SERNOC workshop:
Learning for and through social
entrepreneurship
Mid Sweden University
Intersectional learning and co-creation in social
entrepreneurship – a matter for Academia and
public, private ad civic agents?
Linda Lundgaard Andersen, professor, phd
Director, Center for Social Entrepreneurship
Roskilde University lla@ruc.dk
ROSKILDE UNIVERSITETSCENTER – Institut for Psykologi og Uddannelsesforskning
Content
 Intersectional learning, cocreation and social
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entrepreneurship
Social entrepreneurship and social
enterprises – theoretical implications
Learning and social innovation in social
enterpreneurship – research findings
Blended and intersectional learning in multilearning arenas
Two cases
ROSKILDE UNIVERSITY – Center for Social Entrepreneurship
Research field and questions
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To inquiry about learning and social innovation in social
entrepreneurship in Denmark
To contribute to differentiate the leaning paths and
trajectories in the develoment and continuum of social
entrepreneurship, social enterprises and civic
organisations
To bridge and synthesize between the subjective and
soci(et)al learning and trajectories
To represent organsations (CO and SE) as intertwined of
the individuals, societal framing and (intersectional)
mission objectives
ROSKILDE UNIVERSITY – Center for Social Entrepreneurship
The overall argument….
to be developed
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Social entrepreneurship and social entreprise can be
seen as intersectional learning arenas
… in their opting for a number of high profile and
‘popular’ objectives: train and empower marginal
citizens, sustainable enterprises, strengthen local
community, renew welfare services and labour
strategies, develop social enterprise and business
models, democracy and participation, etc
This profile then entails the possiblity for success but
also failure
We need to know more about these processes and
results
ROSKILDE UNIVERSITY – Center for Social Entrepreneurship
European position
US position(s)
Nordic position(s)
EMES definition of SE
3 economic criteria
The broad definition of SE
Social entrepreneurship:
Creation of social value through
innovation including civic society as
priviliged partner initiatiating activities
of economic significance
(Andersen & Hulgård, 2010)
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continuous activity producing
goods and/or services
significant level of economic risk
minimum amount of paid work (not
only volunteers)
mindset carried by the individual’s
placed in any business and setting
(Roberts and Woods, 2005), in forprofit, non-profit, public sector or
across sectors, such as hybrid
organizations, which mix for-profit
and non-profit approach (Austin et al.,
2006).
3 social criteria
a narrower definition
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strictly in non-profit sector and adopt
entrepreneurial approaches in order
to earn income, presupposes social
mission is explicit and essential
(Dees, 1998) and implies the
adoption of business practices
exclusively by non-profit
organizations (Reis, 1999)
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explicit aim to benefit the
community
initiative launched by a group of
citizens
decision-making power not based
on capital ownership
3 governance criteria
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Societal Entrepreneurship
(Samhällsentreprenørskab)
motivational, innovative and value
creating – rooted in a historical
Swedish tradition for local community
development (Gawell, Johannessen
& Lundqvist 2010)
Public entrepreneurship:
high degree of autonomy
to elaborate on social entrepreneurparticipatory nature, which
ship as increasing the social capacity
involves the persons affected by
of society, rather than the performance
the activity
capacity of management . To place the
limited profit distributionROSKILDE UNIVERSITY – Center for Social Entrepreneurship
citizen rather than the consumer at the
centre of our attention (Hjort, 2010)
Social innovation
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Schumpeter: incremental and radical innovation – and the ability to
marketize
Mulgan: three dimensional connected difference theory: 3. adding a social
dynamic and empowering dimension by emphasizing former segregated
individuals to be joined and to
Von hippel: open innovation aiming at situating the consumers/citizens as
the powering agents
Bricolage: a loose, non-formalised, ad hoc development of innovation
through the elements, tools and individuals by hand
The development of a conceptualisation emphazing
 processes and product(s)
 critical approach including the societal context, history and locality - and its
influence
ROSKILDE UNIVERSITY – Center for Social Entrepreneurship
Research methodology
 15 casestudies to be investigated through:
 Semi-structured and narrative interviews with SE
managers, staff and volunteers
Field work
Document analysis
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Three types of organisations:
 Civic organisations moving towards social
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entrepreneurship and social enterprise
Start-up social enterprises
‘Young’ social enterprises
ROSKILDE UNIVERSITY – Center for Social Entrepreneurship
Previous research –
a review
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Work integration approach (WISE) (e.g. EMES reports,
Gawell, Borzaga,
Community work and learning, social movement, service
learning, civicness, democracy (e.g. Margaret Mayo,
Adalbert Evers, Thomson, Borgaza & Fazi,
Failure cases in social enterprise and social
entrepreneurship (e.g Andersen & Hulgård, Scott, )
Narrative qualitative approaches to SE (e.g. Froggett)
Social entreprise, planning and development,
management, network, strategic development (e.g
Laville, Defourny & Nyssen, Spear, Lyon, Leadbeater,
Haugh, Krull
ROSKILDE UNIVERSITY – Center for Social Entrepreneurship
Blended and
intersectional learning
Intersectional learning:
 apply the concept of intersectionality from the feminist sociological
concept by Crenshaw and McCall as a methodology of studying ‘the
relationships among multiple dimensions and modalities of social
relationships and subject formations’.The theory suggests - and
seeks to examine how—various biological, social and cultural
categories such as gender, race, class, ability, sexual orientation
and other axes of identity interact on multiple and often
simultaneous levels, contributing to systematic social inequality
 intersectional learning is then to study the multible dimensions and
modalities of learning, social relationships and subject formations –
and to inquire how - and if - this leads to equalty and inequality
ROSKILDE UNIVERSITY – Center for Social Entrepreneurship
Blended learning in
multi-functional arenas
 Multi-functional learning arenas:
 Motives and motivation: individual drives as payment,
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acknowledgement, making a difference, to be or become a social
entrepreneur
Vocational training, peer-to-peer, instructional training, service
learning, to become a labor market subject
Democracy and governance: how to participate, govern and
voice your opinion, how to take on responsibility
Develop a social enterprise: organisational drives and structures,
strategy, negotiate with local partners, authorities
Community work: develop and integrate SE as local business,
commnity development and empowerment, co-develop
sustainability
ROSKILDE UNIVuERSITY – Center for Social Entrepreneurship
Two cases
 SydhavnsCompagniet: SE in Copenhagen,
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jobtraining, recycling workshops, running
coffeebike, local community acitivities,
handiman business,
4 thematic courses, teory of science and
methodology, students work: project work
including the master thesis, efleksive teams,
workshops, action learning: consultants,
studytrips – collaborative learning
ROSKILDE UNIVERSITY – Center for Social Entrepreneurship