Abstract:
Since the outbreak of COVID-19, social enterprise has experienced a renaissance.
In public policy circles, entrepreneurship and innovation are perceived as economic
development tools, and in many parts of the world, as catalysts for change that can
have a real impact by increasing employment in communities as well as environmental challenges. At a local level, entrepreneurship and innovation enable communities to stay vibrant due to social enterprise organisations ofering much-needed
goods and services. Social enterprise has been acknowledged as a solution to social
inequality and environmental issues in society as it develops new areas of empowerment in local communities. Central to the success of social enterprise is education,
training, and the engagement of the higher education sector. Traditionally, entrepreneurship and innovation have fundamentally been entrenched within the business
subject area, but have now emerged within other disciplines such as criminology,
health and social care, geography, sociology, and politics. The aim of this paper is
to map out a new, global, cross-disciplinary framework from a teaching and learning
perspective. The authors of this paper call for global empowerment of entrepreneurship education in the higher education sector, using examples from diferent countries across the world, specifcally Ghana, India, and the UK. This paper sets out the
vital importance of entrepreneurship in teaching and learning, by showcasing what
can be achieved. In this paper, the authors develop and propose a new pedagogical
social enterprise model that incorporates and emphasises the ethos of ‘think globally, act locally’ in a sustainability context.
