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Much of the extant literature on the Chinese Family Firm highlights the unique cultural heritage and social context in which they are embedded as primary determinants of their strategic behavior. In contrast, few studies have examined the strategic behavior of Chinese Family Firms from an economic perspective. In this paper, we address this gap in the literature by applying Dunning's eclectic theory of the MNE to the Chinese Family Firm. In doing so, we generate a series of testable propositions. We suggest that although the strategic behavior of Chinese Family Firms will differ significantly from those of classic Western MNEs, they are nonetheless amenable to interpretation according to Dunning's analytical constructs of ownership (O), internalization (I) and locational (L) advantages. More specifically, we find that like the classic Western MNE, the Chinese Family Firm can be understood as a viable mechanism for capitalizing on particular configurations of OLI advantages in international markets.

The paper aims to answer how important institutional actors, such as academic researchers, consulting firms, and foundations, are tracing the boundaries of social entrepreneurship (SE) and how they justify SE as a legitimate form of social purpose organization.

The paper employs a discourse analysis methodology.

The paper finds traces of the legitimacy issues in the literature on non‐profits and, based on this, argue that a new institutional domain is being constructed. The paper concludes that in this new domain not only is the use of market‐based initiatives seen as a legitimate means of funding a social mission, but also it has now become the normative way and one that is promoted by consultants and foundations concerned with social entrepreneurs and their initiatives.

This paper highlights the developing norms of SE.

Using a single case study of The Global Soap Project, a social enterprise founded by an African Immigrant resident in the USA, this study aims to explore and posit how lives could be saved in Sub-Saharan Africa and especially so in light of the Ebola pandemic ravaging swathes of West African communities.

The qualitative study interrogates both the identity of a diasporic social entrepreneur in an attempt to develop a framework that links this concept to community entrepreneurship using a single case study.

With hindsight, The Global Soap Project has much to offer in terms of “saving lives” in these communities, as the battle against the Ebola virus calls for containment measures.

While arguably limited in terms of being a single case, this study furthers the understanding on the role of social entrepreneurship in complementing community efforts and coping strategies for tackling pandemics such as the Ebola virus.

Evidently, while vaccines are being fast-tracked, the spread of the virus can be curtailed through personal hygiene, and the project illustrates how an individual social enterprise can be leveraged at the community level.

The study provides avenues for future research enquiry into how single cases might be transformed into multiple cases, both within and across sectors, for the benefit of humanity in general and affected communities in particular.

The purpose of this paper is to elaborate on how service learning approaches are able to foster social entrepreneurship competences. The aim of the paper is to formulate a framework of key competences for social entrepreneurship and to give first insights in how service learning actually has an impact on change in students’ set of competences.

This paper uses a mixed-methods approach combining qualitative data collectionmethods of learning diaries of the students and semi-structured interviews, including 40 master’s students studying at a German university in interdisciplinary learning settings and five instructors from the same universities. Analysis was carried out by means of qualitative content analysis.

This paper provides empirical insights about the competences that are being fostered by service learning. From these, a framework for social entrepreneurship competences is being derived.

The set of competences should be further investigated, as it was derived out of a small data set. Therefore, researchers are encouraged to use the set of competences for social entrepreneurship as a basis for future research and on a longer-term perspective, which lead to substantial implications for educational practice.

This paper includes implications for new perspectives on service learning in the light of the development of a relevant framework for social entrepreneurship competence, having significant implications for educational practice in social entrepreneurship education.

With this paper, the authors fulfill the need of a framework of social entrepreneurship competences that serves as a foundation for educational practice and further research in the context of service learning and beyond.