The Center for Social Entrepreneurship Core Seminar Syllabus Proposal
Rachel Winslow, Instructor
Social Entrepreneurship and Collective Action
“All people are born entrepreneurs. There are no exceptions.”
-Mohammed Yunus
“Entrepreneurship is a tangible, practical manifestation of a liberal arts sensibility; it has
economic ramifications that extend the ability of the entrepreneur to engage with social
discourse—to develop and express personal identity by influencing the larger social context.”
-Mary Godwyn
Course description
Why should we engage in social change? How have social enterprises and movements changed
over time? What is a for-benefit business and how can social responsibility be profitable? What
distinguishes successful social ventures? How should the Bible’s teaching about power, justice,
and shalom inform our innovations? What are the key steps in developing your own social
enterprise? What do a liberal arts education and entrepreneurship have in common? This course
will shed light on such questions as we consider a range of methods to resolve pressing social
problems. We will examine locally specific, solutions-oriented social change efforts while
placing those efforts into global context. Students will learn about social innovators and
entrepreneurs through readings, case studies, and guest lectures.
Our approach is interdisciplinary and thematic. The first section of the course introduces students
to the social leaders and innovators combatting social change in the past and present, helping
them to understand the key debates in the field. It also incorporates critical social analysis,
drawing on the sociology of entrepreneurship. The second unit encourages students to start
thinking of their own big ideas within the context of U.S. and global institutions, social change
case studies and Biblical teachings on justice and power. The third unit walks students through
the process of creating a social venture while evaluating local social enterprises and hearing from
experienced Santa Barbara citizens. The final section emphasizes the practical skills required to
enact a social venture as well as providing students the chance to share and reflect on their
experiences. Throughout, students will draw on their own disciplinary strengths to consider
solving social problems through lenses of business, art, history, computer science, sociology, and
religious studies, to name a few.
This seminar-style class will be highly interactive, stressing an experience-based and dynamic
learning environment. Each class will be structured around active student participation and
discussion. Class sessions, group activities, and assignments will reinforce that we learn best by
doing. In this vein, students will learn skills—such as designing a business plan, setting SMART
goals, and using innovative technology—while also situating social ventures into theoretical,
historical, structural, and scriptural context.
COURSE LEARNING OUTCOMES
Students can expect to learn how to:
 Understand how historical forces (e.g., immigration, war, social movements), cultural
elements (e.g., values, beliefs, norms, symbols, discourse, ideologies), and social
structural forces (e.g., major institutions such as the economy, the state, religion, the
media; and stratification systems) shape the structures, functions, and meanings of social
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



change and leadership. [Satisfies the Sociology and Anthropology Department PLO that
students will apply sociological, anthropological, or social work concepts to social,
cultural, and global situations.]
Distinguish between different theories and practices of social change, entrepreneurship,
and innovation, especially in the fields of economics and business and sociology and
anthropology. [Meets the Economics and Business Department PLO that students employ
and analyze complex economics and business process and policies.]
Demonstrate an understanding of how Biblical frameworks—such as power, justice, and
shalom—can shape individual and institutional responses to social transformation.
Students will work toward reflective, faith-based responses to global and local concerns
including poverty and homelessness. [Satisfies the Sociology and Anthropology
Department PLO that students will be able to explain the integration of Biblical
principles with sociological, anthropological, or social work issues.]
Employ strategies that foster creativity, inclusivity, problem solving, and increased social
responsibility. [Meets the institutional goals of global awareness and diversity,
specifically that students are able to analyze topics and human experiences using
categories such as race, ethnicity, gender, social status and disability.]
Apply a set of skills, tools, and practices that will support you in being an agent for
change. Specifically, this will happen as students create and evaluate business models for
mission-driven social ventures, design and enact their own “big idea” for social change,
and present on their findings, discoveries, and solutions. [Satisfies the Economics and
Business Department PLOs that 1) students exhibit effective writing skills in economics
and business documents and 2) students practice effective verbal communication skills in
economics and business presentations.]
Required Books:
David Bornstein and Susan Davis, Social Entrepreneurship: What Everyone Needs to Know
(Oxford University Press, 2010).
Steve Corbett and Brian Fikkert, When Helping Hurts: How to Alleviate Poverty without Hurting
the Poor…and Yourself (Moody Publishers, 2012).
Andy Crouch, Playing God: Redeeming the Gift of Power (InterVarsity Press, 2014).
Michael Gordon and Christian Sarkar, Inclusivity: Will America Find Its Soul Again? (Ross
School of Business, 2012).
Billy Parish and Dev Aujila, Making Good: Finding Meaning, Money, and Community in a
Changing World (Rodale, 2012).
Wendy Kopp, The Unlikely Triumph of Teach for America and What I Learned Along the Way
(Public Affairs, 2003).
Course Requirements
“Big Idea” for Social Change
A key part of this course is developing your own “big idea” for social change and then acting on
it (or part of it, depending on the scope). You can choose to work individually or in groups. You
will craft a strategic action plan to solve some problem in your community or contributing
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The Center for Social Entrepreneurship Core Seminar Syllabus Proposal
Rachel Winslow, Instructor
something new that will transform people’s lives. Further details will be provided the second
week of class.
Portfolio
This is your record of class progress. Drawing on a series of questions provided by the instructor,
students will compile their responses in an individually designed portfolio that represents how
you view yourself and the world while casting vision for the contributions you hope to make.
Your portfolio will also include reflection essays on readings, weekly assignments, and creative
brainstorm tracking. Further details will be provided the first day of class.
Business Model Canvas
You will be using one of the tools learned in class, the Business Model Canvas, to help a local
social venture better understand its business model—what is working and what is missing. This
will give you the chance to apply what you are learning in the course to a community project
aimed at social transformation. You will be learning about how social impact organizations
translate vision and passion into reality, how they gain support, build relationships, develop
partnerships, reach out to their target audience, and identify revenue streams. You will present
the canvas to the social venture as well as submit a final report of what you learned to me.
Cohorts
You will be assigned to a small group for the semester. Cohorts are designed to help you act on
your ideas and goals in a supportive, “win-win” environment. Your cohort will help you to
process the portfolio questions, offer insight into your big idea, and provide a sounding board
when you get stuck. This will help you to cultivate valuable marketplace and life skills:
empathetic listening, trust building with a team, and articulate verbal communication. You will
write a brief reflection on your experience in this group, which will be included in your portfolio.
The precise grade breakdown is as follows:
Participation/Cohort Work
Portfolio
Business Model Canvas
Big Idea (includes presentation)
Grading Scale
100-97
A+
96-93
A
92-90
A89-87
B+
86-83
B
82-80
79-77
76-73
72-70
25%
35%
15%
25%
BC+
C
C-
3
69-67
66-63
62-60
59-0
D+
D
DF
COURSE POLICIES
Late Work: There will be no extensions or make-ups granted on any assignments unless an
unforeseen and unavoidable crisis occurs. Students in such situations must provide official
written documentation of the crisis in order to be granted an extension.
Course Eureka Site: This class will have its own Eureka site (http://eureka.westmont.edu). You
will need to login before the second class. Please check the site often (at least once a week) as
assignments, resources, readings, and important information will be posted on the site. In
addition, all of your assignments are due electronically to Eureka unless I specify otherwise.
Student with Disabilities: Students who have been diagnosed with a disability are strongly
encouraged to contact the Office of Disability Services as early as possible to discuss appropriate
accommodations for this course. Formal accommodations will only be granted for students
whose disabilities have been verified by the Office of Disability Services. These
accommodations may be necessary to ensure your equal access to this course.
Please contact
Sheri Noble, Director of Disability Services. (310A Voskuyl Library, 5656186, snoble@westmont.edu) or visit the website for more information:
http://www.westmont.edu/_offices/disability
A Note on Plagiarism: Plagiarism means using words, ideas, arguments, or narrative structures
in the work of another person without giving full and explicit attribution to the source. It also
means using the same work for more than one class without permission. In papers written for this
course, students must cite all works consulted, whether or not the texts were assigned in the
course and regardless of whether a text has been directly quoted or simply referenced. Plagiarism
is unacceptable to any extent, at any level of scholarship. Any student caught plagiarizing will
likely receive an automatic failing grade for the entire course and be reported to university
officials. Please see me if you have questions about what constitutes plagiarism.
Student Wellness: Personal concerns such as stress, anxiety, relationship difficulties,
depression, and cross-cultural differences can interfere with a student’s ability to succeed and
thrive in college. If you are struggling, I encourage you to get in touch with the Office of Student
Life, Counseling and Mental Health, or your residential director.
Classroom Courtesies: No cell phones, newspapers, sleeping, or other disruptions will be
tolerated. You have one freebie (we have all forgotten to turn off our phones before) but after
that, you will be asked to leave and marked absent for that day. Remember to turn off or silence
your cell phones before class begins. I encourage you to use a computer in class for activities
strictly related to classroom work. Using a computer for any reason beyond the immediate needs
of the class, however, will result in your dismissal for the day, an absence toward your
participation grade, and the loss of classroom computer rights. These rules are there to protect
the learning space for you and your peers while offering all of us the courtesy of your focus and
attention.
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The Center for Social Entrepreneurship Core Seminar Syllabus Proposal
Rachel Winslow, Instructor
SCHEDULE OF TOPICS & READINGS
(THIS IS TENTATIVE AND COULD CHANGE)
PART ONE—INTRODUCTION TO SOCIAL LEADERSHIP AND CHANGE
Week 1: Why Engage in Social Change?
Reading:
Gordon and Sakar, Inclusivity: Will America Find Its Soul Again?, excerpts
Week 2: Debates over the Global Good
Readings:
Bornstein and Davis, Social Entrepreneurship: What Everyone Needs to Know, pages to be
determined.
Mayer N. Zald, “Making Change: Why Does the Social Sector Need Social Movements?”
Stanford Social Innovation Review, Summer 2004.
Aldon Morris and Suzanne Staggenborg, “Leadership in Social Movements,” November 2002
http://www.sociology.northwestern.edu/faculty/morris/docmorris- leadership.pdf
Douglass C. North, “An introduction to institutions and institutional change,” Institutions,
Institutional Change and Economic Performance, Cambridge University Press, 2005, pp.
3-10.
Week 3: Leadership and Community—Transforming Ourselves and Transforming the
World
Readings:
Bornstein and Davis, Social Entrepreneurship: What Everyone Needs to Know, pages to be
determined.
Roger L. Martin and Sally Osberg, “Social Entrepreneurship: The Case for Definition,” Stanford
Social Innovation Review, Spring 2007,
www.skollfoundation.org/media/skoll_docs/2007SP_feature_martinos berg.pdf
James Austin. “Social and Commercial Entrepreneurship: Same, Different, or Both?”
Entrepreneurship Theory & Practice 30 (10); 1-22 (2009)
J. Gregory Dees. “Taking Social Entrepreneurship Seriously.” Society 44 (March/April 2007):
24-31.
Theda Skocpol, “Association Without Members,” The American Prospect, 30 November 2002
PART TWO—CONTEXTS
Week 4: Redeeming Power—Scarcity vs. Abundance
Readings:
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Crouch, Playing God: Redeeming the Gift of Power, part one
Marion Fourcade and Kieran Healy. 2007. “Moral Views of Market Society.” Annual Review of
Sociology 33: 285 – 311
Week 5: Pursuing Individual and Institutional Justice
Readings:
Crouch, Playing God: Redeeming the Gift of Power, part 2
Frank M. Loewenberg, “Poverty in Ancient Judea,” From Charity to Social Justice: The
Emergence of Communal Institutions for the Support of the Poor in Ancient Judaism,
Transaction Publishers, 2001, pp.19-50.
Week 6: Shalom and Social Enterprise—Rethinking What’s Possible
Readings:
Corbett and Fikkert, When Helping Hurts: How to Alleviate Poverty without Hurting the
Poor…and Yourself, excerpts
Peter Greer and Chris Horst, Entrepreneurship for Human Flourishing (AEI Press, 2014),
Chapters 2 and 6.
Mari Marcel Thekaekara and Stan Thekaekara, “Social Justice and Social Entrepreneurship:
Contradictory or Complementary?” October 2007,
http://www.sbs.ox.ac.uk/NR/rdonlyres/991CDAC4-B497-4AEA- 9A9C5705A411C4E7/5271/Social_Justice12C.pdf
PART THREE—INNOVATIONS
Week 7: Creativity, Innovation, and Invention
Reading:
Parish and Aujila, Making Good: Finding Meaning, Money, and Community in a Changing
World
William A. Sahlman, “How to Write a Great Business Plan,” Harvard Business Review, JulyAugust 1997
Kelly Campbell and Betsy Haley, “Business planning for nonprofits: What it is and why it
matters,” The Bridgespan Group, February 2006
http://www.bridgespan.org/PDF/BusinessPlanningforNonprofits.pdf
Week 8: Learning from Entrepreneurs—Venture Philanthropy and Program Related
Investments
Readings:
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The Center for Social Entrepreneurship Core Seminar Syllabus Proposal
Rachel Winslow, Instructor
Bornstein and Davis, Social Entrepreneurship: What Everyone Needs to Know, pages to be
determined.
Rockefeller Foundation, “Venture Philanthropy in Development,” pp. 9-16.
Steven LaFrance and Nancy Latham, “Taking Stock of Venture Philanthropy,” Stanford Social
Innovation Review, Summer 2008.
Christie I. Baxter, A Basic Guide to Program-Related Investing
http://www.tgci.com/magazine/97fall/basic1.asp
Week 9: Minority Voices in Entrepreneurship
Readings:
Richard E. Nisbett, “And if the nature of thought is not everywhere the same?” The Geography
of Thought: How Asians and Westerners Think Differently...and Why, Free Press, 2003,
pp. 191-217.
Monica Lindh de Montoya. “Entrepreneurship and Culture: The Case of Freddy the Strawberry
Man.” Pages 332-355 in Entrepreneurship: The Social Science View, edited by Richard
Swedberg. Oxford University Press: New York, NY, 2000.
Sudhir Alladi Venkatesh. 2006. “The Entrepreneur.” Pages 91 – 165 in Off the Books: The
Underground Economy of the Urban Poor by Sudhir Alladi Venkatesh. Cambridge, MA:
Harvard University Press.
Patricia Lewis. 2006. “The Quest for Invisibility: Female Entrepreneurs and the Masculine Norm
of Entrepreneurship.” Gender, Work, and Organizations 14 (5): 453 -469.
Week 10: Playing for Extraordinary Results
Reading:
Gordon and Sarkar, Inclusivity, excerpts
PART FOUR—ACTIONS
Week 11: Strategic Planning, Crafting Budgets, and Generating Revenue
Readings:
William Foster, Ben Dixon and Matt Hochstetler, “In Search of Sustainable Funding: Is
Diversity of Sources Really the Answer?” The Nonprofit Quarterly, Spring 2007.
William Foster, Peter Kim and Barbara Christiansen, “Ten Nonprofit Funding Models,” Stanford
Social Innovation Review, Spring 2009.
Marcella Bombardieri, “Wealthiest nonprofits favored by foundations,” The Boston Globe, 11
January 2005
Bob Reich, “A Failure of Philanthropy: American charity shortchanges the poor, and public
policy is partly to blame,” Stanford Social Innovations Review, Winter 2005.
http://www.ssireview.org/pdf/2005WI_Feature_Reich.pdf
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Everett M. Rogers, “Elements of Diffusion,” Diffusion of Innovations, Fifth edition, Free Press,
2003, pp. 1-38.
Week 12: Motivation, Persuasion, and Expanding Your Reach
Readings:
John J. Miller, “The Freedom Persuasion” and “”The Right Ideas,” A Gift of Freedom: How the
John M. Olin Foundation Changed America, Encounter Books, 2006, pp. 23-41 and 203207.
Malcolm Gladwell, “The Three Rules of Epidemics,” The Tipping Point, Little, Brown and
Company, 2000, pp. 15-29.
Robert O. Bothwell, “The Decline of Progressive Policy and the New Philanthropy,”
http://comm- org.wisc.edu/papers2003/bothwell/bothwellcontents.htm
Lewis F. Powell, “The Powell Memo”
Sally Covington, “Moving Public Policy to the Right: The Strategic Philanthropy of
Conservative Foundations,” Foundations for Social Change: Critical Perspectives on
Philanthropy and Popular Movements, Daniel R. Faber and Deborah McCarthy, eds.
(Rowman & Littlefield Publishers, 2005), pp. 89-114.
Week 13: Failure, Resilience, Optimism, and Overcoming Setbacks
Reading:
Kopp, The Unlikely Triumph of Teach for America and What I Learned Along the Way
Week 14: Presentations
Week 15: Reflective Practice in Seeking the Welfare of the Globe
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