Social Entrepreneurship Transformation: A Practical Case of Expeditionary Learning and Its Value in Business Education

Abstract

In the field of entrepreneurship education, higher education institutions around the world are undergoing transformative transformations. Entrepreneurship courses are now a feature of the curricula of many business schools globally. While there is a growing body of research on the subject of entrepreneurship education and learning, studies of business education methods and their role in providing value are relatively scarce. Morocco’s educational system is evolving and engenders change, and change denotes a departure from traditional classroom approach to more tailored and customized curriculum considering significant transformational changes in teaching, testing and refining of content and learning approaches in a university setting.

The researchers argue that the process of change implies a fundamental shift in the building block of a nation; change in the social and economic landscape of a nation. The rational explains why social entrepreneurship education impacts on society and how educators can improve the process theory applied to entrepreneurship education. One path to this is to change the cornerstone of entrepreneurship students through engaging them into expeditionary learning with an explicit purpose, guided by learning targets for which students take ownership and responsibility. The inclusion of an expeditionary learning component into their curriculum review is advised, among other things, by experts in business education to ensure that the subjects being recommended and taught are in line with what is attainable in entrepreneurial practices to deliver national transformation assurances.