Abstract

This paper addresses a gap in the literature regarding social entrepreneurship education through an exploratory study that leverages three separate, but distinct experiential learning projects. Students were randomly assigned into three separate groups: action-research, service learning, and a ‘traditional’ new social enterprise venture. All three approaches fostered student development and social entrepreneurial skill building. However, experiential learning (action research and service-learning) placed a greater emphasis on student comprehension of the subject matter in relation to the weight of responsibility they experienced by partnering with third-party organisations outside the classroom, compared to the traditional new venture approach. The findings indicate that experiential learning is an optimal conduit to student maturity when coupled with self-reflection and class discussion. The term backpack bootstrapping is introduced to illustrate how students rapidly learn by taking on a real but manageable weight of responsibility they assign to themselves. This study is original for its approach to incorporating student voices to gauge how their learning may be enhanced to improve social entrepreneurship education. Although it is an exploratory study and limited in its scope (26 students over one semester), it provides a basis for further research using experiential learning models in social entrepreneurship education.

摘要

本文通过利用三个独立但不同的体验式学习项目的探索性研究解决了有关社会创业教育的文献中的空白。学生被随机分配到三个不同的组：行动研究、服务学习和“传统”的新社会企业冒险。这三种方法都促进了学生的发展和社会创业技能的培养。然而，与传统的新创业方法相比，体验式学习（行动研究和服务学习）更加强调学生对与课堂外第三方组织合作所经历的责任的重要性的理解。 . 研究结果表明，当与自我反思和课堂讨论相结合时，体验式学习是学生成熟的最佳途径。引入背包引导这个术语是为了说明学生如何通过承担他们分配给自己的真实但可管理的责任来快速学习。这项研究的原创性在于它结合学生的声音来衡量如何加强他们的学习以改善社会创业教育。虽然这是一项探索性研究，而且范围有限（一个学期 26 名学生），但它为在社会创业教育中使用体验式学习模型进行进一步研究提供了基础。引入背包引导这个术语是为了说明学生如何通过承担他们分配给自己的真实但可管理的责任来快速学习。这项研究的原创性在于它结合学生的声音来衡量如何加强他们的学习以改善社会创业教育。虽然这是一项探索性研究，而且范围有限（一个学期 26 名学生），但它为在社会创业教育中使用体验式学习模型进行进一步研究提供了基础。引入背包引导这个术语是为了说明学生如何通过承担他们分配给自己的真实但可管理的责任来快速学习。这项研究的原创性在于它结合学生的声音来衡量如何加强他们的学习以改善社会创业教育。虽然这是一项探索性研究，而且范围有限（一个学期 26 名学生），但它为在社会创业教育中使用体验式学习模型进行进一步研究提供了基础。