Responding To The Challenge: Formative Programmes For Social Entrepreneurs

Yıl 2015, Cilt: 10 Sayı: 39, 93 - 105, 29.10.2015

Carmen Rodrıguez Olga Mıllet

https://doi.org/10.19168/jyu.56148

Öz

Thought needs to be given to the mistakes made in business training that brought about the global financial crisis that has affected the world over the last few decades. Training programmes need to be analyzed in order to evaluate their advantages and disadvantages, as well as their similarities and differences, with the aim of improving the quality of training in the professionalization of the so-called social enterprises. In order to arrive at a new scenario in which the past mistakes are rectified, a comprehensive training, in which future generations put into place the principles of sustainability and transparency in their daily routine through an education in values, needs to be established. To provide an answer to this situation, programmes should be set in motion in which consideration should be given to the contents and the range of variables that provide added value for the professionals of the 21st Century. As social enterprise is a cross-sector activity, importance should be placed in the training of not only those social entrepreneurs from the business world, but also those from the sociological, communication, architecture and medical sectors. The proposal put forward here outlines the educational framework necessary to provide the social entrepreneur a socioeconomic alternative, as well as a new range of professions that respect Earth’s sustainability. The ultimate aim is to improve training by providing it with a transnational character that allows for the creation of social entrepreneurs capable of rising up to the challenges of the 21st Century. To achieve these aims, the characteristics of the education programmes employed to train social players will be studied in the first part. To this end, a series of criteria, based on the methodology, means of communication and subjects studied, among other things, will be established. The second part presents a global training model that can be applied to any training programme and includes basic subjects, teaching techniques and an appropriate evaluation to develop the skills in social entrepreneurs

Anahtar Kelimeler

Education, Skills, Social Entrepreneurship, Social Innovation

Zorlukları Karşılarken: Sosyal Girişimciler için Geliştirici Programlar

Öz

Geçtiğimiz birkaç on yıl içinde dünyayı etkileyen küresel finansal krizlere yol açan işletmecilik eğitimindeki hataların üzerinde dikkatlice düşünülmesi gerekmektedir. Eğitim programları, avantaj ve dezavantajlarının, aynı zamanda benzerlik ve farklılıklarının değerlendirilmesi için ve sosyal işletmelerin profesyonelleşebilmesine yönelik eğitimin kalitesinin artırılması amacıyla analiz edilmelidir. Geçmiş hataların düzeltildiği yeni bir senaryoya ulaşabilmek için, gelecek kuşakların günlük rutinlerine sürdürülebilirlik ve şeffaflık ilkelerini değer üzerine bir eğitim aracılığı ile entegre ettikleri kapsamlı bir faaliyetin oluşturulması gerekmektedir. Bu gereksinime karşılık verebilmek için programlar, 21.yüzyılın profesyonellerine katma değer sağlayacak içerik ve
değişkenlere sahip olacak şekilde geliştirilmelidir. Sosyal girişim sektörler arası bir faaliyet olduğu için, bu alanda önem sadece işletme tabanından gelen sosyal girişimcilerin eğitimine değil, aynı zamanda sosyoloji ,iletişim, mimarlık ve tıbbi alanlardan gelenlerin de eğitimlerine verilmelidir. Bu çalışmada ortaya konan öneri sosyal girişimcilere sosyo-ekonomik bir alternatifi
sağlayacak eğitimin çerçevesini çizerken Dünyanın sürdürülebilirliğine saygı duyan bir dizi yeni mesleği de sunmaktadır. Nihai amaç eğitimi, 21.yüzyılın zorluklarıyla baş edebilme yeteneğine sahip sosyal girişimciler yetiştirmesine destek olacak uluslar-ötesi bir özelliğe büründürerek geliştirmektir. Bu amaca ulaşmak için ilk kısımda sosyal oyuncuları geliştirmek amacıyla kullanılan eğitim programlarının özellikleri araştırılacaktır. Bu noktada diğer unsurların yanı sıra yönteme, iletişim araçlarına ve üzerinde çalışılan konulara dayanarak bir dizi kriter oluşturulacaktır. İkinci bölümde ise herhangi bir eğitim programına uygulanabilecek olan ve temel konuları, öğretim tekniklerini ve sosyal girişimcilerin yetkinliklerini geliştirecek uygun bir değerlendirme sistemini içeren küresel bir eğitim modeli sunulacaktır. 

Anahtar Kelimeler

Eğitim, Yetkinlikler, Sosyal Girişim, Sosyal İnovasyon

Kaynakça

• Cepiku Denita (2008), “Fonti e strumenti di misurazione della Pubblica Amministrazione: Un’analisi alivello internazionale”, in RIREA: Rivista Italiana di Ragioneria E di Economia Aziendale, Vol. 108, Fascicolo 7/8, (pp. 536-551).
• Cepiku Denita, (2008), “Managerial implications of local government networks: evidence from the Lazio
• Region” in Grossi G., Mussari R., Reichard C. (eds.), Local governance and its impact on public service management, CEDAM, Collana di Studi di ragioneria e di economia aziendale, Padova. Cepiku, Denita, Marco Meneguzzo, and Mariastefania Senese. Innovations in Public Management and Governance in Italy. Roma: Aracne, 2008.Chappelet, J.-L. (2009). “WOTPA: An Observatory of
• Teaching in Public Affairs.” Presentation to the Teaching Panel at the European Group on Public Administration, September 2009, Malta.
• Herman, Robert D. and David O. Renz.( 2007). “Nonprofit Management Alumni Knowledge, Skills, and Career Satisfaction in Relation to Nonprofit Academic Centers Council Curricular Guidelines:
• The Case of One University’s Master’s of Public Administration Alumni.” Nonprofit and Voluntary Sector Quarterly (36, 98S–109S). Institut Universitari d’Economia Social I Cooperativa. 2012. Available at http://www.iudescoop- formaempleo.es (last accessed 20 October 2012).
• Kickul, Jill, Christine Janssen-Selvadurai and Mark D. Griffiths(. 2012). “A Blended Value Framework for Educating the Next Cadre of Social Entrepreneurs.” Academy of Management Learning & Education 11(3), (pp.479–493.
• Matei, Lucica.( 2009). “Bologna Changes in MA Degree Programmes: Convergence of the Public
• Administration Programmes in South-Eastern Europe.” Paper presented at the European Group of Public Administration, September 2009, Malta.
• Meijs, Lucas C.P.M. and Jeffrey L. Brudney. (2007). “‘The Other Side of the Coin’: What Do Business
• Schools Teach the Typical Business Undergraduate About the Non Profit Sector? A Case Study from the Netherlands.” Nonprofit and Voluntary Sector Quarterly 36(4) (Supplement), 80S–97S. Mikulowski, Witold. (2008). “Innovation in the Public Sector: Between Tradition and Modernity
• Teaching Standards of Public Administration Programs in Poland” Paper presented at the European Group of Public Administration, September 2008, Rotterdam.
• Mikulowski, Witold. (2009). “Public Administration Degree Programs of General Higher Education
• System versus Non Degree, Postgraduate and In-service Training Programs – the Polish Case.” Paper presented at the European Group of Public Administration, September 2009, Malta.
• Mintzberg, Henry. (2004). Managers Not MBAs: A Hard Look at the Soft Practice of Managing and Management Development. London: Berrett-Koehler.
• Mirabella, Rosanne M. (2007). “University Based Educational Programs in Non Profit Management and Philanthropic Studies: A 10 Year Review and Projections of Future Trends.” Nonprofit and Voluntary Sector Quarterly 36(4) (Supplement), 11S–27S.
• Mirabella, Rosanne M. and Dennis R. Young. (2012). “The Development of Education for Social
• Entrepreneurship and Nonprofit Management: Diverging or Converging Paths?” Nonprofit Management and Leadership 23(1),(pp. 43–57). Murdock, Alex. (2009). “MBA/MPA/NPO-Masters Crossovers and Differences.” Paper presented at the European Group of Public Administration, September 2009, Malta.
• Alex Murdock, Rebecca Tekula, Carmen Parra( 2013) Responding to Challenge: Comparing Nonprofit
• Programmes and Pedagogy at Universities in the United Kingdom, Spain and the United States. Paper presentado en Arnova 2012 Indiana, Indianapolis (USA)
• O’Neill, Michael.( 2007). “The Future of Non Profit Management Education.” Nonprofit and Voluntary
• Sector Quarterly 36(4) (Supplement), 169S–176S. Pache, Anne-Claire and Imran Chowdhury.( 2012). “Social Entrepreneurs as Institutionally Embedded
• Entrepreneurs: Towards a New Model for Social Entrepreneurship Education.” Academy of Management Learning and Education 11(3),(pp. 494-510). Paton, Rob, Jill Mordaunt and Chris Cornforth. (2007). “Beyond Nonprofit Management Education:
• Leadership Development in a Time of Blurred Boundaries and Distributed Learning.” Nonprofit and Voluntary Sector Quarterly, 36(4) (Supplement), 148S–162S. Pedersen, Dorthe and Jean Hartley. (2008) “The Changing Context of Public Leadership and Management: Implications for Roles and Dynamics.” International Journal of Public Sector Management 21(4), (pp.327–339).
• Ruiz Olabuenaga, José Ignacio. 2000. Bilbao, La Cuidad Soñada I & II. Bilbao Bizkaia Kutxa, 2000. Print.
• Ruiz Olabuenaga, José Ignacio. 2002. El sector no lucrativo en España: una vision reciente. Place:
• Fundación BBVA Research Project. Seelos, Christian, Johanna Mair, Julie Battilana and M. Tina Dacin. 2011. “The Embeddedness of Social
• Entrepreneurship: Understanding Variation Across Local Communities.” IESE Business School, University of Navarra. Working Paper. Van Der Meer, Frans-Bauke and Arthur Ringeling. 2007. “Education strategies in post-experience Public
• Administration masters programs.” Paper presented at the European Group of Public Administration, September 2007, Madrid. Reports
• El Informe Delors (Informe a la UNESCO de la Comisión Internacional sobre la educación para el siglo XXI, presidida por Jacques Delors, Madrid, 1997, titulado La educación encierra un tesoro) http://www.unesco.org/education/pdf/DELORS_S.PDF.Anuario de la Fundación Luis
• Informe de las empresas de inserción en España http://www.faedei.org/node/135 Informe de síntesis sobre la Economía Social en España en el año 2000 http://www.ciriec.es/ES_2000_esp.pdf
• Informe de Sessió de treball de la Taula d’entitats del Tercer Sector Social de Catalunya i la Subdirección General de Inmigración del Ministerio de Trabajo e Inmigración, sobre el Reglament de la Llei Orgánica 4/2000 sobreDerechos y Libertades de los Extranjeros en España y su Integración Social http://www.tercersector.cat/