Over the past month, 4 million students have obtained degrees from colleges and universities around the globe in the hope of getting into the workforce. Studies show that about 55 percent of them, a concern for social causes will be an important factor in deciding where to work. Strong interest among the college-aged in doing social good has led to an explosion of social entrepreneurship university programs around the world. Many universities promote social innovation in higher education by developing a global network of faculty; community leaders and students working to advance the field have expanded many campuses during the past years. World’s best universities these days offer many courses on nonprofit management. These statistics leave no doubt that offering university courses and degrees in social entrepreneurship is not a passing trend. As the latest class of aspiring change maker heads from the campus out into the working world, an important question that all who is concerned with advancing the field must consider is how well we are preparing our students to grapple with the practicalities of social entrepreneurship in the field.
Social Entrepreneurship has raised awareness of the vital role of skills-based instruction in the university to share experiential wisdom about the day-to-day work of social entrepreneurship in bridging the gap between theory and practice. Students get ideas on fundraising methods, measuring the impact of programs, and navigating the culture. To provide additional realistic insight, students have the prospect to apply what they have learned through final projects that support the work of nonprofits. Students in this course participate in class weekly, sharing with their classmates about their perspectives and experiences directly from the field. Students also work on projects that support the nonprofits’ work.
The students get the opportunity to conduct wide-ranging demographic investigate. The student also comes close to a lot of young women to know their story directly. They will describe how they got benefitted from a variety of programming, and the students spend some time with girls in juvenile hall to learn from them about their paths and the types of services they wish existed to help others like them stay out of trouble. The students were deeply affected by the realization of how little they understood from their position of relative privilege of the difficulties of the young women’s lives. Other barriers included lack of cash for housing, meager academic preparation and low income for their families. Many of the students attested in their course evaluations to the profound impact of the more-practical training they received in the class.