Social enterprises and social businesses (enterprises pursuing the dual mission of financial sustainability and social purpose) are becoming important actors in addressing poverty and achieving sustainable development goals. Grameen Bank in Bangladesh, STREAT and CERES in Australia, Dialogue in the Dark in Europe, Honey Care in Africa are some of the examples of social enterprises creating livelihood opportunities for marginalized groups through their business model.

This course will introduce students to the theory and practice of social enterprise and social business and their role in social value creation. We will aim to explore how these emerging models are effective in the context of sustainable development goals and how are they addressing the current social economic challenges such as poverty, inequality and environmental crisis while remaining financially sustainable.

Students in the course are expected to be active participants in creating solutions to grand challenges and will learn how to use their skills and knowledge to make a positive impact on the society.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

Upon successful completion of the requirements for this course, students will be able to:

1. Demonstrate understanding of emerging models in “base of the pyramid” that are scalable, sustainable
2. Examine and discuss the theory and practice of social business and social enterprise, and identify the facilitators and barriers to social entrepreneurs.
3. Develop a systematic and critical understanding of emerging business models, and their strengths and weaknesses in addressing social and environmental challenges.
4. Apply practical tools for their own social enterprise and social business.
5. Describe and reflect upon contemporary development challenges and the role of social change agents
6. Examine logistical and ethical issues related to conducting research and developing social ventures in bottom-of-the-pyramid (BOP) communities.

Research-Led Teaching

This course uses the articles published in top-tier management journals to illustrate the emerging issues such as measuring social impact, hybridity, scaling and funding issues in social enterprises. The research assignments provide the opportunity for students to apply their research and analytical skills to various aspect of social enterprises.

Field Trips

There are no field trips in this course.

Additional Course Costs

There are no additional costs expected for this course.

Examination Material or equipment

There are no examinations run by ANU Examinations for this course.

Required Resources

The course uses journal articles and reports that are available through the ANU library. Further details will be made available via Wattle.

Staff Feedback

Students will be given feedback in the following forms in this course:

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Understanding poverty and SDGs: the role of social entrepreneurship	Sutter, C., Bruton, G. D., & Chen, J. (2019). Entrepreneurship as a solution to extreme poverty: A review and future research directions. Journal of Business Venturing, 34(1), 197-214. Yunus, M. 2009. Creating a world without poverty: Social business and the future of capitalism: Public Affairs, Global Urban Development Volume 4 Issue 2 Note: Readings may be updated to include the most recent and relevant work
2	Social enterprises and the Base of the pyramid	Parthiban, R., Qureshi, I., Bandyopadhyay, S., Bhatt, B., & Jaikumar, S. (2020). Leveraging ICT to overcome complementary institutional voids: insights from institutional work by a social enterprise to help marginalized. Information Systems Frontiers, 1-21. •Santos, F. M. (2012). A positive theory of social entrepreneurship. Journal of business ethics, 111(3), 335-351. Note: Readings may be updated to include the most recent and relevant work
3	Social enterprises: Conceptualizing the social impact	Ansari, S., Munir, K., & Gregg, T. (2012). Impact at the ‘bottom of the pyramid’: The role of social capital in capability development and community empowerment. Journal of Management Studies, 49(4), 813-842. Note: Readings may be updated to include the most recent and relevant work In-Class participation exercise (5%): (Note: there are five topics listed, only three will be counted towards the final grade)
4	Social Enterprises: Paradoxes and hybridity tensions	Santos, F., Pache, A. C., & Birkholz, C. (2015). Making hybrids work: Aligning business models and organizational design for social enterprises. California Management Review, 57(3)
5	Social enterprise: scaling for social impact	André, K., & Pache, A. C. (2016). From caring entrepreneur to caring enterprise: Addressing the ethical challenges of scaling up social enterprises. Journal of Business Ethics, 133(4), 659-675. Ometto, M. P., Gegenhuber, T., Winter, J., & Greenwood, R. (2019). From balancing missions to mission drift: The role of the institutional context, spaces, and compartmentalization in the scaling of social enterprises. Business & Society, 58(5), 1003-1046. Islam, S. M. (2020). Towards an integrative definition of scaling social impact in social enterprises. Journal of Business Venturing Insights, 13, e00164. Note: Readings may be updated to include the most recent and relevant work In-Class participation exercise (5%) ?(Note: there are five topics listed, only three will be counted towards the final grade) Reflection paper due (25%)
6	Social impact measurement: debates and tools	Wry, T., & Haugh, H. (2018). Brace for impact: Uniting our diverse voices through a social impact frame. Journal of Business Venturing, 33(5), 566-574. Ebrahim, A., & Rangan, V. K. (2014). What impact? A framework for measuring the scale and scope of social performance. California Management Review, 56(3), 118-141. Note: Readings may be updated to include the most recent and relevant work In-Class participation exercise (5%) (Note: there are five topics listed, only three will be counted towards the final grade)
7	Funding for social enterprises: Social finance and impact investment	Bugg-Levine, A., Kogut, B., & Kulatilaka, N. (2012). A new approach to funding social enterprises. Harvard business review, 90(1/2), 118-123. Phillips, S. D., & Johnson, B. (2019). Inching to impact: The demand side of social impact investing. Journal of Business Ethics, 1-15. Schöning, Mirjam, 2011, A Realistic Approach to Impact Investing Observations from the World Economic Forums Global Agenda Council on Social Innovation” Impact Investing (Innovations Journal), MIT Press. Accelerating Impact: Achievements, Challenges and What’s Next in Building the Impact Investing Industry” published by the Rockefeller Foundation. Available at http://www.rockefellerfoundation.org//uploads/images/fda23ba9-ab7e-4c83- 9218-24fdd79289cc.pdf Note: Readings may be updated to include the most recent and relevant work Identify funding model for the social opportunity identified In-Class participation exercise (5%) : (Note: there are five topics listed, only three will be counted towards the final grade)
8	social enterprises and various business models	•Karamchandani, Ashish, Michael Kubzansky, Paul Frandano, 2009 , “Emerging Markets, Emerging Models”, available online at http://www.beyondthepioneer.org/wp- content/uploads/2014/04/emergingmarkets_full.pdf Note: Readings may be updated to include the most recent and relevant work In-Class participation exercise (5%) ?(Note: there are five topics listed, only three will be counted towards the final grade)
9	Social enterprise and ethics	Chell, E., Spence, L. J., Perrini, F., & Harris, J. D. (2016). Social entrepreneurship and business ethics: Does social equal ethical?. Journal of business ethics, 133(4), 619-625. Bhatt, B. (2022). Ethical complexity of social change: Negotiated actions of a social enterprise. Journal of Business Ethics, 177(4), 743-762. In-Class participation exercise (5%) : (Note: there are five topics listed, only three will be counted towards the final grade)
10	Linking theory to practice: Case presentation and critical review of the cases	Critical review of the cases Group Presentation: in class Length of the presentation: 25 to 30 minutes Group Reports: due one day after the presentation (11.59 pm Tuesday)
11	Linking theory to practice: Case presentation and critical review of the cases	Critical review of the cases Presentation: in class Length of the presentation: 25 to 30 minutes Group Reports: due one day after the presentation (11.59 pm Tuesday)
12	Course Review: Comparing social enterprises with the other development actors	Social movement and eco-system approach Warnick, B. J. (2016). Should we require every new venture to be a hybrid organization?. Journal of Management Studies, 53(4), 630-662. Foster, W., & Bradach, J. (2005). Should nonprofits seek profits?. Harvard business review, 83(2), 92-100. Note: Readings will be updated to include the most recent and relevant work

Tutorial Registration

ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.

Further details about the structure and teaching activities for this course will be available on the course Wattle site at the start of Week 1.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
In-Class participation excercise (5*3=15%)	15 %	*	*	1,2,3
Reflection paper (20%)	20 %	22/08/2022	29/08/2022	3,4,5,6
Case analysis (total 30%): Group presentations (10%) + Group case report (20%)	30 %	10/10/2022	20/10/2022	3,4,5,6
Review of presentation (5%)	5 %	17/10/2022	20/10/2022	3,4,5,6
Research paper (30%)	30 %	04/11/2022	*	1,2,3,4,5,6

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Guideline and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

Students are expected to attend all classes and attempt all assessments.

ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.

Examination(s)

There are no examinations run by ANU Examinations for this course. There is an in-class examination - see further details in the assessment section.

Assessment Task 1

In-Class participation excercise (5*3=15%)

Individual Assessment

Attendance and active participation is necessary. To encourage participation, this course provides students opportunities to engage in five in-class exercises.

Students are expected to reflect, discuss and write one page note on the discussion topic assigned for that week.

Form of submission:Wattle (the one page summary should be submitted to wattle before 5pm, Monday

Note: Grades for this assignment are based on the quality of participation (50%) and quality of write up (50%. As such, attending the lecture and critically reflecting on the assigned topic is important for this assessment.

Each student's final, total mark for this task will be based on the best 3 of 5 tasks submitted. Alternatively, students can select any of the following three weeks based on their availability: Week 3, Week 5, Week 6, Week 7, Week 9

Assessment Task 2

Reflection paper (20%)

Individual assessment

Students will be asked to write a five page reflection paper that identifies a pressing social problem that they are concerned about. They should include a personal rationale for their interest in this social issue and should also draw on the lectures and assigned readings to identify one potential opportunity that addresses this social problem.

Approximately Five pages, double space, Font size: 12, Font type: Times New Roman

Referencing style: APA

Marking Criteria: detailed rubric will be shared in the class on Week 1

Due: 22nd August, 11.55pm via Turnitin on Wattle

Return of Assessment: 29th August

Assessment Task 3

Case analysis (total 30%): Group presentations (10%) + Group case report (20%)

Group Assessment 

Students will select a social enterprise and evaluate the following components: a) social value creation b) business model c) scaling issues d) sustainability issues

Group Size: Group members will be self-selected by the students in Week 3. The group size will vary depending on the number of student enrollments. But an ideal group size would be 3 students.

Length of the presentation: 25 to 30 minutes

Marking Criteria: A detailed guideline about the case analysis (report and presentation) and rubrics for assessment purpose will be provided in the first week of the class and will be posted on Wattle

Due:

Presentation: In-class Week 10 and 11

Group Reports: One day after the presentation (11.59 pm, Wednesday) on Wattle

Feedback Date: Week 11, by 20th Oct

Assessment Task 4

Review of presentation (5%)

Individual assessment

Each student will evaluate one case (team presentation) using the criteria provided in the first week in the class

Marking Criteria: A detailed guideline will be provided in the first week of the class and will be posted on Wattle

Due: In-class Week 10, Week 11

Feedback Date: Week 11, by 20th Oct

Assessment Task 5

Research paper (30%)

Research paper (30%)

Details of Task:

Individual assessment

Participants will be writing one argumentative research paper for this class. Paper will be evaluated based on the depth of analysis presented, insight demonstrated, and

the quality of reflective and critical thinking.

Word limit: 3000 words (excluding references (+/-10% of 3,000 is acceptable. Where an assignment exceeds this word limit, the portion that exceeds the word limit will not be marked)

Format: APA referencing style, double space, Font size: 12, Font type: Times New Roman

Referencing style: APA

Marking Criteria: Suggested research topics and detailed rubric will be shared in the class in Week 6

Due: 11.55pm, Friday, 4th November, via Turnitin on Wattle

Return of Assessment: After the release of result on the first week of December 2022

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

All requests for extensions to assessment in RSM courses must be submitted to the RSM School Office with a completed application form and supporting documentation. The RSM Extension Application Form and further information on this process can be found at https://www.rsm.anu.edu.au/education/education-programs/notices-for-students/extension-application-procedure/

Referencing Requirements

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.

Returning Assignments

All assignments will be marked and where appropriate feedback will be provided either: in class, or in person by appointment with the course lecturer, or via the course Wattle site.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Resubmission of Assignments

Unless specified otherwise in the assignment requirements, resubmission are permitted up until the due date and time, but not allowed afterwards.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Access and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students