Social Entrepreneurship

Catalogue des cours de Institut Mines-Télécom Business School











Crédits ECTS


Heures programmées


Charge de travail




  • Direction des Formations et de la Pédagogie

Equipe pédagogique

Acquis d'apprentissage

A primary goal of this course is to succeed in six specific learning objectives, among other course goals. Having successfully completed this course, students will minimally be able to:
1. Identify and explain the problems that social entrepreneurship seeks to address.
2. Describe how social entrepreneurship is both similar and different from traditional entrepreneurship.
3. Identify opportunities and challenges associated with social entrepreneurship in various contexts.
4. Analyze a business model of a social enterprise
5. Discuss the challenges with developing ideas which have both economic and social purposes.
6. Explain how to leverage resources and build entrepreneurial networks.


1. Define leadership as understood by different scholars
2. Identify, discuss, and apply leadership theories
3. Identify, discuss, and apply personal strengths in self and others
4. Understand and use assessment tools to improve leadership of self and others
5. Apply shared leadership in a small group setting


Individual Assignments
1. Individual Readiness Assurance Tests
The first in‐class activity for 10 class sessions is the Readiness Assurance Test (RAT), which covers material from the assigned readings for that class. The RATs will typically consist of short true‐false and multiple-choice questions that assess awareness and understanding of the key concepts from the readings. Each RAT will first be taken individually and then as a team. The individual test will be submitted for scoring prior to starting the team test. The team test may include additional questions.

2. Class Discussion Questions & Participation
Each week, after completing the course readings, you will submit two questions you would like to entire class to discuss. Questions should be posted online the Tuesday night (11:59 pm) prior to each Wednesday’s class. Also bring your questions with you on the day of class.

3. Online Learning Reflections
Online discussions and reflection questions help to deepen the knowledge of entrepreneurial leadership components in a collaborative setting. As assigned on the course schedule, there are six opportunities for you to contribute at least two posts per assignment to the online learning reflections discussion forum. To receive full credit, students need only complete four weeks’ posts. Two additional discussion forums are provided for students to earn extra credit. For each discussion, the instructor will offer an initial prompt, and some of those may be a directed reflection on the week’s course topic. However, in addition to responding to the instructor’s prompts, you are encouraged to start new threads of discussion relevant to the unit concepts. Discussion forum posts will generally be evaluated according to a five-point scale (Excellent=21-25, Very Good=16-20, Good=11-15, Passing=6-10, Failing=1-5, No Attempt=0). Cursory posts (i.e. “I agree”) will only be considered passing and will receive minimal credit.

4. Great Leadership Case Study
You will select someone you consider a great leader and prepare a leadership case study using a major biography of that leader. You will prepare a final paper (minimum 3,000 words, approx. 10+ pages) to discuss the fundamental and powerful concepts of leadership derived from the course and apply those concepts to the leader you have chosen. This paper will serve as your final exam for the course. The paper should identify why you consider the individual a great leader (15%), explain what type of leadership the individual exhibited (25%), and explain why one or more episodes from the leader’s life or experience demonstrated one of the theories of leadership discussed in class (50%). The paper should use proper formatting according to the APA Style Manual, 6th Edition (10%).
Team Assignments
1. Team Readiness Assurance Tests
During the team test, group members must reach agreement on each question. Additional questions for team discussion and answers may be added to the Team RAT. The discussion required to choose a team answer serves both as an excellent review of readings and provides the opportunity for peer teaching.

2. Great Leadership Case Study Presentation
You will work with others in the class to develop a leadership case study, based on research you perform during the semester. At the beginning of the course each group will select a leader to stud

Approches pédagogiques

This course is offered to expand the knowledge base of entrepreneurship into the area of social entrepreneurship. It is designed for both business and non-business students, and provides an overview of social entrepreneurship and the impact it can have on society and in the environment through the marketplace.
An overview of core concepts are provided in this course in the areas of public policy, types of environmental and social challenges, values-based leadership, stakeholder networks, community resiliency, transformational learning, impact metrics reports, and impact investment as they apply to social entrepreneurship. Students are exposed to fundamental concepts in social innovation and entrepreneurship, including interacting with social entrepreneurs and business professionals throughout the semester. Students will also learn how to make effective business cases and presentations.
Learning social entrepreneurship is a process of engagement and occurs as a student applies, integrates, and reflects on concepts and tools from readings, assignments, team work, and the insights from social entrepreneurs. To help achieve the course objectives, a combination of pedagogical approaches will be used: (1) professor-led facilitation and immersive-learning class activities on key concepts, tools, and approaches to social entrepreneurship; (2) analysis of a social entrepreneurial venture with in-class and online discussions in order to share, cross-examine and comprehend social entrepreneurial ideas and their implications; (3) visiting social entrepreneurs and other business professionals in the entrepreneurial ecosystem for a “real world” learning element and the opportunity for students to engage and learn from experts; (4) readings, assignments, and reflections inside and outside of class to help guide students through a social entrepreneurial discovery process; and (5) student team(s) assignments, plan and presentation of innovative ideas and analyses in both written and oral formats.
This course contains an emphasis on learning-by-doing in our blended classroom. It is a “flipped classroom” experience. This means you need to read the assignments prior to class for the week in order to contribute to the in-class activities and discussions. Know that the learning is yours! The more that you put into this course, the more that you will get out of it for your endeavors. Our classroom has students from various parts of campus, majors, colleges, countries, and walks of life. This is an excellent way for us to learn from each other!
My goal is for this course to be one of the most enjoyable and memorable experiences you have at Virginia Tech. I hope that you will use the knowledge and skills gained throughout this course in order to develop a deeper understanding of social entrepreneurship, and entrepreneurship as a whole. Each and every one of you can become an entrepreneur and “change the world,” and I want to help you achieve that dream!


Programme grande école

Fiche mise à jour le 19/04/2018