The boundary‐less classroom: extending social innovation and impact learning to the field

Abstract

Purpose

The purpose of this paper is to demonstrate how extending social innovation and impact learning to the field was accomplished.

Design/methodology/approach

The paper discusses how experiential learning can be adapted to social entrepreneurship education and how to structure the course and deliverables. It highlights the importance of students' selection and preparation.

Findings

The paper shares some students' reflections on their fieldwork and how they dealt with new ideas. It also provides three central lessons – “go real”, “go deep”, “get feedback” – that were learned through the experience.

Research limitations/implications

Since information from only one course offering has been reported, a simple generalization should be made cautiously. For this reason, the transferability of this experiential learning course to other regions of the world is discussed and recommendations are offered for educators who want to engage in a successful “boundary‐less classroom.”

Originality/value

Initial evidence is provided that the success of experiential learning in social innovation and impact can be guaranteed by a number of elements, including students' preparation to assist them as they confront challenges found in the field experience. Experiential learning would not be transferable without deep intercultural understanding and a well‐chosen selection of social enterprises and social entrepreneurs with whom to collaborate.

Citation

Kickul, J., Griffiths, M. and Bacq, S. (2010), "The boundary‐less classroom: extending social innovation and impact learning to the field", Journal of Small Business and Enterprise Development, Vol. 17 No. 4, pp. 652-663. https://doi.org/10.1108/14626001011088787