| 授業名 | Social Entrepreneurship |
|---|---|
| Course Title | Social Entrepreneurship |
| 担当教員 Instructor Name | Youxin Feng |
| 授業形態 Class Type | 講義 Regular course |
| 授業形式 Class Format | On Campus |
| 単位 Credits | 2 |
| 言語 Language | EN |
| 学位 Degree | BBA |
| 開講情報 Terms / Location | 2026 UG Nisshin Term2 |
| コード Couse Code | NUC465_N26A |
授業の概要 Course Overview
Mission Statementとの関係性 / Connection to our Mission Statement
This course aligns with NUCB’s mission by fostering innovative and ethical leadership through the exploration of social entrepreneurship. Students develop logical problem-solving skills by identifying social opportunities, designing business models, and evaluating social impact. Engagement with diverse communities and stakeholder perspectives strengthens their understanding of diversity and global responsibility. Moreover, the consideration of legal legitimacy and social accountability promotes ethical decision-making.
授業の目的（意義） / Importance of this course
This course enable students to understand the principles and practices of social entrepreneurship, emphasizing how innovative business approaches can address social and environmental challenges. The core principle of social entrepreneurship is highly in line with multiple SDGs, as well as the intersection of CSR and ESG areas.
学修到達目標 / Achievement Goal
By integrating theories with real-life cases such as opportunity identification, social business model design, and social impact evaluation, students will develop their understanding on the fundamental knowledge of social entrepreneurship and practical skills to analyze, design, and operate social enterprises.
本授業の該当ラーニングゴール Learning Goals
*本学の教育ミッションを具現化する形で設定されています。
LG1 Critical Thinking
LG2 Diversity Awareness
LG3 Ethical Decision Making
LG4 Effective Communication
LG6 Managerial Perspectives (BBA)
LG2 Diversity Awareness
LG3 Ethical Decision Making
LG4 Effective Communication
LG6 Managerial Perspectives (BBA)
受講後得られる具体的スキルや知識 Learning Outcomes
· Explain key concepts and theories of social entrepreneurship, including social innovation, social enterprise, and social value creation.
· Identify and evaluate opportunities using systematic thinking approach.
· Design feasible social business models that balance financial sustainability with measurable social impact.
· Communicate, debate, and articulate social venture proposals effectively through report, teamwork, and oral presentations.
· Identify and evaluate opportunities using systematic thinking approach.
· Design feasible social business models that balance financial sustainability with measurable social impact.
· Communicate, debate, and articulate social venture proposals effectively through report, teamwork, and oral presentations.
SDGsとの関連性 Relevance to Sustainable Development Goals
Goal 10 人や国の不平等をなくそう（Reduced Inequality）
教育手法 Teaching Method
| 教育手法 Teaching Method | % of Course Time | |
|---|---|---|
| インプット型 Traditional | 10 % | |
| 参加者中心型 Participant-Centered Learning | ケースメソッド Case Method | 90 % |
| フィールドメソッド Field Method | 0 % | 合計 Total | 100 % |
事前学修と事後学修の内容、レポート、課題に対するフィードバック方法 Pre- and Post-Course Learning, Report, Feedback methods
- Pre-course preparation
This course adopts a full case-based method, which requires students to have a substantial amount of reading and preparation before attending each session. Students are expected to secure at least 3 hours for individual preparation every week to ensure a smooth, effective participation in class discussion.
- Assignments
Assignments on case preparation will be assigned prior to the first class. Students must submit the assignments through Google Classroom before attending each session. The instructor will provide feedback through electronic form.
- Group Presentation
On the final day of this course, students are required to give a in-class, group-based presentation to pitch their social business/enterprise model decided by group work. Each group presentation consists of oral presentation (20 min) and Q&A session (10 min).
This course adopts a full case-based method, which requires students to have a substantial amount of reading and preparation before attending each session. Students are expected to secure at least 3 hours for individual preparation every week to ensure a smooth, effective participation in class discussion.
- Assignments
Assignments on case preparation will be assigned prior to the first class. Students must submit the assignments through Google Classroom before attending each session. The instructor will provide feedback through electronic form.
- Group Presentation
On the final day of this course, students are required to give a in-class, group-based presentation to pitch their social business/enterprise model decided by group work. Each group presentation consists of oral presentation (20 min) and Q&A session (10 min).
授業スケジュール Course Schedule
第1日（Day1）
Introduction to Social Entrepreneurship: Definition, Objectives, and Key Elements●使用するケース
"The Wheels on the Bus" Go Electric: Highland Electric Fleets and Partners*This is a tentative case
第2日（Day2）
Social Entrepreneurs and Social Enterprises●使用するケース
FoodCloud: Tackling Food Insecurity and Climate Change in One Bite*This is a tentative case
第3日（Day3）
Identify Opportunities and Systematic Think for Social innovation●使用するケース
Asian Community Development Corporation: Building Housing and Community*This is a tentative case
第4日（Day4）
Social Business Model●使用するケース
DonorsChoose: Enhancing America's Classrooms with Small Diverse Businesses*This is a tentative case
第5日（Day5）
Legal Considerations: Legitimacy, Legal Framework, and Legal Status●使用するケース
Terra Nova: A Social Business Trying to Unlock Land Rights for the Urban Poor in Brazil*This is a tentative case
第6日（Day6）
Social Impact and Evaluation Method●使用するケース
Year Up: Measuring and Scaling Impact*This is a tentative case
第7日（Day7）
Group Pitch Session: Design a Social Enterprise●使用するケース
Case to be decided成績評価方法 Evaluation Criteria
*成績は下記該当項目を基に決定されます。
*クラス貢献度合計はコールドコールと授業内での挙手発言の合算値です。
*クラス貢献度合計はコールドコールと授業内での挙手発言の合算値です。
| 講師用内規準拠 Method of Assessment | Weights |
|---|---|
| コールドコール Cold Call | 0 % |
| 授業内での挙手発言 Class Contribution | 70 % |
| クラス貢献度合計 Class Contribution Total | 70 % |
| 予習レポート Preparation Report | 10 % |
| 小テスト Quizzes / Tests | 20 % |
| シミュレーション成績 Simulation | 0 % |
| ケース試験 Case Exam | 0 % |
| 最終レポート Final Report | 0 % |
| 期末試験 Final Exam | 0 % |
| 参加者による相互評価 Peer Assessment | 0 % |
| 合計 Total | 100 % |
評価の留意事項 Notes on Evaluation Criteria
配布教材と教室における電子機器の利用マナーについて Guidelines for Classroom Technology and Proper Use of Course Materials
- ケースメソッド教育の中核は、積極的な参加と知識の共有です。この教育を支えるため参加者は授業中の電子機器（例：スマートフォン、ノートパソコン）の使用を制限するよう求められます。許可を得た場合でも、教室内では電子機器は、ケース討議に資する目的でのみ使用してください。授業中は、たとえケース討議に関連していても、検索エンジンや生成AIの使用は避けて下さい。
- 配布教材（ケースを含む）は指定された授業への参加以外の目的で利用しないで下さい。著者の権利、著作権、特定情報の機密性を保護するため、許可なく教材を個人や組織（生成AI を含む）に提供することはできません。このルールは、印刷物・電子教材のいずれにも適用されます。
- 詳細は「教室における電子機器の利用マナー・教材の適切な利用に関するガイドライン」を確認のうえ、教員の指示に従い、責任をもって遵守してください。
- Active participation and shared learning is at the core of the case method learning.Participants are asked to limit their use of electronic devices (e.g., laptops, smartphones) during classroom sessions in support of this model. Even with permission granted, devices should only be used in the classroom in service to the case discussion. Online searches and generative AI tools, even if related to the case discussion, are discouraged while class is in session.
- Students are prohibited from using the course materials (including cases) distributed by the university for any purpose other than participation in the designated class.Students must not input, process or test course materials with any artificial intelligence (AI) tools, bots, software, or platforms without the author’s permission. These actions violate the terms of use for the course materials and may also constitute copyright infringement.
- Please refer to the "Classroom Technology Guidelines / Guidelines for Properly Using Course Materials” for details, and follow the instructor’s directions. You are expected to comply with these guidelines responsibly.
教科書 Textbook
- nl「nl」nl（nl）
参考文献・資料 Additional Readings and Resource
[1] Granados, Maria L.; Hlupic, Vlatka; Coakes, Elayne; Mohamed, Souad . (2011). Social enterprise and social entrepreneurship research and theory. Social Enterprise Journal, 7(3), 198–218.
[2] Kerlin, J. A. (2013). Defining social enterprise across different contexts: A conceptual framework based on institutional factors. Nonprofit and voluntary sector quarterly, 42(1), 84-108.
[3] Dees, J. G. (1998). The meaning of social entrepreneurship. Kauffman Foundation and Stanford University.
[4] Brown, T., & Wyatt, J. (2015). Design thinking for social innovation. Annual Review of Policy Design, 3(1), 1-10.
[2] Kerlin, J. A. (2013). Defining social enterprise across different contexts: A conceptual framework based on institutional factors. Nonprofit and voluntary sector quarterly, 42(1), 84-108.
[3] Dees, J. G. (1998). The meaning of social entrepreneurship. Kauffman Foundation and Stanford University.
[4] Brown, T., & Wyatt, J. (2015). Design thinking for social innovation. Annual Review of Policy Design, 3(1), 1-10.
授業調査に対するコメント Comment on Course Evaluation
Newly Assigned Course
担当教員のプロフィール About the Instructor
Refereed Articles
- (2025) Intermediaries as External Enablers in Community-based Social Enterprise: Case Studies in China and Japan. Social Enterprise Journal
- (2025) Sustainability of Community-based Social Enterprises in China and Japan: A Dual-perspective Strategy. Tohoku University
- (2024) Public trust in Chinese elder-care social enterprises: common awareness and diverse perspectives from key stakeholders. Humanities and Social Sciences Communications