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Similar to IACB Conference: Abilities and Competencies of Changemakers - The Berea Way
IACB Conference: Abilities and Competencies of Changemakers - The Berea Way
- 1. Peter H. Hackbert BereaCollege International Academic Conference on Business Orlando, FL January 2-4, 2018 Abilities and Competencies of Changemakers: The Berea Way
- 3. What is andWho is Berea College? 1,600 Liberal Arts undergraduates $ 40 M Budget $ 1 B Endowment $ 38,000 cost of education 122 Tenured faculty
- 4.
- 5. “Small liberal artscolleges 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 impacteducators one of our responsibilities is to prepare students to make a difference through their work.
- 8. EPG Program Goal Iwant 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 thecritical abilities and competencies required to become effective social impact leaders?
- 10. Some social entrepreneurship programfocus on developing the competencies a founder needs to start a social enterprise.
- 11. But students lookingto take on a social impact leadership role – beyond the founder seat – need a broader set of skills and abilities to be successful.
- 12. Diversity of undergraduateEPG majors
- 13.
- 14.
- 15.
- 16.
- 17. Study 1 AlumniSelf-Study
- 18. TABLE 1 AlumniSelf 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
- 19. Study 2 -Ashoka U Program Reviews
- 20. undergraduate research tosocial venture design.
- 21.
- 22. organizations have completedthe Boost program.
- 23. leading practitioners andeducators.
- 24.
- 25. An cross campusview of with five targets of opportunity.
- 27. What can socialimpact educators learn from this?
- 28. 1. Individually coachprogram participants over longer time periods of time and build multi-year programs
- 29. 2. Allow studentsto “apprentice with” a problem instead of pushing them to develop quick-fix solutions.
- 30. 3. Linking socialimpact education to existing social justice advocacy and economic development efforts and a range of actors from different fields.
- 31. 4. Developing morefine-grained output and outcome indicators to track program success
- 32. 5. Unleashing thepotential for deep exchanges and mutual learning among program participants.
Editor's Notes
- #2 [P] [K] Thank you for coming today.
- #3 [P] [K] Introductions
- #4 [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.
- #7 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).
- #9 [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.”
- #14 [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.
- #15 [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.
- #16 [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.
- #17 [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.
- #18 [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.
- #19 [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.
- #21 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.
- #22 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.
- #23 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
- #24 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.
- #25 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.
- #27 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.
- #29 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.
- #30 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.
- #31 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.
- #32 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.
- #33 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.