SERNOC workshop: Learning for and through social entrepreneurship Mid Sweden University

1. SERNOC workshop: Learning for and through social entrepreneurshipMid 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

2. Content • Intersectional learning, cocreation and social entrepreneurship • Social entrepreneurship and social enterprises – theoretical implications • Learning and social innovation in social enterpreneurship – research findings • Blended and intersectional learning in multi-learning arenas • Two cases ROSKILDE UNIVERSITY – Center for Social Entrepreneurship

3. Research field and questions • 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

4. The overall argument….to be developed • 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

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6. Social innovation • 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 segregatedindividuals to bejoined 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 conceptualisationemphazing • processes and product(s) • critical approach including the societalcontext, history and locality - and itsinfluence ROSKILDE UNIVERSITY – Center for Social Entrepreneurship

7. Research methodology • 15 casestudies to beinvestigatedthrough: • Semi-structured and narrative interviews with SE managers, staff and volunteers • Field work • Document analysis • Three types of organisations: • Civic organisations movingtowards social entrepreneurship and social enterprise • Start-up social enterprises • ‘Young’ social enterprises ROSKILDE UNIVERSITY – Center for Social Entrepreneurship

8. Previous research – a review • 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

9. Blended and intersectional learning Intersectionallearning: • 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 • Blended learning in multi-functional arenas ROSKILDE UNIVERSITY – Center for Social Entrepreneurship

10. Blended learning in multi-functional arenas • Multi-functional learning arenas: • Motives and motivation: individual drives as payment, 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

11. Two cases • SydhavnsCompagniet: SE in Copenhagen, 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