Social Entrepreneurship: Contemporary Concepts, Development Trends and Peculiarities of Employee Training

Journal of Environmental Treatment Techniques

2019, Special Issue on Environment, Management and Economy, Pages: 980-988

J. Environ. Treat. Tech.

ISSN: 2309-1185

Journal web link: http://www.jett.dormaj.com

Social Entrepreneurship: Contemporary Concepts,

Development Trends and Peculiarities of Employee

Training

Svetlana P. Solyannikova , Sergey V. Anureev , Tatiana S. Korobova , Svetlana V. Frumina ,

Natalia S. Shmigol , Dinara G. Vasbieva *

¹Public Finance Department, Financial University under the Government of the Russian Federation, Moscow, Russia

Foreign Languages Department, Financial University under the Government of the Russian Federation, Moscow, Russia

Received: 13/09/2019

Accepted: 22/11/2019

Published: 20/12/2019

Abstract

With increasing levels of economic uncertainty and changing tasks which the modern state face, the boundaries of state social

responsibility are being revised, corporate social responsibility models, civil society institutions and socially oriented non-profit

organisations (NGOs) are developing. The activities of these NGOs are directly related to the satisfaction of various social needs, and

on a voluntary basis together with stakeholders they address social issues and implement environmental measures. Social

responsibility becomes an ethical obligation. In this regard, the paper identifies the attributes of social entrepreneurship and socially

oriented non-profit organisations, analyzes the stages of social entrepreneurship theory development and gives a description of

modern conceptual approaches to the formation of effective mechanisms of state regulation and financial support for this sphere. In

addition, the study examines a set of issues related to the training and retraining of personnel for social entrepreneurship and socially

oriented NGOs, presents the results of systematization of best practices for the implementation of training and retraining of staff who

understand the specifics of the entrepreneurial activity in the social sphere, take into account social needs, and are aware of the

modern requirements for the feasibility of the state social functions.

Keywords: Social responsibility concepts, Social entrepreneurship, Socially oriented non-profit organizations, Social

entrepreneurship skills, Social entrepreneurship training/retraining programs, Social entrepreneurship training courses

the global community. The goal of social entrepreneurship is

determined by the social problem which is transformed into a

social mission and stipulates the formation of social values

Introduction

The global trend reflecting one of the modern directions

in implementing social functions of the state is an expansion

of social entrepreneurship through the active involvement of

businesses to ensure social transformations and non-

governmental organisations to implement social policy and to

provide public social services. The necessary step towards

institutionalizing social entrepreneurship and developing an

effective mechanism for its state support is identifying

substantive and functional components of social

entrepreneurship which allow defining its exact boundaries

and training specialists for this sphere (18). When assessing

the phenomena of social entrepreneurship, it is necessary to

pay attention to its role as a catalyst of social transformations,

the ability to simultaneously achieve social and economic

benefits and the possibility of replicating experience within

(

social benefits). Social entrepreneurship seeks to innovative

solutions and financial sustainability to solve social

problems.

On the other hand, social entrepreneurship is

implemented through the activities of hybrid (mixed)

organisations that have characteristics of various economic

sectors (non-profit, public, commercial). Therefore, when

developing and implementing staff training and retraining

programs for social entrepreneurship, there are different

approaches to the definition of goals and the structure of the

studied disciplines and organization of training.

2 Literature Review

2.1 Analysis of trends in the social entrepreneurship

concepts development in the XX-XXI centuries

Corresponding Author: Dinara G. Vasbieva, Foreign

Languages Department, Financial University under the

Government of the Russian Federation, Moscow, Russia.

Email: dinara-va@list.ru.

Public funding of the social sphere dominated in the

European countries in the mid-20th century, which did not

prevent, however, the development of private non-profit

Journal of Environmental Treatment Techniques

2019, Special Issue on Environment, Management and Economy, Pages: 980-988

initiatives. The crisis of the 1980s forced most countries to

reconsider their social policies and begin a gradual transition

from the model of the welfare state to a social partnership

model in which organizational and financial responsibility for

the functioning and development of the social sphere was

transferred from the public sector to the private one.

Therefore, there was decentralization of social services taken

on by professional associations and private initiatives.

Nissans and Defurny (2010) attempted to summarize the

social entrepreneurship experience of continents and analyzed

the similarities and differences of a conceptual nature.

According to the results of their analysis, the authors

identified three main conceptual directions in the

development of scientific knowledge about social

entrepreneurship:

- A school that develops the idea of social enterprise as a

source of income for a non-profit organization (the ‘earned

income’ school of thought)

At the first stages of its development (second half of the

20th century – the mid-1990s), it was only about the concept

of "social enterprise," which was interpreted in two

completely different fields of science as:

- A school of social innovation (the ‘social innovation’

school of thought)

A “social phenomenon, process, function” of human life

- A school, headed by the International Research

Organization EMES (the EMES Approach of Social

Enterprise).

activity, for example, engineering, communication (ability to

speak), scientific communication (1, 11, 17)

A socially oriented human activity or organization,

Analyzing the definitions of the notion “social

enterprise”, formulated by a number of scientists differently

indicating the proportion of the social component of a social

enterprise (4, 20, 29, 30), Defourny and Nyssens (7)

proposed to single out the interpretation of the early school

period called “commercial non-profit organization”, whose

main idea is the commercial activity of non-profit

organization, and the wider interpretation that is called

“socially oriented commercial enterprise”, which is

understood as the combination of various commercial

initiatives.

social institutions (8, 15), which became the prototype of the

modern interpretation.

The question of finding the economic-organizational

form was the key. It is essential to single out three main

practical directions in which the idea of social

entrepreneurship was formed:

. Social enterprises as cooperative forms of citizens at

the micro (cooperatives), meso (local communities) and

macro levels (national professional associations)

. Financing non-profit activities, in particular, charity.

For example, a social enterprise appeared to be an effective

progressive financial instrument that women had to resort to

in maintaining their charitable activities since they were on a

tight budget (32).

The second direction was designated earlier by Dees and

Anderson (2006) (6) as the “scientific school of social

innovation." Here social entrepreneurs are treated as those

who bring changes to the world in at least one of the six

areas: new types of services, higher quality services, new

methods of production, new conditions of production, new

forms of organizations and a new target group. Although

many social entrepreneurs’ initiatives lead to the creation of

non-profit organizations, a number of works, however,

emphasize the existence of various possible forms and

mechanisms for a social entrepreneur, even only within the

commercial sector itself. This direction is considered as the

broadest interpretation of social entrepreneurship (7).

The third direction is represented by the work of the

EMES research centres, which have developed a set of

criteria according to which the organization of any of the 15

EU member states can be attributed to a social enterprise.

These criteria subsequently formed the basis of the concept of

EMES social entrepreneurship.

3. An interpretation of a social enterprise as a socially

oriented organization, which acquires the characteristics of a

commercial enterprise in order to be highly effective in

achieving social goals.

In the late 1990s, in the academic and expert community,

there were more and more fears that the forced

commercialization of non-profit organisations might discredit

the social mission. Therefore those organisations had to

carefully consider their strategies for organizing social

entrepreneurship (5).

Since the 2000s the amount of research into social

entrepreneurship has been growing. The intersectional

position of the organizational form of a social enterprise and

its activity based on a combination of practical commercial

and non-profit mechanisms became the main prerequisite for

its multifaceted conceptual development. EMES researchers

Table 1: Defining a social enterprise based on the EMES approach

Criteria

. Continuous production of goods and/or services

. High degree of autonomy

. Significant level of the economic risk

. Minimum amount of work for a fee

. A clear goal to be of much benefit to society

. Initiative taken by a group of citizens

Activity

Commercial

Social

3. The decision-making process is not related to equity in the capital.

. The principle of engagement, which encompasses various parties, one way or another connected with the activity

. Restrictions on the distribution of profits

Source: (7) Conceptions of social enterprise and social entrepreneurship in Europe and the United States: Convergences and divergences // Journal of

Social Entrepreneurship.

Journal of Environmental Treatment Techniques

2019, Special Issue on Environment, Management and Economy, Pages: 980-988

However, according to the authors, the criteria should not

be considered as prescribed requirements for the social

enterprise; instead, they should form a kind of "ideal," a

compass, i.e., an abstract construction that allows researchers

to navigate the "galaxy" of social enterprises (Table 1). In the

post-crisis period and the period of active introducing

information technology, designing joint programs in the field

of sustainable development and aggravating the problem of

refugees and poverty, researchers are beginning to worry

about edge blending between the commercial and non-profit

conceptual directions for the development of the social

entrepreneurship theory:



A social enterprise as a source of income for a non-

profit organization



A social enterprise as a school of social innovation

Re-conceptualization of the third sector of the

economy.

It is within the framework of these concepts that the

modern convergence of financial mechanisms takes place in

socially oriented activities: there are public and private

entities of the cluster type, combining those of all sectors of

the economy, including financial organizations, in order to

create social value (consortium).

sectors,

entrepreneurship,

i.e.,

between

and

entrepreneurship,

socially-oriented

social

non-profit

organisations. Salamon and Sokolovsky (2016) (26) in their

work “Beyond non-profits: re-conceptualizing the third

sector”, prepared within the framework of the European

Union’s Third Sector Impact Project, questioned the need to

revise the third sector borders based on prerequisites for

blurring the concept of the third sector due to the existence of

a variety of mechanisms and forms of organization of socially

oriented activities, including social enterprises. The

complexity of the latter, as noted by the authors, lies in the

fact that social enterprises, as well as traditional commercial

enterprises, because of their commercial component, are

subject to existing legislation. It remains obscure though, for

instance, in Great Britain and Italy there are examples of the

current special laws for social enterprises containing

quantitative criteria on how to draw a clear demarcation line.

Most researchers of the entrepreneurship theory are also

concerned with the following questions: How different are

commercial processes in a social context? How to overcome

the contradiction between social and business components?

Does every business have to be social? What is the role of a

social entrepreneur? How can an organization using

commercial mechanisms produce positive social changes?

2.2 Problems of social entrepreneurship and personnel

training for socially oriented non-profit organizations

Training on social entrepreneurship or its individual

elements can be carried out at all levels of education. Social

entrepreneurship training programs offer insight into social

entrepreneurship, its role in the economy and social sphere,

its existing organizational and legal forms, and business

models, etc. Depending on the level of education (school,

dual education, bachelor’s degree program, master’s degree

program, retraining), social entrepreneurship can be studied

both as part of separate subjects of business course, optional

and elective courses, and main disciplines of social

entrepreneurship curriculum.

Best practices for personnel training and retraining

programs for social entrepreneurship and socially oriented

non-profit organisations in OECD countries and Russia show

that such programs should:



Be part of an integrated systemic vision of the role

of social entrepreneurship in the economy



Be developed and designed together with parties

Be coordinated at various (national and territorial)

(

“

12, 19, 21, 31, 33). At the micro level, the phenomenon of a

hybrid” organization and the integration of social and

concerned



commercial principles become the answer to these questions.

At the macro level, social entrepreneurship was

interpreted from the position of a theory of “essentially

contested concepts," which apparently makes it impossible to

formulate a universal concept corresponding to a variety of

opposing views and experiences. As a solution, the authors

propose to study social entrepreneurship within the

framework of the concept of clusters, i.e., in combination

with the backbone elements for a specific economic and legal

environment (3).

Currently, there is a considerable amount of literature on

specific types of new hybrid enterprises, for example, a

certified B Corporation (13, 27, 28), an enterprise whose

activities have been tested and certified by the B-Laboratory

for compliance with the highest social and environmental

standards, transparency, and assumes a balanced accounting

of social and commercial component and due diligence,

social investment and social impact bonds in the context of

reforming systems and risk sharing between public and

private sectors (10), the production process and operating

activities of a social enterprise in creating social value (14),

the place and role of the social entrepreneur in the urban and

architectural planning.

governmental levels



Take into account the peculiarities of the

entrepreneurship ecosystem and the role of all parties

concerned (Fig. 1).

Social entrepreneurship training and retraining programs

for socially oriented non-profit organizations and social

entrepreneurship training courses can be classified according

to various criteria (Table 2) to facilitate their systemization.

The content of training courses and programs on social

entrepreneurship primarily depends on the level of their

implementation and is built on a "simple-to-complex" basis.

So, if at the level of schools and colleges, a social

entrepreneur is studied as an individual, and social

entrepreneurship is studied as a process, then at the level of

academic institutes they study law, social entrepreneurship

business models and ecosystem and the necessary knowledge,

and the required skills and expertise for work and solving

urgent problems in the field of social entrepreneurship are

developed. The best social entrepreneurship programs

provide students with the opportunity to develop new

solutions to social problems and learn about all the

innovations in setting up businesses and business planning.

The study shows that at present there are three main

Journal of Environmental Treatment Techniques

2019, Special Issue on Environment, Management and Economy, Pages: 980-988



assistance in training through the

provision of knowledge,

experience and mentoring to

academic institutions;



financial support;

development of entrepreneurial

culture in the process of

entrepreneurial education, giving

employees the opportunity to

develop entrepreneurial skills and

abilities at work

Figure 1: Entrepreneurship ecosystem and the role of academic institutes, government, business and intermediaries in it. Source: Compiled by the

authors from http://www.oecd.org/site/innovationstrategy/42961746.pdf

Table 2: Classification of social entrepreneurship training and retraining programs for socially-oriented non-profit organizations and social

entrepreneurship training courses abroad

Classification criterion

by type of organization implementing

training

Classification

Programs implemented by the university, business school, non-profit organization specializing in

education (associations, public organizations, public associations, etc.)

Undergraduate and graduate programs, MBA programs, PhD programs

The duration of the training course depends on the program level (course) and its educational

program specialization

by program level (course)

by duration

by program category (discipline)

by category of trainees

Major programs (discipline), programs (discipline) combined with the major ones

- programs for university students

programs for trainees holding a bachelor’s or master’s degree;

programs for trainees with experience in the field of social entrepreneurship;

programs for trainees, regardless of the level of training and age

Programs implemented in full-time, part-time and distance study

by the form of implementation

Source: Compiled by the authors

It is important to note that when developing social

entrepreneurship training and retraining programs, the

opinion of strategic or multilateral partnerships from

representatives of social enterprises, state organizations and

private businesses is taken into account. Thanks to these

partnerships, the development of social entrepreneurship

meets the needs of all parties concerned, and conditions are

created to help social enterprises access to state and private

markets, create added value and gain access to additional

resources, skills, and networks (24).

Training, coaching or consulting from such structures as

hubs, accelerators or incubators, specializing in territories and

areas of activity, play an essential role in the development of

social entrepreneurship skills, both in OECD countries and in

Russia. Administrative issues and public procurement

procedures, as well as the development of business plans,

access to various sources of funding and self-financing of

social enterprises and socially oriented non-profit

organisations, are included in the training programs. The

leading business schools use online learning platforms

Journal of Environmental Treatment Techniques

2019, Special Issue on Environment, Management and Economy, Pages: 980-988

including Coursera in social entrepreneurship and staff

training and retraining programs for socially oriented non-

profit organisations.

ideas, courses on entrepreneurship and the development of

business skills and financial literacy in the JA Europe

educational programs, trainees acquire competencies

associated with the generation of social business ideas and

their transformation into a real social enterprise. Several

studies conclude that trainees who have a degree in

entrepreneurship create more companies in adult life (9).

For university students, the most interesting JA Europe

social entrepreneurship programs are as follows:

Discussion and Results

The study has been undertaken to analyse social

entrepreneurs and personnel training and retraining programs

for socially oriented non-profit organizations at universities

and business schools of OECD countries such as the USA,

Denmark, France, Great Britain, Italy, Canada, Australia, and

South Korea. This choice has been made due to the results of

the joint study “Strengthening the Development of Social

Entrepreneurship: a Compendium of Best Practices” (2017)

by the EU and the OECD Secretariat, where these countries

are marked as the leaders in policies, initiatives, and

instruments to support social entrepreneurship and socially-

oriented non-profit organizations and the development of a

national social entrepreneurship ecosystem.

Advanced training and retraining programs for social

entrepreneurs and personnel for socially-oriented non-profit

organizations in European OECD member countries are often

based on the results of research by leading research centres in

the field of social entrepreneurship, among which are the

programs implemented by the EMES European research

community. The findings, knowledge, and expertise of the

EMES research projects were included in the courses related

to the social economy, volunteer movement, non-profit

sphere, management of non-profit socially oriented

organisations and specifics of a social enterprise and

entrepreneurship. These courses are taught at leading

universities by EMES members and researchers who are

directly involved in these projects and thus ensure the

extensive use of their results in the educational environment.

Currently, such courses are embedded in 13 graduate

programs, mainly master's ones, implemented at the

universities of Belgium, Denmark, Ireland, Italy, France, and

Switzerland.



“Social Enterprise 360 (SE360)”: a program in which

students create social enterprises and participate in various

competitions organized by JA Europe at the national,

European and international levels. The SE360 was designed

and implemented with the support of the European

Commission and is funded through ERASMUS +. The goal

of the program is to train 15–19-year-old students in social

business and social entrepreneurship. The program has two

options: a short-term program aims to teach how to generate

social business ideas; those students, who want to immerse

themselves in learning more deeply, move on to the practice

part of the program, acquire the competence to create and

manage their own social during the academic year. The

SE360 offers students the opportunity to interact with

working social entrepreneurs during online sessions where

students receive feedback from practitioners about their own

social enterprises.

 “Startup” is a program for university students with

social business ideas who want to put them into practice.

The advantages of these JA Europe educational programs

are as follows:

 The partnership of the state and private business in the

implementation of educational programs and strong political

support for youth education in the field of entrepreneurship,

including social entrepreneurship, on the part of the political

forces of the Baltic States, Belgium, Bulgaria, Germany, the

Nordic countries, the Netherlands, Poland, Romania, France,

Italy and Greece

In addition to graduate programs for social entrepreneurs,

implemented by European universities and their research

centres - members of EMES, individual researchers -

members of EMES offer original courses on social

entrepreneurship as part of educational programs

implemented at the universities they represent. A distinctive

feature of such original courses is the combination of modern

theoretical research into social entrepreneurship and social

enterprises and hands-on experimentation by providing

students and trainees with the opportunity to participate in the

development of business plans of social enterprises and the

implementation of existing social business projects. It is also

important to note the focus of most original courses on the

use of advanced scientific ideas and developments in the field

of social entrepreneurship as a real tool for solving burning

social issues.

 Participation in educational programs of business

volunteers from among social entrepreneurs

 Implementation of programs on web platforms in 15

languages, which contributes to their cross-country

proliferation, provides low cost of their introduction, the

ability to easily scale programs, integrate them into the school

and university curricula and, accordingly, involve the

unlimited number of students in education.

Analyzing training programs for social enterprises in the

USA, Brock & Steiner (2009) (2) reviewed 107 social

entrepreneurship disciplines at American universities (Table

3). There was an emphasis on the content of the disciplines,

since American universities, which include social

entrepreneurship in their curricula, offer only one or two

courses. They identified the seven most common themes of

the Social Entrepreneurship discipline (Figure 2).

An example of the specialized public organisation

participation in the preparation and implementation of social

entrepreneurship programs in close connection with the state

and private business for different categories of students

The generalization of the forms of training organization

and social entrepreneurs and personnel retraining for socially

oriented non-profit organisations and business entities,

making the most of one or another form used in Russia, is

presented in Table 4.

(

primary and secondary school students, college and

university students) is Junior Achievement Europe (JA

Europe), a non-profit organisation. By combining social

Journal of Environmental Treatment Techniques

2019, Special Issue on Environment, Management and Economy, Pages: 980-988

Table 3: The generalized list of disciplines in the field of social entrepreneurship of the top ten US universities

Review discipline

Nonprofit Management

Nonprofit Strategy and Governance

Social Organization and Communication, Developing or Scaling Social

Enterprises

Project / Program Management, Planning and Programming

Non-profit Performance, Program Evaluation

Nonprofit Financial Management, Financing Social Enterprises

Social Entrepreneurship through Microfinance

Non-profit Accounting

Social innovations, changes, startups, setting up social enterprises

Nonprofit Consulting

Social Marketing

Social Law and Nonprofit Law

Corporate Social Responsibility

Business Ethics and Social Entrepreneurship

Inclusive Business Model

Philanthropy

Public Sector Economics

Municipal Development and Social Entrepreneurship

Source: Compiled by the authors from Debbi D. Brock & Susan D. Steiner. Social Entrepreneurship Education: Is It Achieving the Desired Aims? //

SSRN Electronic Journal. February 2009; Roseanne Marie Mirabella & Angela M. Eikenberry (23). The Missing “Social” in Social Enterprise

Education in the United States. Journal of Public Affairs Education. Volume 23, 2017 – Issue 2, pages 729-748.

Figure 2: Key topics of review disciplines on Social Entrepreneurship. Source: (2)

Journal of Environmental Treatment Techniques

2019, Special Issue on Environment, Management and Economy, Pages: 980-988

Table 4: Forms of training organization and social entrepreneurs and personnel retraining for socially oriented non-profit organisations

Training organization form The entity that implements the form of training organization

University

Institutes of

additional

professional

education

Resource

center

Other

non-profit

organisations

Governmental

authorities

Traditional teaching in the

form of lectures and

workshops

Training sessions

Tutorials and methodological

support

Webinar

On-linе course

Video course

Forum

Masterclass

Source: Compiled by the authors

It should be noted that the training organization and

social entrepreneurs and personnel retraining for socially

oriented non-profit organisations, carried out in different

forms, differs significantly in different regions of the Russian

Federation, and every year the range of educational programs

in the field of social entrepreneurship and personnel for

socially oriented non-profit organizations is expanding. The

leading universities that provide educational programs are as

follows:

educational programs regularly organise webinars on the

following themes: «Blockchain for social entrepreneurship,»

«Strong business in a small town,» «Innovative technology in

social entrepreneurship,» «Measuring the effectiveness of

social investments. Method of estimating the return on

investment» and others.

After analyzing the main educational programs

implemented by the leading Russian universities and the

«Our Future» Foundation, it can be concluded that there is a

wide variety of personnel training programs for socially

oriented non-profit organisations and social entrepreneurship.

Currently, there are undergraduate and graduate programs for

students, advanced training courses, open webinars,

international courses, and professional retraining programs.

As part of individual educational programs at universities,

there are Elective courses aimed at teaching the

characteristics of social entrepreneurship and the non-profit

sector in Russia and abroad.

However, a content analysis of the composition of the

subjects taught and the competencies formed make it possible

to conclude that both Russia and other foreign countries lack

the focus on the development and implementation of field-

specific personnel training and retraining programs for

socially oriented non-profit organisations and social

entrepreneurship, as well as a set of field-specific courses on

certain aspects of social entrepreneurship, because it is

believed that social entrepreneurship is only a special case of

entrepreneurship in general.

Higher education institutions (National Research

University - Higher School of Economics (HSE), M.V.

Lomonosov Moscow State University (MSU), Plekhanov

Russian University of Economics (REU), the Russian

Presidential Academy of National Economy and Public

Administration (RANEPA), etc.);

Non-governmental, non-profit organizations («Our

Future» Foundation, etc.).

In Russian universities, training in disciplines and

educational program specialization, focused on the study of

the specifics of social entrepreneurship, is conducted, as a

rule, within the framework of master's programs in the

direction of “State and municipal management." For example,

the Institute of Management and Socio-Economic Design of

Plekhanov Russian University of Economics (REU) carries

out training under Master's degree program “Corporate and

Social Entrepreneurship” for full-time students, and in the

format of business acceleration with the final defense of a

business project. The courses of study for graduate students

and personnel for social entrepreneurship and socially

oriented non-profit organisations, include «Nonprofit

Financial Management» «Social Entrepreneurship Project»

The findings of our research show that the main barriers

to the development of the system of personnel training and

retraining for socially oriented non-profit organisations and

social entrepreneurship in Russia and abroad are as follows:

«Social Entrepreneurship Business Models» «Nonprofit

Management» RANEPA implements the Master's degree

program "Management of social change." In Lomonosov

Moscow State University students majoring in Economics at

the Faculty of Economics in the framework of the Elective

courses have the opportunity to study the discipline



Poor awareness of society and entrepreneurs about

the importance of social entrepreneurship, the specifics of the

functioning of socially oriented non-profit organisations, the

forms and conditions of their state support, their role in

ensuring economic development and social stability

Economics of the social sphere» and «Management of the

social sphere»

The «Our Future» Foundation and its Laboratory for

Social Entrepreneurship created in 2014 for implementing



Low level of demand for specialists and personnel

training and retraining programs for socially oriented non-

profit organisations and social entrepreneurship due to the

limited number of entrepreneurs who are interested in

Journal of Environmental Treatment Techniques

2019, Special Issue on Environment, Management and Economy, Pages: 980-988

creating and developing social enterprises, support for

socially oriented non-profit organisations

4) Awareness of the fact that successful social

entrepreneurship is inextricably linked with social

innovations applied by social enterprises, led to the inclusion

of a course on social innovations in modern social

entrepreneurship programs for graduates

5) The contents of personnel training and retraining

programs for social entrepreneurship and socially oriented

non-profit organisations should develop social entrepreneurs'

professional competencies that do not only meet the

expectations of the program participants but also are most in

demand in the field of social entrepreneurship



Lnsufficient and ineffective state support for social

entrepreneurs and socially oriented non-profit organisations,

as well as organizations implementing personnel training and

retraining programs for small businesses and socially oriented

non-profit organisations



Shortage, irrelevance and low level of accessibility

and systematization of information on the issues of training

social entrepreneurs in published sources



Inefficient exchange of best practices for the

6) Personnel training programs for socially oriented non-

development of social entrepreneurship, the development,

and implementation of personnel training and retraining

programs for social entrepreneurship and socially oriented

non-profit organisations

profit organizations should be based on the principle of

linking the topics about non-profit management to the subject

of social entrepreneurship программы

7) The structure of training programs and courses on



Shortage of field-specific high-quality textbooks,

social entrepreneurship should be formed on the principle of

adequate coordination and combination of financial,

managerial and social disciplines, contain a sufficient number

of case-studies and practice-oriented assignments for self-

study and ensure interaction with existing social

entrepreneurs

scientific publications, and textbooks on social

entrepreneurship and the activities of socially oriented non-

profit organisations.

Personnel training and retraining programs for social

entrepreneurship

and socially oriented non-profit

organisations should be aimed at forming business and social

competencies of a social entrepreneur that allow them to:

8) In degree programs in social entrepreneurship, the final

work can be implemented in two forms: research work in the

field of social entrepreneurship with an emphasis on the

scientific component or practical work, which is most

relevant for students who throughout the entire training

period not only generated a business idea, but also gradually

put it into practice within a social enterprise or as part of a

social



Understand the role and place of social enterprises

in the global economic context



Carry out strategic and ongoing management of the

primary sources of financing social enterprises



form in-depth knowledge of specific models of

social enterprise management, including socially oriented

non-profit organisations

9) Using the scientific potential of university research



Develop the ability to manage human resources in

centres to develop and update courses on social

entrepreneurship and social innovation, and business

incubator capabilities to provide funding and implement the

most advanced business projects in the field of social

entrepreneurship.

social enterprises



Explore, identify and use new opportunities for the

development of social enterprises.

It should be noted that in general, the listed knowledge

and skills correspond to the expectations of social

entrepreneurs, who among the top 10 competencies in the

skills profile «Social Entrepreneurship» identified the

following: the ability to solve management problems;

effective team building skills; ability to manage finances;

ability to interact with consumers, suppliers and other parties

concerned; interpersonal skills; sales and marketing skills;

ability of ethical evaluation skills/ presence of moral

imperative; innovation and creativity; social skills; critical

thinking skills (22, 25,35).

The analysis of implementing social entrepreneurship

programs at leading foreign universities and business schools

and Russian higher educational institutions makes it possible

to identify the following as strategic directions of

development:

Conclusion

Ultimately, personnel training and retraining programs

for social entrepreneurship and socially oriented non-profit

organisations should become part of a systemic vision of the

role of social entrepreneurship in the economy. Such

programs should be developed jointly with all parties

concerned (academic community, private business, state

structures and social public organizations and entrepreneurs),

which will ensure their coordination at various (national and

territorial) levels of government, taking into account the

particularities of the country's entrepreneurship ecosystem

and the role of all parties concerned in it.

Acknowledgments

The work is performed within the framework of the

) Introducing the theory of social identity into a training

program for social entrepreneurs and, as a result, «developing

students' identity with social entrepreneurs and instilling in

them the ability to bring positive social changes to society»

Research Project (VTK-GZ-3-18): “Development trends and

government regulation of social entrepreneurship and socially

oriented non-profit organisations in Russia and abroad”,

2018.

) Social entrepreneurship education through building a

socially oriented business plan

Developing conceptual model of a social

)

entrepreneurship program based on combining courses on

entrepreneurship with courses on the non-profit functioning

and management (16)

References

1. Bella DA. Peer accountability for rationale of impact statements.

ASCE Eng Issues J Prof Act. 1978.

Journal of Environmental Treatment Techniques

2019, Special Issue on Environment, Management and Economy, Pages: 980-988

Brock DD, Steiner SD. Social Entrepreneurship Education: Is It

Achieving the Desired Aims?. 2009;URL:

http://ssrn.com/abstract=1344419

Choi N, Majumdar S. Social entrepreneurship as an essentially

contested concept: Opening a new avenue for systematic future

research. Journal of Business Venturing.2014;29:363-376.

Crimmings JC, Kiel M. Enterprise in the nonprofit sector.

Washington, DC: Partners for Livable Places.1983.

different, if at all? Small Business Economics.2013;40(3):761-

783.

20. Massarsky CW. Coming of age: social enterprise reaches its

tipping point. Research on social entrepreneurship. ARNOVA

occasional paper series.2006;1(3):67–88.

21. McMullen JS, Warnick, BJ. Should we require every new

venture to be a hybrid organization? Journal of Management

Studies.2016;53(4):630–662.

22. Miller T, Wesley C, Williams D. Educating the Minds of Caring

Hearts: Comparing the Views of Practitioners and Educators on

the Importance of Social Entrepreneurship Competencies.

Dees JG. Enterprising nonprofits. Harvard business

review.1998;76(1):54-67.

Dees JG, Anderson BB. Framing

theory of social

entrepreneurship: building on two schools of practice and

thought. Research on social entrepreneurship, ARNOVA

occasional paper series.2006;1(3):39–66.

Defourny J, Nyssens M. Conceptions of social enterprise and

social entrepreneurship in Europe and the United States:

Academy

Education.2012;11(3):349–370.

23. Mirabella RM, Eikenberry AM. The Missing “Social” in Social

Enterprise Education in the United States. Journal of Public

Affairs Education.2017;23(2):729-748.

Management

Learning

and

Convergences

Entrepreneurship.2010;1(1):32-53.

Dholakia N, Dholakia RR. Marketing Planning in a Social

Enterprise: Conceptual Approach. European Journal of

and

divergences.

Journal

Social

24. OECD/EU. Boosting Social Enterprise Development: Good

Practice Compendium, OECD Publishing, Paris. 2017;URL:

http://dx.doi.org/10.1787/9789264268500-en

25. Pullman M, Longoni A, Luzzini D. Emerging Discourse

Incubator: The Roles of Institutional Complexity and Hybridity

in Social Impact Supply Chain Management. Journal of Supply

Chain Management.2018;54(2):3-20.

26. Salamon LM, Sokolowski SW. Beyond non-profits: re-

conceptualizing the third sector. Voluntas.2016;27:1515–1545.

27. Sassmannshausen SP, Volkmann C. The Scientometrics of

Social Entrepreneurship and its Establishment as an Academic

Field. Journal of Small Business Management. 2018;56(2):251-

273.

Marketing.1975;9(3):250-258.

Elert N, Andersson FW, Wennberg K. The impact of

entrepreneurship education in high school on long-term

entrepreneurial performance. Journal of Economic Behavior and

Organization. 2015;111:209-223.

0. Fraser A, Tan S, Lagard M, Mays N. Narratives of Promise,

Narratives of Caution: A review of the Literature on Social

impact Bonds. Social Policy and Administration.2018;52(1):4-

1. Fraser JT. Elements of Social Organization. Journal of Social

and Biological Systems.1978;1:339.

2. Gonin M, Besharov ML. Managing social-business tensions: A

review and research agenda for social enterprise. Business Ethics

Quarterly.2013;23(3):407-442.

28. Sharma G, Beveridge ’Alim J, Haigh N. A configural framework

of practice change for B corporations. Journal of Business

Venturing.2018;33(2):207–224.

29. Skloot E. Enterprise and commerce in non-profit organizations.

In: W.W. Powell, ed. The non-profit sector:

a research

3. Grimes MG, Gehman J, Cao K. Positively deviant: Identity work

handbook. New Haven, CT: Yale University Press.1987:380–

393.

30. Skloot E. Should not-for-profits go into business. Harvard

business review.1983;61(1):20–27.

31. Stephan U, Patterson M, Kelly C, Mair J. Organizations driving

positive social change: a review and an integrative framework of

change processes. Journal of Management.2016;42(5):1250-

1281.

through

B Corporation certification. Journal of Business

Venturing. 2018 Mar 1;33(2):130-48.

4. Hlady-Rispal M, Servantie V. Deconstructing the Way in which

Value Is Created in the Context of Social Entrepreneurship.

International Journal of Management Reviews.2018;20(1):62-80.

5. Hunt JMcV. A social agency as a setting for research. The

Institute of Welfare Research. Journal of Consulting

Psychology.1949;13(2):69-81.

6. Kickul J, Janssen-Selvadural Ch, Griffiths M. A Blended Value

Framework for Educating the Next Cadre of Social

Entrepreneurs. Academy of Management Learning and

Education.2012;11(3):479–493.

32. Sundar

Voluntas.1996;7(4):412–427.

33. Zahra SA, Wright M. Understanding the social role of

entrepreneurship. Journal of Management

Studies.2016;53(4):610-629.

Women

and

philanthropy

India.

7. Kukla A. Objectivity revisited. Journal of Personality and Social

Psychology.1984;47(3):681-683.

8. Kutuev RA, Mashkin NA, Yevgrafova OG, Morozov AV,

Zakharova AN, Parkhaev VT. Methodological Guidance of

Educational Monitoring Effectiveness. Modern Journal of

Language Teaching Methods.2017;7(3):405-410.

34. Naraghi L, Negahban M. Biological control of cotton

Verticillium wilt by nanoformulations containing Talaromyces

flavus. EurAsian Journal of BioSciences. 2019 Sep

12;13(2):1177-85.

35. Vakhnyi S, Khakhula V, Lozinska T, Fedoruk Y, Lozinskyi M,

Obrazhyy S, Fedoruk N, Panchenko O, Yakovenko O. Variation

and transgressive variability of the stem length in F1 and F2 soft

spring wheat under conditions of forest-steppe of Ukraine.

EurAsian Journal of BioSciences. 2019 Sep 12;13(2):1187-93.

9. Lumpkin GT, Moss TW, Gras DM, Kato S, Amezcua AS.

Entrepreneurial processes in social contexts: How are they