Ashokau 360 review report

2012 Social Entrepreneurship at the University of Northampton

Tim Curtis University of Northampton 1/1/2012

360ËšCampus Scan - Part 1: Evaluation

CONTENTS Executive Summary .................................................................................................................................. 6 The Study .................................................................................................................................................. 6 The Change Team: .................................................................................................................................... 6 Ashoka Selection Criteria ...................................................................................................................... 8 Belief in Everyone a Changemaker ................................................................................................... 8 Entrepreneur or Intrapreneur .......................................................................................................... 9 Social and Emotional Intelligence ..................................................................................................... 9 Ethical Orientation............................................................................................................................ 9 Self Permission ............................................................................................................................... 10 Key Change leaders ................................................................................................................................ 10 Professor Nick Petford ....................................................................................................................... 10 Ashoka Selection Criteria ................................................................................................................ 10 Change leader story ........................................................................................................................ 11 Purpose ........................................................................................................................................... 11 Team Changemaker Quotient ........................................................................................................ 12 Campus DNA ................................................................................................................................... 12 Showcase 1 ..................................................................................................................................... 12 Showcase 2 ..................................................................................................................................... 13 Showcase 3 ..................................................................................................................................... 13 Christopher Moore ............................................................................................................................ 13 Ashoka Selection Criteria ................................................................................................................ 13 Change leader story ........................................................................................................................ 14 Purpose ........................................................................................................................................... 14 Campus DNA ................................................................................................................................... 15 Concrete example........................................................................................................................... 15 Did we miss anything? .................................................................................................................... 16 Showcase 1 ..................................................................................................................................... 16 Showcase 2 ..................................................................................................................................... 16 Showcase 3 ..................................................................................................................................... 16 Prof Simon Denny .............................................................................................................................. 16 Ashoka Selection Criteria ................................................................................................................ 16 Change leader story ........................................................................................................................ 17 Purpose ........................................................................................................................................... 17 Team Changemaker Quotient ........................................................................................................ 17

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360ËšCampus Scan - Part 1: Evaluation Campus DNA ................................................................................................................................... 17 Example .......................................................................................................................................... 17 Extra characteristics ....................................................................................................................... 17 Showcase 1 ..................................................................................................................................... 18 Showcase 2 ..................................................................................................................................... 18 Showcase 3 ..................................................................................................................................... 19 Tim Curtis ........................................................................................................................................... 19 Ashoka Selection Criteria ................................................................................................................ 19 Change leader story ........................................................................................................................ 19 Purpose ........................................................................................................................................... 20 Team Changemaker Quotient ........................................................................................................ 20 Campus DNA ................................................................................................................................... 20 Concrete example........................................................................................................................... 20 Showcase 1 ..................................................................................................................................... 21 Showcase 2 ..................................................................................................................................... 21 Showcase 3 ..................................................................................................................................... 21 Dr Peter Jones..................................................................................................................................... 21 Ashoka Selection Criteria ................................................................................................................ 21 Change leader story ........................................................................................................................ 22 Purpose ........................................................................................................................................... 22 Team Changemaker Quotient ........................................................................................................ 22 Campus DNA ................................................................................................................................... 22 Concrete example........................................................................................................................... 23 Showcase 1 ..................................................................................................................................... 23 Showcase 2 ..................................................................................................................................... 23 Showcase 3 ..................................................................................................................................... 23 Ian Brooks .......................................................................................................................................... 23 Ashoka Selection Criteria ................................................................................................................ 23 Change leader story ........................................................................................................................ 23 Purpose ........................................................................................................................................... 23 Team Changemaker Quotient ........................................................................................................ 24 Kamal Bechkoum ................................................................................................................................ 24 Ashoka Selection Criteria ................................................................................................................ 24 Change leader story ........................................................................................................................ 24 Purpose ........................................................................................................................................... 25

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360ËšCampus Scan - Part 1: Evaluation Team Changemaker Quotient ........................................................................................................ 25 Campus DNA ................................................................................................................................... 25 Concrete example........................................................................................................................... 25 Showcase 1 ..................................................................................................................................... 25 Showcase 2 ..................................................................................................................................... 26 Showcase 3 ..................................................................................................................................... 26 Dr Sue Allen ........................................................................................................................................ 26 Ashoka Selection Criteria ................................................................................................................ 26 Change leader story ........................................................................................................................ 26 Christopher Durkin............................................................................................................................. 27 Ashoka Selection Criteria ................................................................................................................ 27 Change leader story ........................................................................................................................ 27 Purpose ........................................................................................................................................... 27 Team Changemaker Quotient ........................................................................................................ 27 Campus DNA ................................................................................................................................... 27 Concrete example........................................................................................................................... 28 Showcase 1 ..................................................................................................................................... 28 Showcase 2 ..................................................................................................................................... 28 Showcase 3 ..................................................................................................................................... 28 Ken Bland ............................................................................................................................................ 28 Ashoka Selection Criteria ................................................................................................................ 28 Change leader story ........................................................................................................................ 28 Purpose ........................................................................................................................................... 28 Team Changemaker Quotient ........................................................................................................ 29 Campus DNA ................................................................................................................................... 29 Extra characteristics ....................................................................................................................... 29 Show case 1 .................................................................................................................................... 29 Showcase 2 ..................................................................................................................................... 29 Showcase 3 ..................................................................................................................................... 29 Wendy Bannerman ............................................................................................................................. 29 Ashoka Selection Criteria ................................................................................................................ 29 Change leader story ........................................................................................................................ 30 Purpose ........................................................................................................................................... 30 Team Changemaker Quotient ........................................................................................................ 30 Campus DNA ................................................................................................................................... 30

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360ËšCampus Scan - Part 1: Evaluation Laura Wood ........................................................................................................................................ 31 Ashoka Selection Criteria ................................................................................................................ 31 Change leader story ........................................................................................................................ 31 Purpose ........................................................................................................................................... 31 Team Changemaker Quotient ........................................................................................................ 31 Campus DNA ................................................................................................................................... 31 Concrete example........................................................................................................................... 32 Showcase 1 ..................................................................................................................................... 32 Showcase 2 ..................................................................................................................................... 32 Showcase 3 ..................................................................................................................................... 32 Adrian Pryce ....................................................................................................................................... 32 Ashoka Selection Criteria ................................................................................................................ 32 Change leader story ........................................................................................................................ 33 Purpose ........................................................................................................................................... 33 Team Changemaker Quotient ........................................................................................................ 33 Campus DNA ................................................................................................................................... 33 Concrete example........................................................................................................................... 33 Showcase 1 ..................................................................................................................................... 34 Showcase 2 ..................................................................................................................................... 34 Showcase 3 ..................................................................................................................................... 34 Ross Prior ........................................................................................................................................... 34 Ashoka Selection Criteria ................................................................................................................ 34 Change leader story ........................................................................................................................ 34 Purpose ........................................................................................................................................... 35 Campus DNA ................................................................................................................................... 35 Concrete example........................................................................................................................... 35 Gemma Wickaert ............................................................................................................................... 35 Philip Garner ....................................................................................................................................... 36 Ashoka Selection Criteria ................................................................................................................ 36 Change leader story ........................................................................................................................ 36 Purpose ........................................................................................................................................... 37 Team Changemaker Quotient ........................................................................................................ 37 Campus DNA ................................................................................................................................... 37 Concrete example........................................................................................................................... 37 Showcase 1 ..................................................................................................................................... 37

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360ËšCampus Scan - Part 1: Evaluation Showcase 2 ..................................................................................................................................... 37 Showcase 3 ..................................................................................................................................... 37 John Sinclair ........................................................................................................................................ 38 Ashoka Selection Criteria ................................................................................................................ 38 Change leader story ........................................................................................................................ 39 Purpose ........................................................................................................................................... 39 Team Changemaker Quotient ........................................................................................................ 39 The Campus DNA ............................................................................................................................ 39 Anatomy of the University of Northampton Social Entrepreneurship ecosystem ................................. 40 Summary............................................................................................................................................. 40 Community and culture ...................................................................................................................... 40 Leadership .......................................................................................................................................... 41 Teaching and Curriculum .................................................................................................................... 43 Applied Learning ................................................................................................................................. 44 Research & Publications ..................................................................................................................... 45 Resources and Strategy ...................................................................................................................... 45

EXECUTIVE SUMMARY

THE STUDY Background & Purpose Methodology

THE CHANGE TEAM: The following staff directly involved in the social enterprise change team responded to the 1 questionnaire : Name:

Title:

I have built a crosscampus team

I lead an informal or formal group that meets regularly

Sue Allen

Executive Dean SOH

No

No

I am committed to campus-wide change, and mandated to build social entrepreneurship Yes

Simon Denny

Social Enterprise Development Director

Yes

Yes

Yes

I have significant, dedicated time to advance social entrepreneurship/s ocial innovation initiatives.

No

I have some budgetary purview.

Yes

Yes

Yes

1

SOH- School of Health, NBS- Northampton Business School, SSS- School of Social Sciences, SST- School of Sciences and Technology, SED- School of Education

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360ËšCampus Scan - Part 1: Evaluation Christopher Durkin

Head of the Northampton Institute of Urban Affairs and Development Director of Social Enterprise SSS Head of Education Children and Young People, School of Education Senior Lecturer, Education

Yes

Yes

Yes

Yes

No

No

Yes

Yes

Yes

No

No

Yes

Yes

Yes

No

Deputy Director of Social Enterprise Development Business Development Manager, SOH

Yes

Yes

Yes

Yes

Yes

No

No

Yes

Yes

No

Adrian Pryce

Senior Lecturer, NBS

Yes

Yes

Yes

Yes

No

Ian Brooks

Executive Dean, NBS

No

Yes

Yes

No

Yes

Dr Ross Prior

Reader in Arts Professions, Head of Acting & Drama Executive Dean, SSS & Partnerships and Social Enterprise Enterprise & Innovation Manager, NBS Title:

Yes

Yes

Yes

No

Yes

Yes

Yes

Yes

Yes

Yes

No

Yes

Yes

Yes

Yes

I lead an informal or formal group that meets regularly

Philip Garner

Professor in Education

Yes

Yes

I am committed to campus-wide change, and mandated to build social entrepreneurship Yes

I have significant, dedicated time to advance social entrepreneurship/s ocial innovation initiatives.

Yes

Yes

Paul Bramble

Project Manager, SOE

Yes

Yes

Yes

Yes

Yes

Tim Curtis

Senior Lecturer, Community Development , SOH

Yes

Yes

Yes

Yes

No

Ken Bland

Wendy Bannerman

Dr Peter Jones

Laura Wood

Christopher Moore

Gemma Wickert

Name:

I have built a crosscampus team

I have some budgetary purview.

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360ËšCampus Scan - Part 1: Evaluation Nick Petford

Vice Chancellor

Yes

Yes

Yes

Yes

Yes

John Sinclair

Deputy Dean, Quality and Performance Management, SST

No

Yes

Yes

No

Yes

Kamal Bechkoum

Executive Dean, SST

No

Yes

Yes

No

Yes

Does your team/group of allies include representation from the following institutional roles?

Roles

n%

Faculty from at least two diverse schools/disciplines or programmes

6 33%

Administration Staff on our team

0 0%

Student Affairs (frequently service learning, civic engagement, or career services) 2 11% Social entrepreneur or community practitioner

6 33%

Students (at least two, with different expected graduation dates)

3 17%

I don't have team or programme

1 6%

ASHOKA SELECTION CRITERIA BELIEF IN EVERYONE A CHANGEMAKER I work to create world that responds quickly and effectively to social challenges, and where each individual can have the freedom, confidence and societal support to address any social problem and drive change.

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360˚Campus Scan - Part 1: Evaluation Not a priority Working on it Somewhat true Mostly true

0 4 2 12

0% 22% 11% 67%

ENTREPRENEUR OR INTRAPRENEUR I wish to provoke major pattern change as evidenced by my experience founding a new venture/initiative or re-shaping the work of an existing organization. I demonstrate persistent passion and realistic how-to thinking for seeing my ideas come to life.

Not a priority Working on it Somewhat true Mostly true

0 0 3 15

0% 0% 17% 83%

SOCIAL AND EMOTIONAL INTELLIGENCE I catalyze and lead effective teams comprised of diverse stakeholders, consistently inspiring others and igniting passion for change via strength of ideas, conviction, and interpersonal agility. I demonstrate the ability to harness an entrepreneurial spirit in team members and “unleash resources in the community.”

Not a priority Working on it Somewhat true Mostly true

0 4 5 9

0% 22% 28% 50%

ETHICAL ORIENTATION I exhibit exceptionally strong ethical standards, empathy skills, and trustworthiness.

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360ËšCampus Scan - Part 1: Evaluation

Not a priority Working on it Somewhat true Mostly true

0 0 0 18

0% 0% 0% 100%

SELF PERMISSION I assume that changing the world in big ways is what I will do in life and have worked to develop appropriate skills and ways of thinking.

Not a priority Working on it Somewhat true Mostly true

0 3 3 12

0% 17% 17% 67%

KEY CHANGE LEADERS PROFESSOR NICK PETFORD Vice Chancellor

ASHOKA SELECTION CRITERIA Belief in Everyone a Changemaker

Entrepreneur or Intrapreneur

Social and Emotional Intelligence

Ethical Orientation

Self Permission

Score

Mostly true

Mostly true

Mostly true

Mostly true

Mostly true

20

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360ËšCampus Scan - Part 1: Evaluation

I see social entrepreneurship and social innovation as a key professional priority over the next few years.

Yes

I effectively articulate and share my vision for how social entrepreneurship will advance the institution’s mission and promote student learning.

Yes

CHANGE LEADER STORY "In 2009, I was principal investigator on a two-year British Council-funded project that brought together Bournemouth University, Lagos State University Teaching Hospital and the Niger Delta Youth Development initiative to study the use of mosquito bed nets in the Niger Delta. Although the focus was on health, the project also involved a more radical proposal to field-test a pop-up mosquito net for infants designed to overcome many of the barriers to the effective use of bed nets.

As our work showed, a person given a bed net must hang it from the ceiling (assuming he or she has one). This results in a low take-up for several reasons: difficulty in set-up (people can't be bothered); safety (a net suspended from the ceiling is a fire hazard where naked flame is the primary source of light); heat-trapping effects; and infants' sleeping patterns (until the age of two or three, Nigerian children in rural areas sleep with their breastfeeding mothers).

Nonetheless, many charities and agencies like nets because they can be distributed easily and the numbers handed out can be held up as evidence of success.

When we visited Abuja to discuss the problems we had identified and a potential solution that could not only improve the use of nets but also provide work for locals, the UK officials we met proved uninterested. Our idea fell on deaf ears.

Significant funding is available to fight disease in Africa. Nigeria recently signed a credit agreement with the World Bank for an extra 13 billion naira (ÂŁ52.7 million) to strengthen its primary healthcare systems. But the country's 2020 vision is also to become a top 50 world economy through more wealth creation and employment. We had hoped that our project could lead to real economic opportunities by developing pop-up net technology in Nigeria. The Delta region has a sewing tradition, so the skills base needed to make the nets already exists. And our project partners have access to specialist companies that produce World Health Organisation-approved long-lasting insecticidal nets.

My experience echoes the plea economist Dambisa Moyo made in her book Dead Aid: Why Aid Is Not Working and How There Is a Better Way for Africa (2009). She calls on the West to change tack and help Africans find sustainable solutions that work for them, not to impose target-driven aid of the sort that counts the effectiveness of malaria reduction by how many nets are distributed.

This experience has directly affected my determination to free up and support committed and passionate academics and students at Northampton University to be changemakers."

PURPOSE "The University Executive Team, representing all the of Schools in the University are tasked with the objective of delivering the Raising the Bar strategy which 1) Delivers an enhanced student experience, 2) Delivers through our values social inclusion, social impact, social innovation and change and 3) Delivers entrepreneurial, innovation and enterprise skills.

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360˚Campus Scan - Part 1: Evaluation UN has three core values that underpin our social enterprise strategy : a) we will provide a unique student experience of the very highest quality that prepares the leading social entrepreneurs of the future; b) we will encourage, develop and support entrepreneurship among our students, our staff, and the members of the communities we work with; c) we will strive to deliver a fairer society • Through SE express we make real the values within ‘Raising the Bar’.

• Breaks down barriers and achieves real ‘academic transformation’.

• Enhances the ‘students experience’, skills and life opportunities • Secures our position as No1 SE University – the ‘Silicon Valley of Social Enterprise’.

• Develop in a powerful format, our ‘civic and public engagement’.

• Secures our ‘financial and intellectual capital/position’.

• Create new, distinctive and leading edge ‘partnerships/enterprises’

TEAM CHANGEMAKER QUOTIENT Able to thoroughly understand issues faced by those in need, connect root causes of issues with possible solutions; ability to channel empathy towards reachable, pragmatic solutions through assetand capability-based thinking that acts out of a deep understanding of marginalized groups as “agents of change,” and not beneficiaries. Able to think in systems and create active teams across constituencies that are working on different parts of a challenge, but towards the same goal and vision Able to use (and in some cases effect) change; comfort with ambiguity, agility, confident in taking risks; very proactive; ability to “solve social problems using innovative, sustainable, scalable, and measurable approaches”

CAMPUS DNA "The reason we’re doing social enterprise is because of three things, which are kind of baked into the DNA of university. The first one is to provide a top-quality, innovative student experience, that’s geared towards employability – it’s that value-added bit around your degree course. The second thing is that we’re very keen to be seen as a highly entrepreneurial university. The third thing is that we believe it creating a fairer and more equitable society and we think social enterprise; as opposed to more traditional business formats is a good way to do that.

Concrete example The New Student Offer: We’ve put into place measures so that from September 2012 all students will be able to engaged in social enterprise in some way. It doesn’t matter what degree they’re doing, it could be nursing, engineering, geography or whatever. One of them is that they’ll be able to work as a placement student in a social enterprise. That could be one that we’ve placed them in, that exist out there in the community, it could be one that we part-own (we’ve started to buy stakes in a number of social enterprises in the local area, which allows us to get students into them in a more structured way, because when we own part of the company it is easier that if you’re just cold-calling to a company). And one of the most important things for us is that we will provide students with some seed-funding, if they have a good business idea, to set up their own social enterprise and run it. And we can provide them with office space as well as a small financial seed-fund

SHOWCASE 1 The launch of the first national, customer-focused, market-driven support service for social enterprise and social entrepreneurs and we’re calling that Inspire2Enterprise. We piloted this in nine counties in

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360˚Campus Scan - Part 1: Evaluation England between January and May this year and the feedback has been so positive that we decided to take it nationwide. It’s kind of a call centre/advice centre for anyone in the community who might want to get more information about what social enterprise is how to become a social entrepreneur, but also to provide some really specific advice around tax, financial advice, business planning and accounts to make a social enterprise viable. I think it will really help people on that transition from voluntary organisation to social enterprise.

SHOWCASE 2 We’re putting out a call to the HE sector across Britain to spend a £1billion of the £7bn we spend annually purchasing goods and services from external suppliers, to spend £1bn on buying from social enterprises. The reason we think that is a good thing; firstly it could really help to boost the social enterprise economy – which is incredibly successful in the UK, it is one of the big growth areas, but there is a danger, they need help and they need support. Universities if they’re interested, as we are, can play a really important role in helping social enterprises become a bit more financially sustainable by seeking out and buying services from them exclusively, So that is what we’re asking the sector to do. I think it would be an interesting test of how universities are really prepared to go the extra mile to work with their local communities.

SHOWCASE 3 "In 2012 over £250,000 was been invested in social enterprises to date, over 1000 students have engaged in the University’s ‘We Do Ideas’ initiative, and more than 600 social enterprise ideas have been submitted with some 60 supported by the University. “We’ve had a couple of really good success stories so far,” Prof. Petford says. “One of the case studies last year was set up by second year students, to recycle computer components. We also had a very successful student who still runs a social enterprise called ‘Bag in Bag’. Most recently we’ve had a group of drama graduates, led by Wayne Ingram, who set up a social enterprise called ‘Tap the Table’."

CHRISTOPHER MOORE Executive Dean Partnerships and Social Enterprise

ASHOKA SELECTION CRITERIA Belief in Everyone a Changemaker

Entrepreneur or Intrapreneur

Social and Emotional Intelligence

Ethical Orientation

Self Permission

Score

Mostly true

Mostly true

Mostly true

Mostly true

Working on it

18

I see social entrepreneurship and social innovation as a key professional priority over the next few years.

I effectively articulate and share my vision for how social entrepreneurship will advance the institution’s mission and promote student learning.

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360˚Campus Scan - Part 1: Evaluation Yes

Yes

CHANGE LEADER STORY "My role as Executive Dean Social Enterprise at the University of Northampton means I have worked to develop a coordinated university effort to ensure we deliver social enterprise, innovation and social entrepreneurship mission that enhances the experiences of students, whilst connecting with external partners and making a real social impact. Our model is driven by these 3 core values: We are united as an organisation in our commitment to social enterprise that: 1) Delivers an enhanced student experience 2) Delivers through our values social inclusion, social impact, social innovation and change 3) Delivers entrepreneurial, innovation and enterprise skills I developed these (along with colleagues) and ensured we have an executive sign up to these principles. These are now the underpinnings for all developments at the university and at a wider level, inform how we work internally and externally. This is what drives and motivates my involvement in social enterprise. My professional background is social work and personal social services. I am passionate that vulnerable and socially excluded people need to be given authority and power over their lives. The current social services, health and criminal justice systems are over prescribed by statutory providers, who offer a 'professionals' view of services that are (often) means tested and often 'de-personalised'. An example of my own practice is this area, is currently seen in the work we are undertaking to address both older people’s needs through a partnership with a UK Elders Charity and more recently, working with local government to develop local and accessible family support and fostering services, as a large portion of children are placed out of county, which is both unsuitable for the client and costly for the commissioner. Within the university we are now transforming ourselves. Within the university I am leading with many supportive and expert colleagues a transformation of the way we work as a university. We are re-casting the student volunteer services to provide a new ‘no wrong door’ social enterprising service to students and community groups. This will be known as ‘U-EnGage’. Students and staff will ‘engage’ with social enterprise, volunteering, community enterprise, employability, enterprise, internationalisation etc.

This will be a transformational service and work with our national social enterprise ‘Inspire to Enterprise’ as well as our careers and employability social enterprise ‘CoCo Careers’. Underlying these developments is the need to retain our social values and ethical base for practice, but recognise that state funding will continue to reduce and 'choice' will be moved into the private sphere, as such, a social enterprise model offers (in many cases) a ethical solution. Finally, my strategic leadership at the university has been informed by my own personal and professional practice and academic experience.

As a practitioner I led on transforming young people's services, by moving services into a voluntary/social enterprise model, this was innovative, involved both specialist support workers, volunteers, inter-disciplinary teams, skilling community and young people to a position where they are delivering supportive (non residential choices), enabling the local authority to reduce and close residential care and invest in more people and community services.

PURPOSE "As Exec Dean I chair the University Social Enterprise Core Group and am a core member of the Univeristy Executive Team

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360˚Campus Scan - Part 1: Evaluation The Core Groups task is: To provide a strategically coordinated, cross university core group, that will work accountably with the Executive Dean Social Enterprise to embed in Schools and Departments, the mission of the university to be the ‘No1 for Social Enterprise’ and recognised as the UK Silicon Valley for social enterprise. The group will work to ensure that developments are coordinated, interlinked, communicated, embedded and sustainable and deliver the values expressed in the UET paper May 2012.

The UET Team will deliver the objectives in our strategy 'Raising the Bar; Strategy, I lead on social enterprise and our mission is to: 1) Be No1 University for Social Enterprise 2) Be the UK Silicon Valley for Social Enterprise 3) Ensure that every student at the University of Northampton has the opportunity to discover, work in and even develop a social enterprise " Able to thoroughly understand issues faced by those in need, connect root causes of issues with possible solutions; ability to channel empathy towards reachable, pragmatic solutions through asset- and capability-based thinking that acts out of a deep understanding of marginalized groups as “agents of change,” and not beneficiaries. Able to think in systems and create active teams across constituencies that are working on different parts of a challenge, but towards the same goal and vision Able to use (and in some cases effect) change; comfort with ambiguity, agility, confident in taking risks; very proactive; ability to “solve social problems using innovative, sustainable, scalable, and measurable approaches”

CAMPUS DNA "Two reasons, the world outside the university needs the intellectual capacity, energy and values of the university to effect social change - this passion has been translated into our strategy 'Raising the Bar; Strategy, I lead on social enterprise and our mission is to: • Be No1 University for Social Enterprise • Be the UK Silicon Valley for Social Enterprise • Ensure that every student at the University of Northampton has the opportunity to discover, work in and even develop a social enterprise Our greatest strength is our passion for the mission of the university to 'transform and inspire', as such, student experience, achievement and community impact are all agenda's that fall out of our values, mission and strategy.

CONCRETE EXAMPLE Again, I will draw attention to developments/policy and structure: First the establishment of a University Executive Definition that stated the agreed priorities for social enterprise and has now underpinned all of our current strategic developments. Secondly, re-casting the student volunteer services to provide a new ‘no wrong door’ social enterprising service to students and community groups. This will be known as ‘U-EnGage’. Students and staff will ‘engage’ with social enterprise, volunteering, community enterprise, employability, enterprise, internationalisation etc. This will be a transformational service and work with our national social enterprise ‘Inspire to Enterprise’ as well as our careers and employability social enterprise ‘CoCo Careers’. As a result both our own students and external partners will have the opportunity to achieve a University Certificate in Social Enterprise or even a Masters award.

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360˚Campus Scan - Part 1: Evaluation

DID WE MISS ANYTHING? You will have responses from others staff that demonstrate a cross university commitment to the SE project, we are transforming academic relationships; using SE practically and in terms of its values to deliver our widening participation strategy, as well as investing around £500,000 in U EnGage with its focus on students, access and community enterprise and engagement. We have won national awards (Times Higher Education) for 2011, regional awards for enterprise based on our unique commitment to SE and the core student experience.

SHOWCASE 1 Through our social enterprises that clearly address the 4 intersecting themes in the university strategy of Health, Social Care, Offender services and Advice and Guidance, These are seen in Goodwill Solutions with offenders as well as our support to student and staff social enterprises such as 'Change Me' working with black and minority victims and offenders in domestic violence, in social sciences 'Talk and Walk' a student staff SE focused on mental health and wellbeing.

SHOWCASE 2 We are transforming academic relationships; using SE practically and in terms of its values to deliver our widening participation strategy, as well as investing around £500,000 in U EnGage with its focus on students, access and community enterprise and engagement. This will deliver national and international SE placements and paid internships

SHOWCASE 3 The development of the I2E service and its launch as a national network, although still developing, the impact nationally and in government has been impressive and is potentially a national leader.

PROF SIMON DENNY Social Enterprise Development Director

ASHOKA SELECTION CRITERIA Belief in Everyone a Changemaker

Entrepreneur or Intrapreneur

Social and Emotional Intelligence

Ethical Orientation

Self Permission

Score

Mostly true

Mostly true

Mostly true

Mostly true

Mostly true

20

I see social entrepreneurship and social innovation as a key professional priority over the next few years.

Yes

I effectively articulate and share my vision for how social entrepreneurship will advance the institution’s mission and promote student learning.

Yes

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360˚Campus Scan - Part 1: Evaluation

CHANGE LEADER STORY "Key moment is meeting with Mike Britton, local social entrepreneur, who has built a logistics business to offer training and employment to ex offenders and other disadvantaged people. Mike was doing something about an issue I felt strongly about. The existing/standard ways of 'dealing' with ex offenders etc clearly do not work. To create a viable alternative you need to combine business and enterprise skills with a passion for making a sustainable change, with enough people to make a real difference.

Mike's example, and that of people such as Dai Powell (HCT Group) and John Montague (Trees Group) are what drive me to develop and deliver the university's social enterprise strategy"

PURPOSE "Purpose of team = improve student employability The team can use social enterprise models and initiatives to provide the additional practical experience required to enable our students and graduates to be very employable"

TEAM CHANGEMAKER QUOTIENT Able to thoroughly understand issues faced by those in need, connect root causes of issues with possible solutions; ability to channel empathy towards reachable, pragmatic solutions through assetand capability-based thinking that acts out of a deep understanding of marginalized groups as “agents of change,” and not beneficiaries. Able to think in systems and create active teams across constituencies that are working on different parts of a challenge, but towards the same goal and vision Able to use (and in some cases effect) change; comfort with ambiguity, agility, confident in taking risks; very proactive; ability to “solve social problems using innovative, sustainable, scalable, and measurable approaches”

CAMPUS DNA "The University of Northampton has developed a whole institutional strategy based on supporting new and existing social enterprises as a way of improving the student experience and thus graduate employability. Our greatest strength in creating meaningful social innovation experiences for our students is the leadership and commitment of the most senior managers and the resources they have put behind the social enterprise strategy."

EXAMPLE "The University has developed and launched a national support service for social enterprises, Inspire2Enterprise(I2E) http://inspire2enterprise.org/. I2E was piloted in nine counties from November 2011 to May 2012. It was launched as a national service in Westminster on 12 June 2012.

I2E is an enterprise support service, delivering information, specialist advice, training and consulting to the social enterprise sector. Integral to our thinking and delivery model ethos is the determination to ensure the service is driven by customer needs with an overarching focus on enterprise sustainability and growth, and impactful social outcomes. It is paid for by its customers and is not reliant on government grants.

EXTRA CHARACTERISTICS 17

360˚Campus Scan - Part 1: Evaluation "Our goal is very clear – we are determined to be the Number 1 University for Social Enterprise in the UK. Everything we do to help achieve that goal is underpinned by three very clear values : • We will provide a unique, high quality student experience developing both theoretical and practical competence in social enterprise • We will encourage, support and develop entrepreneurial skills and enterprising attitudes in our students, our staff, and in the UK’s social entrepreneurs • We will strive to deliver a fairer and more inclusive society Our social enterprise strategy consists of seven key initiatives : 1. The Northampton Student Offer – all of our students have, as part of their degree programme, the opportunity to work in a social enterprise 2. The Integration of Social Enterprise with Teaching/Learning and Research – all our courses, and all our research, should strive to build social enterprise competence and knowledge 3. Nationwide support for Social Enterprise – our Inspire2Enterprise service provides comprehensive customer focused and market driven support to new and existing social entrepreneurs and enterprises 4. Investment in Social Enterprises – where we identify a social enterprise that is trading, delivering exceptional social value, and where there are excellent opportunities for student placements and graduate employment, we will invest in the business.

5. Evolution of University Support Functions to Social Enterprises – we examine each of our support services and where possible run them as social enterprises, providing services to the University community on a commercial basis while also fulfilling a clear social purpose 6. Delivery of Social Change Initiatives – working with partners, we will develop socially enterprising ways of transforming the delivery of services in the critical areas of Justice, Social Care, Health and Wellbeing, and Information, Advice and Guidance 7. Influencing Policy and Practice – using our knowledge and experience we will influence the policy and practice of social enterprise in the UK and beyond

SHOWCASE 1 Inspire2Enterprise(I2E) http://inspire2enterprise.org/. I2E was piloted in nine counties from November 2011 to May 2012. It was launched as a national service in Westminster on 12 June 2012.

I2E is an enterprise support service, delivering information, specialist advice, training and consulting to the social enterprise sector. Integral to our thinking and delivery model ethos is the determination to ensure the service is driven by customer needs with an overarching focus on enterprise sustainability and growth, and impactful social outcomes. It is paid for by its customers and is not reliant on government grants.

SHOWCASE 2 The £1bn University Challenge was launched on 12 June 2012 when Professor Petford, VC of the University of Northampton, challenged the UK HE sector to spend at least £1bn p.a., of the £7bn p.a. it spends on procuring goods and services from external suppliers, with social enterprises. He described how buying from social enterprise suppliers means the HE sector gets two things for the price of one – the university gets the product or service it requires, but it also helps deliver social value through the social enterprise. For example, one of Northampton’s social enterprise partners, Goodwill Solutions, supplies office furniture to the university. Every time Northampton buys a desk from Goodwill, it gets the product it wants (at a very, very competitive price!) and Goodwill is able to continue to employ ex-offenders, thus contributing to a reduction in re-offending in the local area.

18

360˚Campus Scan - Part 1: Evaluation “The £1bn University Challenge is a fantastic initiative,” said Professor Petford, “the social enterprise sector needs to know it can get high value, long term contracts in order to give it the confidence it needs to attract investment and grow. The HE sector in the UK is going to be leading the public sector in the way it uses its procurement power to support the social enterprise sector. For this country to transform its services through social enterprise, the sector must develop and the £1bn Challenge is crucial to that development.”

SHOWCASE 3 Big Ideas Bonanza is a unique initiative focused on generating new and growing existing socially innovative ideas. Big Ideas Bonanza is open to all residents and organisations of Northamptonshire, and invites them to come forward and submit their ideas on how to tackle social inequalities within the society.

The most promising applicants are invited to attend the 'Big Ideas Bonanza workshops' which challenge teams to create and strengthen their business idea; tapping into specialist expertise to help them develop their idea further and prepare for an investment pitch which is then presented to an investment panel with funding from £2000 to £20,000 available.

The Big Ideas Bonanza is open to: • Members of staff or students of The University of Northampton • Residents of Northamptonshire • Public sector employees working in Northamptonshire, or • Third sector organisations based or operating in Northamptonshire Since its launch in 2011, Big Ideas Bonanza has been a great success with over 600 ideas submitted to the bonanza and some 60 supported through workshops, mentoring, and intensive investment readiness business support.

TIM CURTIS Senior Lecturer, Community Development

ASHOKA SELECTION CRITERIA

Belief in Everyone a Changemaker

Entrepreneur or Intrapreneur

Social and Emotional Intelligence

Ethical Orientation

Self Permission

Score

Mostly true

Mostly true

Mostly true

Mostly true

Mostly true

20

I see social entrepreneurship and social innovation as a key professional priority over the next few years.

Yes

I effectively articulate and share my vision for how social entrepreneurship will advance the institution’s mission and promote student learning.

Yes

CHANGE LEADER STORY

19

360˚Campus Scan - Part 1: Evaluation I have always worked for social enterprises, having started after University working on international environmental law projects for an employee benefit trust. I worked in environmental protection law for over ten years before developing a greater interest in community based projects, co-inciding with developing leadership within my church (now a volunteer pastor). I started a community fund in a remote rural area of Scotland which developed £30k per month of projects and levered addition £3m of funding to the area in 18 months. At the same time I was running and advising other community enterprises. I then started working for Oxford University Skoll Centre for Social Entrepreneurship to undertake research on public sector social entrepreneurship. This led me to be Ian Brook's first social entrepreneurship lecturer in NBS, and to meet again with Wray Irwin who was working with Simon Denny. Wray is now our social entrepreneur in residence. Our collaboration, with Chris Durkin, was the activity that mainly caught the eye of Prof Petford when he became VC. I am committed to focus on the taught and academic aspects of social entrepreneurship at UoN maintaining a high level of teaching responsibilities and doing the social entrepreneurship with and through my students.

PURPOSE To develop social entrepreneurship in the community development field of teaching- to equip community development, social work and health & social care students with the skills and orientations to make sustainable differences in their communities. Also responsible for international links

TEAM CHANGEMAKER QUOTIENT Able to thoroughly understand issues faced by those in need, connect root causes of issues with possible solutions; ability to channel empathy towards reachable, pragmatic solutions through assetand capability-based thinking that acts out of a deep understanding of marginalized groups as “agents of change,” and not beneficiaries. Able to think in systems and create active teams across constituencies that are working on different parts of a challenge, but towards the same goal and vision Able to use (and in some cases effect) change; comfort with ambiguity, agility, confident in taking risks; very proactive; ability to “solve social problems using innovative, sustainable, scalable, and measurable approaches”

CAMPUS DNA The social impact of a University is primarily to decisions of its graduates over their careers. If UoN is to make a social difference, then it needs to equip its graduates to think ethically about what they learn and to apply those ethical challenges in their jobs and communities. That way, tens of thousands of people make decisions for the social good. Most of UoN's students are from deprived backgrounds- poor, migrant and mostly the first in their family to attend University/ They are the most aware of poverty and inequality, and therefore can do the most to change it.

CONCRETE EXAMPLE There has been a wide range of initiatives developed, across all the Schools. Initially, these were 'guerilla actions'- operating without institutional knowledge or support. With the new Vice Chancellor's Raising the Bar strategy, all these activities have been made legitimate. Making an entrepreneurial idea legitimate is more valuable than all the finances and resources that have flowed from that decision.

20

360ËšCampus Scan - Part 1: Evaluation

SHOWCASE 1 In 2012, 120 1st year community development students undertook an average of 75hours volunteering experience in local communities. Sixty 2nd Years undertook community profiles of three localities and devised fundable projects to deliver social improvments. 55 3rd years designed significant infrastructure interventions in a long-term deprived urban estate. Following that, 3 high performing students from deprived backgrounds went to Kenya on a social entrepreneurship residential. Delivering this taught programme required partnerships with community groups, community based social enterprises and multiple partners across the University.

SHOWCASE 2 Abi Ehoff was one of my first social enterprise students, studying Entrepreneurship in year one.

Tasked with working from her own experience to create a socially innovative idea, Abi created HomeworkHub. She pitched to the University funding partner, Unltd and received funding before she even completed the module. She has gone on to receive support from the University Enterprise Club, and extensive support from other programmes.

HomeworkHub is an e-platform providing parents with free skills based guidance which enables them to better support their children with homework. The guidance provided is based on the particular skill the child needs to complete the homework rather than being focused on the topic or curriculum. The guidance helps parents to gain a better understanding of the skills needed to complete the homework correctly. This in turn allows the parent to assist their child in doing homework without doing it for them.

SHOWCASE 3 Most of my time has been behind the scenes meetings with students and staff interested in this idea of social entrepreneurship, shaping and challenging their ideas before signposting them to the support structures. I have spent approximately 200 hours a year on this outside class. Being a classroom teacher, and deeply involved in community development activities has provided close access to some 500 students per year through whom most of the social entrepreneurship activity has been achieved so far.

DR PETER JONES Deputy Director of Social Enterprise Development

ASHOKA SELECTION CRITERIA Belief in Everyone a Changemaker

Entrepreneur or Intrapreneur

Social and Emotional Intelligence

Ethical Orientation

Self Permission

Score

Mostly true

Mostly true

Mostly true

Mostly true

Mostly true

20

21

360˚Campus Scan - Part 1: Evaluation I see social entrepreneurship and social innovation as a key professional priority over the next few years.

Yes

I effectively articulate and share my vision for how social entrepreneurship will advance the institution’s mission and promote student learning.

Yes

CHANGE LEADER STORY "Being an educator who has worked with a diverse range of students in terms of academic ability, social demographic and needs, I would hope that I have informed and beneficially affected many individuals. However, two year ago I began to work with a student who as part of a standards personal tutorial I had identified as having academic issues. In addressing these problems it became apparent there were numerous underlying issues associated with her lack of academic attainment and behaviour. These included alcohol dependency issues, drug dependency, behaviour and relationship problems with her family. She also had been the victim of and perpetrator of violent crime.

Over a eighteen month period by supporting and working with the student, involving counselling service, rehabilitation agencies, by guiding her study and providing mentorship the student started to make changes to her lifestyle, built relationships with her family. She subsequently had the opportunity to undertake an internship with Everton Football Club, at which she excelled. She subsequently completed her degree and as a consequence of her internship has subsequently been offered paid employment and now contributes to society with her role within a football teams’ community programme.

PURPOSE We carry out Social Enterprise based research

TEAM CHANGEMAKER QUOTIENT Able to thoroughly understand issues faced by those in need, connect root causes of issues with possible solutions; ability to channel empathy towards reachable, pragmatic solutions through assetand capability-based thinking that acts out of a deep understanding of marginalized groups as “agents of change,” and not beneficiaries. Able to think in systems and create active teams across constituencies that are working on different parts of a challenge, but towards the same goal and vision Able to use (and in some cases effect) change; comfort with ambiguity, agility, confident in taking risks; very proactive; ability to “solve social problems using innovative, sustainable, scalable, and measurable approaches”

CAMPUS DNA The University is now at the heart of the county’s knowledge economy and with its social enterprise strategy is taking a 360 degree approach to developing employable, entrepreneurial and socially minded graduates. We also have a key role to play in developing the local economy and doing social good. As a higher education establishment this is within the weft and weave or what we do.

22

360˚Campus Scan - Part 1: Evaluation

CONCRETE EXAMPLE The Enterprise Club provides support and financial assistance for local entrepreneurs who wish to develop business and social enterprise ideas

SHOWCASE 1 Mental health and walking clinic which is currently being developed with Enterprise Club funding to address the mental health issues in the region.

SHOWCASE 2 "Goodwill solutions CIC. A logistics company that the University has invested in provides work opportunities for former offenders to aid them finding future employment.

SHOWCASE 3 U Engage. The University’s one stop shop to aid students to find volunteering, placement and internship opportunities in Social Enterprises

IAN BROOKS Executive Dean, Northampton Business School

ASHOKA SELECTION CRITERIA Belief in Everyone a Changemaker

Entrepreneur or Intrapreneur

Social and Emotional Intelligence

Ethical Orientation

Self Permission

Score

Mostly true

Mostly true

Somewhat true

Mostly true

Mostly true

19

I see social entrepreneurship and social innovation as a key professional priority over the next few years.

Yes

I effectively articulate and share my vision for how social entrepreneurship will advance the institution’s mission and promote student learning.

Yes

CHANGE LEADER STORY By enabling. It was I who appointed the first social entrepreneur to the first University post in social entrepreneurship; who built the first small team in the University to pursue social enterprise. Now they have moved on, within the University, to great things, grown in themselves and in number.

PURPOSE 23

360˚Campus Scan - Part 1: Evaluation To take forward social enterprise in the University

TEAM CHANGEMAKER QUOTIENT Able to thoroughly understand issues faced by those in need, connect root causes of issues with possible solutions; ability to channel empathy towards reachable, pragmatic solutions through assetand capability-based thinking that acts out of a deep understanding of marginalized groups as “agents of change,” and not beneficiaries. Able to think in systems and create active teams across constituencies that are working on different parts of a challenge, but towards the same goal and vision Able to use (and in some cases effect) change; comfort with ambiguity, agility, confident in taking risks; very proactive; ability to “solve social problems using innovative, sustainable, scalable, and measurable approaches”

KAMAL BECHKOUM Executive Dean

ASHOKA SELECTION CRITERIA Belief in Everyone a Changemaker

Entrepreneur or Intrapreneur

Social and Emotional Intelligence

Ethical Orientation

Self Permission

Score

Mostly true

Mostly true

Mostly true

Mostly true

Mostly true

20

I see social entrepreneurship and social innovation as a key professional priority over the next few years.

Yes

I effectively articulate and share my vision for how social entrepreneurship will advance the institution’s mission and promote student learning.

No

CHANGE LEADER STORY "Having a Vice Chancellor who is very passionate about social enterprise is contagious! The institutional strategy sets out an ambition for the University to become the No 1 HEI in the UK for social enterprise. Our commitment to make this ambition a reality is clearly a strong driver. However, my personal eureka moment happened when, at an engineering conference organised by the University, I was listening to the CEO of Cosworth talking about the acute engineering skills shortage, partly caused by an ageing engineering population. The idea of creating an Institute for Expertise and Innovation came to mind. This will be a venture run as a social enterprise, whereby retired experts join students to deliver innovative solutions that respond to a societal need. This is a win-win-win initiative. First, the nation gets to keep (and improve on) its expertise and knowledge bank. Second, students' employability will be enhanced by working with experts to deliver life-enhancing solutions, and thirdly the solution itself will have a positive impact on the community.

24

360˚Campus Scan - Part 1: Evaluation I strongly believe that success is not, and should not be, measured only by how much you make but also how you make it. Giving our students the opportunity to become successful entrepreneur whilst not ignoring the ethical dimension is something that fits in with the University's strapline: transforming lives, inspiring change."

PURPOSE Other than School Executive Team and the School Senior Management Team (that does have representation from an other school) where we discuss and agree social enterprise projects from time to time, I do not have a dedicated team.

TEAM CHANGEMAKER QUOTIENT Able to thoroughly understand issues faced by those in need, connect root causes of issues with possible solutions; ability to channel empathy towards reachable, pragmatic solutions through assetand capability-based thinking that acts out of a deep understanding of marginalized groups as “agents of change,” and not beneficiaries. Able to think in systems and create active teams across constituencies that are working on different parts of a challenge, but towards the same goal and vision Able to sense change early and effectively pre-plan for multiple situations in guiding final results; pragmatism; somewhat proactive

CAMPUS DNA As said above, the University mission is about transforming lives and inspiring change. The institutional strategy (Raising the Bar) clearly sets out a target for the University to become the UK leading HEI in social enterprise. This ambition is supported by a very committed Vice Chancellor who feels passionately about social entrepreneurship and social innovation. One of the Executive Deans has Social Enterprise as his corporate responsibility and drives the SE agenda with the support of the University Executive team and colleagues from different constituencies of the institution.

CONCRETE EXAMPLE "The University is committed to helping make life fairer for all and to helping reduce levels of social exclusion. Key to achieving this is our unique offer to all our students to have, as part of their degree course, the opportunity of working in a social enterprise. Across the University staff are exploring ways in which social enterprise and social innovation can be integrated with the curriculum. In 201112, over 400 SE ideas were presented as assignments, all of which were eligible for funding and support from our dedicated Social Enterprise Development Fund.

SHOWCASE 1 The Vice Chancellor launched The £1bn University Challenge on 12 June 2012 encouraging the UK HE sector to spend at least £1bn of the £7bn per annum it spends on procuring goods and services from external suppliers, with social enterprises. During the launch, at a prestigious Westminster reception, Professor Nick Petford described how buying from social enterprise suppliers means the HE sector gets two things for the price of one – the university gets the product or service it requires, but it also helps deliver social value through the social enterprise. For example, one of Northampton’s social enterprise partners, Goodwill Solutions, supplies office furniture to the university. Every time Northampton buys a desk from Goodwill, it gets the product it wants (at a very competitive price) and

25

360ËšCampus Scan - Part 1: Evaluation Goodwill is able to continue to employ ex-offenders, thus contributing to a reduction in re-offending in the local area.

SHOWCASE 2 The University's Enterprise Club is now running the second year of the Social Enterprise Development Fund. This scheme, providing in-depth and personal support, training, and start-up funding to students and staff has enabled 15 new social enterprises to start up.

SHOWCASE 3 The School of Health runs a Podiatry Unit at Northampton Hospital as a standalone social enterprise which not only delivers podiatry care to the community but also an improved student experience. The Unit is developing, in partnership with Northampton's local charity the HOPE centre, a scheme to provide free clinics to treat the homeless.

DR SUE ALLEN Executive Dean School of Health

ASHOKA SELECTION CRITERIA Belief in Everyone a Changemaker

Entrepreneur or Intrapreneur

Social and Emotional Intelligence

Ethical Orientation

Self Permission

Score

Mostly true

Mostly true

Mostly true

Mostly true

Mostly true

20

I see social entrepreneurship and social innovation as a key professional priority over the next few years.

Yes

I effectively articulate and share my vision for how social entrepreneurship will advance the institution’s mission and promote student learning.

No

CHANGE LEADER STORY "I used action research for my doctorate that enabled organizational change in three NHS settings leading to better relationships, happier staff and patients and economic effectiveness.

I try and ensure change occurs in all aspects of my work when it leads to more social justice and enables individuals to be motivated, valued and happy. I also try and give feedback that is constructive and non judgmental."

Our mission of transforming lives and inspiring change is core to this agenda. As a new university with a professional vocational bias and widening participation commitment the development of emotional and social intelligence is core to our purpose.

26

360˚Campus Scan - Part 1: Evaluation

CHRISTOPHER DURKIN Head of the Northampton Institute of Urban Affairs and Development Director of Social Enterprise, School of Social Sciences

ASHOKA SELECTION CRITERIA Belief in Everyone a Changemaker

Entrepreneur or Intrapreneur

Social and Emotional Intelligence

Ethical Orientation

Self Permission

Score

Working on it

Mostly true

Working on it

Mostly true

Somewhat true

15

I see social entrepreneurship and social innovation as a key professional priority over the next few years.

Yes

I effectively articulate and share my vision for how social entrepreneurship will advance the institution’s mission and promote student learning.

Yes

CHANGE LEADER STORY Background is in social work, albeit have qualifications in business studies and development studies.

Interest in social entrepreneurship came through teaching community development and a realization that social work was too focused on pathology and need rather than strengths and assets. This interest has built into my research and writing in the area of social innovation.

PURPOSE I am part of the University wide core team focusing on social enterprise. In addition I have responsibility for developing social enterprise education, research and social enterprises within the school of social sciences which in turn is linked to my role as head of the Institute of Urban Affairs which is a multidisciplinary research and consultancy centre which focuses on sustainable communities.

TEAM CHANGEMAKER QUOTIENT Able to thoroughly understand issues faced by those in need, connect root causes of issues with possible solutions; ability to channel empathy towards reachable, pragmatic solutions through assetand capability-based thinking that acts out of a deep understanding of marginalized groups as “agents of change,” and not beneficiaries. Able to think in systems and create active teams across constituencies that are working on different parts of a challenge, but towards the same goal and vision Able to use (and in some cases effect) change; comfort with ambiguity, agility, confident in taking risks; very proactive; ability to “solve social problems using innovative, sustainable, scalable, and measurable approaches”

CAMPUS DNA 27

360ËšCampus Scan - Part 1: Evaluation The institution has social enterprise at the centre of its university strategy with clearly articulated statements that focus on values of social justice. The institution's greatest strength is that the policy is organisationally wide.

CONCRETE EXAMPLE Social entrepreneur in residence

SHOWCASE 1 Social entrepreneur in residence,

SHOWCASE 2 Big ideas bonanza

SHOWCASE 3 Developing course material and also teaching and learning methodologies that connect students to communities.

KEN BLAND Head of Education Children and Young People

ASHOKA SELECTION CRITERIA Belief in Everyone a Changemaker

Entrepreneur or Intrapreneur

Social and Emotional Intelligence

Ethical Orientation

Self Permission

Score

Mostly true

Somewhat true

Somewhat true

Mostly true

Mostly true

18

I see social entrepreneurship and social innovation as a key professional priority over the next few years.

Yes

I effectively articulate and share my vision for how social entrepreneurship will advance the institution’s mission and promote student learning.

Yes

CHANGE LEADER STORY I am leading on Social Enterprise for the School of Education and working across school. I am developing a social enterprise on the concept of Forest schools based on the site of UN. This is to enable local school children to develop an ethos of working collectively in a natural environment.

PURPOSE

28

360˚Campus Scan - Part 1: Evaluation I intend to develop a forest school enterprise for local schools. In addition I intend to support other staff in the school to develop social enterprise.

TEAM CHANGEMAKER QUOTIENT Able to thoroughly understand issues faced by those in need, connect root causes of issues with possible solutions; ability to channel empathy towards reachable, pragmatic solutions through assetand capability-based thinking that acts out of a deep understanding of marginalized groups as “agents of change,” and not beneficiaries. Able to think in systems and create active teams across constituencies that are working on different parts of a challenge, but towards the same goal and vision Able to use (and in some cases effect) change; comfort with ambiguity, agility, confident in taking risks; very proactive; ability to “solve social problems using innovative, sustainable, scalable, and measurable approaches”

CAMPUS DNA There is a strong lead from the VC of UN and a Dean has responsibility for this area. In addition there is a Core group of staff across the Schools with responsibility for Social Enterprise.

EXTRA CHARACTERISTICS There is an established core team established across the schools for Social Enterprise.

SHOW CASE 1 We are developing links with small community based organisations in the area of youth work as a means of enabling these organisations to bid for Local Authority funding to deliver public services

SHOWCASE 2 We have developed internet resources to support student teacher gain skill in managing behaviour in schools.

SHOWCASE 3 We are trialing the Forest school idea with a local school prior to developing a social enterprise

WENDY BANNERMAN Senior Lecturer

ASHOKA SELECTION CRITERIA Belief in Everyone a Changemaker

Entrepreneur or Intrapreneur

Social and Emotional Intelligence

Ethical Orientation

Self Permission

Score

Mostly true

Mostly true

Somewhat true

Mostly true

Working on it

17

29

360˚Campus Scan - Part 1: Evaluation I see social entrepreneurship and social innovation as a key professional priority over the next few years.

Yes

I effectively articulate and share my vision for how social entrepreneurship will advance the institution’s mission and promote student learning.

Yes

CHANGE LEADER STORY "With the support of the School of Social Sciences, I have developed a forum of SME which work within Northamptonshire to deliver services for young people. In brief, the direction of the forum, as determined by the SME's, is to develop an umbrella organisation to bid for larger contracts on behalf of members and to continue to build the forum for networking and infrastructure support. I have researched different models nationally and consulted the local organisations. The launch of the MA Youth and Community at the University of Northampton provides the vehicle for developing professional practice in youth work.

Outside of my role within the University, I am a co-director of a CIC which was established in 2008 to provide support for vulnerable young people in Northamptonshire, identifying existing gaps where services withdrew or did not give the intensity of support needed for success. The organisation, Right Resolution CIC, now enables care leavers who are NEET to identify their interests and aspirations and attain realistic and sustainable goals."

PURPOSE Purpose of the team broadly is to build social capital through services delivering services for young people in Northamptonshire. The forum raises the profile of youth work and promotes the professional status of youth work. The forum challenges the status quo and provides a voice to the smaller organisations delivering services for young people. The forum links to the MA Youth and Community and further CPD opportunities as well as providing routes for students to have fieldwork experience and volunteering opportunities.

TEAM CHANGEMAKER QUOTIENT Able to identify and relate to root causes of issues faced by those in need; call to (non-specific) action Able to recruit, assemble, and organize teams (made up of same constituency – students or faculty), and to work collaboratively to tackle challenges Able to quickly revise assumptions and solve problems when faced with obstacles

CAMPUS DNA I am relating this particularly to the programme I am most involved with: Childhood and Youth demonstrates the opportunities offered by the University of Northampton for social innovation. The course programme has practice embedded within it as a requirement and therefore links with organisations in statutory and voluntary sector are strong providing opportunities for change, development and partnership working. Assignments are innovative and enable students to develop resources or give feedback which is constructive in the organisation's development.

Showcase

30

360˚Campus Scan - Part 1: Evaluation

LAURA WOOD Business Development Manager, School of Health

ASHOKA SELECTION CRITERIA Belief in Everyone a Changemaker

Entrepreneur or Intrapreneur

Social and Emotional Intelligence

Ethical Orientation

Self Permission

Score

Somewhat true

Mostly true

Working on it

Mostly true

Somewhat true

16

I see social entrepreneurship and social innovation as a key professional priority over the next few years.

I effectively articulate and share my vision for how social entrepreneurship will advance the institution’s mission and promote student learning.

Yes

Yes

CHANGE LEADER STORY I initially got involved in social enterprise/social innovation through my role as it naturally sat within my remit. However my true transformative moment was working with a team within our school who had to alter the way there delivered the course, the services they provided and the revenue streams.

It was a hard task with a lot of resistance to start, however though working together and focussing on the outputs of the social change the process has been made easier and staff are more on board.

PURPOSE The team consists of senior management within the school and the purpose is to align their subject groups plans around social enterprise and report back progress and implementation plans along with additional resources needed to do this. This team then generates/creates social innovation within their teams. This is important and this particular team is the best to manage this as they hold the management responsibility and budgetary control.

TEAM CHANGEMAKER QUOTIENT Able to thoroughly understand issues faced by those in need, connect root causes of issues with possible solutions; ability to channel empathy towards reachable, pragmatic solutions through assetand capability-based thinking that acts out of a deep understanding of marginalized groups as “agents of change,” and not beneficiaries. Able to build alliances between constituencies (inside and outside university) to strengthen teams Able to quickly revise assumptions and solve problems when faced with obstacles

CAMPUS DNA

31

360˚Campus Scan - Part 1: Evaluation Huge changes have occurred in the higher education market and each institution has had to respond to this change. Unfortunately today getting a degree isn’t a rare thing and the market is saturated with graduates. Here at The University of Northampton we recognise that the student is the customer, and, yes it is about their 3/4 year programme and the quality and theoretical knowledge they get out of that. But more importantly it’s about the student experience, it’s about giving our students something more than a piece of paper at the end, it’s about grounding them for the future, giving them the best start once they graduate and increasing their employability. Additionally it’s about supporting them in what they do from studying, to setting up their own business and this is why we believe having social innovation and social enterprise at the core of what we do, we are able to provide our customers with skills and opportunities that no other university in the UK can. All of the above is reflected in our mission statement of 'transforming lives, inspiring change' and is now being pumped through the whole institution.

CONCRETE EXAMPLE One particular policy is engaging students to social enterprise throughout their time here at The University of Northampton. Particularly for health students who are seeing a shift in the delivery of health from the NHS (their main employer when graduating). Through this initiative we are able to inform and educate students in social entrepreneurship and engage students in the option to deliver health care outside the traditional walls of employment.

SHOWCASE 1 Being able to offer students investment opportunities both internally and externally and providing them with the business support mechanisms to establish their own social enterprise.

SHOWCASE 2 The university's £1bn procurement challenge - where we as a university have challenged the entire sector to procure to either their local or national social enterprises.

SHOWCASE 3 Launching our own national social enterprise support network (Inspire2Enterprise. Which assists individuals and organisations in various areas through sector expertise and access to key individuals

ADRIAN PRYCE Senior Lecturer, Northampton Business School

ASHOKA SELECTION CRITERIA Belief in Everyone a Changemaker

Entrepreneur or Intrapreneur

Social and Emotional Intelligence

Ethical Orientation

Self Permission

Score

Mostly true

Mostly true

Mostly true

Mostly true

Mostly true

20

32

360˚Campus Scan - Part 1: Evaluation I see social entrepreneurship and social innovation as a key professional priority over the next few years.

Yes

I effectively articulate and share my vision for how social entrepreneurship will advance the institution’s mission and promote student learning.

Yes

CHANGE LEADER STORY As a trustee of a homelessness charity, I supported the charity's manager, against a skeptical board, to create a social enterprise trading arm with a distinct culture and one that could engage the charity's disadvantaged clients as part of the business in producing and delivering products & services.

I bought into the manager's vision and realised he needed an advocate on his board to pursue his vision. As someone with a strategic mind and a concern for the underdog or disenfranchised, I rose to the challenge and the calling, and became the Chairman of the new social enterprise vehicle. I have subsequently become the Chair for the parent charity, and am engaged in a major change programme to bring the two bodies together operationally and change the scale, scope and ambition of both so as to aspire to a greater social impact, leveraging my contacts and position at the university to support the charity's strategic goals. I am also working with a faculty colleague from another school to address the needs of food alergy sufferers in a new SE venture about to be launched. This will, I hope, gain the support of the university to allow the faculty members to leverage the uni's resources to best effect.

PURPOSE I consider myself to be at the vanguard of the Business School, if not the University, in being actively engaged in social enetrprises in my private life, and seek to bring it within the university fold - but on an as need client driven basis."

TEAM CHANGEMAKER QUOTIENT Able to thoroughly understand issues faced by those in need, connect root causes of issues with possible solutions; ability to channel empathy towards reachable, pragmatic solutions through assetand capability-based thinking that acts out of a deep understanding of marginalized groups as “agents of change,” and not beneficiaries. Able to build alliances between constituencies (inside and outside university) to strengthen teams Able to use (and in some cases effect) change; comfort with ambiguity, agility, confident in taking risks; very proactive; ability to “solve social problems using innovative, sustainable, scalable, and measurable approaches”

CAMPUS DNA "Social entrepreneurship is a key strategy for the university, and is an excellent platform for it goals of outreach into the community as a relevant institution that can provide and drive thought leadership and change programmes. Our greatest strength is the top-down strategic umbrella and bottom-up faculty interest, knowledge and passion for societal change. Not everyone, but enough to make a real difference"

CONCRETE EXAMPLE 33

360˚Campus Scan - Part 1: Evaluation The whole university social enterprise strategy is highly innovative and can unleash faculty's entrepreneurial talent. It has had a lot of success with funded projects and often demonstrated good project management skills. The potential for the Uni to be a sleeping partner in social enterpise consortia where the Uni lends its project management and financial track record to help a start-up social entrepreneur drive change is immense.

SHOWCASE 1 The whole social enterprise strategy - provides a clear framework and impetus for social change

SHOWCASE 2 Enterprise support schemes and awards - encourage faculty and staff with start-up monies

SHOWCASE 3 The university's recent investment in Goodwill Solutions, a local social enterprise

ROSS PRIOR Reader in Arts Professions, Head of Acting & Drama

ASHOKA SELECTION CRITERIA Belief in Everyone a Changemaker

Entrepreneur or Intrapreneur

Social and Emotional Intelligence

Ethical Orientation

Self Permission

Score

Mostly true

Mostly true

Mostly true

Mostly true

Mostly true

20

I see social entrepreneurship and social innovation as a key professional priority over the next few years.

Yes

I effectively articulate and share my vision for how social entrepreneurship will advance the institution’s mission and promote student learning.

Yes

CHANGE LEADER STORY "With the assistance of the School of The Arts I established ‘Act Out’ Northampton Graduate Theatre Company in 2011 to creatively engage graduate actors and young people in social change agendas, Widening Participation and tour its own forum theatre piece ‘H.E. & ME’.

The overarching aims of ‘H.E. & ME’ are essentially aspiration-raising; to demystify H.E; and address Widening Participation agendas in Northamptonshire, particularly in schools where lower socioeconomic groups/Low Participation Neighbourhoods are prevalent. The objectives were to create and perform a professional, realistic, and inspirationally effective piece of forum theatre for young people by young people.

34

360˚Campus Scan - Part 1: Evaluation The project pilot began in 2008/09 and 2009/10 being critically evaluated at every stage, seeking the views of students, teachers and the actors. Results were published in the international Journal of Applied Arts & Health. Its only problem was the cost to provide this free to schools. As project lead I devised a sustainable and cost-efficient model of delivering the successful project aided by University WP funding. This led to the birth of Act Out, a graduate theatre company which operates as a social enterprise and has mentored a number of graduate actors to date.

In short the 'H.E. & ME' project: • Raises H.E. aspiration • Challenges some myths and stereotypes surrounding H.E. • Explores issues of transition to university which may deter students from H.E. • Initiates a discussion with students about H.E. • Exemplifies innovative practice informing theory Act Out delivers ‘H.E. & ME’and a number of other productions and workshops throughout the County and far beyond. The company is based on the belief that theatre is the communication and exploration of human experience. The theatrical experience and subsequent question and answer session offers the opportunity for students to speak to recent graduates (the actors) in an engaging, accessible and participatory manner.

Development of this graduate social enterprise model is now involving many more graduates and acts as a 'mother ship' for newly created theatre companies.

PURPOSE We have an overview of Social Enterprise across the University and can assist in shaping strategy. Able to thoroughly understand issues faced by those in need, connect root causes of issues with possible solutions; ability to channel empathy towards reachable, pragmatic solutions through asset- and capability-based thinking that acts out of a deep understanding of marginalized groups as “agents of change,” and not beneficiaries.

Able to recruit, assemble, and organize teams (made up of same constituency – students or faculty), and to work collaboratively to tackle challenges Able to use (and in some cases effect) change; comfort with ambiguity, agility, confident in taking risks; very proactive; ability to “solve social problems using innovative, sustainable, scalable, and measurable approaches”

CAMPUS DNA As a smaller university we have every opportunity to be closely connected with the community. We have not lost the capacity to relate personally to each other. We offer a diverse range of subject areas which can be harnessed with a view to acting locally.

CONCRETE EXAMPLE The development of 'Act Out' is entrepreneurial and tackles the notion of socially engaged theatre in an innovative way by giving recent graduates the opportunity to develop their creative outs and business skills.

GEMMA WICKAERT 7/18/2012 16:26:05 Somewhat true Somewhat true Somewhat true Mostly true Working on it 15 Yes Yes Gemma Wickert No Yes Yes Yes Enterprise and Innovation Manager

Yes

35

360ËšCampus Scan - Part 1: Evaluation I am in the early throws of experiencing social entrepreneurship because it is a new responsibility aligned to my role.

Purpose "enterprise engagment Ideas creation, encouraging others" Able to identify and relate to root causes of issues faced by those in need; call to (non-specific) action Able to think in systems and create active teams across constituencies that are working on different parts of a challenge, but towards the same goal and vision Able to sense change early and effectively pre-plan for multiple situations in guiding final results; pragmatism; somewhat proactive Social entrepreneurship aligns with our vision and strategy going forward allows us to provide the student with a unique experience beyond and greater than that of traditional learning alone. social enterprise module built in to all undergrad' degrees Mostly true Somewhat true Mostly true Somewhat true Somewhat true Somewhat true Mostly true Somewhat true Somewhat true Somewhat true Somewhat true Mostly true Mostly true Developing Developing Developing Mostly true Mostly true Mostly true Mostly true Developing Somewhat true Somewhat true Somewhat true Yes Social entrepreneur or community practitioner Social entrepreneur or community practitioner

PHILIP GARNER Professor

ASHOKA SELECTION CRITERIA Belief in Everyone a Changemaker

Entrepreneur or Intrapreneur

Social and Emotional Intelligence

Ethical Orientation

Self Permission

Score

Working on it

Mostly true

Working on it

Mostly true

Mostly true

16

I see social entrepreneurship and social innovation as a key professional priority over the next few years.

Yes

I effectively articulate and share my vision for how social entrepreneurship will advance the institution’s mission and promote student learning.

Yes

CHANGE LEADER STORY For many years the behaviour of students/pupils in schools has been of consistent concern to politicians, policy makers and practitioners. Adopting this 'social concern' as the focal point of this social enterprise means that we can touch the lives of a range of stakeholders, functioning at every level within society. The social enterprise moment in behaviour has been the establishment of an intervention which transcends interest groups in a common aim - to enhance the life of all we work with by promoting positive social and learning behaviour.

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360˚Campus Scan - Part 1: Evaluation

PURPOSE To develop useful, professionally-related resources and training opportunities and to make these widely available for a range of users from every interest- or stakeholder group. A key focus is on teachers' training and development in a holistic way, so that the views and experiences of everyone involved in promoting positive behaviour are actively utilised Able to thoroughly understand issues faced by those in need, connect root causes of issues with possible solutions; ability to channel empathy towards reachable, pragmatic solutions through asset- and capability-based thinking that acts out of a deep understanding of marginalized groups as “agents of change,” and not beneficiaries.

TEAM CHANGEMAKER QUOTIENT Able to build alliances between constituencies (inside and outside university) to strengthen teams Able to use (and in some cases effect) change; comfort with ambiguity, agility, confident in taking risks; very proactive; ability to “solve social problems using innovative, sustainable, scalable, and measurable approaches”

CAMPUS DNA The University is fortunate to have a Vice Chancellor and a number of key change-agents who are taking a strong, directional but supportive lead on social enterprise. This is a crucial element for success; under a less expansive regime we would be limited to an inward-looking approach which would lack connection with the real social, emotional, economic and cultural needs of our community.

CONCRETE EXAMPLE Support mechanisms are now in place for all those, students, staff, businesses and the wider community, that are interested in getting involved with or wish to set up their own social enterprise.

The Enterprise Club administers the Social Enterprise Development Fund, a cash grant for staff and students who wish to set up a new social enterprise.

SHOWCASE 1 UNICEF Report on Violence in Schools (2012) - produced by NCfLB and currently being used as the basis for an action agenda by UNICEF Country Offices worldwide, under the direction of UNICEF HQ, New York

SHOWCASE 2 Consultancy inputs to the EC-funded pre-accession programme in Special and Inclusive Education in Turkey,for the Turkish Ministry of Education (via Capita plc)

SHOWCASE 3 Direct input to the Ministry of Education, FYR Macedonia on 'Child Friendly Schools'. Evaluation of programme completed & change-agents active in all regions of Macedonia.

Behaviour2Learn has developed a specially commissioned set of resources for tutors, school mentors and trainee teacher Trainee teachers continue to alert their tutors about their wish to explore specific pupil behaviours.

37

360˚Campus Scan - Part 1: Evaluation They have indicated to us the value that they see in being able to discuss particular incidents with their tutors or mentors, and with their fellow trainees. They also state that there are benefits in being able to 'practice' their responses to particular classroom events, in order that they can gain at least some insight into how they might react in a given situation.

In response to this a set of classroom 'scenarios', each of which approximates to a classroom event which teachers will probably have encountered at some point during their career. The scenarios have been identified by trainee teachers, as being those which they feel are the key areas that they want information about.

The 'scenario approach' is not a 'behaviour curriculum'. It should be seen by those who use it as a flexible resource, which can be used according to the needs or requirements of a given situation. http://www.behaviour2learn.co.uk/info/51/b2l/23/a_set_of_26_scenarios Behaviour2Learn developed a resource 'Key Questions in behaviour'. The intention of Key Questions in Behaviour is to provide trainees, programme managers and individual tutors and mentors with flexible, non prescriptive training materials which offer a basic set of material relating to a set of ‘questions’ asked by trainee-teachers.

Behaviour2Learn YouTube channel (http://www.youtube.com/user/Behaviour4Learning) where you'll find films focusing upon establishing positive relationships in learning between pupils, teachers, parents and other professionals.

The resources on this channel are mainly intended to assist trainee teachers and teachers in developing positive attitudes and approaches to pupils in the classroom.

JOHN SINCLAIR Deputy Dean

ASHOKA SELECTION CRITERIA Belief in Everyone a Changemaker

Entrepreneur or Intrapreneur

Social and Emotional Intelligence

Ethical Orientation

Self Permission

Score

Working on it

Somewhat true

Somewhat true

Mostly true

Somewhat true

14

38

360ËšCampus Scan - Part 1: Evaluation I see social entrepreneurship and social innovation as a key professional priority over the next few years.

Yes

I effectively articulate and share my vision for how social entrepreneurship will advance the institution’s mission and promote student learning.

Yes

CHANGE LEADER STORY I would not regard myself as an experienced "change leader" in this regard, but I am committed to the University strategy and to empowering students and colleagues to gain the skills and insights necessary for them to become effective social entrepreneurs, whilst using my own voluntary activities to add value to issues such as public understanding of science.

PURPOSE To embed SE within academic curricula.

TEAM CHANGEMAKER QUOTIENT Able to identify and relate to root causes of issues faced by those in need; call to (non-specific) action Able to build alliances between constituencies (inside and outside university) to strengthen teams Able to sense change early and effectively pre-plan for multiple situations in guiding final results; pragmatism; somewhat proactive

THE CAMPUS DNA The University of Northampton has a proud tradition of student and staff engagement in the local community. We are a young institution but are the only HE establishment in our local region and so are able to have a profound impact on the community through a commitment to SE. Concrete example I am personally too new to SE to be able to give firm details here.

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360ËšCampus Scan - Part 1: Evaluation

ANATOMY OF THE UNIVERSITY OF NORTHAMPTON SOCIAL ENTREPRENEURSHIP ECOSYSTEM SUMMARY COMMUNITY AND CULTURE We actively promote on-campus social entrepreneurship programming and activities.

Not true at our institution 0 0% Developing

3 17%

Somewhat true

2 11%

Mostly true

13 72%

A high proportion of the campus and community is aware of and participates in current social entrepreneurship opportunities.

Not true at our institution

0 0%

Developing

9 50%

Somewhat true

8 44%

Mostly true

1 6%

We invest in and nurture relationships with social entrepreneurship practitioners.

Not true at our institution 0 0% Developing

7 39%

Somewhat true

3 17%

Mostly true

8 44%

A robust network of SE practitioners provides the university with access to effective academic and career guidance and collaborative opportunities.

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360ËšCampus Scan - Part 1: Evaluation

Not true at our institution

0 0%

Developing

7 39%

Somewhat true

5 28%

Mostly true

6 33%

We measure the outcomes of social entrepreneurship and changemaking activities.

Not true at our institution 0 0% Developing

11 61%

Somewhat true

3 17%

Mostly true

4 22%

Faculty, administrators, and students self-identify as changemakers and we base our strategy on the evidence we collect.

Not true at our institution

1 6%

Developing

8 44%

Somewhat true

5 28%

Mostly true

4 22%

LEADERSHIP Our Vice Chancellor and/or Deans support and advocate for social entrepreneurship activities to donors, alumni, students, faculty and staff.

Not true at our institution

0 0%

Developing

1 6%

Somewhat true

2 11%

Mostly true

15 83%

Our faculty ensures that SE skills, mindset, and values are deeply embedded into the curriculum and research.

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360ËšCampus Scan - Part 1: Evaluation

Not true at our institution

0 0%

Developing

12 67%

Somewhat true

5 28%

Mostly true

1 6%

Faculty frequently and passionately articulate the importance of social innovation knowledge, skills, and application.

Not true at our institution

0 0%

Developing

7 39%

Somewhat true

9 50%

Mostly true

2 11%

Our student affairs administrators ensure SE skills, mindset, and values are deeply embedded into the curriculum.

Not true at our institution

0 0%

Developing

13 72%

Somewhat true

5 28%

Mostly true

0 0%

Student Affairs programme staff frequently and passionately articulate the importance of SE knowledge, skills, and application.

Not true at our institution

0 0%

Developing

11 61%

Somewhat true

7 39%

Mostly true

0 0%

Our university encourages and supports a well-organized and vocal student body.

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360ËšCampus Scan - Part 1: Evaluation

Not true at our institution 0 0% Developing

4 22%

Somewhat true

5 28%

Mostly true

9 50%

Students demonstrate their interest in changemaking, and feel empowered as advocates and implementers of new solutions and systems-changing innovations both on campus and beyond.

Not true at our institution

0 0%

Developing

10 56%

Somewhat true

4 22%

Mostly true

4 22%

TEACHING AND CURRICULUM We have a comprehensive, multi-year curriculum within a well-structured academic framework that emphasizes a complete and current understanding of the entire social innovation ecosystem.

Not true at our institution

2 11%

Developing

12 67%

Somewhat true

2 11%

Mostly true

2 11%

We have meaningfully integrated SE principles into courses at all levels, across schools, and within relevant disciplines, including the core curriculum or general education requirements.

Not true at our institution

1 6%

Developing

12 67%

Somewhat true

3 17%

Mostly true

2 11%

Our courses help students master necessary leadership, communications, and system-changing skills of social entrepreneurs and changemakers.

43

360ËšCampus Scan - Part 1: Evaluation

Not true at our institution

0 0%

Developing

10 56%

Somewhat true

4 22%

Mostly true

4 22%

Courses and programs integrate rigorous analytical tools with classroom discussions, time for reflection, and opportunities for practical application of acquired skills and passions.

Not true at our institution

0 0%

Developing

5 28%

Somewhat true

7 39%

Mostly true

6 33%

APPLIED LEARNING We provide the entire campus community with extended and meaningful opportunities to experience the emotional, economic, and practical challenges of those most in need.

Not true at our institution

0 0%

Developing

8 44%

Somewhat true

7 39%

Mostly true

3 17%

We have a well-developed curricular and co-curricular program to actively engage students in meaningful experiential learning opportunities that become increasingly challenging across the student’s tenure and ensure students are equipped to advance a powerful idea into a high-impact reality.

Not true at our institution

0 0%

Developing

5 28%

Somewhat true

7 39%

Mostly true

6 33%

44

360ËšCampus Scan - Part 1: Evaluation We provide a formal, well-structured internship (or for the more advanced, apprenticeship) program that integrates students into SE organizations to obtain deeper experiences, skill-building, and mentorship from passionate changemakers.

Not true at our institution

0 0%

Developing

11 61%

Somewhat true

3 17%

Mostly true

4 22%

RESEARCH & PUBLICATIONS Our researchers and faculty produce a steady output of positively received thought leadership and research outputs (as books, journal papers, conference presentations and journalism), which offers insights on systems-changing solutions and deeply reshapes the way social entrepreneurs innovate.

Not true at our institution

0 0%

Developing

11 61%

Somewhat true

5 28%

Mostly true

2 11%

Faculty, students and practitioners across the university actively collaborate to build a comprehensive, integrated, multi- and interdisciplinary social entrepreneurship research agenda focused around solving local and global social and environmental problems.

Not true at our institution

0 0%

Developing

14 78%

Somewhat true

2 11%

Mostly true

2 11%

RESOURCES AND STRATEGY Multiple SE organizations, teams, and leaders across the university form an interconnected stakeholder system that shares an overall SE vision for the university and brings shared resources to bear on big challenges.

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360ËšCampus Scan - Part 1: Evaluation

Not true at our institution

1 6%

Developing

6 33%

Somewhat true

6 33%

Mostly true

5 28%

Our program has a robust, multi-year funding model that includes earned income, grants, and an endowment strategy and provides the resources we need to support and grow our programs.

Not true at our institution

2 11%

Developing

7 39%

Somewhat true

6 33%

Mostly true

3 17%

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