Exploring social entrepreneurship education from a Web-based pedagogical perspective

• Published in: Computers in human behavior 2013-03, Vol.29 (2), p.329-334
• Main Authors: Wu, Yen-Chun Jim, Kuo, Tsuang, Shen, Ju-Peng
• Format: Article
• Language: English
• Subjects: Business schools; Education; Enterprises; Entrepreneurship; Grading; Internet; Learning; Moral Education; Schools; Social entrepreneurship education; Students; Teachers; Teaching; Teaching Methods; Web-based content analysis; World Wide Web
• ISSN: 0747-5632; 1873-7692
• DOI: 10.1016/j.chb.2012.08.012

► We ran a Web-based content analysis to survey the social entrepreneurship education. ► Examined the programs, courses, specialties of the teachers, teaching methods, score weight. ► The courses offered by schools had the required social entrepreneurship characteristics. ► The Programs and teaching methods followed the principle of learning by doing. As Internet has evolved itself as a powerful media for communication, and with the proliferation of Internet contents and survey methodologies, Internet-based researches such as Web-based surveys are common today. The World-Wide Web presents researchers with a powerful tool for the collection of data and the Web-based survey provided us with an efficient and valid method to code the data compared with costs associated with conventional surveying methods. Whereas many research studies use quantitative methodology for Web-based survey; this study employed a Web-based content analysis method to the theme how social entrepreneurship was taught in business school. On the basis of the Beyond Grey Pinstripes (BGP) Global 100 List: 2009–2010 of business schools, with an emphasis on environmental, social, and ethical complexities, we analyzed the contents of social entrepreneurship education, teaching methods, professional specialties of the teachers, and grading of the curricula. The results show that the courses offered by most of these business schools had the required social entrepreneurship characteristics. The arrangement of their programs and their teaching methods, which followed the principle of learning by doing, not only enabled the students to balance theory and practice, but also supported the students in creating social enterprises.