Experiential Learning and Community Economic Development in AppalachiaPeterHackbert
An Academy of Business Research presentation illustrates the Berea College Entrepreneurship for the Public Good Program model that shapes the early stage initiatives to develop an approach to transition the Appalachian economy
The poster presented at the American Association of the Behavior and Social Sciences and illustrates the teaching approach and community partner outcomes.
Creating Entrepreneurial Identities in Social Entrepreneurship EducationBerea College
Training social entrepreneurs and innovators are becoming increasingly prevalent throughout the world highlighting the need for effective pedagogical strategies with robust outcomes. Research suggests that understanding what it takes to become a social entrepreneur is beyond just acquiring knowledge and skills to act entrepreneurially. This paper summarizes social identity and self-efficacy theories. A framework sets forth categories and applies data from student narratives as they develop these qualities. Results from an alumni self-study provide social identity and self-efficacy evidence. These results support our supposition that in the context of new social innovation, students’ curricular and co-curricular experiences lead to the development of identities, self-efficacy and increase their ability to affect positive social change. This research and presentation were created for the Society of Business Research Nashville, TN Conference on October 23rd-25th, 2014.
Leadership and Social Change: A Capstone ePortfolio PerspectiveEric Kaufman
AAC&U conference presentation: Capstone courses have proven to be a valuable experience in leadership education as well as a valuable tool for programmatic assessment. Within the capstone course, ePortfolios are an excellent tool to collect evidence, reflect on coursework, and apply formal class concepts to nonformal experiences. This session highlights the frame-work for a capstone course and ePortfolio requirement for Virginia Tech’s undergraduate minor in Leadership and Social Change. Results include anecdotal evidence of student learning within the academic minor and include direct attention to the capstone course objectives. ERIC KAUFMAN, Professor; and RICHARD RATEAU, Assistant Professor of Practice—both of Virginia Polytechnic Institute and State University
Building Organizational Capacity Preview and FeedbackBonner Foundation
This session was led by Rachayita Shah and Ariane Hoy at the Bonner Fall Directors Meeting. This session previewed and gained feedback on aspects of the series designed to help upper class students (specifically juniors) understand the sectors (especially nonprofit) and how they might engage in building the capacity of an organization. This series also focuses on student career development, helping them identify future pathways.
Experiential Learning and Community Economic Development in AppalachiaPeterHackbert
An Academy of Business Research presentation illustrates the Berea College Entrepreneurship for the Public Good Program model that shapes the early stage initiatives to develop an approach to transition the Appalachian economy
The poster presented at the American Association of the Behavior and Social Sciences and illustrates the teaching approach and community partner outcomes.
Creating Entrepreneurial Identities in Social Entrepreneurship EducationBerea College
Training social entrepreneurs and innovators are becoming increasingly prevalent throughout the world highlighting the need for effective pedagogical strategies with robust outcomes. Research suggests that understanding what it takes to become a social entrepreneur is beyond just acquiring knowledge and skills to act entrepreneurially. This paper summarizes social identity and self-efficacy theories. A framework sets forth categories and applies data from student narratives as they develop these qualities. Results from an alumni self-study provide social identity and self-efficacy evidence. These results support our supposition that in the context of new social innovation, students’ curricular and co-curricular experiences lead to the development of identities, self-efficacy and increase their ability to affect positive social change. This research and presentation were created for the Society of Business Research Nashville, TN Conference on October 23rd-25th, 2014.
Leadership and Social Change: A Capstone ePortfolio PerspectiveEric Kaufman
AAC&U conference presentation: Capstone courses have proven to be a valuable experience in leadership education as well as a valuable tool for programmatic assessment. Within the capstone course, ePortfolios are an excellent tool to collect evidence, reflect on coursework, and apply formal class concepts to nonformal experiences. This session highlights the frame-work for a capstone course and ePortfolio requirement for Virginia Tech’s undergraduate minor in Leadership and Social Change. Results include anecdotal evidence of student learning within the academic minor and include direct attention to the capstone course objectives. ERIC KAUFMAN, Professor; and RICHARD RATEAU, Assistant Professor of Practice—both of Virginia Polytechnic Institute and State University
Building Organizational Capacity Preview and FeedbackBonner Foundation
This session was led by Rachayita Shah and Ariane Hoy at the Bonner Fall Directors Meeting. This session previewed and gained feedback on aspects of the series designed to help upper class students (specifically juniors) understand the sectors (especially nonprofit) and how they might engage in building the capacity of an organization. This series also focuses on student career development, helping them identify future pathways.
Nonprofit Organizational Capacity Building Scot Evans
A short overview of organizational capacity and capacity building for the community based nonprofit sector. Includes a discussion of capacities needed for movement building and social impact.
McClure Beyond Diversity to Inclusion Leadership AALAS 2019Diane McClure
Building your leadership brand program presented at the AALAS meeting in Denver, CO. Reuploaded as the first upload failed to upload some of the slide elements.
July 14, 2016
What does it mean for a foundation to become a facilitative leader? And how can foundation staff make the case for network-based funding approaches to boards and other stakeholders? This two-part series will explore successes and insights from the DentaQuest Foundation’s national systems change strategy Oral Health 2020. Started in 2011, this network-based strategy has achieved notable results—development of oral health leaders across the country, creation of new state partnerships connected to a national health improvement network, and tangible system and policy changes such as the expansion of public benefits in more than 15 states. Come learn about what it took to make this work happen from the perspective of Foundation leaders Brian Souza and Mike Monopoli, initiative evaluator Clare Nolan (Harder+Company Community Research), and network weaver Marianne Hughes (Interaction Institute for Social Change).
Part 2 will dive deeper into what it took to achieve these results, including lessons learned from network building as well as what it means for a foundation to take on a facilitative leadership role.
Nonprofit Organizational Planing in Times of uncertaintyBloomerang
https://bloomerang.co/resources/webinars/
Renee Rubin Ross will explore considerations for organizational planning and models that have helped nonprofits to build plans that support their work through recent shifts.
Originally presented at Danza de la Tierra, a workshop for about 50 entrepreneurs in Valparaiso, Chile. It helped to focus their efforts for positive change in their community and country.
On a regional level, engaging stakeholders in work-based learning leads to valuable outcomes. Participants will learn how to engage Workforce Investment Boards, superintendents and other community members in the process of assess opportunities in communities and investing in the success of academies. Using case studies and templates, participants will develop action plans and learn how to map community resources.
Presenters: Deanna Hanson and Randy Wallace, National Academy Foundation
This presentation was delivered to SME's Leadership and Board of Directors to illustrate the potential advantages of SME collaborating and working with other professional groups.
Holistic Education and Regenerative Community Development
Video from event: https://youtu.be/_rTBroZHwAQ
Vision: Spectrum Academy leads learning and living communities in assisting ‘at-risk’ to ‘at-hope’ youths and adults to heal their emotional, intellectual, physical, and spiritual wounds which create positive and profound changes in nature-based community development and thrivability.
Mission: Provide an alternative nature-centric state-of-the-art holistic educational and living environment for youth and adults to find direction and purpose using proven programs that result in healthy and productive young and aged adults who contribute to society.
Training led by Dr. Danielle R. Moss, CEO of Oliver Scholars, aimed at helping diverse professionals in the nonprofit sector strategize when feeling limited by structural and institutional racism in the social sector.
Presenters: Kay Coates, Dylitchrous Thompson
Presented at the Georgia Libraries Conference in Macon, GA on 10/09/2019.
A brief discussion on ways librarians can use design thinking strategies to support older adult library users. With more university libraries serving the public, academic librarians must be prepared to serve non-traditional students and multigenerational patrons. In particular, older adult library patrons often surface with unique research quests ranging from leisurely bylines, life-long learning to ancestral pursuits and more. Assessing their distinct needs yields opportunities to serve this population of users through relationship building, knowledge-based content, and access privileges.
This slide presentation is a response to the question, what is Sustainable Leadership? The introduction that is posted to examine the paradigm of sustainability in the context of environmental, economic, and social forces that shape emerging policies and management decisions. By learning this basic information hopefully will open dialogue of how we can lead change at home and work for a sustainable future.
A presentation given at one of the National Youth Agency's regional events on the Governments new ten year youth strategy, "Aiming High for Young People".
Nonprofit Organizational Capacity Building Scot Evans
A short overview of organizational capacity and capacity building for the community based nonprofit sector. Includes a discussion of capacities needed for movement building and social impact.
McClure Beyond Diversity to Inclusion Leadership AALAS 2019Diane McClure
Building your leadership brand program presented at the AALAS meeting in Denver, CO. Reuploaded as the first upload failed to upload some of the slide elements.
July 14, 2016
What does it mean for a foundation to become a facilitative leader? And how can foundation staff make the case for network-based funding approaches to boards and other stakeholders? This two-part series will explore successes and insights from the DentaQuest Foundation’s national systems change strategy Oral Health 2020. Started in 2011, this network-based strategy has achieved notable results—development of oral health leaders across the country, creation of new state partnerships connected to a national health improvement network, and tangible system and policy changes such as the expansion of public benefits in more than 15 states. Come learn about what it took to make this work happen from the perspective of Foundation leaders Brian Souza and Mike Monopoli, initiative evaluator Clare Nolan (Harder+Company Community Research), and network weaver Marianne Hughes (Interaction Institute for Social Change).
Part 2 will dive deeper into what it took to achieve these results, including lessons learned from network building as well as what it means for a foundation to take on a facilitative leadership role.
Nonprofit Organizational Planing in Times of uncertaintyBloomerang
https://bloomerang.co/resources/webinars/
Renee Rubin Ross will explore considerations for organizational planning and models that have helped nonprofits to build plans that support their work through recent shifts.
Originally presented at Danza de la Tierra, a workshop for about 50 entrepreneurs in Valparaiso, Chile. It helped to focus their efforts for positive change in their community and country.
On a regional level, engaging stakeholders in work-based learning leads to valuable outcomes. Participants will learn how to engage Workforce Investment Boards, superintendents and other community members in the process of assess opportunities in communities and investing in the success of academies. Using case studies and templates, participants will develop action plans and learn how to map community resources.
Presenters: Deanna Hanson and Randy Wallace, National Academy Foundation
This presentation was delivered to SME's Leadership and Board of Directors to illustrate the potential advantages of SME collaborating and working with other professional groups.
Holistic Education and Regenerative Community Development
Video from event: https://youtu.be/_rTBroZHwAQ
Vision: Spectrum Academy leads learning and living communities in assisting ‘at-risk’ to ‘at-hope’ youths and adults to heal their emotional, intellectual, physical, and spiritual wounds which create positive and profound changes in nature-based community development and thrivability.
Mission: Provide an alternative nature-centric state-of-the-art holistic educational and living environment for youth and adults to find direction and purpose using proven programs that result in healthy and productive young and aged adults who contribute to society.
Training led by Dr. Danielle R. Moss, CEO of Oliver Scholars, aimed at helping diverse professionals in the nonprofit sector strategize when feeling limited by structural and institutional racism in the social sector.
Presenters: Kay Coates, Dylitchrous Thompson
Presented at the Georgia Libraries Conference in Macon, GA on 10/09/2019.
A brief discussion on ways librarians can use design thinking strategies to support older adult library users. With more university libraries serving the public, academic librarians must be prepared to serve non-traditional students and multigenerational patrons. In particular, older adult library patrons often surface with unique research quests ranging from leisurely bylines, life-long learning to ancestral pursuits and more. Assessing their distinct needs yields opportunities to serve this population of users through relationship building, knowledge-based content, and access privileges.
This slide presentation is a response to the question, what is Sustainable Leadership? The introduction that is posted to examine the paradigm of sustainability in the context of environmental, economic, and social forces that shape emerging policies and management decisions. By learning this basic information hopefully will open dialogue of how we can lead change at home and work for a sustainable future.
A presentation given at one of the National Youth Agency's regional events on the Governments new ten year youth strategy, "Aiming High for Young People".
Scholars have numerous avenues to disseminate their knowledge and .docxanhlodge
Scholars have numerous avenues to disseminate their knowledge and influence practice. In this exercise, you will review and compare some of these avenues. All the articles below have been written by the same authors, aimed at different audiences.
1. Utilizing the included examples of research dissemination by a single author, write a reflection on the different types of research dissemination that are available to scholarly practitioners, from popular articles to peer-reviewed journal articles.
2. What type of dissemination makes the most sense to you as a practitioner? When would a more scholarly method of dissemination make sense for you?
NOTE-- these readings are provided for you to become familiar with different types of research dissemination based around a topic--
Author's personal copy
Developing resonant leaders through emotional
intelligence, vision and coaching
Richard E. Boyatzis, Melvin L. Smith, Ellen Van Oosten, Lauris Woolford
THE IMPACT
Mary Tuuk was inspiring as she sang the National Anthem for
the opening of the Fifth Third Bank River Run in Grand Rapids
Michigan to nearly 20,000 runners and 40,000 spectators in
May 2012. She is not what people typically think of a 48-year-
old bank president and community leader. A year earlier, she
was highly respected as the chief risk officer of Fifth Third
BankCorp. She had helped steer the company through the
turmoil of the financial crisis and the repayment of the
Troubled Asset Relief Program (TARP) federal money. Mary’s
career in risk management was fulfilling, but she wanted
something else.
As part of the company’s leadership development program
in emotional intelligence, Mary had the opportunity to con-
template her ideal future life and work in 10—15 years. As she
peeled back the layers of others’ expectations, traditions,
and a siloed career remaining in the specialty of risk manage-
ment, she created an exciting image of herself as a line
executive responsible for profit and loss (P&L). The more she
discussed this with her executive coach in the program, the
more the idea developed and her enthusiasm grew.
The CEO (chief executive officer), Kevin Kabat, who had
encouraged executives to enroll in the program, listened as
she shared her dream with him. He promoted her to be
president of Fifth Third’s Western Michigan affiliate. Her
law degree and 16 years in banking prepared her for a major
functional role, but as a general manager and leader of a
major division with $6 billion in assets and $8 billion in
deposits, she would have to be a chief executive. Mary
needed to leverage her full talents and refine them as a
top executive. Kevin agreed that taking charge of the third
largest division of the bank would be a perfect experiment,
opportunity and challenge.
Fast forward to a year later and the results are dramatic.
Mary is propelling the bank to new revenues, profits, and
growth. As a bank president, she has commercial and retail
banking, consumer lending and in.
Strategies for Developing an Academic PortfolioAcademic portfoli.docxmckellarhastings
Strategies for Developing an Academic Portfolio
Academic portfolios help nursing students at all educational levels. It allows them to be set apart from others in the job market after graduation. Portfolios provide guidelines for an individual throughout the student’s educational journey, after graduation, and in their career. According to Mollahadi et al. (2018), portfolios provide the best work and show the trajectory of a learner’s educational growth. Utilization of my portfolio will provide understanding, and show advancement, and progress that has been made. It will also aid in providing further guidance on the key areas where improvement is needed and allow for self-evaluations. I will incorporate two strategies to develop my portfolio—using technology and having a social change initiative because both align with my personal goals and those of Walden University (Walden University, n.d.).
One of the strategies, I will use in the development of my academic portfolio is the utilization of information technology tools. I will make the document easily shareable and accessible to receive more feedback from peers and instructors. To attain this goal, I will use digital tools to create an e-Portfolio for my accomplishments. Collins and O'Brien (2018) explain that e-portfolios that feature multimedia artifacts and hyperlinks foster interaction and encourage instructors to give positive feedback. Instructor feedback provides well-informed responses that are grounded in experience and competence; hence, it is essential for my growth as a nurse. Thus, my e-Portfolio should be interactive and accessible.
In combination with coursework, I plan to initiate a social change initiative which will be part of my final school project. Having a social change will demonstrate my clinical competence and ability to apply the concepts we have learned in class and receive feedback from the society. Nurses have a social responsibility for the communities that they serve which can be linked to one of their main roles as a patient advocates. According to Phillips et al. (2020), nurses are expected to apply a holistic approach to patient care by seeking deeper insights into the root causes of illnesses, such as poverty and other social issues. I am passionate about mental health and its relationship with low socioeconomic status. Also, I would like to initiate a social initiative within the community that will focus on mental health among ethnic minorities in rural areas. This patient population with mental health issues is more likely to lack the resources and ability to access treatment, medications, and quality healthcare. I will develop a program that reaches out to them to create awareness of the importance of mental health wellness and reduce the stigma related to how society views patients with mental health issues and provide unbiased psychiatric care. An approach of this magnitude will strengthen my portfolio. It will also provide an opportunity to app.
Running Head: EDU 63 1
EDU 635 4
EDU 635
Marcus Coleman
Ashford University
Initial Assessment
My initiative is generally meant to benefit the youth who will be the future leaders of this country and the students with disabilities. As we all know the youth face one major problem, which is unemployment and this is mainly because the population grows much faster than how the economy is growing. As I focus on the youth, I also have a soft spot for students with disabilities because I totally understand what they are going through. For this reason my other initiative is to ensure that the students with disability receive education properly just like the other normal students. This initiative is as a result of my own experience as I was diagnosed with Dyslexia and learning how to read and write became a challenge. Students with disabilities lack the assistance they need because most institutions in Ohio have knowledgeable trained instructors who understood a students with disabilities.
Indicators of success
For the initiative to assist the youths, one of the key success indicators will be witnessing the youth engaging in activities that benefit them financially rather than job seeking. I don’t mean to say that job seeking is not good but I am aiming at changing the perspective of the youth. They don’t have to be employed to show that they have are successful. They can use the knowledge they have gained in the universities and engage in self-employment. A key success indicator here will be the reduction of the number of youth seeking jobs because they will have self-employed themselves and they will be making money. Success indicator for my second initiative will be based in the testimonies of students with disabilities. Nothing will make me happy than seeing more people with disabilities joining various levels in education and receiving education. More of the will graduate and find job to do rather than stay in the house and depend on other people or beg (Ferriter, 2011).
Evaluation and Report of the Outcomes
The outcomes of my initiatives will be measured according to the impact they will have on the youth of the state of Ohio. The youth are expected to participate more on community based programs because youths are a powerful and energetic resource of the community. Results should indicate that more youths are participating in community development and none of them are idol. The success of this may take a while but a long journey starts with a single step. Also, the success of this initiative will be based on the outcome of the performance of students with disabilities. Their performance in school will be celebrated and recognized to encourage them to pursue even higher studies (Berkas, & Hong, 2000.
The Community-Based Socially Focused Internship for Management Students is a transformative learning experience designed to empower students to address pressing socio-economic challenges facing communities. Through this internship, students engage in hands-on research, analysis, and collaboration with stakeholders to develop evidence-based solutions and policy recommendations. Key areas of focus include marketing, human resources, banking & finance, hospitality, travel & tourism, urban mobility, waste management, accessibility, livelihood, youth development, substance abuse, green initiatives, education, and housing.
icouldbe.org is an award-winning organization that is pioneering innovative technology solutions to solve the educational and career needs of today's students.
icouldbe.org has served more than 6,000 teenagers in the United States and has recently expanded its global reach to Tanzania.
icouldbe.org partners with companies to engage employees to become mentors to teenagers and guide them through a dynamic, online curriculum that allows them to focus on career advice, the best uses of high school, how to manage their money, how to prepare for continuing education.
1. icouldbe.org guides youth towards the careers they want and deserve.
2. All mentoring is virtual and safe, carried out on the icouldbe.org’s site.
3. E-mentors volunteer when it is convenient for them, day or night.
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What You're Going to Learn
- How These 4 Leaks Force You To Work Longer And Harder in order to grow your income… improve just one of these and the impact could be life changing.
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When listening about building new Ventures, Marketplaces ideas are something very frequent. On this session we will discuss reasons why you should stay away from it :P , by sharing real stories and misconceptions around them. If you still insist to go for it however, you will at least get an idea of the important and critical strategies to optimize for success like Product, Business Development & Marketing, Operations :)
Reflect Festival Limassol May 2024.
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IACB Conference: Abilities and Competencies of Changemakers - The Berea Way
1. Peter H. Hackbert
Berea College
International Academic Conference on Business
Orlando, FL
January 2-4, 2018
Abilities and Competencies of
Changemakers: The Berea Way
2.
3. What is and Who is Berea College?
1,600 Liberal Arts undergraduates
$ 40 M Budget
$ 1 B Endowment
$ 38,000 cost of education
122 Tenured faculty
5. “Small liberal arts colleges are
reinventing themselves as
entrepreneur hatcheries--both for
billion-dollar startups and social
change makers.”
Source: Forbes August 17, 2015
6. 65% of students “expect to make a
positive social or environmental
difference in the world at some point
through their work”
Source: Zukin and Szeltner 2012
7. As social impact educators one of
our responsibilities is to prepare
students to make a difference
through their work.
8. EPG Program Goal
I want to help tackle the world’s social ills because
“that is who I am.”
“I can be a social entrepreneur” world’s
“I am confident that I truly can make a difference in
the world”
“I can begin right now.”
9. What are the critical abilities and
competencies required to become
effective social impact leaders?
11. But students looking to take on a
social impact leadership role –
beyond the founder seat – need a
broader set of skills and abilities to
be successful.
18. TABLE 1 Alumni Self Study – 35%
response rate
My ability to be enterprising
increased as a result of the EPG
program. 19 53% 8 22% 3 8% 0 0% 1 3% 14% 4.42
cc
28. 1. Individually coach program
participants over longer time
periods of time and build multi-year
programs
29. 2. Allow students to “apprentice
with” a problem instead of pushing
them to develop quick-fix solutions.
30. 3. Linking social impact education
to existing social justice advocacy
and economic development efforts
and a range of actors from different
fields.
31. 4. Developing more fine-grained
output and outcome indicators to
track program success
32. 5. Unleashing the potential for deep
exchanges and mutual learning
among program participants.
Editor's Notes
[P] [K]
Thank you for coming today.
[P] [K]
Introductions
[P]
7 statistics highlighting berea college
1,600 liberal arts undergraduates
122 tenured faculty
$40M budget
$1B endowment
$38,000 cost of education
Answer:
Who are we.
Twelve years ago, Berea College created the Entrepreneurship for the Public Good (EPG) program with a $7.6 million dollar endowment in response to challenges articulated by the Appalachian Regional Commission. The belief was then, that the best hope for stabilizing and diversifying Appalachia’s economy lies in the creation and expansion of businesses that provide jobs, build local wealth and contribute broadly to economic and community development. EPG was launched to expand and support entrepreneurial activity as a means for revitalizing Appalachian communities.
Berea College recognized early on what has been confirmed by Zukin and Szeltner in the Net Impact survey that fully 65% of graduate and undergraduate university students said they “expect to make a positive social or environmental difference in the world at some point through their work” (2012).
[K]
So what we are looking for is to discern how our co-curricular activities can enhance students’ desire to make a difference in the world.
The EPG approach is based on the assumption that course instruction and co-curricular activities can be the catalyst that channels and enhances EPG students’ desires to make a difference in the world – helping them identify with the social entrepreneurship community and develop beliefs that the EPG participants have the tools, abilities and resources necessary to begin making a contribution.
The goal of the program is to have students leave the program with the self-views that are reflected in statements such as, “I want to help tackle the world’s social ills because “that is who I am.” …….. “I can be a social entrepreneur,”……… and……. “I am confident that I truly can make a difference in the world,” and “I can begin right now.”
[P]
EPG candidates return to the program for a second summer to pursue a Directed Field Experience (DFE) over a ten-week period.
Lina did an internship with Ashoka helping to stage an international conference that convenes students faculty and active social entrepreneurs from across the world.
[k]
The DFE allows each student to pursue an entrepreneurial leadership venture of their own design and internships with a variety of organizations.
Cameron, is teaching high school students from the state of Kentucky entrepreneurial practices and served as an intern supporting an accelerator in central Appalachia.
[P]
During the first summer’s EPG Institute, the newly admitted cohort of twenty EPG Candidates practice entrepreneurial leadership abilities by pursuing both social and commercial enterprises in Central Appalachia.
WynnJones is a student gaining applications of technology that can be deployed around the world.
[k]
The EPG faculty works with each student to develop a successful DFE and to find a sponsoring individual or organization in the proposed community.
Jonathan, is a social entrepreneur in Mexico designing market based approaches that combat blindness for inhabitants at the bottom of the pyramid.
Of course it took time for these students to realize what they were passionate about and where they could use this passion for positive change.
[P]
Results of the descriptive excerpts
The Entrepreneurship for the Public Good Program surveyed EPG graduate participants from 2002 through 2011 to obtain social-identity and self-efficacy evidence. The Berea College Alumni Office provided information for 104 graduates; (contact information was not known for 4 graduates; 4 had no contact information; 69 had an e-mail address). An online survey invitation was sent between March and April 2014, with a reminder e-mail sent and a post card with a link sent to those with no email addresses. A response rate of 35.3% (36/102) was achieved.
[K]
#3 alumni survey (qualitative, quantitative)
Eighty percent of the EPG participant respondents completely agreed or agreed that their ability to work with others to create new strategies, concepts, ideas, products or organizations that meet social needs or any kind was increased by participation in the EPG program.
Seventy-two percent of the EPG Alumni completely agreed or agreed that they gained the skills and abilities from the EPG Program experience that are transferable from job to job.
Seventy-five percent of the EPG participant respondents completely agreed or agreed that their ability to ability to be enterprising increased as a result of the EPG experience.
University of San Diego’s Catholic social mission, public purpose, and commitment to the liberal arts — to foster compassion, active citizenship and to fashion a more humane world — is conveyed in the attitudes, skills and knowledge fostered among its students through the Changemaker Hub (faculty, staff and student committee), the Social Change Corps and Changemaker Fest and a myriad of curricular and extracurricular activities that range from the Changemaker Challenge, community engagement and immersion to field-based courses to undergraduate research to social venture design.
Marquette University became the 10th University (and first Jesuit University) to be named an Ashoka U Changemaker Campus. Ashoka U has designated the term ‘Change Leaders’ to help lead the renewal effort at each University. A Change Leader is an intrapreneurial faculty, student affairs professional, or staff working full-time at a college or university to advance social innovation education across their entire institution and in higher education more broadly. They see advancing changemaking across the institution as their key professional priority, and have time and budget dedicated to these goals, as well as senior leadership support.
The University of St. Thomas has received the distinctive honor of being named the 37th Changemaker Campus and the first in Minnesota. The Ashoka designation matches perfectly with university’s mission and the Midwest Jesuit Collaborative on Social Innovation to create morally responsible leaders who think critically, act wisely and work skillfully to advance the common good. Marquette University and the Wisconsin Alumni Research Foundation (WARF) direct the annual Force for Positive Change award, a statewide competition that focuses on social entrepreneurship. The Rev-Up MKE small business competition provides an opportunity for start-up entrepreneurs to expand or start a business and get the support needed to make it successful. As part of the competition, finalists receive hands-on business training, with technical assistance and mentorship. The program culminates with a live pitch event before a panel of judges and the community. The Boost program helps participants learn business fundamentals, improve their strategic thinking and articulate a business plan that demonstrates impact, growth and long-term financial sustainability. To date, 23 organizations have completed the Boost program. By engaging all the university’s stakeholders and giving students more resources to learn about social innovation and then actively do social innovation, St. Thomas’ changemaking focus as part of Ashoka will help create exciting, engaging educational opportunities for all current and future Tommies
Duke University works to ensure that students encounter clear pathways to learn more about and engage with social entrepreneurship, for their own good and for the benefit of all future innovators. “Trying to help move the field of social entrepreneurship education forward is what motivates me,” Matt Nash Executive Director of the Center for the Advancement of Social Entrepreneurship and change leader of Duke’s Changemaker Campus team. Matt continues, “Duke University is committed to building credibility for the field of social entrepreneurship in academia. We want to raise all boats.” Duke designates students as Duke Social entrepreneurs, convenes conversations with practicing social entrepreneurs via blogs to address topics of personal growth, global affairs, and management, innovations in the marketplace. The Design to Impact is an incubator providing mentorship, coaching, and access to additional advisors and financial resources to compelling social entrepreneurship programs created by students. In its first ten years, Duke’s Center for Social Entrepreneurship Education (CASE) focused on providing thought leadership for the growing field of social entrepreneurship and on building a robust MBA Program to enable students and alumni to focus their business skills on social impact. Through this work, CASE has become a force in the new field by providing intellectual leadership through publications, conference presentations, and convening of leading practitioners and educators.
Based in the heart of England and only a short journey from London, Birmingham, Oxford and Cambridge, the University of Northampton offers its students an outstanding academic experience. At the heart of all that they do and offer is our commitment to transforming lives and inspiring change. Driving this commitment to transforming and changing the world around us is the 2010-2105 ‘Raising the Bar’ institutional strategy to be Number 1 at social enterprise in the UK; offering 14,000 students the opportunity to explore and experience social entrepreneurship in action. This is delivered by the Changemaker Campus team, coupled to a unique national enterprise start-up and growth infrastructure in Inspire2Enteprise. 14,000 students exploring and solving social problems is creating the UK’s largest social innovation funnel.
A review of these five global college and university program reveals massively open online courses (MOOCs), and other online resource collections for social entrepreneurs to identify the range of skills and abilities education programs are focusing on—and not focusing
on.
The image below is my summary of the competencies social impact education currently considers relevant. Whereas students often learn skills (blue) in the classroom, they need to discover and build abilities (yellow) through practical experience, and ideally coaching and guided reflection.
Developing their ability to individually coach program participants over longer time periods of time and build multi-year programs that allow for this. Coaching supports reflection on values, life goals, and motivation for entering the social impact field, experiment with internship and applied social innovation research has the potential to heighten students' ability to act boldly, find their path, and develop resilience.
Allowing students to “apprentice with” a problem instead of pushing them to develop quick-fix solutions. This mean encouraging them to get deeply inside and even “live” the issue they strive to address. Support them in experimenting and prototyping to identify leverage points, and build credibility grounded in a deep and systemic understanding that might lead to impactful solutions.
Linking social impact education to existing social justice advocacy and economic development efforts and a range of actors from different fields. Students should be allowed to learn about and contribute to the wider field of change agents working on a social issue: activists and movements, government initiatives, and even corporations, who are all needed to create systemic change. Such exposure will allow for a broader perspective on possible personal journeys toward social impact.
Developing more fine-grained output and outcome indicators to track program success. Not everyone who starts their own project is a success and not every participant who chooses a mainstream corporate role has failed in their pursuit of impact. By expanding the goals of our programs beyond startup creation, we might end up with more Changemakers.
Unleashing the potential for deep exchanges and mutual learning among program participants. Peer-to-peer coaching and group processes (such as coaching circles, facilitator training, and virtual action learning sets) are especially effective for the kinds of diverse groups we work with at the EPG. They also help provide context and issue-based learning to candidates who previously had only academic exposure to a social issue but take interest in the idea of becoming social entrepreneurs.