Tusyanah; Hana Netti Purasani; Merlina Universitas Negeri Semarang, Indonesia;
[email protected] [email protected] [email protected]
Abstract: Entrepreneurship, or entrepreneurial activity with an embedded social purpose has been popular in recent decades. It expects to improve the people economy since it encourages the entrepeneurs to do social activities. This paper discusses the implementation process of social enterpreneurship at the Economics Faculty of Semarang State University in 2016. The study was conducted to encourage students to have their own business and also to help more people around.
Hence; there were some challenges appeared during the learning process and needed the suitable actions to handle them. It was an action research using qualitative approach. The subjects of the research were 60 economics students which were grouped of 10 students. The data were collected by observation and questionnaires. The result of the study showed that teaching social enterpreneurship by creating the products, promoting and selling them, and sharing the profits to the poors is exciting and feasible to be applied. The barriers faced during the learning process were the limited capital to start up the business, students’ time management for practicing the enterpreneurship skills and students’ teamwork or cooperation skills. To solve the problems, students applied a loan or they can gather the money to start up the business. It also needs a good time management since it needs much time to practice the enterpreneurship skill. The social aspect was taken when the profits were shared to the poor. The questionnaires revealed that students were more encouragous to have their own business as they understood that there were many poor people around and being useful for others was the true happiness.
Keywords: Entrepreneurship Skill, Social Care, Business
INTRODUCTIONS
Every human wants to be happy; some people state that getting happiness is when you are rich.
And, the fastest way to be rich is being a businessman. Based on the initial observation, it showed that all students want to be the boss. They want to have a business and earn a lot of money from that business.
Unfortunately; some students revealed that they did not get any enough materials or practices for making them the entrepreneurs in the classroom. As we know that education is a core factor to determine the life quality of a country. According to Duncan (2013), education is the key to abolish gender inequality, to get rid of poverty, to create a sustainable planet, to avoid needless deaths and illness, and to promote peace. It is a line as Nelson Mandela says, “Education is the most powerful weapon which you can use to change the world.”
Therefore, it needs a qualified education which can change our nation in the better direction.
And one of the factors which can lead to the better economic growth is creating more entrepreneurs more businesses. Barley (2014) said that today, business owner’s account for less than 2 percent of the Indonesian population. It is different with our Neighboring countries, such as Singapore and Malaysia which have much higher rates.
Young Indonesian students need the education system to become aspiring entrepreneurs. It makes them produce new ideas and concepts, courageous in taking risks and adaptable to changes in an ever-changing world. Thus; entrepreneurship subject should create them to be more courageous to have business which is quite challenging because it expects them to solve real-life problems. This in the end helps to produce bright young people who prepare to face the real world.
On the other hand, high youth unemployment is one of the threats that is being faced by Indonesia. A news at Indonesia investment in 2014 told that Indonesia has a young population as roughly half of the total population is below thirty years of age. This means that the country contains a potentially large workforce. But this demographic bonus can turn into a demographic disaster if this workforce cannot be absorbed by employment opportunities. The World Bank recently warned against Indonesia's high youth unemployment and misplaced focus on education spending.
Then, based on McClelland (2000), he stated that one of the indicators which made a developed country was when the number of entrepreneurs in the country was 2% of its population. Now, the number of entrepreneurs in Indonesia was only 400 thousand people, or less than 1% of Indonesia's population. Then, Rukka (2011) stated that Indonesia needed 25 years to achieve the level of developed country considering the current number of entrepreneurs.
Moreover; understanding the real problems such as poverty will motivate students to have more money, to help the poor by creating a business. Therefore; in this learning model students in group of 6 students do the business and share the profits to the poor. The business can be the micro, small, and medium enterprises or business as long as it can gives them profit.
Therefore, it needs the efforts to create more entrepreneurs which can increase the achievement in short time. One of the efforts is making the new entrepreneurs who graduate from the university.
Unfortunately, making the graduates of higher education to be the entrepreneurs is not easy to be implemented because they tend to work in the comfortable zone as soon as possible. However, the high number of graduates is not proportional with the number of job opportunities to accommodate all of them. Nowadays, the university graduates should begin choosing the entrepreneurship as an option, considering that being entrepreneurs can create more jobs for more people which are needed by Indonesia. One effort to reduce the educated unemployment rate in Indonesia is to create graduates who do not only have job seekers-oriented but also job makers-oriented or what we call the entrepreneur.
Gottlieb (2014), co-founder of consulting firm said that an Entrepreneur is someone who can take any idea, whether it be a product and/or service, and have the skill set, will and courage to take extreme risk to do whatever it takes to turn that concept into reality and not only bring it to market, but make it viable product and /or service that people want or need. (businessnewsdaily.com)
Social entrepreneur comes from the word “social” and “entrepreneur. Dees (2011) said that social entrepreneurs are one species in the genus entrepreneur. They are entrepreneurs with a social mission. For social entrepreneurs, the social mission is explicit and central. This obviously affects how social entrepreneurs perceive and assess opportunities. Wealth is just a means to an end for social entrepreneurs.
Many researchers were interested to study about entrepreneurship as we can see on the table 1.
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Table 1. Previous Studies on Entrepreneurship
No Topic By Key World
1. Social Entrepreneurship: Innovation and Social Change Across Theory and Practice
Francesco Perrini, Clodia Vurro Entrepreneurship, Social entrepreneurship
Abstract : Companies and nonprofits, regardless of the sector they belong to, their dimension or their geographical location, are increasingly asked to provide innovative solutions to manage complex social problems: from community development to social exclusion and poverty reduction (Margolis and Walsh, 2003).
Social entrepreneurship (SE), an unusual contact point among entrepreneurship, innovation and social change, has been increasingly catalyzing the interest of academics, companies, and the business debate for about a decade. Attention is expanding exponentially with a multiplicity of publications, MBA core and elective courses and academic research centers explicitly focused on deep analysis of the SE phenomenon. There are also numerous innovative and supportive actors such as specialized consulting groups, social venture capitalists, social angels and so on.
2 Politics, Values and Social Entrepreneurship: A Critical Appraisal
Albert Hyunbae Cho Keywords:
Social entrepreneurship Politics, Values
Abstrct: Social entrepreneurship (SE) has many champions and a notable lack of detractors. Governments have embraced it, business schools have committed millions of dollars to study it, nonprofit organizations have been founded to incubate it, and creative individuals are rapidly evolving it into new and innovative forms. Like the concepts of the ‘Third Way’ and ‘compassionate conservatism’, SE’s millennialist vision of harmony between private sector initiatives and public sector values appeals to a world tired of political economy’s time-worn ideological battles. SE speaks a compelling language of pragmatism, cooperation, and hope.
3 Social Entrepreneurship: How Intentions to Create a Social Venture are Formed
Johanna Mair, Ernesto Noboa Social entrepreneurship, Intentions
Abstract: Entrepreneurship aiming at social benefits has become ubiquitous. Social entrepreneurship (SE) involves innovative approaches to address issues in the domains of education, environment, fair trade, health and human rights and is widely regarded as an important building block of the sustainable development of countries.
4 Social entrepreneurship, social enterprise and the principles of a community of practice. (Revista de cercetare [i interven]ie social\, 2011, vol. 33, pp. 44 – 55)
Ioan, and Salomea A. social entrepreneurship;
social enterprise; community of practice; social change;
sustainable solutions.
Abstract: Social entrepreneurship is defined as a theoretical and practical paradigm based on a specific context, characteristics and outcomes. The entrepreneurial context implies identifying the social factors that determine and sustain poverty, marginalization and exclusion; entrepreneurial characteristics refer to a direct action initiated by a social entrepreneur in the form of new solutions (innovation) for the target population, context or application; the entrepreneurial outcome is a visible and measurable social change that can be either small-scale (local) or large-scale (systemic). While social entrepreneurship starts at an individual level, the social enterprise begins as an organizational movement that applies marketbased strategies in order to achieve social change.
This article offers a theoretical perspective on the conceptualization and specific components of entrepreneurship, describes the social enterprise as an organizational movement for providing sustainable solutions and applies the principles of a community of practice to the communication in a social enterprise.
5. Social Entrepreneurship as a Tool to Remedy Social Exclusion
A Win–Win Scenario?
Rama Krishna Reddy Kummitha United Nations University, Tokyo, Japan
Social Entrepreneurship, Social Exclusion
Abstract: Inspired by the practice of social enterprises, this article aims to understand how work integration social enterprises (WISE) function in relation to labour market integration of socially excluded persons in India.
While mainly examining how socially excluded persons benefit from such interventions, questions are asked about what motivates social enterprises to get involved and to what extent they benefit themselves. Built on case study research in India, this article identifies a potential win–win situation, as members of excluded communities are empowered through the work integration approach, but social enterprises also benefit by building trust and achieving a sustainable orientation
Social entrepreneurs are needed to improve the Indonesian prosperity. To develop the social care, we need the studies from the academicians to start the learning focusing on social care because social care is not instantly appears, but it needs to be developed gradually. Therefore, we conduct a learning model to foster entrepreneurial character and social care for university students.
The objectives of this study were: 1) to understand the implementation of social entrepreneurship activities 2) To analyze the weaknesses and the efforts of implementing the model to foster students’ entrepreneurial character and social care at the Faculty of Economics, Universitas Negeri Semarang, Indonesia.
METHOD
The research is a case study with a qualitative approach. The data were the about the explanation, the problems and solutions to handle them to explain the the case naturally. The data were collected by interview and observation and documentation. Then, the data were analyzed by data collection, data reduction, data display and drawing the conclusion.
The focus of the study is the implementation of social entrepreneurship activities at entrepreneurship subject at the Economics Faculty in 2016. The data were collected by interview, observation and documentation.
The purpose of the research interview is to explore the views, experiences, beliefs and/or motivations of individuals on specific matters (eg factors that influence their attendance at the dentist).
Qualitative methods, such as interviews, are believed to provide a 'deeper' understanding of social phenomena than would be obtained from purely quantitative methods, such as questionnaires.1 Interviews are, therefore, most appropriate where little is already known about the study phenomenon or where detailed insights are required from individual participants.
http://www.nature.com/bdj/journal/v204/n6/full/bdj.2008.192.html
There are three fundamental types of research interviews: structured, semi-structured and unstructured. The interview used in the study is structured interview. Structured interviews are, essentially, verbally administered questionnaires, in which a list of predetermined questions are asked, with little or no variation and with no scope for follow-up questions to responses that warrant further elaboration. Consequently, they are relatively quick and easy to administer and may be of particular use if clarification of certain questions are required or if there are likely to be literacy or numeracy problems with the respondents. However, by their very nature, they only allow for limited participant responses and are, therefore, of little use if 'depth' is required.
The second instrument is observation. Marshall in Sugiyono (2014:310) said that “through observation, the researcher learns about behavior and the meaning attached to those behaviors”. By observation, the researchers studied about the attitude and meaning of those actions. The researchers observed the implementation of social entrepreneurship activities, the barriers faced during the learning process and the solutions which can be done.
After the data were collected, then we need to analyze the data. According to Miles and Huberman (1994:10), they said that “We define analysis as consisting of three concurrent flows of activity: data reduction, data display, and conclusion drawing/verification”.
Data Reduction
According to Miles and Huberman (1994:10) “Data reduction refers to the process of selecting, focusing, simplifying, abstracting, and transforming the data that appear in written-up field notes or transcriptions”. As we know that there are a lot of field data. To reduce the data, we select, summarize
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Data Display
“The second major flow of analysis activity is data display. Generically, a display is an organized, compressed assembly of information that permits conclusion drawing and action”.
Conclusion Drawing and Verifications
According to Miles and Huberman (1994:11) “The third stream of analysis activity is conclusion drawing and verification. Form the start of data collection, the qualitative analyst is beginning to decide what things mean—is noting regularities, patterns, explanations, possible configuration, casual flows, and propositions”.
RESULTS AND DISCUSSION
The data were collected by observation, interview and documentation. The primary data were taken from the observation because it was the most important point, while documentation and interview were conducted to get the secondary data.
The Social Entrepreneurship Activities
The core framework of the group project is the concept of cooperative learning which focuses on completing the tasks which ultimately gets the same reward. The objective of the program is that students have the entrepreneurial and social care.
Cooperative learning is an instructional method in which students work together in small, heterogeneous groups to finish a problem, project, or other instructional goal, while teachers act as guides or facilitators. This method works to reinforce a student’s own learning as well as the learning of his or her fellow group members.
The idea of this entrepreneurship activity is collecting the profits from the business carried out by the groups of students which are given to the poors. In this program, students will create the business plans, and then the feasible business plans will be funded by the research team. Next, they will carry out the business for about 1.5 months. And, the profits of their business will be given to the poors. The poors are decided based on the group’s observations.
The entrepreneur’s characters should be created in the university atmosphere which can encourage students’ independence. It can be achieved through; 1) developing the creative thinking and self-sufficiency for students in the teaching learning process (such as; training, independent tasks, problem solving, decision-making, find opportunities, etc.), 2) fostering the honesty in the communication and attitude in any learning activities, such as; education, and learning as the basic capital in mental building for being the entrepreneurs, 3) the education practitioners need to share and support the commitment to build the entrepreneurial characters to the stakeholders so the policies are appropriate to the society needs. They need to build the relationship with the real business world which is the part of the ‘learning by doing’.
Character education is to teach children about basic human values, including honesty, kindness, generosity, courage, freedom, equality, and respect. The goal of it is to raise children to become morally responsible, and to discipline themselves as citizens (Berkowitz and Melinda, 2005).
There are three phases to implement the program; they are preparation, implementation and evaluation. Preparation phase is to prepare students in groups to have the business plan. They need to understand how to produce a profitable product/ service and then to sell them.
These are the stages of social entrepreneurship activities:
Preparation
Students in group of 7 or 8 work together create a simple business. Here are the steps:
They decide the profitable product which can make money or profit. They describe their business by making the business plan.
Picture 1. The Product Samples
They plan the resources to produce the product or purchase the product depends on their choices. In the research, most of them produce their own unique product.
Picture 2 Discussing the Business
The 1st International Conference on Economics, Education, Business, and Accounting (ICEEBA 2016)
In producing, automatically they need money as the initial capital. They usually collect the capital from the members. Actually they can apply a loan to the research team, but it happens only for a few groups. One group usually need Rp 500,000 for the capital.
Implementation
Then, implementation phase creates the learning experience and the learning process which ultimately fosters students’ characters. The phase can be done through the process of empowerment and acculturation which includes by giving the examples, learning, habituation, and encouragement by giving the positive feedback. Here are the steps:
They produce their products. In this step, they learn to cooperate with all members. They study many characters which can inspire them to be the entrepreneurs such as; cooperative, hard work, discipline, friendly, honest and others.
Picture 3. Making The Products
Then, they have to market or sell the product to the consumers.
Picture 4. Label and the Consumers
For this stage, students need to manage the time wisely since they also have other subjects at the semester. They have the activities for 1.5 months. They usually do 3 until 4 productions during the period. It depends on their time and the responses of the market.
This is the exciting activity because the group meets the consumers directly. They have to attract the consumers by making advertisement. Advertisement is an essential tool in promoting products and services to customers. Abu Bakar, et al. (2015) state that image is one of the components in an advertisement, which gives a clearer picture of what is being promoted. Accordingly, image was identified as one of the factors that can attract consumers’ attention to advertisement displayed in a media. Thus, students should make a good label on the product to make consumers attract to buy.
They have to share the profits the poor
Giving is a good attitude which for the certain people, it is hard to do. Thus; it needs habituation to share the money or things the poor need. The poor is decided by the group. They usually observe the poor before giving the profits. They have to make sure if the person is the suitable target for them.
They usually buy the basic needs such as sugar, noodle, and rice for the poor.
Picture 5. Sharing the Profits to the Poor
Giving is not only give the direct positive influence to the poor but also it is the best communication for a company to market the product. As Blotz (2015) said that one of the most viral and powerful advertisements this fall does not sell a product. Instead, it sells an idea. And in the process, it brilliantly illustrates the power of brand extension with a smart and strategic piece of communication. It comes from a cell phone company in Thailand named Truemove-H. The three minute film spans a 30-year story, one that begins with an act of sympathy and kindness and ends with a surprise act of gratitude. The film contains no product placement, no overt sales pitch, only the powerful idea of the value of paying life forward. The message from Truemove-H: “Giving is the best communication.” As a piece of communication, the film is a daring and brilliantly strategic tool to build brand salience in a hyper-competitive category. Thus; it helps students to understand the other marketing strategy to increase the sales.
Evaluation
Furthermore, on the evaluation phase, it needs the appraisal program for continuous improvements which are designed to detect the actualization character in self-learners as an indicator of successful process of acculturation and empowering students’ character. Character education is to teach children about basic human values, including honesty, kindness, generosity, courage, freedom, equality, and respect. The goal of it is to raise children to become morally responsible, and to discipline themselves as citizens (Berkowitz and Melinda, 2005).
Most students feel happy and exciting to do the activities which give them a lot of meanings.