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Social entrepreneurship literature acknowledges that social capital is vital to the success of social entrepreneurship efforts and trust is integral to the process of building social capital. However, there has been limited research on trust itself in social entrepreneurship literature. This article aims to begin filling this gap by utilizing a specific social entrepreneurship initiative to illustrate the role of trust in social entrepreneurship efforts. It describes the model of trust developed by Sheppard and Sherman and the social entrepreneurship initiative, Global Brigades. The article discusses the relationships between the parties involved in the initiative and applies Sheppard and Sherman's model to these relationships. It illustrates the importance of trust to social entrepreneurship efforts, as well as the need for additional research regarding social entrepreneurship and trust.

Social innovation education aims to equip students with the skills and mindsets to pursue sustainable and just solutions to complex challenges, yet many programs fail to address the power dynamics underlying unjust social structures. This paper aims to examine a social innovation course that integrates equity, diversity and inclusion principles through critical service-learning.

Researchers conducted semi-structured interviews of 25 students and 5 key informants in a qualitative, single case design to understand multiple perspectives on significant factors in transformative learning. Document review and auto-ethnographic insights provide additional case background.

Students identified the service experience as unique and high impact. Significant factors included the atypical service structure, the EDI framework, and the partner organization as an exemplar in the field. Students displayed a spectrum of learning, from recall and comprehension to critical evaluation, new worldviews, and behavior change.

The findings of this qualitative study pertain to one partnership but are generalizable to theories. These findings are plausibly transferable to other experiential social innovation courses embedded in elite, private, predominately white research universities.

This empirical case examines a unique pedagogical and curricular innovation. By seeking to understand factors and outcomes of experiential learning, this study contributes to the literature on social innovation education and critical service-learning. The analysis produced novel insights for faculty and institutions aiming to integrate equity, diversity, and inclusion goals into social innovation programs.