Creating Entrepreneurial Identities in Social Entrepreneurship Education 2014

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Creating Entrepreneurial Identities in Social
Entrepreneurship Education
Hackbert, Peter H.
Berea College
Peter_Hackbert@berea.edu
Robinson, Karla S.
Berea College
Robinsonka@berea.edu
ABSTRACT
Training social entrepreneurs and innovators is becoming increasingly prevalent throughout the world
highlighting the need for effective pedagogical strategies with robust outcomes. Research suggests that
understanding what it takes to become a social entrepreneur is beyond just acquiring knowledge and
skills to act entrepreneurially. This paper summarizes social identity and self-efficacy theories. A
framework sets forth categories and applies data from student narratives as they develop these qualities.
Results from an alumni self-study provide social identity and self-efficacy evidence. These results support
our supposition that in the context of new social innovation, students’ curricular and co-curricular
experiences lead to the development of identities, self-efficacy and increase their ability to effect positive
social change.
Keywords: social entrepreneurship, social identity, self-efficacy, pedagogy, entrepreneurship education
INTRODUCTION
Twelve years ago, Berea College created the Entrepreneurship for the Public Good (EPG) program with a
$7.6 million dollar endowment in response to challenges articulated by the Appalachian Regional
Commission. The belief was then, that the best hope for stabilizing and diversifying Appalachia’s
economy lies in the creation and expansion of businesses that provide jobs, build local wealth and
contribute broadly to economic and community development. EPG was launched to expand and support
entrepreneurial activity as a means for revitalizing Appalachian communities.
The Entrepreneurship for the Public Good (EPG) Program at Berea College created a multi-year, learning
experience for undergraduate students to practice and implement Entrepreneurial Leadership in rural
communities of Central Appalachia. Simply stated, the objective of the program is to teach students from
a variety of disciplines about entrepreneurship and develop their leadership skills to equip them to make a
positive impact on the Appalachian region…and beyond. The EPG program is based on the experiential
learning model influenced by David Kolb. Kolb (1984) expanded upon the “learning by doing” concept

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based on Confucius' dictum which states: “Tell me and I will forget. Show me and I may remember.
Involve me and I will understand.”
During the first summer’s EPG Institute, the newly admitted cohort of twenty EPG Candidates practice
entrepreneurial leadership abilities by pursuing both social and commercial enterprises in Central
Appalachia. EPG candidates return to the program for a second summer to pursue a Directed Field
Experience (DFE) over a ten-week period. The DFE allows each student to pursue an entrepreneurial
leadership venture of their own design and internships with a variety of organizations. The EPG faculty
works with each student to develop a successful DFE and to find a sponsoring individual or organization
in the proposed community.
The Entrepreneurship for the Public Good Program in addition to teaching relevant social
entrepreneurship and social innovation concepts, strategies and theories framed around six abilities also
provides the opportunity for EPG participants to develop and become social entrepreneurs and to learn to
see themselves as capable social innovators. One major EPG program improvement in the last four years
was twofold: (1) to instill a desire in EPG students to proactively help find solutions to critical social
issues, and (2) to instill a belief in EPG students that they have the ability to actually make a difference.
Drawing upon the social psychology literature, the EPG program improvements have been to help
students discover their identity as social entrepreneurs/innovators and to develop the self-efficacy related
to impacting the world for the better.
The EPG program objective these last four years was to be more intentional about the conceptual program
approach, classroom experiences and co-curricular involvements. We view social entrepreneurship as a
process of creating value by combining resources in new ways. These resource combinations are intended
primarily to explore and exploit opportunities to create social value by stimulating social change or
meeting social needs. When viewed as a process, social entrepreneurship involves the offering of services
and products but can also refer to the creation of new organizations. We plan and execute this process
through a variety of pedagogical devices that include the opportunity to meet and converse with social
entrepreneurs in the Appalachian region who devote their efforts – either individually or through the
creation of organizations and enterprises – to finding and implementing novel solutions to the
Appalachian region’s problems, both large and small. What follows is the description of a social identity
and the self-efficacy approach for educating the participants in the EPG program. We highlight
pedagogical devices and related content that has been used in the classroom over the 2010-2014 period to
reinforce such an approach.
Social Identity and Self-Efficacy
The premise of the EPG improvement focus was social identity and self-efficacy within social
entrepreneurship education. The literature differentiates and recognizes the varying pedagogical
approaches that distinguish between education program conducted about, in, for or through

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entrepreneurship. Scholars argue that the ‘about’ and ‘in’ approaches to social entrepreneurship
education are insufficient when attempting to stimulate entrepreneurial behavior and develop new social
innovations. They argue that students need to do the real work of creating new innovation and ventures in
order to develop entrepreneurial competencies. Of the four main types of social entrepreneurship
education described above, only the latter (‘through’) incorporates engagement in actual new social
innovation. The EPG approach is based on the assumption that course instruction and co-curricular
activities can be the catalyst that channels and enhances EPG students’ desires to make a difference in the
world – helping them identify with the social entrepreneurship community and develop beliefs that the
EPG participants have the tools, abilities and resources necessary to begin making a contribution. The
goal of the program is to have students leave the program with the self-views that are reflected in
statements such as, “I want to help tackle the world’s social ills because “that is who I am,” “I can be a
social entrepreneur,” and “I am confident that I truly can make a difference in the world,” and “I can
begin right now.”
Social identity theorists (Tajfel & Turner, 1997) and self-efficacy theorist (Bandura, 1997) provide the
theoretical rationale for our approach and other scholars (Donnellon, Ollila and Middleton, 2014; Ollila &
Middleton, 2013) provide investigation, discussion and recommendations for constructing entrepreneurial
identity in entrepreneurship education that has helped shape the EPG Program over the last four years.
Socialization and Collective Identity. The first theme stemming from the literature is that social
entrepreneurship identity results from an individual’s socialization and can be part of a collective identity.
Professional identity develops in a cultural context and social groups. Turner, Hogg, Oakes, Reicher, &
Wetherell (1987) describe how the socialization process creates social identity, explaining how
individuals depersonalize their self-concept and cognitively assimilate their own identity into that of an
ingroup prototype, based on shared destiny, or fate, and a joint stake in future successes and failures.
Professional gatherings that individuals relate to professionally can introduce professional norms and role
models. Education contributes to a collective identity development through creation of a mindset and
behavioral actions during the entire schooling process in terms of subject content and learning style and
methods. Scholars (Aaltio, 2008; Hogg & Terry 2000; Hogg et. al. 1995) have recognized that the use of
narratives, simulations of tacit knowledge of the participants, collective sharing of experiences, exposure
to prototypical members of the social category and highlights of the prototypical characteristics of
members, and reflecting on those experiences all support identity formation and therefore should be part
of the educational process. In class readings, lectures, cases, and biographical assignments define social
categories, and identify prototypical members and characteristics and have been effectively used to lay
the groundwork by giving example of social entrepreneurial self-efficacy by modeling effective strategies
and tools that have been used to benefit society. The biography assignment is designed to help students
better understand what make such people “tick.” What are they like? How did they become change
agents? What was the defining moment? What made them successful?
Over the last four years the EPG Program has invested in social and professional gatherings that introduce
prototypical characteristics, norms and roles models. Examples include the collaboration with the

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Algernon Sydney Sullivan Foundation fall and spring social entrepreneurship retreats and the
collaboration of the awarding and recognition of social innovations at the Appalachian IDEAS Network.
The Appalachian IDEAS Network is a regional, multi-university, social-entrepreneurial education contest
initially led by the University of Kentucky and is now managed by the EPG program. The initiative is
designed to equip Appalachian students with knowledge, skills and resources to develop entrepreneurial
ventures that address challenges within their local communities and the Appalachian region.
A second professional event includes the adoption of Echo Green’s Work on Purpose curriculum that
equips students and those in the first decade of their careers to realize their unique way to make a social
impact—be it as a nonprofit or social business employee, an artist-activist, an effective board member, a
high-impact volunteer, a social entrepreneur, or in any number of other potential roles. Through this
program, Echoing Green leverages life and work lessons from its social entrepreneurs. EPG students are
introduced and trained as Work on Purpose workshop facilitators executing ten Echoing Green Principles
to a) uncover their personal genius and how they can apply it to the issues they care most about; b)
develop the boldness and the spirit of risk-taking required to launch a path with purpose; and c) create
lives and work with meaning.
Finally, the EPG Program strategically aligned its program to the offerings provided by Ashoka U, an
initiative of Ashoka, the world’s largest network of social entrepreneurs. Building on Ashoka’s vision for
a world where Everyone is a Changemaker, Ashoka U takes an institutional change approach to impact
the education of students. While Berea College is not an “official Changemaker Campus” an Ashoka
Fellow has been a Berea College Convocation Speaker, three Berea College students have secured
internships either at the Ashoka or with an Ashoka Fellow in the last four years. EPG faculty and students
attend the Ashoka U exchange annual conference sharing our best practices in each of the last four years.
Use of Oral Symbols. The second theme identified in the literature for creating social entrepreneurship
identities is the use of oral symbols like clichés or conversational means by which to explore the
possibilities of incorporating new or otherwise unfamiliar experiences into the nascent entrepreneur’s
narrative (Boje & Smith, 2010; Clarke, 2011, and Down & Warren, 2008). In attempting to legitimize the
students’ innovation the students craft oral presentations highlighting the innovation for community
stakeholders. These innovations must convince others of the feasibility of an entrepreneurial idea. The
student must depend on their own effectiveness of symbolically employing speech and visual
presentations that can be used to secure uncontrollable resources, lower risk, ambition, growth and
economic development in partnership with community stakeholders.
Oral symbols can helps students to identity with social entrepreneurship as a social category by helping
students form mental representations of what it means to be a member of the category. Echoing Green has
completed one of the most exhaustive lists of social entrepreneurial attributes and has introduced these
through their Work on Purpose curriculum, one pedagogical device introduced in the first summer of the
EPG Program. Dees (1998) describes social entrepreneurs in terms of five behavioral-related

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characteristics: they serve as social-sector change agents by (1) adopting a mission to create/sustain social
values; (2) recognizing and pursuing opportunities consistent with that mission; (3) engaging in
continuous innovation and learning; (4) acting boldly despite potential resource limitations; and (5)
exhibiting accountability to those being served and for outcomes that are created. These five
characteristics can be exhibited by students with different talents within different disciplines, skill sets,
dispositions and backgrounds in their first summer courses. As EPG students familiarize themselves with
the prototypical social entrepreneurs highlighted in the Work on Purpose Echoing Green Fellow case
studies general models can be emulated, not examples to be followed with exactness but exposing
students to unique strengths and individual abilities that can be utilized with the social entrepreneurship
community.
Storytelling. The third theme emerging from the literature is that storytelling is an important part of
identity construction. Storytelling is the construction process that “individuals undertake to develop,
maintain and exhibit both personal and social identities where individuals demonstrate not only the
knowledge, but the experiences including development of a self-narrative,” Johansson (2004). Johansson
argues that storytelling is used to illustrate perceived and enacted ‘windows of opportunity’ involving
dialogues, which the entrepreneurs has both with him/herself and with others.
The EPG program has designed events, twice monthly, called “All Hands” dinners and the second year
internship presentations that illustrate the entrepreneurial abilities exhibited while “on the job” during the
second summer internship through the stories developed by EPG participants. In these storytelling
experiences EPG participants reveal the dialogues, negotiation and interactions with emerging cohort
members influencing the new identity and students’ struggle to find balance between the needs for
belonging to a typical discipline and the social tension that comes from having multiple “micro-identities”
derived from the multiple social groupings (family, religion, ethnicity, gender, race and selection of a
disciplinary major). These verbal storytelling conversations and discussions allows for collective sharing
of experience and reflection on experiences that support the construction of social entrepreneurial
identity.
Self-Efficacy
Self-efficacy describes “people’s beliefs in their capabilities to mobilize the motivation, cognitive
resources, and courses of action needed to exercise control over events in their lives,” (Wood & Bandura,
1989:364). An individual with high social entrepreneurial self-efficacy – that is, a belief in one’s ability to
effect positive social change – will thus be more likely to engage, persist, and perform well in efforts that
create social value. Focusing on the development of self-efficacy – specifically in the domain of social
entrepreneurship – is thus an important strategy for those interested in educating social entrepreneurs.
Wood and Bandura (1989) proposed three processes that we view as particularly relevant to social
entrepreneurship education by which an individual’s self-efficacy in influenced: (1) mastery experiences,
(i.e., personal success in past performance); (2) modeling (i.e., vicarious learning by observing others);
and (3) social persuasion (i.e., realistic encouragement). We submit that formal education in the university

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and college setting can be an effective means of harnessing such processes to positively influence
student’s perceptions of self-efficacy.
Evidence
The Entrepreneurship for the Public Good Program surveyed EPG graduate participants from 2002
through 2011 to obtain social-identity and self-efficacy evidence. The Berea College Alumni Office
provided information for 104 graduates; (contact information was not known for 4 graduates; 4 had no
contact information; 69 had an e-mail address). An online survey invitation was sent between March and
April 2014, with a reminder e-mail sent and a post card with a link sent to those with no email addresses.
A response rate of 35.3% (36/102) was achieved.
Empirical data that provides evidence of program improvement are routinely generated in the EPG
Program as part of the educational enterprise and were available to be sampled and analyzed to explore
the evidence of the continuous improvement process associated with the constructing of an
entrepreneurial identity and self-efficacy. Data come from several sources and interactions that occur as a
part of the education design, including: a) EPG student journal entries, b) structured faculty-student team
talks during the first summer, c) structured faculty-student talks in the development of the second year
internship proposal, d) second summer debriefing events, and e) an Alumni survey. For the purposes of
this review, data was selected from sources collected from participants between 2010 and 2014.
As stated above, the Alumni survey, the first data source provided quantitative data for the period 2002-
2011, however only sources collected as a part of the educational design from participants between 2010
and 2014 were selected. Several statements were selected to support the evidence of agreement on
statements provided on an online survey conducted and complied by the Office of Institutional Research.
TABLE 1 ALUMNI SELF-STUDY REPORT
Rate your agreement
with the following
statement
Completely
agree
Completely
disagree Missing Mean
[5] [4] [3] [2] [1]
My ability to work with
others to create new
strategies, concepts, ideas,
products or organizations
that meet social needs or
any kind was increased by
participation in the EPG
program.
21 58% 8 22% 2 6% 0 0% 0 0% 14% 4.61

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My ability to deliver
effective formal
presentation increased as a
result of the EPG Program.
22 61% 6 17% 3 8% 0 0% 2 6% 14% 4.61
I gained the skills and
abilities from the EPG
Program experience that
are transferable from job
to job.
22 61% 4 11% 5 14% 0 0% 0 0% 14% 4.55
My ability to find common
ground and solve problems
for the common good,
encouraging collaboration
and candid conversations
with peers, increased as a
result of the EPG Program.
19 53% 9 25% 3 8% 0 0% 0 0% 14% 4.52
My overall
resourcefulness increased
as a result of the EPG
Program.
19 53% 7 19% 3 8% 0 0% 0 0% 14% 4.58
My ability to be
enterprising increased as a
result of the EPG program. 19 53% 8 22% 3 8% 0 0% 1 3% 14% 4.42
Eighty percent of the EPG participant respondents completely agreed or agreed that their ability to work
with others to create new strategies, concepts, ideas, products or organizations that meet social needs or
any kind was increased by participation in the EPG program. Seventy-seven percent of the EPG
participant respondents completely agreed or agreed that their ability to deliver effective formal
presentation increased as a result of the EPG Program. Seventy-two percent of the EPG Alumni
completely agreed or agreed that they gained the skills and abilities from the EPG Program experience
that are transferable from job to job. Seventy-eight percent of the EPG participant respondents completely
agreed or agreed that their ability to find common ground and solve problems for the common good,
encouraging collaboration and candid conversations with peers, increased as a result of the EPG Program.
Seventy-two percent of the EPG participant respondents completely agreed or agreed that their overall
resourcefulness increased as a result of the EPG Program. Seventy-five percent of the EPG participant
respondents completely agreed or agreed that their ability to ability to be enterprising increased as a result
of the EPG experience.
A second data source for analysis of this paper was gathered. The theoretical framework for social
entrepreneurship identity construction was used, i.e., data was selectively coded to gain insights into
elements of socialization and collectivity, oral symbols, storytelling as well as self-efficacy that are
naturally occurring in the action-based EPG entrepreneurship education program. The procedure of the

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analysis followed two steps: in the initial phase of analysis, the program director and research assistant
went through the transcripts and used open coding to find excepts where social entrepreneurship identity
was at issue for further analysis as prescribed by Strauss & Corbin (1990). In the next step in the analysis,
the accounts were structured into the four themes as one way to display the coding of the descriptive
excerpts.
TABLE 2 CODING OF THE DESCRIPTIVE EXCERPTS
Identity construction and self-efficacy themes Excerpts
Socialization and Collectivity 1, 2, 3, 4, 10, 11, 12
Use of Oral Symbols 1, 5, 7, 10, 11
Storytelling 1, 3, 6, 8, 9,
Self-efficacy 13, 14, 15, 16, 17
The excerpts provided illustrations of social entrepreneurial identity construction. Within the action-based
EPG entrepreneurial education program, students learn which activities are appreciated and associated
with an ‘entrepreneurial identity’ through readings, videos, class discussions, direct observations,
feedback from peers and other community stakeholders. The language students’ use and the way they
interact with the community stakeholders exemplify stories, clichés, and symbols of entrepreneurship and
a social entrepreneurial role, the social entrepreneurial team, and the social entrepreneurial venture. The
students use language as a means to construct an identity for themselves, which they negotiate with others
in narratives in order to build legitimacy and recognition in the role they aspire to. In each excerpt,
students produce visual images and narrative as part of their process of creating social innovations.
Excerpt 1, taken from the Alumni survey is an example of social entrepreneurial identity construction
though a series of co-curricular events demonstrating the development of a mindset, behavioral actions
leading to socialization, and the exposure to prototypical members of social entrepreneurs’ ecosystem
who have founded and provide resources to social enterprises in the Appalachian region.
Excerpt 1 - I had the opportunity to participate in both the Appalachian Ideas Contest (AIC) and
Collegiate Business Concept Competition (CBCC). I was awarded with the Best Presentation at
AIC, and won the first place at the CBCC. I have come to see how revealing elements of my story
and talking about how my life journey fits into my new venture builds my creditability. These
experiences gave me the confidence to engage in such activities in my current daily life. I actually
just participated in the Start Up Weekend Chicago this past weekend.
Excerpt 2, taken from the Alumni survey illustrates how a student’s perceived internship experience was
shaped by the EPG program and the specific contributions of EPG second summer program element in
Central Appalachia contributed to her employment.

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Excerpt 2 - My EPG experience definitely contributed to employment experience. EPG gave me
more structured presentation skills, knowledge of developing a business document (via the
feasibility plan), and it immersed me within the Appalachian community. Because of these three
things I felt more confident in my job interviews, had relevant work experience within a non-
profit organization with a social mission via my summer internship at Barter Theatre, and it gave
me valuable perspective on the direction I wanted my career to go. In other words, because I was
able to see community-center business and organizations and work for one, I made a conscious
decision to work for one. That passion for non-profits was able to shine through and I believe it
was a key factor in getting the job I have.
Excerpt 3, taken from the Alumni survey illustrates how a student perceived her career aspiration was
shaped by the EPG program elements and how the EPG abilities contributed to her professional identity.
Excerpt 3 - I am not currently employed (in between jobs) but I would say that EPG program has
been one of the most influential and inspirational experiences of my life. The first year of the EPG
challenge built my confidence and leadership skills. Through the second year program, I had the
opportunity to participate in my first internship/employment outside of Berea College. This
experience gave me a taste of the real world and working environment. Some of the skills that I
gained from participating in this two year program include being resourceful, creative,
persistent, presentation skills, striving for excellence and team work. Whenever I am stuck at
work, I always try to take myself back to the EPG days and use the skills I learned to solve that
problem. I sometimes wish that I could have the chance to do it again and re-boot.
Excerpt 4, taken from the Alumni survey demonstrates how a student perceived his career values were
crafted by the EPG program and his national enterprise career trajectory shaped by the EPG program and
the specific contributions to supporting youth, and poverty rates.
Excerpt 4 - I have been committed to service nationally since graduating from Berea. I have been
working at a social enterprise for over 4 years doing amazing work supporting youth, their
families, community, and the economy of a city with poverty rates. EPG gave me drive and
direction.
Excerpt 5 taken from the Alumni survey explains how a specific socialization event connected him to a
professional social entrepreneurship organization and how these opportunities develop his identity.
Excerpt 5 - I was a presenter on Net Working in Chicago at the C.E.O. international conference.
My team and I won an award for best display. I met a C.E.O. of a youth entrepreneurial
organization in Wisconsin and she invited me up to support her with her National Youth
Entrepreneurship Conference. I convinced her to allow me to bring to of my EPG teammates and
she flew us out to Milwaukee round trip to support. Afterwards, she invited me to come back for a

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summer internship. Once I graduated she offered me a position as the Assistant Executive
Director. I turned down the position to serve 3 terms in Americorp at my hometown in my
community center that developed me as a young leader. I wanted to give back at home before I
gave to the world.
Excerpt 6 taken from the Alumni survey illustrates the value of life lessons gained from prototypical
social entrepreneurs, as trainers, at a social entrepreneurship event shaped her social entrepreneurship
identity and goals.
Excerpt 6 - The Sullivan Foundation retreat was very inspiring because of the opportunity to
meet passionate people and to hear their stories. I came away recognizing what they could to
make a change for the flaws they saw in society. Going to Sullivan confirmed for me how much it
takes to truly make your dreams reality and being in the same room with leaders contributed to
how I approach the goals I want to reach.
Excerpts 7 taken from the Alumni survey establishes how presentation skills and how constructing
compelling oral presentation leads to serving on the Board of Directors of a social enterprise.
Excerpt 7 - I currently serve on the Board of Directors for the KY Association of Mitigation
Managers and am President of the Peace Craft Steering Committee. EPG helped prepare me to
give effective presentations, and to tailor my messages to the audience. EPG helped bolster my
self-confidence in my abilities to lead and serve my community.
Excerpts 8 taken from first summer debriefing event illustrates how storytelling can dispel stereotypes
and advance the understanding of the contribution of entrepreneurship to the Appalachian region.
Excerpt 8 - I learned, despite popular belief, the Appalachian area was not always considered
poor and the inaccurate Appalachian image of poor, illiterate, unhappy and drunkard people was
shaped by the media, mainly writers, during that time. This learning matters because it now
gives me a better understanding of the timeline of the Appalachian region and why these
stereotypes today actually occur and are not completely true. It also was important because it
defused the myth of this stereotype and the significant of regional entrepreneurship for me and
now when going to this region for EPG I have a better grasp of their history. In light of this
learning when conversations of the Appalachian region arise or when people make inaccurate
statements about Appalachian using these stereotypes I will share this information disproving
their beliefs. I will also share this information with my family members and other people I know
so that these myths do not continue to spread.
Except 9 taken from the first summer debriefing event illustrates how opportunity recognition is applied
in the Appalachian community setting.

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Excerpt 9 - From the conversation with Ms. Judi Jetson, I learned that knowing the key assets of
a region are critical to building the economy. If problems in the economy are identified, the
people can concoct ways to improve the community and its economy. On the second day of travel,
venturing on my own I found The McDowell Arts Council Association (MACA) where I met the
MACA founder. Unlike the artists at the Feather Your Nest Gallery, the MACA the artists have
created visuals for the public and thus created new revenues streams for the organizations.
Excerpt 10 taken from a student reflective journal demonstrates the adaptability and flexibility required of
entrepreneurs.
Excerpt 10 - I learned that you never want to assume that you have all the facts, know every
detail, or take for granted that your assumptions about a person, place, etc. are correct. Part of
the entrepreneurial experience is learning to take the unexpected, learn-on-the-fly, and utilize
that change to your advantage, rather than being caught off guard any time something unplanned
comes up. The personas we developed were our own individual creations, but it was tremendous
to get feedback from these experienced individuals that we wouldn’t have received had we not
gone through the process of developing relationships and inviting them to hear our presentations
and discern our work.
Excerpt 11 taken from a student reflective internship journal during the second summer internship
illustrates her entrepreneurial abilities and her self-efficacy in acquiring the abilities.
Excerpt 11 - I have learned that my strength is recognizing opportunity and uncertainty. I feel
that I have always had this strength this was reinforced by my peer; however EPG helped me
fully develop opportunity recognition for this area of work. In the small group meetings that we
have every week, we discuss everything from marketing work, to fund raising. I try to focus my
thoughts on ways to highlight all these challenges. My project for the next few weeks, the craft
shop, will be a great way to tell how useful Facebook is as a social media tool and resource for
the Settlement School. After I upload an item, I will be using Facebook to advertise and ask for
feedback regarding the items and how effective utilizing the internet will be for the craft shop
tracking the social metrics.
Excerpt 12 taken from a student reflective internship journal during the second summer internship
illustrates the significance of opportunity recognition within entrepreneurship.
Excerpt 12 - I actually sat down with Jim, the owner and founder, to determine what three new
opportunities that have arisen since I have been at the Ranch. Two of the proposals/opportunities
that I have been personally involved with are Father’s Day event and trail maintenance. Of these
two opportunities, trail maintenance is probably the most important for the Ranch. Having these

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discussion helped me focus on the new opportunities that can be created in my time in the
internship.
Excerpt 13 taken from a student in the Alumni survey summarizes the how she believes that EPG added
value to her employment within the field of social entrepreneurship.
Excerpt 13 - I am currently the Deputy Director for International relations and fund raising for
Adom Foundation Ghana. The only reason I am confident in this job is because of the skills and
mobilization of resources which are key elements of the EPG experience. It has been only 2 years
since I graduated and in every interview or application that I have engaged in, I always mention
the life changing experience with EPG.
Excerpt 14 taken from a student in the Alumni survey illustrates how his entrepreneurship education and
communication skills contributed to the securing employment and self-efficacy.
Excerpt 14 - I am employed as an apprentice to artist-blacksmith and designer, Jeff Fetty in
Spencer, WV. I feel strongly that my experiences and learning in the EPG program helped me
both get this job and are helping me quickly grow to become an important asset to Jeff Fetty
Designs. In addition to the physical skills required to forge white-hot steel into graceful works of
sculpture, architecture and functional pieces, this job involves a lot of communication between
me and Jeff, as well as between us and numerous clients who commission us to create often
unique installations. EPG prepared me for the demands of working in a high-flow business.
Excerpt 15 taken from a student in the Alumni survey illustrates how the entrepreneurship education
contributed to the securing employment and self-efficacy.
Excerpt 15 - …as the Director of the Small Business Center for Haywood County I feel that the
EPG program had a direct correlation with my hire. A background of Entrepreneurship was a
requirement for the position.
Excerpt 16 taken from a student in the Alumni survey illustrates how his entrepreneurial mindset
contributed to the securing employment in public accounting professional development in a growing
company.
Excerpt 16 - After 5.5 years in public accounting and currently a director of accounting at a
growing company, I remain convinced that EPG had a lot to do with my personal and
professional growth and ambitions. It wasn’t so much the assignments as it was the spirit of the
program- the conviction that I can achieve what I set my sights on and the way to plant the seeds
for the next milestone in my life and career.

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Excerpt 17 taken from the Alumni survey illustrates the value of life lessons gained from complexity and
the uncertainty social entrepreneurs confront as they address and solve social problems.
Excerpt 17 - There was not a single day during my time at Berea that I was not faced with
problems that needed solving. Many involved overcoming my own weaknesses in the new
environment. When I was faced with a three page physics problem, for example, there was a
certain neatness I had to conform to in order that I not drown in my own mess. The same went for
writing a 25-page research paper. The way I see my capacity to handle complexity and
uncertainty is akin to an ability to see through all the garbage. It’s a question of efficiency and of
applying the correct filters to the correct landscape.
CONCLUSION
The ability to work with others to create new strategies, concepts, ideas, products or organizations that
meet social needs of any kind; the ability to generate ideas and be creative; the ability to deliver effective
formal presentation; and the ability to find common ground and solve problems for the common good,
encouraging collaboration and candid conversations with peers and community stakeholders are elements
within the construction of one’s social identity and self- efficacy. Social identity and self-efficacy
continue to be major foci of the EPG program and these have become strategic work for the faculty and
staff in the near term. Creating a learning space, building time intentionally in the EPG program to
discuss and expose the student transitions into a social entrepreneurial career is a creative activity given
the variety of pressures on our undergraduates. Additional action research needs to be done to investigate
the ways in which EPG program elements can contribute to and spark the innovation and ingenuity
characteristics of social innovation. Structuring course content, class assignments, reflective prompts,
internship experiences, and co-curricular activities in ways that urge students to personally identify with
social entrepreneurship and develop a corresponding sense of self-efficacy can help them become social
entrepreneurs to combat the growing pervasiveness of the world’s social ills.
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