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Board Game as a Pedagogical Innovation for Learning Social Entrepreneurship*

CASE STUDY, ENTREPRENEURSHIP & STARTUPS
ET Cases - FLAME, 17 Pages
AUTHOR(S) : Prof. Bharat Damani, FLAME University, Pune

Case Preview

Board Game as a Pedagogical Innovation for Learning Social Entrepreneurship

 

Social entrepreneurship has gained importance in recent years with the Government of India making Corporate Social Responsibility (CSR) compulsory for profit-making Indian companies. Consequently, social enterprises have also been in the limelight as organizations who do social good and who also help channelize CSR funds to the social sector.

Social enterprises have made their mark in society. In the United Kingdom, the number of social enterprises is estimated at 0.7 million with 2.1 million people engaged with them on full-time basis.1 The United States has more than 1.3 million social enterprises which engage more than 12.5 million people.2 India has 3.17 million registered social enterprises3 estimated to engage 83.3 million people.

There are few institutions in India which teach social enterprises and entrepreneurship. In the case of management education, Social Entrepreneurship is offered as an optional or elective course. The vast and specialized subject is covered in one course by giving an overview of the concepts and the nuances at the ground level. This is normally done by a combination of lectures, case studies and guest sessions by social entrepreneurs.

Exhibits

Exhibit I: Role of Serious Games

Exhibit II: Student rating* on Learning from Some Pedagogical Tools

Exhibit III: Goals for Players of Masti

Exhibit IV: Layout of the Board Game, Masti

Exhibit V: Space Composition of the Boards with their Frequency

Exhibit VI: Types of Spaces on the Game Boards

Exhibit VII: Sample of Descriptions on the Incident Cards

Exhibit VIII: Occupations for the Board Game

Exhibit IX: Playing the Board Game, Masti

Exhibit X: Player Card

Exhibit XI: Analysis of student performance before playing Masti

 


1 BMG Research, “Social Enterprise: Market Trends”, Cabinet Office, United Kingdom, London, 2013
2 N. Leviner, L. Crutchfield and D. Wells, “Understanding the impact of social entrepreneurs: Ashoka’s answer to the challenge of measuring effectiveness”, in Research on Social Entrepreneurship: Understanding and Contributing to an Emerging Field, R. Mosher-Williams, Ed., http://www.ashoka.org/resource/4784, 2007, pp. 89-103
3 Ministry of Statistics and Programme Implementation (MOSPI), “Non-Profit Institutions in India - A Profile and Satellite Accounts in the framework of System of National Accounts,” MOSPI, Government of India, New Delhi, 2012

Teaching Note Preview

Board Game as a Pedagogical Innovation for Learning Social Entrepreneurship

 

Synopsis

The course on Social Entrepreneurship is generally offered in the last term of the management programme when most students are already placed or have decided on their career options. Students focus on completing their course with a reasonable grade and less effort. They often opt for this course by a process of elimination instead of a process of selection. Consequently, the challenges for the faculty of the Social Entrepreneurship course are:

• To encapsulate the concepts and nuances in one course
• To keep the self-study and assignment components at a reasonable level
• To present the social sector as a possible career option (as an alternate to a job and a business)
• To make the subject interesting for the student

Students want to be away from lectures and are busy with many other activities. Learning by game play helps the student retain the salient points of the course. They also engage students, induce creative and divergent thinking, encourage collaborative problem solving, are an easy means for peer learning, overcome dips in concentration levels, function as creative ice breakers and are agents of innovation. Games often make the player learn more than what is intended.

Pedagogical Objectives

The objectives of the board game on social entrepreneurship (Masti) are to enable the players:

• Learn how social enterprises function
• Reduce the time to understand social entrepreneurship
• Create potential social entrepreneurs
• Use it as a guide on how to make a social enterprise successful

Masti encourages the players to see beyond the job and/or business and to consider being associated with a social enterprise or to become a social entrepreneur as a third career option. It also guides them on how to make a social enterprise successful.

Prerequisite Conceptual Understanding (PCU)/Before the Classroom Discussion

The prerequisite conceptual understanding of social entrepreneurship can be obtained from the mandatory reading of Chapters 1, 2, 6, 8, 10, 12, 14, 16, 18 from the book by D. Bornstein, How to change the world: Social entrepreneurs and the power of new ideas, Oxford: Oxford University Press, 2004. In the Board Game, the learning of social entrepreneurship happens when the player plays on the social entrepreneurship board.

Assignment Questions

The following questions could be used in the debriefing session as a thought provoking tool for students to embed their learning:


I. How are social enterprises different from a commercial business?
II. What are the qualities an entrepreneur should possess to make a social enterprise successful?
III..........

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Abstract

Social entrepreneurship has gained importance in recent years with the Government of India having made Corporate Social Responsibility (CSR) compulsory for profit making Indian companies. There are few institutions in India which teach social enterprises and entrepreneurship. Social Entrepreneurship is offered as an optional or elective course in management education. The course is generally offered in the last term of the management programme when most students are already placed or have decided on their career options. Most often, students opt for this course by a process of elimination instead of a process of selection. The challenge was to make the students aware of this important field and to generate learning interest. The author had designed a board game, Masti, in the year 2013 to create awareness and educate people on how social enterprises function. This game was introduced as a pedagogical innovation on an experimental basis in the Social Entrepreneurship elective course offered to the management students of FLAME University, Pune (India). This case study describes the board game and its findings on its effectiveness as a pedagogical tool for learning social entrepreneurship.


Pedagogical Objectives

The pedagogical objectives of the board game on social entrepreneurship (Masti) are to enable the players:

  • Learn how social enterprises function
  • Reduce the time to understand social entrepreneurship
  • Create potential social entrepreneurs
  • Use it as a guide on how to make a social enterprise successful

Case Setting and Positioning

Masti encourages the players to see beyond the job and/or business and to consider being associated with a social enterprise or to become a social entrepreneur. It also guides them on how to make a social enterprise successful.

* FLAME CASE CONFERENCE 2017

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- Abstract
- Case Study
- Teaching Note (**ONLY for Academicians)
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