Description
In this such a brief elucidation pertaining to information on a gateway education course offered by department of management.
1
City University of Hong Kong
Information on a Gateway Education Course
offered by Department of Management
with effect from Semester A in 2014 / 2015
Part I
Course Title: Social Innovation and Entrepreneurial Venture Exploration (SIEVE)
Course Code: GE2247
Course Duration: One Semester
Course Work: 100%
Primary Area: Study of Societies, Social and Business Organisations
No. of Credit Units: 3
Level: B2
Medium of Instruction: English
Medium of Assessment: English__________________________________________
Prerequisites: (Course Code and Title) None
Precursors: (Course Code and Title) None
Equivalent Courses: (Course Code and Title) None
Exclusive Courses: (Course Code and Title) None
Part II
1. Abstract
This course aims to introduce concepts and techniques in developing innovative ideas
and creating social business opportunities for social enterprises. To this end, this course
anchors on interdisciplinary knowledge, namely management, economics and socio
cultural fields; through these lens students can develop a balanced and sustainable
perspective to solve social problems. More specifically, the course draws on the
prevailing theories and techniques in the domain of social entrepreneurship in driving the
innovation development process in different cultural contexts. Innovation has been well-
supported as a main source of economic growth in both developed and developing
economies, yet it is a high-risk endeavour. Apparently, failures in innovation attempts
are costly and wasting social and economic resources. As the acronym of the course title
SIEVE suggests, the course apart from inspiring students to generate innovative ideas to
solve social problems, it also intends to enable students to sieve the gems out from the
soil - through refining and translating their innovation ideas into business and economic
viable ventures. This course does not require students to have any prerequisite courses.
While it complements other GE social entrepreneurship courses, e.g., GE1218 Make a
Difference: The Challenge of Social Entrepreneurship in a Globalised World; however,
the course developers were mindful to avoid overlapping the concept of social
entrepreneurship. The course design especially on the entrepreneurial venture
development aspect is intended to distinguish it from other related GE courses.
2. Course Aims
This course aims to stimulate inspirations of students, equip them with theories and
techniques to create social innovation and enable students to model their innovation with
prudent business principles and competitive strategies. With a cross-disciplinary
approach, students will appreciate the social, economic and business perspectives of
innovation and social entrepreneurship. Students will also understand the challenges in
the process of social needs identification, solution discovery and creation of business
models for implementing the solution. The learning outcomes of this course will be
demonstrated through the quality of the student’s individual case analysis, essay and
group project report. The quality of these works will be manifested by student’s
competence in correctly identifying and analyzing the social needs, creating innovative
solutions in addressing these needs with effective business models.
3
3. Course Intended Learning Outcomes (CILOs)
Upon successful completion of this course, students should be able to:
No. CILOs Weighting
(if
applicable)
DEC – related
dimension
1. Understand the notions and concepts of entrepreneurs and
social entrepreneurs, entrepreneurship, creativity and
innovation. Also appreciate the concepts in developing
ideas and creating social business opportunities for social
enterprises.
Attitude
2. Develop the ability to situate the place entrepreneurs take
in the larger world of business and management while
with due consideration to social impacts of their acts.
Ability
3. Apprehend innovation evaluation system for screening the
ideas from business, economic and ethical perspectives.
Ability
4. Apply tools and techniques used in the field of
anthropology in particular ethnography and the use of
visuals to make sense of the environment and discover
social business opportunities and means to capitalise on
them.
Ability
5. Refine innovation ideas with reference to appropriate
business models and translate them into business and
economic feasible project with full appreciation of
humanity, ethical and social concerns.
Accomplishment
4. Teaching and Learning Activities (TLAs)
(designed to facilitate students’ achievement of the CILOs - Some TLAs may address more than one CILO.)
TLA CILO No.
Lectures: Theories, concepts and principles of innovation and
entrepreneurship in a social context, idea evaluation and building blocks of
business model and from business and economic perspectives will be
lectured with an aim to educate students to be sensitized to the issues of
humanity, social, economic and business in generating their innovation and
subsequently business model building.
1, 2, 3 & 4
Class Discussion:
Guest speaker presented cases and student’s self-developed cases will be
discussed to enable students to apply theories into practices. Students will
be challenged by the instructors and other students on how well they have
addressed the objectives of the lectures through which their critical and
analytical thinking can be strengthened.
3, 4 & 5
Essential readings:
To enhance student’s theoretical and research abilities, relevant literature
will be introduced by individual instructor and students are required to
review them for class discussion and assignment preparations. Through
literature review, not only it will enhance student’s knowledge on the
related theories and concepts, it also helps them to develop an active
learning approach and to get rid of chasing for ‘model answers’ mentality.
1, 2, 3 & 4
Guest lectures:
Entrepreneurs, executives from social enterprises will be invited to speak
to the students with an aim to broaden their ‘real world’ perspective so that
they can understand in a greater depth about the possible challenges and
risks involved when launching their projects. Colleagues from other
Departments and College who are the members of this course development
team and Project Flame will also be invited to speak to our students.
1, 2, 3 & 4
Self-discovery essay:
A research essay assignment aims to sharpen student’s self-directed
learning, critical thinking and research skills. Students in writing a chosen
topic will have to demonstrate how much they have learned from the
lectures, discussions and their own literature review, and they also have to
present their thoughts and arguments in logical and organised manners,
thereby it will strengthen their academic research and writing skills.
1, 2, 3, 4 & 5
Group project presentation:
Students grouped into teams will work together to develop a social
innovation project from idealisation to commercialisation. Through the
project development process, the students have to apply what they have
learned from the lectures, discussion and literature reviewed; they are also
required to apply basic social research skills such as data collection,
interpret information and numerical data, and organise them in a well-
structured and coherent manner. They will be required to effectively
present them to the class justify their investment and social impacts in
front of a panel of judges composing instructors, social entrepreneurs and
social enterprise executives. The entire project process shall offer students
a good opportunity to develop their teamwork, communication and project
management skills.
3, 4 & 5
Innovation test:
A short essay question in-class test designed to help develop student’s
abilities in comprehension, application and synthesis of the key theories
and concepts through preparations for the test.
1, 2, 3 & 4
5. Assessment Tasks/Activities
(designed to assess how well the students achieve the CILOs –Some assessment tasks/activities may address more
than one CILO.)
Type of Assessment Tasks/Activities CILO
No.
Weig
hting
Remarks
Participation in class discussion: Student’s
general participation includes coming to class on
time, prepared their work and paying attention in
class, raising questions and actively engaging in
the class and online Blackboard discussions.
1, 2, 3,
4 & 5
10% Instructors will record
participation right
after class. Full
attendance will merit
for 5%. Each
valuable participation
will merit for 0.5%
point.
5
Self-discovery essay:
Each student is required to write an essay to
develop a prototype of imaginary social
entrepreneur
1
; his/her behaviour and spirits as
distinguished from managers in social enterprises
and entrepreneurs in profit-making enterprises;
the significance of the venture s/he generated
measured by its potential social impacts.
1, 2, 3,
4 & 5
25% 1000-word essay to be
submitted on Week 6
Project Presentations: Students – in groups are
required to present twice in the course. The first
one is on innovation idealisation. The second one
is on venturing their innovation idea. Their
presentation skills in articulating abstract
concepts and systematic delineation of
complicated business plans will be assessed.
1, 2, 3,
4 & 5
20% A 5-PPT slide
individual
presentation for
Innovation
Idealisation
presentation on Week
9 (15%@).
Commercialisation
group presentation on
Week 12 (5%@).
Both PPT files should
be uploaded to
Blackboard 24 hours
before presentation.
Group Report: Students have to submit a group
report which documents the process of social
innovation development and the translation
between the innovative idea and entrepreneurial
venture. It will examine student’s abilities in
interpreting considerable amount of market and
product information, applying the techniques and
methodologies to drive the idea generation and
commercialisation process, working effectively
as a team to present their ideas succinctly and
systematically. Grace marks will be given to
students who have conducted quality fieldwork in
Hong Kong.
1, 2, 3,
4 & 5
30% A 25-PPT slide report,
elaborated with notes
on each, if necessary
to be submitted on
week 13.
Innovation test:
A short essay question in-class test designed to
examine student’s abilities in comprehension,
application and synthesis of the key theories and
concepts they learned in the course.
1, 2, 3
& 4
15% It is a one-hour in
class written test on
week 10.
6. Grading of Student Achievement: Refer to Grading of Courses in the Academic Regulations.
Participation in Class Discussion
Letter grade Grade definitions
A+, A, A- Demonstrating very positive and proactive attitudes in class discussions;
showing superior preparation of the Essential readings before coming to
class; and very active interaction in class with unique ideas and
insightful questions.
B+, B, B- Demonstrating good & positive attitudes in class discussions; showing
good preparation of the Essential readings before coming to class; and
active interaction in class with some stimulating ideas and insightful
questions.
C+, C, C- Demonstrating good attitudes in class discussions; showing adequate
preparation of the Essential readings before coming to class; and some
interaction in class but no stimulating ideas and little insightful
questions.
D Demonstrating non-positive attitudes class discussions; showing
inadequate preparation of the Essential readings before coming to class;
and little interaction in class with no stimulating ideas or insightful
questions.
F Demonstrating negative attitude in class discussions; showing poor
preparation of the Essential readings before coming to class; and no
interaction in class at all.
Self-Discovery Essay
Letter grade Grade definitions
A+, A, A- Demonstrating outstanding development of an imaginary prototype of
social entrepreneur. The author has also sensitized and mindful about the
social, economic and business issues which may have critical impacts on
the project outcomes. Through literature review, relevant models and
concepts are synthesised to strengthen the theoretical background of the
essay. The author reflects well on the entire process with original
discoveries.
B+, B, B- Demonstrating good development of an imaginary prototype of social
entrepreneur. The author has also sensitized and mindful about the
social, economic and business issues which may have critical impacts on
the project outcomes. Some relevant models and concepts taught have
been applied to strengthen the theoretical background of the essay.
C+, C, C- Demonstrating a basic understanding about the development of an
imaginary prototype of social entrepreneur. The author has also
sensitized and mindful about the social, economic and business issues
which may have critical impacts on the project outcomes. Attempt to cite
some relevant models and concepts taught but showing no sign of
mastery on them.
D Demonstrating a minimum understanding about the development of an
imaginary prototype of social entrepreneur. The author has also
sensitized and mindful about the social, economic and business issues
which may have critical impacts on the project outcomes. Attempt to cite
some relevant models and concepts taught but showing no sign of
mastery on them.
7
F Demonstrating a poor understanding about the development of an
imaginary prototype of social entrepreneur. The author has not sensitized
and mindful about the social, economic and business issues which may
have critical impacts on the project outcomes. No attempt to cite relevant
models and concepts taught but showing no sign of mastery on them.
Project Presentation
Letter grade Grade definitions
A+, A, A- Outstanding performance in the following assessment criteria:
? Articulation of the process between idealisation and
commercialisation
? Accuracy and in depth of analysis to the assigned topic
? Application of relevant theories and toolsets
? Professionalism of presentation
? PPT design and impact
B+, B, B- Good performance in the following assessment criteria:
? Articulation of the process between idealisation and
commercialisation
? Accuracy and in depth of analysis to the assigned topic
? Application of relevant theories and toolsets
? Professionalism of presentation
? PPT design and impact
C+, C, C- Fair performance in the following assessment criteria:
? Articulation of the process between idealisation and
commercialisation
? Accuracy and in depth of analysis to the assigned topic
? Application of relevant theories and toolsets
? Professionalism of presentation
? PPT design and impact
D Fair and in some cases poor performance in the following assessment
criteria:
? Articulation of the process between idealisation and
commercialisation
? Accuracy and in depth of analysis to the assigned topic
? Application of relevant theories and toolsets
? Professionalism of presentation
? PPT design and impact
F Poor performance in the following assessment criteria:
? Articulation of the process between idealisation and
commercialisation
? Accuracy and in depth of analysis to the assigned topic
? Application of relevant theories and toolsets
? Professionalism of presentation
? PPT design and impact
Group Project Report
Letter grade Grade definitions
A+, A, A- Outstanding performance of the following report assessment criteria
? Innovativeness and original discovery
? Field survey and data collection and critical analysis &
interpretation
? Theory and toolset applications
? Effectiveness of translation from idea to business model
? Economic and business feasibilities
? Professionalism of report presentation
B+, B, B- Good performance of the following report assessment criteria
? Innovativeness and original discovery
? Field survey and data collection and critical analysis &
interpretation
? Theory and toolset applications
? Effectiveness of translation from idea to business model
? Economic and business feasibilities
? Professionalism of report presentation
C+, C, C- Fair performance of the following report assessment criteria
? Innovativeness and original discovery
? Field survey and data collection and critical analysis &
interpretation
? Theory and toolset applications
? Effectiveness of translation from idea to business model
? Economic and business feasibilities
? Professionalism of report presentation
D Fair and in some case poor performance of the following report
assessment criteria
? Innovativeness and original discovery
? Field survey and data collection and critical analysis &
interpretation
? Theory and toolset applications
? Effectiveness of translation from idea to business model
? Economic and business feasibilities
? Professionalism of report presentation
F Poor performance of the following report assessment criteria
? Innovativeness and original discovery
? Field survey and data collection and critical analysis &
interpretation
? Theory and toolset applications
? Effectiveness of translation from idea to business model
? Economic and business feasibilities
? Professionalism of report presentation
9
Innovation Test (Short essay questions in class)
Letter grade Grade definitions
A+, A, A- Outstanding performance (scoring 80% or above) of the following report
assessment criteria
? Innovativeness and original discovery
? Theory and toolset applications
? Critical thinking on a social problem/opportunity
? Awareness of social, environmental, ethical, economic and other
stakeholder group interests associated with the innovation
venture
? Clarity of presentation
? Quality data collected from well-organised fieldwork
B+, B, B- Good performance (scoring between 65 and 79%)of the following report
assessment criteria
? Innovativeness and original discovery
? Theory and toolset applications
? Critical thinking on a social problem/opportunity
? Awareness of social, environmental, ethical, economic and other
stakeholder group interests associated with the innovation
venture
? Clarity of presentation
C+, C, C- Fair performance (scoring between 55 and 64%) of the following report
assessment criteria
? Innovativeness and original discovery
? Theory and toolset applications
? Critical thinking on a social problem/opportunity
? Awareness of social, environmental, ethical, economic and other
stakeholder group interests associated with the innovation
venture
? Clarity of presentation
D Fair and in some case poor performance (scoring between 45 and 54%)
of the following report assessment criteria
? Innovativeness and original discovery
? Theory and toolset applications
? Critical thinking on a social problem/opportunity
? Awareness of social, environmental, ethical, economic and other
stakeholder group interests associated with the innovation
venture
? Clarity of presentation
F Poor performance (scoring 44% or below) of the following report
assessment criteria
? Innovativeness and original discovery
? Theory and toolset applications
? Critical thinking on a social problem/opportunity
? Awareness of social, environmental, ethical, economic and other
stakeholder group interests associated with the innovation
venture
? Clarity of presentation
Part III
Keyword Syllabus:
Main Section Week Topics Readings
2
I. Entrepreneurs
and
Entrepreneurship
in Different
Contexts
1 Course Introduction (all instructors will
present their section themes and how they
coherently connected as a whole).
Entrepreneurs, Business, Management and
society. Notions and Concepts
5, 8,14 &17
2 Entrepreneurship and Creativity
9, 22 &23
3 Entrepreneurship, Manager and Venture
16 & 24
4 Entrepreneurship and Social Ventures *
28,32 & 37
II. Social Innovation
5 Idea generation and opportunity creation
4, 6, 7 & 31
6 The process of innovation
1,12 & 35
7 Ethnographic methods for social
entrepreneurship
2, 10 & 20
8 Effectual and causal strategies in translating
social innovation into social business ideas*
11,19 & 30
III. Business Models
for Social
Enterprises
9 Key business and Market Research
Concepts
3
33, 34 & 39
10 Business Models Design Process
13, 27
11 Evaluating Business Models
25, 29
12 &
13
Group Project Presentation *
*Guest speakers will be invited to speak to the class and or comment on their presentations/discussions.
2
The number refers those articles and texts listed on Recommended Reading. Suggested readings are for
ambitious students to promote their self-learning practice, instructors would highlight the key ideas from the
articles and texts in lectures for those less ambitious students.
3
Handout on key business plan and market research concepts will be uploaded on Blackboard for student’s
reference
11
Recommended Reading:
1. Afuah, A. (2003), Innovation Management – Strategies, Implementation and Profits, 2
nd
ed.,
Oxford: OUP.
2. Arnould, E.J., and Wallendorf, (1994), “Market-Oriented Ethnography: Interpretation Building
and Marketing Strategy Formulation”, Journal of Marketing Research 34: 484-504
3. Baderman, J. and Law, J. (2006). Everyday Legends: The Ordinary People Changing Our World:
The Stories of 20 Great UK Social Entrepreneurs. York : WW Pub.
4. Baker, T., and Nelson, R.E. (2005), “Creating Something from Nothing: Resource Construction
through Entrepreneurial Bricolage”, Administrative Science Quarterly 50(3): 329-366.
5. Bornstein, D. (2007). How to Change the World: Social Entrepreneurs and the Power of New
Ideas. Oxford: OUP.
6. Chandra, Y. and Yang, S. S-J. (2012), “Managing disruptive innovation: Entrepreneurial strategies
and tournaments for corporate longevity. Journal of General Management, 37(2): 23-50.
7. Cheng, W. and Mohamed, S. (2010). The World that Changes the World: How Philanthropy,
Innovation, and Entrepreneurship are Transforming the Social Ecosystem. San Francisco, Calif.:
Jossey-Bass.
8. Chung, P and Ip (2009) The first 10 yards: Five dynamics of entrepreneurship, Singapore:
Cengage Learning.
9. Clarke, J (2011), “Revitalizing Entrepreneurship: How Visual Symbols are Used in
Entrepreneurial Performances”, Journal of Management Studies 48(6): 1355-1391.
10. Cooper, R.G. (1990), Stage-Gate Systems: A New Tool for Managing new products, Business
Horizons, 44-53.
11. Crawford, C.M., Di Benedetto, A.D. (2012). New Products Management, 9
th
ed., NY: McGraw-
Hill.
12. Dees J.G. (2001). The meaning of “social entrepreneurship”. Reformatted and revised 30 May.
Available at: www.caseatduke.org/documents/dees_sedef.pdf.
13. Dew, N., Sarasvathy, S.D., and Venkataraman, (2004), “The economic implications of exaptation”,
Journal of Evolutionary Economics, 14: 69-84
14. Drucker, P, (1985) Innovation and Entrepreneurship, NY: Harper & Row
15. Elkington, J. and Hartigan, P. (2008). The Power of Unreasonable People: How Social
Entrepreneurs Create Markets that Change the World, Boston, Mass.: Harvard Business School
Press.
16. Fisher, G. (2012), “Effectuation, Causation, and Bricolage: A Behavioural Comparison of
Emerging Theories in Entrepreneurship Research”, Entrepreneurship Theory & Practice,
September: 1019-1051
17. Fletcher, D.E (2006), “Entrepreneurial processes and the social construction of opportunity”,
Entrepreneurship & Regional Development 18: 421–440
18. Fried, K. and Mobley, P. (2012). Everyday Heroes: 50 Americans Changing the World one Non-
Profit at a Time. Welcome Enterprises, Inc.
19. Gilles and Mondejar, R (2009), Guide to Entrepreneurship, Manila: Sinagtala, 2
nd
ed.
20. Gogatz and Mondejar, R (2003), Unleash your Power of Creativity. Manila: Sinaglala
21. Gogatz and Mondejar, R (2005), Business Creativity, London: Palgrave-Macmillan.
22. Kee, C.H. and Yeung, K.H.Y. (2010). 20 Business Strategies for Social Enterprise. The
Government of the Hong Kong Special Administrative Region: Home Affairs Bureau.
23. Osterwalder, A. and Pigneur, Y. (2010) Business Model Generation, NJ: Wiley.
24. Petit, P.U. (2011). Creating a New Civilization through Social Entrepreneurship. New Brunswick:
Transaction Publishers.
25. Shane, S. (2000), “Prior knowledge and the discovery of entrepreneurial opportunities.
Organization Science, 11(4): 448-469.
26. Spear, R. (2006). Social entrepreneurship: A different model? International Journal of Social
Economics. 33(5): 399 – 410.
27. Tang, K.L. et al. (2008). Social Enterprises in Hong Kong: Toward a Conceptual Model. Hong
Kong: Central Policy Unit.
28. Thompson, J. and Doherty, B. (2006). The diverse world of social enterprise: A collection of
social enterprise stories. International Journal of Social Economics. 33(5): 361 – 375.
29. Tidd, J. Bessant, J. and Pravitt, K. (2005). Managing Innovation, 3
rd
ed. John Wiley & Sons Ltd,
UK.
30. Tse, K.K. (2011). How you Could Change the World: Social Entrepreneurs and the Rise of the
Citizen Sector. Hong Kong: Suyuan Books.
31. Yuen, T.Y.K. (2011). Unleashing social innovation for social economy: Experience of social
enterprise development in Hong Kong. China Journal of Social Work, 4 (3): 217-233.
32. Yunnus, M. (2007). Creating a World Without Poverty: Social Business and the Future of
Capitalism. New York: Public Affairs.
33. Yunnus, M. (2010). Building Social Business: The New Kind of Capitalism that Serves
Humanity’s most Pressing Needs. New York: Public Affairs.
Online Resources:
? Ashoka Innovators for the Public:https://www.ashoka.org/
? Ashoka U Resources:http://ashokau.org/resources/
? Changemakers: Open Source Social Solutions:http://www.changemakers.com/
? Charity Bank (UK):http://www.charitybank.org/
? Dialogue in the Dark (HK):http://www.dialogue-in-the-dark.hk/ch-index.html
? Fifteen:http://www.fifteen.net/about
? HKCSS-HSBC Social Enterprise Business Centre:http://www.socialenterprise.org.hk/
? Home of the Elderly (HK):http://hkelderly.net/default.aspx
? Kiva:http://www.kiva.org/
? Policy Research and Advocacy, the Hong Kong Council of Social Service:http://www.hkcss.org.hk/cb4_e.htm
? Poverty and Social Exclusion:http://www.poverty.ac.uk/
? Schwab Foundation for Social Entrepreneurship:http://www.schwabfound.org/sf/index.htm
? Senior Citizen Home Safety Association (HK):http://www.schsa.org.hk/eng/home/home.php
? Skoll Foundation:http://www.skollfoundation.org/
? Social Enterprise Coalition (UK):http://www.socialenterprise.org.uk/
? Social Enterprise Directory (HK):http://www.socialenterprise.org.hk/en/sedirectory
? Social Enterprise Summit:http://www.social-enterprise.org.hk/zh-hk/home.html
? Stanford Social Innovation Review:http://www.ssireview.org/
? Support to social enterprise in HK, HKSAR:http://www.social-
enterprises.gov.hk/en/support/funds.html
? The Social Enterprise Alliance:http://www.se-alliance.org/
doc_452963530.pdf
In this such a brief elucidation pertaining to information on a gateway education course offered by department of management.
1
City University of Hong Kong
Information on a Gateway Education Course
offered by Department of Management
with effect from Semester A in 2014 / 2015
Part I
Course Title: Social Innovation and Entrepreneurial Venture Exploration (SIEVE)
Course Code: GE2247
Course Duration: One Semester
Course Work: 100%
Primary Area: Study of Societies, Social and Business Organisations
No. of Credit Units: 3
Level: B2
Medium of Instruction: English
Medium of Assessment: English__________________________________________
Prerequisites: (Course Code and Title) None
Precursors: (Course Code and Title) None
Equivalent Courses: (Course Code and Title) None
Exclusive Courses: (Course Code and Title) None
Part II
1. Abstract
This course aims to introduce concepts and techniques in developing innovative ideas
and creating social business opportunities for social enterprises. To this end, this course
anchors on interdisciplinary knowledge, namely management, economics and socio
cultural fields; through these lens students can develop a balanced and sustainable
perspective to solve social problems. More specifically, the course draws on the
prevailing theories and techniques in the domain of social entrepreneurship in driving the
innovation development process in different cultural contexts. Innovation has been well-
supported as a main source of economic growth in both developed and developing
economies, yet it is a high-risk endeavour. Apparently, failures in innovation attempts
are costly and wasting social and economic resources. As the acronym of the course title
SIEVE suggests, the course apart from inspiring students to generate innovative ideas to
solve social problems, it also intends to enable students to sieve the gems out from the
soil - through refining and translating their innovation ideas into business and economic
viable ventures. This course does not require students to have any prerequisite courses.
While it complements other GE social entrepreneurship courses, e.g., GE1218 Make a
Difference: The Challenge of Social Entrepreneurship in a Globalised World; however,
the course developers were mindful to avoid overlapping the concept of social
entrepreneurship. The course design especially on the entrepreneurial venture
development aspect is intended to distinguish it from other related GE courses.
2. Course Aims
This course aims to stimulate inspirations of students, equip them with theories and
techniques to create social innovation and enable students to model their innovation with
prudent business principles and competitive strategies. With a cross-disciplinary
approach, students will appreciate the social, economic and business perspectives of
innovation and social entrepreneurship. Students will also understand the challenges in
the process of social needs identification, solution discovery and creation of business
models for implementing the solution. The learning outcomes of this course will be
demonstrated through the quality of the student’s individual case analysis, essay and
group project report. The quality of these works will be manifested by student’s
competence in correctly identifying and analyzing the social needs, creating innovative
solutions in addressing these needs with effective business models.
3
3. Course Intended Learning Outcomes (CILOs)
Upon successful completion of this course, students should be able to:
No. CILOs Weighting
(if
applicable)
DEC – related
dimension
1. Understand the notions and concepts of entrepreneurs and
social entrepreneurs, entrepreneurship, creativity and
innovation. Also appreciate the concepts in developing
ideas and creating social business opportunities for social
enterprises.
Attitude
2. Develop the ability to situate the place entrepreneurs take
in the larger world of business and management while
with due consideration to social impacts of their acts.
Ability
3. Apprehend innovation evaluation system for screening the
ideas from business, economic and ethical perspectives.
Ability
4. Apply tools and techniques used in the field of
anthropology in particular ethnography and the use of
visuals to make sense of the environment and discover
social business opportunities and means to capitalise on
them.
Ability
5. Refine innovation ideas with reference to appropriate
business models and translate them into business and
economic feasible project with full appreciation of
humanity, ethical and social concerns.
Accomplishment
4. Teaching and Learning Activities (TLAs)
(designed to facilitate students’ achievement of the CILOs - Some TLAs may address more than one CILO.)
TLA CILO No.
Lectures: Theories, concepts and principles of innovation and
entrepreneurship in a social context, idea evaluation and building blocks of
business model and from business and economic perspectives will be
lectured with an aim to educate students to be sensitized to the issues of
humanity, social, economic and business in generating their innovation and
subsequently business model building.
1, 2, 3 & 4
Class Discussion:
Guest speaker presented cases and student’s self-developed cases will be
discussed to enable students to apply theories into practices. Students will
be challenged by the instructors and other students on how well they have
addressed the objectives of the lectures through which their critical and
analytical thinking can be strengthened.
3, 4 & 5
Essential readings:
To enhance student’s theoretical and research abilities, relevant literature
will be introduced by individual instructor and students are required to
review them for class discussion and assignment preparations. Through
literature review, not only it will enhance student’s knowledge on the
related theories and concepts, it also helps them to develop an active
learning approach and to get rid of chasing for ‘model answers’ mentality.
1, 2, 3 & 4
Guest lectures:
Entrepreneurs, executives from social enterprises will be invited to speak
to the students with an aim to broaden their ‘real world’ perspective so that
they can understand in a greater depth about the possible challenges and
risks involved when launching their projects. Colleagues from other
Departments and College who are the members of this course development
team and Project Flame will also be invited to speak to our students.
1, 2, 3 & 4
Self-discovery essay:
A research essay assignment aims to sharpen student’s self-directed
learning, critical thinking and research skills. Students in writing a chosen
topic will have to demonstrate how much they have learned from the
lectures, discussions and their own literature review, and they also have to
present their thoughts and arguments in logical and organised manners,
thereby it will strengthen their academic research and writing skills.
1, 2, 3, 4 & 5
Group project presentation:
Students grouped into teams will work together to develop a social
innovation project from idealisation to commercialisation. Through the
project development process, the students have to apply what they have
learned from the lectures, discussion and literature reviewed; they are also
required to apply basic social research skills such as data collection,
interpret information and numerical data, and organise them in a well-
structured and coherent manner. They will be required to effectively
present them to the class justify their investment and social impacts in
front of a panel of judges composing instructors, social entrepreneurs and
social enterprise executives. The entire project process shall offer students
a good opportunity to develop their teamwork, communication and project
management skills.
3, 4 & 5
Innovation test:
A short essay question in-class test designed to help develop student’s
abilities in comprehension, application and synthesis of the key theories
and concepts through preparations for the test.
1, 2, 3 & 4
5. Assessment Tasks/Activities
(designed to assess how well the students achieve the CILOs –Some assessment tasks/activities may address more
than one CILO.)
Type of Assessment Tasks/Activities CILO
No.
Weig
hting
Remarks
Participation in class discussion: Student’s
general participation includes coming to class on
time, prepared their work and paying attention in
class, raising questions and actively engaging in
the class and online Blackboard discussions.
1, 2, 3,
4 & 5
10% Instructors will record
participation right
after class. Full
attendance will merit
for 5%. Each
valuable participation
will merit for 0.5%
point.
5
Self-discovery essay:
Each student is required to write an essay to
develop a prototype of imaginary social
entrepreneur
1
; his/her behaviour and spirits as
distinguished from managers in social enterprises
and entrepreneurs in profit-making enterprises;
the significance of the venture s/he generated
measured by its potential social impacts.
1, 2, 3,
4 & 5
25% 1000-word essay to be
submitted on Week 6
Project Presentations: Students – in groups are
required to present twice in the course. The first
one is on innovation idealisation. The second one
is on venturing their innovation idea. Their
presentation skills in articulating abstract
concepts and systematic delineation of
complicated business plans will be assessed.
1, 2, 3,
4 & 5
20% A 5-PPT slide
individual
presentation for
Innovation
Idealisation
presentation on Week
9 (15%@).
Commercialisation
group presentation on
Week 12 (5%@).
Both PPT files should
be uploaded to
Blackboard 24 hours
before presentation.
Group Report: Students have to submit a group
report which documents the process of social
innovation development and the translation
between the innovative idea and entrepreneurial
venture. It will examine student’s abilities in
interpreting considerable amount of market and
product information, applying the techniques and
methodologies to drive the idea generation and
commercialisation process, working effectively
as a team to present their ideas succinctly and
systematically. Grace marks will be given to
students who have conducted quality fieldwork in
Hong Kong.
1, 2, 3,
4 & 5
30% A 25-PPT slide report,
elaborated with notes
on each, if necessary
to be submitted on
week 13.
Innovation test:
A short essay question in-class test designed to
examine student’s abilities in comprehension,
application and synthesis of the key theories and
concepts they learned in the course.
1, 2, 3
& 4
15% It is a one-hour in
class written test on
week 10.
6. Grading of Student Achievement: Refer to Grading of Courses in the Academic Regulations.
Participation in Class Discussion
Letter grade Grade definitions
A+, A, A- Demonstrating very positive and proactive attitudes in class discussions;
showing superior preparation of the Essential readings before coming to
class; and very active interaction in class with unique ideas and
insightful questions.
B+, B, B- Demonstrating good & positive attitudes in class discussions; showing
good preparation of the Essential readings before coming to class; and
active interaction in class with some stimulating ideas and insightful
questions.
C+, C, C- Demonstrating good attitudes in class discussions; showing adequate
preparation of the Essential readings before coming to class; and some
interaction in class but no stimulating ideas and little insightful
questions.
D Demonstrating non-positive attitudes class discussions; showing
inadequate preparation of the Essential readings before coming to class;
and little interaction in class with no stimulating ideas or insightful
questions.
F Demonstrating negative attitude in class discussions; showing poor
preparation of the Essential readings before coming to class; and no
interaction in class at all.
Self-Discovery Essay
Letter grade Grade definitions
A+, A, A- Demonstrating outstanding development of an imaginary prototype of
social entrepreneur. The author has also sensitized and mindful about the
social, economic and business issues which may have critical impacts on
the project outcomes. Through literature review, relevant models and
concepts are synthesised to strengthen the theoretical background of the
essay. The author reflects well on the entire process with original
discoveries.
B+, B, B- Demonstrating good development of an imaginary prototype of social
entrepreneur. The author has also sensitized and mindful about the
social, economic and business issues which may have critical impacts on
the project outcomes. Some relevant models and concepts taught have
been applied to strengthen the theoretical background of the essay.
C+, C, C- Demonstrating a basic understanding about the development of an
imaginary prototype of social entrepreneur. The author has also
sensitized and mindful about the social, economic and business issues
which may have critical impacts on the project outcomes. Attempt to cite
some relevant models and concepts taught but showing no sign of
mastery on them.
D Demonstrating a minimum understanding about the development of an
imaginary prototype of social entrepreneur. The author has also
sensitized and mindful about the social, economic and business issues
which may have critical impacts on the project outcomes. Attempt to cite
some relevant models and concepts taught but showing no sign of
mastery on them.
7
F Demonstrating a poor understanding about the development of an
imaginary prototype of social entrepreneur. The author has not sensitized
and mindful about the social, economic and business issues which may
have critical impacts on the project outcomes. No attempt to cite relevant
models and concepts taught but showing no sign of mastery on them.
Project Presentation
Letter grade Grade definitions
A+, A, A- Outstanding performance in the following assessment criteria:
? Articulation of the process between idealisation and
commercialisation
? Accuracy and in depth of analysis to the assigned topic
? Application of relevant theories and toolsets
? Professionalism of presentation
? PPT design and impact
B+, B, B- Good performance in the following assessment criteria:
? Articulation of the process between idealisation and
commercialisation
? Accuracy and in depth of analysis to the assigned topic
? Application of relevant theories and toolsets
? Professionalism of presentation
? PPT design and impact
C+, C, C- Fair performance in the following assessment criteria:
? Articulation of the process between idealisation and
commercialisation
? Accuracy and in depth of analysis to the assigned topic
? Application of relevant theories and toolsets
? Professionalism of presentation
? PPT design and impact
D Fair and in some cases poor performance in the following assessment
criteria:
? Articulation of the process between idealisation and
commercialisation
? Accuracy and in depth of analysis to the assigned topic
? Application of relevant theories and toolsets
? Professionalism of presentation
? PPT design and impact
F Poor performance in the following assessment criteria:
? Articulation of the process between idealisation and
commercialisation
? Accuracy and in depth of analysis to the assigned topic
? Application of relevant theories and toolsets
? Professionalism of presentation
? PPT design and impact
Group Project Report
Letter grade Grade definitions
A+, A, A- Outstanding performance of the following report assessment criteria
? Innovativeness and original discovery
? Field survey and data collection and critical analysis &
interpretation
? Theory and toolset applications
? Effectiveness of translation from idea to business model
? Economic and business feasibilities
? Professionalism of report presentation
B+, B, B- Good performance of the following report assessment criteria
? Innovativeness and original discovery
? Field survey and data collection and critical analysis &
interpretation
? Theory and toolset applications
? Effectiveness of translation from idea to business model
? Economic and business feasibilities
? Professionalism of report presentation
C+, C, C- Fair performance of the following report assessment criteria
? Innovativeness and original discovery
? Field survey and data collection and critical analysis &
interpretation
? Theory and toolset applications
? Effectiveness of translation from idea to business model
? Economic and business feasibilities
? Professionalism of report presentation
D Fair and in some case poor performance of the following report
assessment criteria
? Innovativeness and original discovery
? Field survey and data collection and critical analysis &
interpretation
? Theory and toolset applications
? Effectiveness of translation from idea to business model
? Economic and business feasibilities
? Professionalism of report presentation
F Poor performance of the following report assessment criteria
? Innovativeness and original discovery
? Field survey and data collection and critical analysis &
interpretation
? Theory and toolset applications
? Effectiveness of translation from idea to business model
? Economic and business feasibilities
? Professionalism of report presentation
9
Innovation Test (Short essay questions in class)
Letter grade Grade definitions
A+, A, A- Outstanding performance (scoring 80% or above) of the following report
assessment criteria
? Innovativeness and original discovery
? Theory and toolset applications
? Critical thinking on a social problem/opportunity
? Awareness of social, environmental, ethical, economic and other
stakeholder group interests associated with the innovation
venture
? Clarity of presentation
? Quality data collected from well-organised fieldwork
B+, B, B- Good performance (scoring between 65 and 79%)of the following report
assessment criteria
? Innovativeness and original discovery
? Theory and toolset applications
? Critical thinking on a social problem/opportunity
? Awareness of social, environmental, ethical, economic and other
stakeholder group interests associated with the innovation
venture
? Clarity of presentation
C+, C, C- Fair performance (scoring between 55 and 64%) of the following report
assessment criteria
? Innovativeness and original discovery
? Theory and toolset applications
? Critical thinking on a social problem/opportunity
? Awareness of social, environmental, ethical, economic and other
stakeholder group interests associated with the innovation
venture
? Clarity of presentation
D Fair and in some case poor performance (scoring between 45 and 54%)
of the following report assessment criteria
? Innovativeness and original discovery
? Theory and toolset applications
? Critical thinking on a social problem/opportunity
? Awareness of social, environmental, ethical, economic and other
stakeholder group interests associated with the innovation
venture
? Clarity of presentation
F Poor performance (scoring 44% or below) of the following report
assessment criteria
? Innovativeness and original discovery
? Theory and toolset applications
? Critical thinking on a social problem/opportunity
? Awareness of social, environmental, ethical, economic and other
stakeholder group interests associated with the innovation
venture
? Clarity of presentation
Part III
Keyword Syllabus:
Main Section Week Topics Readings
2
I. Entrepreneurs
and
Entrepreneurship
in Different
Contexts
1 Course Introduction (all instructors will
present their section themes and how they
coherently connected as a whole).
Entrepreneurs, Business, Management and
society. Notions and Concepts
5, 8,14 &17
2 Entrepreneurship and Creativity
9, 22 &23
3 Entrepreneurship, Manager and Venture
16 & 24
4 Entrepreneurship and Social Ventures *
28,32 & 37
II. Social Innovation
5 Idea generation and opportunity creation
4, 6, 7 & 31
6 The process of innovation
1,12 & 35
7 Ethnographic methods for social
entrepreneurship
2, 10 & 20
8 Effectual and causal strategies in translating
social innovation into social business ideas*
11,19 & 30
III. Business Models
for Social
Enterprises
9 Key business and Market Research
Concepts
3
33, 34 & 39
10 Business Models Design Process
13, 27
11 Evaluating Business Models
25, 29
12 &
13
Group Project Presentation *
*Guest speakers will be invited to speak to the class and or comment on their presentations/discussions.
2
The number refers those articles and texts listed on Recommended Reading. Suggested readings are for
ambitious students to promote their self-learning practice, instructors would highlight the key ideas from the
articles and texts in lectures for those less ambitious students.
3
Handout on key business plan and market research concepts will be uploaded on Blackboard for student’s
reference
11
Recommended Reading:
1. Afuah, A. (2003), Innovation Management – Strategies, Implementation and Profits, 2
nd
ed.,
Oxford: OUP.
2. Arnould, E.J., and Wallendorf, (1994), “Market-Oriented Ethnography: Interpretation Building
and Marketing Strategy Formulation”, Journal of Marketing Research 34: 484-504
3. Baderman, J. and Law, J. (2006). Everyday Legends: The Ordinary People Changing Our World:
The Stories of 20 Great UK Social Entrepreneurs. York : WW Pub.
4. Baker, T., and Nelson, R.E. (2005), “Creating Something from Nothing: Resource Construction
through Entrepreneurial Bricolage”, Administrative Science Quarterly 50(3): 329-366.
5. Bornstein, D. (2007). How to Change the World: Social Entrepreneurs and the Power of New
Ideas. Oxford: OUP.
6. Chandra, Y. and Yang, S. S-J. (2012), “Managing disruptive innovation: Entrepreneurial strategies
and tournaments for corporate longevity. Journal of General Management, 37(2): 23-50.
7. Cheng, W. and Mohamed, S. (2010). The World that Changes the World: How Philanthropy,
Innovation, and Entrepreneurship are Transforming the Social Ecosystem. San Francisco, Calif.:
Jossey-Bass.
8. Chung, P and Ip (2009) The first 10 yards: Five dynamics of entrepreneurship, Singapore:
Cengage Learning.
9. Clarke, J (2011), “Revitalizing Entrepreneurship: How Visual Symbols are Used in
Entrepreneurial Performances”, Journal of Management Studies 48(6): 1355-1391.
10. Cooper, R.G. (1990), Stage-Gate Systems: A New Tool for Managing new products, Business
Horizons, 44-53.
11. Crawford, C.M., Di Benedetto, A.D. (2012). New Products Management, 9
th
ed., NY: McGraw-
Hill.
12. Dees J.G. (2001). The meaning of “social entrepreneurship”. Reformatted and revised 30 May.
Available at: www.caseatduke.org/documents/dees_sedef.pdf.
13. Dew, N., Sarasvathy, S.D., and Venkataraman, (2004), “The economic implications of exaptation”,
Journal of Evolutionary Economics, 14: 69-84
14. Drucker, P, (1985) Innovation and Entrepreneurship, NY: Harper & Row
15. Elkington, J. and Hartigan, P. (2008). The Power of Unreasonable People: How Social
Entrepreneurs Create Markets that Change the World, Boston, Mass.: Harvard Business School
Press.
16. Fisher, G. (2012), “Effectuation, Causation, and Bricolage: A Behavioural Comparison of
Emerging Theories in Entrepreneurship Research”, Entrepreneurship Theory & Practice,
September: 1019-1051
17. Fletcher, D.E (2006), “Entrepreneurial processes and the social construction of opportunity”,
Entrepreneurship & Regional Development 18: 421–440
18. Fried, K. and Mobley, P. (2012). Everyday Heroes: 50 Americans Changing the World one Non-
Profit at a Time. Welcome Enterprises, Inc.
19. Gilles and Mondejar, R (2009), Guide to Entrepreneurship, Manila: Sinagtala, 2
nd
ed.
20. Gogatz and Mondejar, R (2003), Unleash your Power of Creativity. Manila: Sinaglala
21. Gogatz and Mondejar, R (2005), Business Creativity, London: Palgrave-Macmillan.
22. Kee, C.H. and Yeung, K.H.Y. (2010). 20 Business Strategies for Social Enterprise. The
Government of the Hong Kong Special Administrative Region: Home Affairs Bureau.
23. Osterwalder, A. and Pigneur, Y. (2010) Business Model Generation, NJ: Wiley.
24. Petit, P.U. (2011). Creating a New Civilization through Social Entrepreneurship. New Brunswick:
Transaction Publishers.
25. Shane, S. (2000), “Prior knowledge and the discovery of entrepreneurial opportunities.
Organization Science, 11(4): 448-469.
26. Spear, R. (2006). Social entrepreneurship: A different model? International Journal of Social
Economics. 33(5): 399 – 410.
27. Tang, K.L. et al. (2008). Social Enterprises in Hong Kong: Toward a Conceptual Model. Hong
Kong: Central Policy Unit.
28. Thompson, J. and Doherty, B. (2006). The diverse world of social enterprise: A collection of
social enterprise stories. International Journal of Social Economics. 33(5): 361 – 375.
29. Tidd, J. Bessant, J. and Pravitt, K. (2005). Managing Innovation, 3
rd
ed. John Wiley & Sons Ltd,
UK.
30. Tse, K.K. (2011). How you Could Change the World: Social Entrepreneurs and the Rise of the
Citizen Sector. Hong Kong: Suyuan Books.
31. Yuen, T.Y.K. (2011). Unleashing social innovation for social economy: Experience of social
enterprise development in Hong Kong. China Journal of Social Work, 4 (3): 217-233.
32. Yunnus, M. (2007). Creating a World Without Poverty: Social Business and the Future of
Capitalism. New York: Public Affairs.
33. Yunnus, M. (2010). Building Social Business: The New Kind of Capitalism that Serves
Humanity’s most Pressing Needs. New York: Public Affairs.
Online Resources:
? Ashoka Innovators for the Public:https://www.ashoka.org/
? Ashoka U Resources:http://ashokau.org/resources/
? Changemakers: Open Source Social Solutions:http://www.changemakers.com/
? Charity Bank (UK):http://www.charitybank.org/
? Dialogue in the Dark (HK):http://www.dialogue-in-the-dark.hk/ch-index.html
? Fifteen:http://www.fifteen.net/about
? HKCSS-HSBC Social Enterprise Business Centre:http://www.socialenterprise.org.hk/
? Home of the Elderly (HK):http://hkelderly.net/default.aspx
? Kiva:http://www.kiva.org/
? Policy Research and Advocacy, the Hong Kong Council of Social Service:http://www.hkcss.org.hk/cb4_e.htm
? Poverty and Social Exclusion:http://www.poverty.ac.uk/
? Schwab Foundation for Social Entrepreneurship:http://www.schwabfound.org/sf/index.htm
? Senior Citizen Home Safety Association (HK):http://www.schsa.org.hk/eng/home/home.php
? Skoll Foundation:http://www.skollfoundation.org/
? Social Enterprise Coalition (UK):http://www.socialenterprise.org.uk/
? Social Enterprise Directory (HK):http://www.socialenterprise.org.hk/en/sedirectory
? Social Enterprise Summit:http://www.social-enterprise.org.hk/zh-hk/home.html
? Stanford Social Innovation Review:http://www.ssireview.org/
? Support to social enterprise in HK, HKSAR:http://www.social-
enterprises.gov.hk/en/support/funds.html
? The Social Enterprise Alliance:http://www.se-alliance.org/
doc_452963530.pdf