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Entrepreneurial education is gaining traction in Ghana. The purpose of this chapter was to assess the influences of social enterprises in promoting entrepreneurial education, using Ghanaian social enterprises as a case study. The study adopted a qualitative research approach. A multiple case study analysis examined the influences of social enterprises in Ghana. Four in-depth qualitative case studies offer insight into social enterprise practices. Sustainability, innovation, control and employment issues stand out as key effects of Ghanaian social enterprise practices. The social practice theory framework is used to draw the linkages of the structure and agency relationships. Sustainability emerges as the most dominant impact of social enterprise practice followed by innovation, control and employment. These four descriptive terms summarise the universal effects of Ghanaian social enterprises' practices. The study identifies and assesses the role of social enterprises in social entrepreneurial education in addressing social ills and environmental challenges facing Ghana. The emphasis placed on each of the identified four constructs describes the plausible roles of Ghana's social enterprises in achieving productive entrepreneurship through entrepreneurship education. The result shows the pursuit of multiple practices is a common feature of social enterprises. The limitations of the study stem from methodological approach as it is qualitative approach bias and a single country case. Likewise, the subjectivities of the samples direct the results of the study. The study draws the attention of stakeholders and policymakers to the goodwill of social entrepreneurship education in Ghana. Many studies have been conducted on entrepreneurial education in the contextual setting of this study. This present study focused on the practices of social enterprises in Ghana that influences entrepreneurial education.

The purpose of this paper is to understand the reason of attraction for the young professionals (who left their paid employment) to pursue social entrepreneurship (SE) education, to understand role played by SE education program on developing entrepreneurship knowledge and skills to create social impact and to explore the influence of SE education on their career choices and job-preferences.

This exploratory study uses qualitative methodology to collect data from 16 alumni of Master of Arts in Social Entrepreneurship (MASE) Program, Tata Institute of Social Sciences, Mumbai, India.

The findings indicate that the knowledge and skills learned through the MASE program played a significant role to create an entrepreneurial mindset and put such skills into action to create impact (as job creator/entrepreneur or job seeker/intrapreneur) as well any change in their career choice, job-preference and job-mobility. The findings force us to re-define “success of SE education”, as in both the cases, they are creating social impact using their entrepreneurship knowledge and skills. Career advancement and personal growth opportunities, and their willingness to create impact as decision makers act as strongest motivators to choose the program. Furthermore, the study also highlights the additional factors, which influence their decision of choosing/not choosing SE as career option.

The findings cannot be generalized. The qualitative data is analyzed inductively to arrive at the findings.

The findings are relevant for SE educators and also the policy makers. Promotion of SE education will not only create employment for others, but will also address several other social problems, and contribute to inclusive development of the country.

The uniqueness lies in understanding the motivations behind the decision of pursuing MASE program then followed by exploring the influence of SE education on their career choices and job-preferences.

The purpose of this paper is to examine the business education curricula in South Africa in relation to social entrepreneurship and to ascertain pre-service teachers’ perspectives of the reasons for social entrepreneurship not being included in these curricula as observed in classroom teaching practices.

Through interpretivist inquiry, third-year pre-service teachers’ (n=92) comments on online group blogs were analysed to clarify a range of meanings and understandings of their responses.

Social entrepreneurship as a concept and as an ideal as well as certain fundamental concept is not adequately integrated in the business education curricula in secondary schools in South Africa. Furthermore, the schools where the pre-service teachers conducted their teaching practice were failing to integrate activities associated with social entrepreneurship in their business education curricula.

The study was limited to a single tertiary institution. Similar studies in both developing and developed contexts in schools could be initiated as a means of teaching social entrepreneurship for social justice as a subject efficaciously.

The study recommends that social entrepreneurship should be implemented earlier in the secondary education system as a means of enhancing the social entrepreneurial capacities of school learners.

This is the first study examining the secondary education curricula in a developing economy, such as South Africa, in relation to the absence of the emerging concept of social entrepreneurship.

The study examines the influence of family social capital on prospective university graduates' entrepreneurial intentions in Tanzania. The study also looks at the way entrepreneurial education amplifies the primary link between the study variables.

Cross-sectional data were gathered at a specific period from potential graduates in Tanzanian universities using structured questionnaires under the quantitative approach. The links between family social capital, entrepreneurship education and entrepreneurial intention were examined using the PROCESS macro.

Family social capital significantly influences the entrepreneurial intention of prospective Tanzanian university graduates. The entrepreneurial intentions of prospective graduates from Tanzanian universities are positively and significantly impacted by entrepreneurship education. The relationship between family social capital and the entrepreneurial intention of prospective graduates from Tanzanian universities is positively and significantly moderated by entrepreneurship education, and as a result, the positive impact of family social capital is amplified with increased entrepreneurship education.

This study examines the impact of family social capital on the entrepreneurial intention of the prospective graduates from Tanzanian Universities. Other studies may look at the impact of family social capital on entrepreneurial intention when controlled with social capital acquired after university life. This is to check if the entrepreneurial intention has changed in any way.

Universities should stress the importance of offering entrepreneurship education as a way to complement and amplify the influence of family support on encouraging people to intend to pursue entrepreneurial opportunities. This is because the presence of entrepreneurship education increases the positive impact of family social capital on entrepreneurial intention. Furthermore, families should have the culture of having good relationship that brings strong family social capital which are necessary for the intention to pursue entrepreneurship opportunities.

The study advances the literature on analysing the entrepreneurial intention of prospective graduates in Tanzanian universities by giving empirical evidence from Tanzania. The report also identifies entrepreneurship education as a crucial programme to enhance the impact of family social capital and entrepreneurial intention on aspiring graduates in Tanzanian universities. Furthermore, the study shows the importance of family social capital on the prospective graduate’s intention to pursue entrepreneurship opportunities.

The present study aimed recognition sociocultural competencies in social entrepreneurship of higher education.

The study employed a qualitative content analysis technique. In order to identify and select information-rich cases, a semi-structured interview was conducted with 22 experts among the social activists in Iran’s public and private universities based on the criterion-dependent targeted sampling method. Four credibility, transferability, dependability and conformability criteria were used to increase the accuracy of qualitative data the findings were analyzed using thematic analysis through open, axial and selective coding.

Sociocultural competencies in social entrepreneurship of higher education are categorized into three cognitive (cognitive requirements of entrepreneurship, sociocultural values) emotional (emotional integration, positive emotions) and behavioral (interactive communication, professional life, entrepreneurial social traits) levels at 34 subcomponents.

Higher education with the growing trend of the challenge of cultural diversity and fusion caused by intercultural communication requires competencies that prepare social entrepreneurs for the future of higher education with the lens of socio-cultural capabilities. The neglected gap in the higher education system has empirical value for executive managers. The approach of preparing future higher education leaders for social and human benefits beyond political boundaries and cultural and social tensions, sociocultural competencies have an exclusive appeal.

This study aims to integrate the stimulus-organism-response (SOR) theory with Mair and Noboa’s (2006) model to evaluate the stimulating role of education-related stimuli (i.e. entrepreneurial education, curriculum and lecturer competency) and the moderation impact of perceived university support on students’ emotional and cognitive processes of social entrepreneurship.

A sample of 401 university students in Vietnam and a three-step analysis approach via SPSS 28.0 and AMOS 25.0 were used to test the hypothesized model.

This study revealed that while entrepreneurship education and lecturer competency are positively associated with psychological organisms, then in turn affect social entrepreneurial intention and behaviors, the curriculum seems to be less significant. Social entrepreneurial intention was positively affected by social entrepreneurial self-efficacy and perceived social support, but not significantly influenced by empathy or moral obligation. As expected, the higher the perceived university support, the stronger the relationship between social entrepreneurial intention and social start-up behavior.

The findings of this study can be valuable for educators, policymakers and practitioners to inspire students’ entrepreneurial activities.

This study contributes to the entrepreneurship literature by adopting SOR theory to investigate the importance of education-related stimuli, exploring the underlying mediation mechanism of emotional and cognitive organism and explaining the moderation role of perceived university support in the fostering of students’ social entrepreneurship.

Social entrepreneurship education (SEE) is gaining increasing attention globally. This paper aims to focus on how SEE may be better understood and reconfigured from a Bourdieusian capital perspective with an emphasis on the process of mobilising and transforming social entrepreneurs’ cultural, social, economic and symbolic resources.

Drawing on qualitative research with a sample of social entrepreneurship educators and mentors, the authors generate insights into the significance of challenging assumptions and establishing values and principles and hence that of developing a range of capitals (using the Bourdieusian notion of capital) for SEE.

The findings highlight the significance of developing a range of capitals and their transformative power for SEE. In this way, learners can develop dispositions for certain forms of capitals over others and transform them to each other in becoming reflexive social agents.

The authors respond to the calls for critical thinking in entrepreneurship education and contribute to the field by developing a reflexive approach to SEE. The authors also make recommendations to educators, who are tasked with implementing such an approach in pursuit of raising the next generations of social entrepreneurs.

Based on the extensive literature review and the research published in the context of Western countries, this study proposes that the entrepreneurship education, participation in entrepreneurial seminars at the universities and their involvement in the activities of innovation and incubation center of the universities may foster entrepreneurial intentions (EIs) among Emirati female graduating students.

To test the study’s hypothesized model, survey data are collected from 283 female graduating students of 19 public and private universities in the United Arab Emirates (UAE). The analysis of the data relies upon multiple hierarchical regression and moderation analysis in SPSS.

The results suggest that all three types of educational activities positively influence the women's EIs in the UAE. However, formal entrepreneurship courses are more effective than the participation in seminars and involvement in the activities of innovation/incubation center. The authors also found that perceived social support does not moderate the impact of education on EIs, which means that entrepreneurship education is equally effective in fostering EIs, no matter female students perceive low or high social support. On the other hand, results demonstrate that the level of gender stereotypes negatively moderates the impact of education on it. This implies that if a female student believes in a high gender stereotype, the impact of education on her EIs will be low and vice versa.

This study specifically focuses on women entrepreneurship and for the UAE only. However, the results can be generalized for female entrepreneurship, specifically for countries where governments are taking initiatives to foster female entrepreneurship. The study provides specific implications for the UAE public policy government.

As the Government of the UAE is keenly interested to boost up the women entrepreneurial behavior, the findings of the study support that in addition to entrepreneurship education, the government should also encourage the universities to arrange entrepreneurship seminars as these seminars also increase the EIs of women. In addition, the government and the universities should also focus on the involvement of women in the incubation centers/innovation park because the incubation centers can provide the practical exposure to the women in the new business start-ups.

This research is among the first, which benchmarks women EIs in the UAE.

The aim of this paper is to discuss the importance of multidisciplinary training in the perceived development of social entrepreneurship competence. By means of a sample of an ethics class, this study seeks to argue the relevance of new social entrepreneurs having a broad training, beyond the knowledge they receive from the business area.

This paper is based on a quantitative analysis methodology. Based on the application of a validated questionnaire measuring the perceived development of social entrepreneurship competence, a longitudinal measurement was carried out at two points in time, at the beginning and at the end of an ethics course, in a sample population of 132 undergraduate students. Based on these results, a multifactorial diagnosis was made using a Z-test.

Overall, the sample results did not show a significant improvement in their level of perception of students' development of the social entrepreneurship competence. However, the individual results of the perceived development of sub-competences that make up this competence did reflect some development, especially the sub-competence of social innovation. Thus, this study demonstrates that there is a measurable impact of the contribution of other disciplines, in this case the ethical education, in the training of new entrepreneurs, arguing the importance of multidisciplinary training.

The results of this study contribute to the work of universities in developing social entrepreneurship competence. Based on its findings, institutions will be able to recognize the relevance of multidisciplinary training in the generation of new social entrepreneurs, valuing other disciplinary areas, such as humanities and social sciences, beyond training based exclusively on business knowledge. A key point to capitalize on in training practices for social entrepreneurship is “social innovation”, due to the sense of transcendence and impact that universities should seek, precisely because of their social responsibility to create value.

This research provides empirical evidence of the impact of ethics education on social entrepreneurship education. It argues the importance of reflecting on multidisciplinary education as a complementary element in the perceived development of social entrepreneurship competence in students.

The purpose of this paper is to identify social entrepreneurship dimensions that emphasize the specific personal characteristics of social entrepreneurs (SPCSE) and social entrepreneurship organization (SEO) among students in higher education institutions who are active participants of the Students in Free Enterprise (SIFE) program in Malaysia.

Quantitative approaches and instruments were used to analyze the profile of social entrepreneurship in this cross-sectional survey study, which involved 394 active SIFE students in Malaysia in 2011. The Statistical Package for Social Sciences (SPSS) was used to analyze the data and describe the SIFE student's SPCSE and SEO.

The social entrepreneurship of the SIFE students was high, with a dominant SEO. However, the dimensions of SPCSE need to be applied effectively to the students involved, whose social entrepreneurship was merely moderate. There was a strong positive relationship between SPCSE and SEO of SIFE students, with a Pearson correlation coefficient of 0.73.

It is recommended that further longitudinal research be conducted to assess the depth of the impact of social entrepreneurship on SIFE students. In this manner, more useful information related to the impact can be leveraged to improve the pattern of the social entrepreneurship program.

The SIFE participants’ social entrepreneurship profile can be used by the Ministry of Higher Education in formulating social entrepreneurship policy for higher education institutions. The Malaysia SIFE Foundation and the administrators of higher education institutions should encourage more university students to participate in SIFE program to increase the number of social entrepreneurs who will help solve social, economic, and environmental problems.

There has been no discussions of the social entrepreneurship programs in Malaysia. This paper attempts to fill the current gap.