learning Outcomes	Resources	Assessments
Introduction to Social Entrepreneurship	Define social entrepreneurship and provide examples of social entrepreneurs. Differentiate among key terms associated with social ventures, including a social entrepreneur, a not-for-profit social enterprise, a for-profit social business and social innovation.		Midterm Exam (20%) Assignment #2: Social Action Project Plan (20%) Social Action Project Presentation (20%)
Social Entrepreneurs	Appraise key characteristics of successful social entrepreneurs and social ventures.	*Instructor to select readings for this module	Midterm Exam (20%) Assignment #1 (15%)
Social Venture Models	Analyze different organizational models behind different social ventures.	*Instructor to select readings for this module	Midterm Exam (20%) Assignment #2: Social Action Project Plan (20%) Social Action Project Presentation (20%)
Creating Impact	Identify organizations that support the social entrepreneurship ecosystem. Develop a mission statement for a social venture. Examine how to scale a social venture for significant impact.	*Instructor to select readings for this module	Midterm Exam (20%) Assignment #2: Social Action Project Plan (20%) Social Action Project Presentation (20%)
Sustainable Solutions	Contrast different factors for creating sustainable solutions in relation to core principles: people, the planet and profit.	*Instructor to select readings for this module	Midterm Exam (20%) Assignment #2: Social Action Project Plan (20%) Social Action Project Presentation (20%)
Evaluating Impact	Assess methods for evaluating the impact of social ventures.		Assignment #2: Social Action Project Plan (20%) Social Action Project Presentation (20%) Final Exam (25%)
Starting a Social Action Project	Formulate principles and project outcomes of value-driven social impacts.	*Instructor will select readings for this module	Assignment #2: Social Action Project Plan (20%) Social Action Project Presentation (20%) Final Exam (25%)
Creating Social Value	Formulate principles and project outcomes of value-driven social impacts.	*Instructor to select readings for this module	Assignment #2: Social Action Project Plan (20%) Social Action Project Presentation (20%) Final Exam (25%)
Achieving Transformational Change	Examine how to scale a social venture for significant impact. Assess potential problems with a social venture’s initial approach for creating social impact through the use of case studies.	*Instructor to select readings for this module	Final Exam (25%)
When Good Is Not Good Enough	Assess potential problems with a social venture’s initial approach for creating social impact through the use of case studies. Evaluate relative success of different approaches to tackling social problems through various social ventures, both in Canada and abroad.	*Instructor to select readings for this module	Final Exam (25%)

Required Resources

Name
Wood, S. (2012). Prone to progress: Using personality to identify supporters of innovative social entrepreneurship. Journal of Public Policy & Marketing, 31(1), 129-141. Retrieved from http://ezproxy.humber.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url&db=ufh&AN=74749688&site=ehost-live&scope=site
Schmitz, P. (2007). Worst practices of a social entrepreneur. Stanford Social Innovation Review, 5(4), 23-24. Retrieved from http://ezproxy.humber.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url&db=sih&AN=27101095&site=ehost-live&scope=site
Seelos, C. and Mair, J. (2005). Social Entrepreneurship: Creating New Business Models to Serve The Poor. Business Horizons, 48(3), 241-246. Retrieved from https://ezproxy.humber.ca/login?url=https://www.sciencedirect.com/science/article/pii/S0007681304001314
Anderson, B., Dees, J., & Guclu, A. (2002). The Process of Social Entrepreneurship: Creating Opportunities Worthy of Serious Pursuit. From Fuqua School of Business, Center for the Advancement of Social Entrepreneurship Web site: https://centers.fuqua.duke.edu/case/wp-content/uploads/sites/7/2015/02/Article_Dees_TheProcessOfSocialEntrepreneurshipCreatingOppWorthyOfSeriousPursuit_2002.pdf
KPMG. (2014). Breaking through: How corporate social innovation creates business opportunity. Retrieved from https://assets.kpmg/content/dam/kpmg/ca/pdf/2016/11/5441-kpmg-social-innovation-report-fy14-en-web-final.pdf
Carroll, A.B. (1979). A three-dimensional conceptual model of corporate performance. Academy of Management Review, 4(4), 497-205. Retrieved from http://ezproxy.humber.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url&db=bth&AN=4498296&site=ehost-live&scope=site
Below, C. L. and Tripp, K. D. (2010). Freeing the social entrepreneur. Stanford Social Innovation Review, 8(4), 36-41. Retrieved from http://ezproxy.humber.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url&db=sih&AN=53491540&site=ehost-live&scope=site
Vickers, I. (2010). Social enterprise and the environment a review of the literature. Working Paper. Third Sector Research Centre. Retrieved from https://www.birmingham.ac.uk/Documents/college-social-sciences/social-policy/tsrc/working-papers/working-paper-22.pdf
Praszkier, R. and Coleman, P. T. (2010). Social entrepreneurs and constructive change: The wisdom of circumventing conflict. Peace & Conflict, 16(2), 153-174. Retrieved from http://ezproxy.humber.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url&db=pdh&AN=pac-16-2-153&site=ehost-live&scope=site
Goldsmith, S. (2010). Innovating public systems. Stanford Social Innovation Review, 8(4), 25-26. Retrieved from http://ezproxy.humber.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url&db=sih&AN=53491537&site=ehost-live&scope=site
United Nations Foundations. (2010) Practical strategies for immediate progress on climate change: Building blocks for a global agreement. *PDF available in course site
Auerswald, P. (2009). Creating social value. Stanford Social Innovation Review, 7(2), 50–55. Retrieved from https://ezproxy.humber.ca/login?url=https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url&db=sih&AN=37563521&site=ehost-live&scope=site
Bradach, J. (2010). Scaling impact. Stanford Social Innovation Review, 8(3), 27–28. Retreived from https://ezproxy.humber.ca/login?url=https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url&db=bth&AN=51639756&site=ehost-live&scope=site
Brown, T., & Wyatt, J. (2010). Design thinking for social innovation. Stanford Social Innovation Review, 8(1), 30-35. Retrieved from http://ezproxy.humber.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url&db=sih&AN=47851182&site=ehost-live&scope=site
Cahill, G. (2010). Primer on social innovation: A compendium of definitions developed by organizations around the world. The Philanthropist, 23(3). Retrieved from http://thephilanthropist.ca/2010/10/study-on-social-innovation-a-paper-by-six-and-the-young-foundation-for-the-bureau-of-european-policy-advisors/
Chen, S. (2012). Creating sustainable international social ventures. Thunderbird International Business Review, 54(1), 131–142. https://doi-org.ezproxy.humber.ca/10.1002/tie.21445
Dees, G. J. (2001). The meaning of social entrepreneurship. Retrieved from https://centers.fuqua.duke.edu/case/wp-content/uploads/sites/7/2015/03/Article_Dees_MeaningofSocialEntrepreneurship_2001.pdf
Dees, G. (2010). Creating large-scale change: Not 'can' but 'how'. Voices on Society/McKinsey Quarterly. Retrieved from https://centers.fuqua.duke.edu/case/wp-content/uploads/sites/7/2015/02/Article_Dees_CreatingLarge-scaleChangeNotcanbuthow_2010.pdf
Drayton, W. (2006). Everyone a changemaker: Social entrepreneurship’s ultimate goal. Innovations 1(1), 80-96. Retreived from https://ssrn.com/abstract=980722 *Read pages 80-86
Enterprising Non-Profits & Social Enterprise Council of Canada. (2010). Performance measurement. In The canadian social enterprise guide 2nd edition (chap. 6). Retreived from https://www.vancitycommunityfoundation.ca/sites/default/files/uploads/Final_SEGuide_V2l_LowRes.pdf
Enterprising Non-Profits & Social Enterprise Council of Canada. (2010). Planning for your social enterprise. In The canadian social enterprise guide 2nd edition (chap. 5). Retreived from https://www.vancitycommunityfoundation.ca/sites/default/files/uploads/Final_SEGuide_V2l_LowRes.pdf
Howe, C., Lawrence, J., Patel, H. (2012). SolarAid: Revolutionizing the way to make energy affordable for everyone. Hult International Business School Publishing. *PDF available on Blackboard site
Kates, R. W., Parris, T. M., & Leiserowitz, A. A. (2005). What is sustainable development?. Environment, 47(3), 8–21. https://doi-org.ezproxy.humber.ca/10.1080/00139157.2005.10524444
MaRS Discovery District. Social enterprise business models. Retrieved from https://learn.marsdd.com/article/social-enterprise-business-models/
Martin, R.L., & Osberg, S. (2007). Social entrepreneurship: The case for definition. Stanford Social Innovation Review, 5(2), 28–39. Retreived from https://ezproxy.humber.ca/login?url=https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url&db=sih&AN=24519816&site=ehost-live&scope=site
Schweitzer, T. (2010). How to build a values-driven business. Inc. Retrieved from https://www.inc.com/guides/2010/03/social-enterprise.html
Shore, B., Hammond, D., & Celep, A. (2013). When good is not good enough. Stanford Social Innovation Review, 11(4), 38-43. Retrieved from http://ezproxy.humber.ca/login?url=http://search.proquest.com/docview/1460984138/fulltext?accountid=11530
Shaughnessy, A. (2012). TOMS shoes: Social enterprise case series. Social Enterprise Institute Northeastern University. Retrieved from https://www.northeastern.edu/sei/wp-content/uploads/2012/02/TOMS.pdf
SROI Network. (2012). The seven principles of SROI. In A guide to social return on investment. Retrieved from https://socialvalueuk.org/wp-content/uploads/2016/03/The%20Guide%20to%20Social%20Return%20on%20Investment%202015.pdf
SROI Network. (2012). Introduction. In A guide to social return on investment. Retrieved from https://socialvalueuk.org/wp-content/uploads/2016/03/The%20Guide%20to%20Social%20Return%20on%20Investment%202015.pdf
Starr, K. (2012). The eight-word mission statement. Stanford Social Innovation Review. Retrieved from: http://ssir.org/articles/entry/the_eight_word_mission_statement
World Economic Forum & Schwab Foundation for Social Entrepreneurship. (2012). The governance of social enterprises. Retrieved from http://www3.weforum.org/docs/WEF_Governance_Social_Enterprises_2106_light.pdf *Read pgs 4-18

Prior Learning Assessment & Recognition (PLAR)

Prior Learning Assessment and Recognition (PLAR) is the formal evaluation and credit-granting process whereby candidates may obtain credits for prior learning. Prior learning includes the knowledge competencies and skills acquired, in both formal and informal ways, outside of post-secondary education. Candidates may have their knowledge, skills and competencies evaluated against the learning outcomes as defined in the course outline. Please review the Assessment Methods Glossary for more information on the Learning Portfolio assessment methods identified below.

The method(s) that are used to assess prior learning for this course may include:

Challenge Exam (results recorded as a % grade and added to student’s CGPA)

Please contact the Program Coordinator for more details.

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It is the student's responsibility to be aware of the College Academic Regulations. The Academic Regulations apply to all applicants to Humber and all current students enrolled in any program or course offered by Humber, in any location. Information about academic appeals is found in the Academic Regulations.

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At Humber College, all forms of discrimination and harassment are prohibited. Students and employees have the right to study, live and work in an environment that is free from discrimination and harassment. If you need assistance on concerns related to discrimination and harassment, please contact the Centre for Human Rights, Equity and Inclusion or the Office of Student Conduct.

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Humber strives to create a welcoming environment for all students where equity, diversity and inclusion are paramount. Accessible Learning Services facilitates equal access for students with disabilities by coordinating academic accommodations and services. Staff in Accessible Learning Services are available by appointment to assess specific needs, provide referrals and arrange appropriate accommodations. If you require academic accommodations, contact:

Accessible Learning Services

North Campus: (416) 675-6622 X5090

Lakeshore Campus: (416) 675-6622 X3331

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Academic integrity is essentially honesty in all academic endeavors. Academic integrity requires that students avoid all forms of academic misconduct or dishonesty, including plagiarism, cheating on tests or exams or any misrepresentation of academic accomplishment.

Disclaimer

While every effort is made by the professor/faculty to cover all material listed in the outline, the order, content, and/or evaluation may change in the event of special circumstances (e.g. time constraints due to inclement weather, sickness, college closure, technology/equipment problems or changes, etc.). In any such case, students will be given appropriate notification in writing, with approval from the Senior Dean (or designate) of the Faculty.

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See the Humber Libraries website for additional information regarding copyright and for details on allowable limits.

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