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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.
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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 |
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|
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| Social Entrepreneurs |
|
*Instructor to select readings for this module |
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| Social Venture Models |
|
*Instructor to select readings for this module |
|
| Creating Impact |
|
*Instructor to select readings for this module |
|
| Sustainable Solutions |
|
*Instructor to select readings for this module |
|
| Evaluating Impact |
|
|
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| Starting a Social Action Project |
|
*Instructor will select readings for this module |
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| Creating Social Value |
|
*Instructor to select readings for this module |
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| Achieving Transformational Change |
|
*Instructor to select readings for this module
|
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| When Good Is Not Good Enough |
|
*Instructor to select readings for this module |
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Required Resources
| Name |
|---|
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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
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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
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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 |
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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
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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 |
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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 |
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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 |
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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
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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 |
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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/ |
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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
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Schweitzer, T. (2010). How to build a values-driven business. Inc. Retrieved from https://www.inc.com/guides/2010/03/social-enterprise.html |
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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
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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
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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 |
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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
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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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North Campus: (416) 675-6622 X5090
Lakeshore Campus: (416) 675-6622 X3331
Academic Integrity
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 Dean (or designate) of the School.
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See the Humber Libraries website for additional information regarding copyright and for details on allowable limits.
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