A NAVIGATION CHART FOR TEACHERS AND TRAINERS TO LEVERAGE ENTREPRENEURIAL UNIVERSITIES FOR SOCIAL ENTREPRENEURSHIP

Teaching social entrepreneurship at universities has increased considerably in the last decade (Beugré, 2016; Surie and Groen, 2017). This is partly because social entrepreneurship has the capacity to address social problems in highly innovative ways and contributes to the sustainability of the planet (Wakkee et al., 2019; Zahra and Wright, 2016). However, despite its importance, professors teaching such courses often do not have the institutional support to apply different methodologies, innovate, and connect with ecosystem actors, or solve social problems from the classroom, partly because the entrepreneurial approach in universities is somewhat commercial (Guerrero et al.,2016; Wright, 2018). Such an approach is mainly attributed to entrepreneurial universities, which are those higher education institutions that, through their institutional missions (teaching, research, technology transfer and entrepreneurship, and co-creation), participate in the economic development of their regions (Guerrero et al., 2006; Wong et al., 2007). Such an approach has favored the progress and development of education in commercial entrepreneurship, leaving behind the importance of appropriately developing education in social entrepreneurship (Everyone and To, 2010; Petersen and Kruss, 2021). Consequently, entrepreneurial universities seem not to have found the appropriate formula to address social needs from entrepreneurship and innovation, as mentioned by Guerrero et al., (2016, P 560): What is the most effective mix of entrepreneurship and innovation in an entrepreneurial university to meet societal needs and for positive regional impact? In this chapter, we address such a knowledge gap by arguing that teaching social entrepreneurship constitutes the most effective mix of entrepreneurship and innovation that enables an entrepreneurial university to address societal needs for positive regional impact. More specifically, we argue that social entrepreneurship educators, teachers, and trainers can leverage the already existing institutional infrastructure of entrepreneurial universities to achieve pedagogical goals that contribute to the social impact of universities in the regions (Forliano et al., 2021; Perkmann et al., 2021). This chapter is structured as follows: In the first part, we elaborate on the most common challenges of universities and educators regarding social entrepreneurship from the perspective of entrepreneurial universities. Then in the second part, we discuss the topics addressed and pedagogical approaches used to teach social entrepreneurship classes as described in the relevant scientific literature on education and entrepreneurship. Finally, in the third part, we show a model that in the light of the four university missions, proposes ideas and pedagogical approaches that are intended to be a navigation chart for teachers of social entrepreneurship.