Doreen Nyaa Amundam
Notwithstanding the growing interest in social entrepreneurship (SE) education, the SE field is gradually losing its “social” status. Accordingly, there is a need to emphasise the “social” aspect of SE education in order to clearly distinguish SE from the corporate social responsibility (CSR) practices implemented by mainstream entrepreneurs. This study argue that, in order to clearly differentiate between social value and CSR, SE education should help develop social entrepreneurs that are both responsible and socially innovative. This study explores teaching content and methods that can enhance the formation of potential social innovative thinking, responsible, social entrepreneurs by examining the syllabi of 5 UK business schools offering SE as a course or a module. The study also interviewed 8 SE instructors responsible for designing and delivering these SE courses/modules and 30 students who successfully passed through the SE courses/modules across these five business schools. Drawing on data analysed using comparative analysis methods and the social identity theory, this study presents a model that instructors can draw on and help students categorise and identify as potential social innovative thinking, responsible, social entrepreneurs.