the school for social entrepreneurs in ontario: opportunities and alternatives

8/9/2019 The School for Social Entrepreneurs in Ontario: Opportunities and alternatives

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The School forSocial Entrepreneurs

in Ontario:

Opportunities and

alternatives

A feasibility study and review prepared by MASS LBP

Commissioned by SiG@MaRS and funded by

The Ontario Trillium Foundation


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Table of Contents

INTRODUCTION 3

ABOUT THIS STUDY

ABOUT THE SCHOOL FOR SOCIAL ENTREPRENEURS (SSE) 8

WHAT WE HEARD FROM ONTARIANS 16

EXISTING RESOURCES AND DEMAND 24

BUSINESS MODELS 29

CONCLUSIONS AND RECOMMENDATIONS 34

SELECTED QUOTES 37

THE EVOLVING STATE OF SOCIAL ENTREPRENEURSHIP EDUCATION 45

UNDERSTANDING THE MARKETPLACE 50

APPENDIX


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SECTION 1

Introduction

Canadas Social Innovation Generation (SiG@MaRS) is recognized for bringing global leaders to

Ontario, fostering relationships and seeding new ideas and initiatives across the province. The

idea for an Ontario-based School for Social Entrepreneurs started innocently enough. In

November 2007, a supporter of the School for Social Entrepreneurs (SSE) introduced the

concept to SiG@MaRS and it piqued their interest. It wasnt long before Allyson Hewitt, the

Director of SiG@MaRS, visited the UK and met with Alastair Wilson, the SSEs Chief Executive

Officer. In 2008, SiG National invited Nick Temple, the SSEs Policy and Communications

Director, to Ontario to speak at the Social Entrepreneurship Summit at MaRS. Reciprocally, a

team of delegates from SiG National travelled to the UK where they visited the SSE as part of a

larger UK Study Tour. This learning tour inspired and created new connections between the two

countries and the many people working to promote social innovation and social enterprise. The

Ontario Trillium Foundation approved to the funding to conduct this study in June 2009.

The UK has long been recognized as a leader in the field. Since May 2006, the Office of the

Third Sector (OTS) has operated at the very centre of government and has enjoyed the

patronage of a series of talented young ministers. The OTS leads work across government tofoster a thriving third sector voluntary and community groups, social enterprises, charities,

cooperatives and mutuals enabling the sector to campaign for change, deliver public

services, promote social enterprise and strengthen communities

(www.cabinetoffice.gov.uk/third_sector). This official recognition has worked to amplify the

activity of many organizations and initiatives, particularly in British cities. It has also helped to

create a public consensus on the role of social innovation and legitimate its value as a driver of

economic productivity and positive social outcomes.

Unlike the UK, the US, and Australia, the Canadian government has yet to formally recognize or

fund social innovation or entrepreneurship. The Canadian Policy Research Networks (CPRN)

published a thorough report on this issue, Social Innovation in Canada: An Update. Its author,

Mark Goldenberg explains, Canada, by comparison, has no office or mechanism to support or

even measure the impact of social innovation in our country. There is also no funding plan or

national strategy in place to enhance and maximize the benefits of [social innovation]. In fact, our


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study suggests current government funding mechanisms in Canada may well inhibit social

innovation (The Mark, November 2009).

This makes the UK a destination for anyone looking to learn about social entrepreneurship

and its future.

The School for Social Entrepreneurs (SSE) was among the many organizations visited by the

learning tour. And it made a good impression. Founded ten years ago by Michael Young, by far

Britains foremost social entrepreneur, the SSE has become one of the most successful and

frequently cited examples of an alternative approach to preparing emerging entrepreneurs to

work in the social sector.

Hands-on, fluid, intensely street-smart, and resolutely informal, the SSE offers its students an

opportunity to develop their own social enterprise while learning first-hand from some of

Britains most successful social entrepreneurs. At the SSE, there are few books, no teachers,

and a series of guidelines and best practices rather than a formal curriculum. But somehow it

works. Graduates of the program have a high success rate and report a high degree of

satisfaction with the program. Whats more, they create real jobs for themselves and others. In

fact, the School reports that, on average, 3-5 jobs and up to 6 volunteer positions can be linked

to each graduate. Its an attractive figure for any jurisdiction wanting to ramp up its own social

economy.

Make no mistake: the SSE isnt the Skoll School or a Reynolds Program and it doesnt want to

be. Its students come from every conceivable background and educational pedigree. They arrive

with the kinds of ambitions that wouldnt fit neatly into the confines of more traditional MBA or

public policy programs.

What the SSE does is f ill a niche, operating as a powerful accelerator for grassroots social

entrepreneurs who are already in-the-making. Its a place where people can go who want to

acquire the skills and connections to take their ideas to the next level.

To Canadian delegates on the learning tour, the SSE made a strong impression. Their response

was obvious and intuitive: We should have one of these. This report is the result of that

impulse.


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Commissioned by SIG@MaRS, with funding from the Ontario Trillium Foundation, we were

tasked with looking back to better understand the SSE its genesis and the model of

education that it offers and recommend whether a franchise of the school could succeed in

Ontario.

Along the way weve had the opportunity to reflect on the development of social

entrepreneurship more generally and to think about its future. Weve also learned from other

schools and models. Most importantly, weve learned about the needs and ambitions of

Ontarios social entrepreneurs. This has been one of the joys and real privileges of this research.

Our conclusion and recommendation is straightforward.

Britains School for Social Entrepreneurs is an impressive model that clearly serves a distinct

market and deserves to be replicated, both here in Ontario and in many other jurisdictions.

However, we remain unconvinced that opening an SSE franchise is necessarily the only path to

meeting the particular needs and interests of the Ontario market for social entrepreneurship

education. Most of all, we are concerned that introducing a model to Ontario that requires

fundraising to sustain its core business could face ongoing financial challenges over the long

run.

Ultimately, one organization or a consortium of partners will need to decide whether they willtake the experience of the SSE and other models as the basis for a made-in-Ontario approach to

social entrepreneurship education, or else begin the application process to become a formally

recognized member of the SSE network of schools.

In the report that follows, we will attempt to make clear our understanding of the needs and

interests of Ontarios social entrepreneurs and better describe the opportunity as we see it.


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SECTION 2

About this study

LanguageThe language and definitions describing social entrepreneurs and social entrepreneurship

continues to be refined and formalized. The Social Enterprise Alliance based in North America

defines a social enterprise as an organization or venture that advances its primary social or

environmental mission using business methods. For the purpose of this study, we consider

social entrepreneurship to include a broad range of social ventures such as revenue-generating

non-profits and social purpose businesses with a double (social) or triple (environmental)

bottom-line. Social entrepreneurs are the individuals who establish social ventures to address

pressing social problems.

Methodology

Our research combines insights from recent news articles, academic papers, online resources,

as well as an extensive series of interviews held with 35 practitioners and opinion leaders from

the US, UK, France, Australia and Canada. We also conducted five half-day community

consultations with more than 40 social entrepreneurs, educators and potential students in

Ottawa, Thunder Bay, Waterloo and Toronto. Finally, we approached program directors of the

existing SSE locations to learn more about their experience establishing a franchise.

Our job is to assess not only the soundness of the SSEs program, but also to gauge its fitness

for the Ontario marketplace.

Literature Review & Environmental Scan

The literature review begins by examining activity in the sector, the growing demand for social

entrepreneurship education and its maturation as a learning discipline. The environmental scan

identifies existing social entrepreneurship educational opportunities in Canada and abroad. It

also identifies three major pedagogical approaches to social entrepreneurship education and

situates the School for Social Entrepreneurs within this context.

Opinion Leaders

Thirty-five opinion leaders representing academia, social innovation and community

development agreed to be interviewed for this study. Collectively, they provided insights and

recommendations regarding their perceptions of the demand for social entrepreneurship


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education, existing educational opportunities, and their desire to create a climate more

conducive to social innovation and enterprise in Ontario.

We also asked the program directors in the UK and Australia to reply to a series of questions

about their experience establishing a new franchise or network of schools abroad. Of theexisting SSEs, we received written replies from three directors and conducted phone interviews

with one director in the UK and with the director of the SSE Australia. This conversation was

particularly insightful as Australia and Canada share many similarities in terms of geography,

density and demography.

An Advisory Group, selected by SiG@MaRS, also provided recommendations and guidance on

the report. The Advisory includes leaders from across Ontario in the fields of education, non-

profit and social innovation, and community services and outreach. Nine advisory members took

part in in-depth interviews. The Advisory Group has actively followed the progress of the study

and has participated in the review process.

Community Consultations

Five community consultations were held in Toronto (x2), Ottawa, Waterloo and Thunder Bay.

Forty participants, many of them new and established social entrepreneurs, represented more

than 30 organizations. Each session lasted three hours and began with a presentation explaining

the project and profiling the School for Social Entrepreneurs. A series of conversations followed.

We wanted to know where social entrepreneurs in Ontario are currently turning for skills and newknowledge. We also wanted to gauge their sense of a demand for a more formalized program

and whether the SSE would be a good fit to meet this demand. Participants were then asked to

identify the strengths and weaknesses, as they saw them, of the SSE model.

Following a break, participants began to describe their own, idealized vision of a school for

social entrepreneurs and what this would mean for the curriculum, student body and faculty.

They were also asked to think about how the school might operate, its location and goals.

One additional benefit of the consultation process was that it drew social entrepreneurs

together. Participants were encouraged to exchange contact information and many of them

expressed appreciation for the opportunity to meet and share their stories.


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SECTION 3

About the School for Social Entrepreneurs (SSE)

Aims and Vision

The School for Social Entrepreneurs aims to address inequalities and social exclusion by

supporting social entrepreneurs and helping them to achieve real outcomes. The overall

objective is to create effective, sustainable solutions to address unmet social needs in local

communities.

History and Growth

The SSE was founded in 1997 in East London by Michael Young, one of the UKs leading social

entrepreneurs with start-up funding from Britains Millennium Awards Scheme. There are now 8

schools across the UK, and one each in Ireland and Australia.

Students & Application Process

Each location has 8 to 20 students who range in age from 18 to 80. They are diverse and

represent a mix of gender, education and background. As of April 2009, there were over 400

graduates in the SSE Fellowship Network. Many of the alumni maintain strong ties to their peer

network and to the school. To be admitted to the program, students must be involved in or have

launched a community-based project. The vast majority of the organizations are early stage

start-ups. Students are accepted based on their project, personal characteristics and life

experience rather than formal educational qualifications.

Teaching Method

The SSE offers a one-year practical learning program. Students meet once a week - typically 30

to 35 times a year - with peers, personal tutors and expert witnesses, who are often SSE

graduates or other successful social entrepreneurs. Together they visit projects sites and

discuss what they see. With the expansion of the SSE network of schools, students are also able

to participate in residential exchanges with other SSEs. The school provides ongoing tailored

support to encourage both personal and organizational growth. The focus is on learning by

doing, and building confidence and reaching personal goals rather than delivering a static

curriculum.


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The program is delivered through:

Group sessions with expert witnesses Project visits Individual tutoring Optional mentoringAction-learning sets (peer / group problem-solving sessions) Residential exchanges Fellowship network & staff support

Funding Model

The annual operating budget of each school is 200,000.

Most of the operating budget goes towards staffing, paying the salaries of administrators and

personal tutors. Each SSE is responsible for raising the funds it needs to operate. Typically, the

SSEs approach private and public sector funders to sponsor the unit cost of putting students

through the program. Sponsorships are valued at 10,000, and so the school must sell one

sponsorship for every student to remain viable. Several schools are exploring whether to transfer

some of the program costs to students in the form of a modest, means-related tuition. The SSE

Australia may incorporate student fees on a sliding scale. At Devon SSE, each student makes a

contribution towards the cost of taking part in the program, typically 1500 3000, which

makes sure they really value the program and demonstrates their entrepreneurial skills in raising

money early on.

The SSE Network

The annual licensing fee is 10,000.

The SSE has embarked on a strategic plan to increase the number of its schools in the UK and

abroad. It describes its model as a social franchise. SSE franchises are not centrally

administered. Instead, prospective community partners apply to the London school for

recognition and certification. Franchise schools are largely autonomous and are principally

responsible for raising the funds required for their operating budget.As a franchisee, new

schools use the SSE brand and brand templates, enjoy fundraising support within the UK, and

participate in joint program development, staff training, as well as networking and recruitment.

The SSE conducts an internal and external review and audit of each franchise school each year.

Currently, franchise schools are not represented on the SSEs board of directors.


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Core Services and Benefits

Quality System & Best Practice Guide

Strategic Planning & Budgeting

Branding (literature + materials + templates)

Electronic resources (intranet / website) / SSE networkCurriculum / Program outlines

Media and PR

Staff training & support

Student recruitment

Track record & reputation

Analysis and Considerations

The SSE enjoys a strong reputation in London and within Britains third sector. It provides a

hands-on learning experience that it strives to make accessible to the widest number of

potential students. It has a good track record in supporting early-stage social entrepreneurs and

helping them to take their projects to the next level, with the added benefit of also creating new

employment and volunteer opportunities for their communities.

Generally, the SSE does not compete for students with existing or more conventional

educational programs. Instead, it appeals to students seeking an applied education outside of

the normal pathways to business knowledge and professionalization. In this respect, the SSE is

a vanguard program. It works to create a space that at once promotes greater social equity and

entrepreneurial excellence.

The SSE also plays a critical role by legitimating the work and local profile of social

entrepreneurs. This has been especially valuable as the discipline has matured, attracting

greater scrutiny and attention.

Staff and Partnerships

Each school clearly relies on the dedication of its founders. The SSE purposefully seeks to

create schools and does so by identifying potential community partners, including a director,

willing to take responsibility for growing and sustaining the new location. The SSE offers

franchises to local entrepreneurs and educators with a sincere desire to see a local school

succeed. SSE program directors stressed the importance of finding like-minded and

enthusiastic partners and staff. Successful and meaningful partnerships are, for me, the key.


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The director of the Devon SSE applauded the work of its Steering Group (advisory). The director

said that he spent a lot of t ime with individual [advisory] members and helped them to be

active advocates and supporters of the school and its students.

This merits careful consideration and directly impacts the feasibility of any Ontario initiative. Therole of school director isnt a position that can simply be posted. Any prospective director

should feel a real sense of ownership and be intimately involved in the application process and

the design of an Ontario SSE. The dedication of the director and the senior staff is vital to the

success and sustainability of a school. I would say about 60% of my time as is devoted to

fundraising. Great care should be taken to find the right people and this will take time. I was

surprised at how difficult we found it to recruit the right Learning Manager to deliver the

program. My advice would be to start looking early! Take the time to find the right people

staff and partners.

Funding and Sustainability

While the London School continues to prosper, the long-term sustainability of its franchises is

more difficult to assess. Currently, most franchises host only a handful of students and the

delivery cost per student (10,000 approx. $20,000 CAD) can appear high in relation to the

amount of time spent in the program (35 days). By comparison, tuition for a year-long, full time

graduate program at the Institute without Boundaries at George Brown College is $12,000. The

MBA in Community Economic Development at Cape Breton University a program that was

noted for its early application of social enterprise methodology costs $6,000 for its summerprogram, a total of $18,000 over three years. Other business models are compared in Section 6

of this report.

It is, however, important to note that students are attracted to the SSE precisely because they

arenotrequired to spend large amounts of time in a classroom, yet still have access to

information and a network. A student who graduated from the program in Sheffield in 2009 said:

Juggling surviving financially [while] trying to develop your project and

get it off the groundmeans that your project always come second. It

makes you wonder how many potentially life-changing projects never

made it to the light of day. The structure of the SSE is invaluable to me.

Each of the UK schools that provided feedback for the study have received funds from the SSE

UKs 500,000 investment from the British government. Newly founded schools have used this


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funding to target other donors, while SSE East Midlands received 75,000 to help sustain its

core program during a time of financial instability. Australia, Devon, Yorkshire & Humber, and

Nottingham managed to secure the bulk of their funding (70+%) for their first years without

much difficulty. Funding the next 3-5 years is more challenging. It is proving quite difficult to

secure significant ongoing funds. A number of substantial grant programs are coming to anend in 2010/11 and there is a void in terms of what will replace them.

The funding climate in Australia in 2008 was perfectly primed to develop an SSE. Just before the

global financial crisis, the Australian government announced a multimillion dollar social

innovation fund. Although the SSE didnt precisely fit the funding guidelines, through a stroke of

good luck, the help of the SSE UK and a supporter in the Senate, they secured $1.2 million over

3 years. These funds account for 30-40% of their costs and has helped them to scale up. Private

foundations account for the balance of the programs funding with space provided by Social

Ventures Australia. SSE Australia wants to mature their funding model by increasing the level of

support from state governments and wealthy individuals, and creating an investment or

endowment fund.

Student Recruitment & Growth

The organizational commitment and resources required to provide the SSE program to a

relatively small number of students may be difficult to sustain without growth, which itself may

be difficult in smaller markets. The SSE East Midlands, now in its sixth year and with a largely

rural catchment area, is finding it difficult to attract students who must travel long distances.

Local funding options are often earmarked for urban centres and could not be applied to

students further afield. The director cautioned, You must remember that you are dealing with

two sets of customers: the studentsandthe donors.

In Australia, recruiting the right mix of students has been their greatest challenge and they are

making it a high priority to get it right, There is a concerted effort to ensure the student body is

balanced between students from the community they seek to serve and students from outside

those communities who want to make a difference. Market understanding of social

entrepreneurship is still quite vague so they are working to engage people in underservedcommunities, generate media interest in social entrepreneurship and raising their profile. It has

been particularly hard to reach Aboriginal students who are often active in their communities and

cant justify taking time away to travel. Another feasibility study may be conducted to find the

best way to deliver the program to remote/rural/indigenous populations.


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Given the swell of interest when a new school launches, program directors strongly advise to

leave plenty of time for marketing, recruitment and reviewing applications. It takes time to plant

the seed for a new idea and early applicants, though keen, are not always genuine social

entrepreneurs. The success of the SSE is its capacity to bring together a diverse mix of

students and portfolio of projects.

The UKs New Economics Foundation (nef) interviewed a selection of past students to determine

the impact of the SSE since its inception in 1997 to 2007. They found that students benefited

from:

- Increased confidence & credibility- A supportive & collaborative environment- Networking with meaningful contacts- Personal & organizational growth- Sustainability and financial success

Additionally, the nef report determined that:

- For every 10 Fellows, 30 jobs and 69 volunteering positions are created.- 90% of students felt that the program was well suited to their needs.- 85% of all organizations established whilst at the SSE are still in existence.-

52% are still leading their original venture.- 88% of individuals experience a growth in confidence & leadership skills.- 75% said they made at least 10 meaningful contacts.- There are an estimated 24,000 direct beneficiaries.

The nef report also highlighted a few improvement areas. These included better methods for

measuring social impact and greater support for their alumni network. Students rated optional

mentorship opportunities and action-learning sets lower than personal tutors, expert sessions

and field trips. Feedback suggested that the mentors were not always matched correctly and

peer learning depends largely on the groups chemistry.

We believe the SSE offers a valuable program and has developed and innovative and

practical model.


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This does not mean that it is either wholly original or proprietary. Any decision to apply to create

an Ontario franchise must be weighed against a reasonable estimate of the benefits and costs

that would come from a long-term partnership with the UK headquarters.

Dont try and reinvent the wheel. London have been doing this for a long time and aregood at it, so use them as a guide.

The benefits include the successful precedent the London School and its sister schools

represent a precedent that would likely be reassuring to Canadian funders but is less

meaningful to Canadian students as well as regular and independent evaluation, access to

the SSE network and various forms of organizational support. The SSE Australia demonstrates

that there are indeed benefits to belonging to a network, even one that is far away. The UK

made a huge difference to our bid for funding. People here are predisposed to turning to the UK

as a model of best practice and they have a strong model with lots of flexibility and freedom.

And while helpful, its not clear that a partnership with the SSE is essential to develop a program

that would serve the needs and interests of Ontario students or that there is anything so

distinctive about the SSE program that makes it optimally suited to the province. Three of the

principal components of any program, a network of local educator-practitioners and local

partner organizations, and a local funding base, could be developed without any meaningful

support or assistance from the London school.

Beyond this, a prospective principal and small team of educators could devise a curriculum that

would be directly tailored to students and published in an open source format potentially

seeding a network of similar programs in Canada.

To be sure, the extension of the SSE family of schools is a clear priority for the London school. It

will increase the reputation, value, competency, reach and resilience of the SSE program. More

than this, it will also provide a revenue source that will help, in part, to subsidize their operations.

Critically, the SSE does not currently afford member schools representation or status on its

board. This means that franchise schools have no legal authority concerning the conduct or

priorities of the SSE network. This governance gap appears ill-advised and should be addressed

as a condition for subsequent expansion and participation by a prospective Ontario school.

In time it may be preferable for franchise schools that the London School share their status and

is itself licensed by an independent SSE governing body.


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What the SSE London does do, and does well, is provide its sister schools with a high degree of

support, notably in the early stages. SSE London is great! Before my appointment they

supported [the regional partner] through the recruitment process including job descriptions,

person specification, and interview panels. Once I was in the post, they continued to support

with recruitment of other staff. The London staff was very generous with their time, ideas,insights and advice. Since our launch they have continued to be extremely supportive. Ive

found that they are never too busy to help when asked but are happy to let me run SSE Y&H

without trying to interfere in all the detail. In the early days, Alastair Wilson, CEO of SSE UK,

spent two months in Australia raising funds and talking to potential partners, which proved to be

highly successful. So much so that the SSE UK has agreed to send a member of senior staff or

the program team to Australia every year to train staff and conduct speaking tours.

Overall, we heard positive feedback from the program directors in the UK and in Australia about

the program. The fact that students say, Wow! Im finally understood, is really powerful. I

cant emphasize how wonderful it has been for Australia overwhelmingly positive. SSE is

unique and special and its a privilege to be running a school.

We remain, however, concerned that the SSE model relies on meeting annual fund-raising

targets. Without the advantage of long-term, dedicated funding, the SSE is vulnerable to shifting

public sector priorities, and interest from private sector donors especially in periods of economic

restraint.

Ultimately the big question is this: Should Ontario learn from the School for Social Entrepreneurs

and develop an independent program or should it join the SSE network?


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SECTION 4

What we heard from Ontarians

Practical LearningThe most attractive aspect by far was the hands-on action-learning program designed to meet

individual needs and foster organizational growth. Applied learning is crucial. It becomes a live,

learning experience. The practical component is invaluable. The more hands-on, the better.

Its the best way to make learning stick as the payoff is immediate. Participants felt that this

practical, year-long experience addressed a gap in learning that is currently unavailable or not

easily accessible in Ontario.

If you really want to learn, you have to get your hands a little bit dirty.

Accessibility

Participants emphasized that accessibility was crucial to the success of the program. This is a

more accessible alternative to mainstream education. They liked that educational qualifications

and bursaries ensured that there were no barriers to the SSE, and that it attracted students from

diverse backgrounds. The Toronto and Ottawa groups even suggested that affirmative action

criteria be put into place to ensure the schools commitment to accessibility. It shouldnt be

exclusionary. It should bring together a mix of people diversity is important.

Accreditation

Participants did not feel that formal accreditation was necessary. They felt that academic

standards at universities are too rigid to accommodate an SSE, and that, if desired, community

colleges would be a more suitable partner. Participants also pointed to professional associations

that offer recognized certification courses, such as the Canadian Marketing Association or the

Canadian Council of Human Resources Association, as having value without formal academic

standing. A recognized or certificate program could be very powerful. Although we have to be

careful that the notion of accreditation does not eclipse the experience, which is important for

social entrepreneurs. Where academic involvement can be helpful is by bringing credibility to

the field of social entrepreneurship education. Although we must also be careful that it doesnt

become solely theory and research based.


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Brand and Focus

Many participants felt that the SSE did not have a specific vision. Without a clear goal, they did

not understand who the school was meant to attract, how it creates and measures social impact

and how it might attract potential funders. One informant said, We need to know who its for to

be able to decide what the benefits will be. Although they could see value at a local level, theywere curious about the wider social impact, The field is a mile wide and an inch deep. The real

question is how will it create unique, distinctive social value? Another informant suggested that

it include a social engagement component that changes every year. Participants felt that an

explicit set of social goals would provide clarity for developing a strategic plan and marketing,

fundraising and recruitment in Ontario.

Mentorship & Exchanges

Participants had positive things to say about the mentorship and exchange components of the

SSE program. Feedback from SSE students in the UK suggested that the mentors were not

always matched correctly and were subsequently less valuable. Still Ontarians believed that

properly matched, mentors could provide expert assistance, advice or critical feedback.

Mentorship is extremely important. People take notice of those who have been there, done

that. Peer mentoring is very powerful and can help combat isolation. Participants in Thunder

Bay emphasized that they wanted more opportunities to see what other centres were doing, and

felt that a trip to Toronto would be a strong selling point. The participants in the Ottawa

consultation were interested in international exchanges with the students in the UK and

Australia.

Canadian Context

Participants questioned whether or not the reputation of the SSE would be recognized or

relevant in Canada. Others expressed dismay at the notion of importing a British program. We

need to take into account the Canadian context and develop a curriculum that works in our

different communities. Subsequently, the director of the SSE Australia reassured us that, There

is lots of flexibility and freedom to do things in different ways. [The SSE UK] genuinely want to

make it work. Local flavour is introduced by the mentors, facilitators, site visits, students and

scope of the projects. Now entering its second year, the SSE Australia is using local student

stories to raise funds and recruit new cohorts.

While it is likely that many of the support services provided by the London program, including

media relations, fundraising and the local learning networks would be much less valuable or

impossible to provide to a Canadian school, from Australia there is evidence that an Ontario


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franchise could benefit from the reputation of the London school and help to assure potential

funders and partners of its value. Cultural initiatives such as Nuit Blanche havebeen successful

preciselybecause of their success in other international cities. Program directors in the UK said,

We were able to raise money on the back of the SSE UKs success well before we actually

started our program. The nef evaluation was invaluable in terms of demonstrating the positiveimpact of the SSE. Participants in the community consultations also supported the franchise

model, Its a franchise, you get a package, you can see it, you can deliver it, you can promise

it.

Cost & Sustainability

Participants were surprised at the delivery cost per student and felt that it was unreasonably

high. Some were visibly offended, comparing the program to the cost of mainstream

professional, graduate programs. Several participants wondered why the program couldnt be

delivered for less possibly from within another organization, and so sharing basic

administration and other costs. Others would rather see the money used to seed social

enterprises directly. Said one young social entrepreneur, With the $20K, you can start a social

enterprise and learn along the way, which I think would be more valuable. In the Toronto

consultation, some participants said that they could network for free but they also said that

they did not come together often enough, if at all. Participants were also concerned that

fundraising in Ontario or Canada could be time-consuming and unsustainable in the long run.

Non-profits dont have enough money right now to put into professional development.

Fundraising will be problematic. It is really hard to raise funds every year. One of the difficultiesthat the SSE will face is that it is not sustainable in Ontario without direct government support.

Curriculum and Outcomes

In the nef report, the SSE emphasizes that its focus on personal development ensures that the

individual and the organizationgrow organically according to their particular challenges rather

than through a rigid tick-box approach to each issue. However, in three of the five

consultations, without being prompted, panelists were confused by the term school and felt it

was misleading. I dont see it as a school. I see it more as a centre and a place to network and

incubate. Or as a cooperative of enterprises. They equated the idea of a school with a faculty,

educational resources, an infrastructure and, most of all, a core curriculum with measurable

outcomes. Many of the participants stressed that these are crucial to the continued success of

the program and the sector. A school connotes a more limited set of activities, while the SSE

appears to serve a broader purpose. Some suggested replacing the word school with

accelerator, hub, centre or some other designation.


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Program outline

The people we spoke to felt that some kind of program outline would help prospective students

to grasp what they might expect to learn. I totally agree that a school should establish, These

are the things you are going to learn, this is how youre going to learn them and this is how you

are going to apply it. For social entrepreneurs, tangibles included access to funding, specifictechnical skills, or access to well-known experts or mentors from private and public sectors.

What is the learning thats coming out of it? What are they teaching? Thats what I want to

know. Others disagreed: I think its limited to say that if you want to become a social

entrepreneur you need to learn business skills, marketing skills and managerial skills. I think

thats defeating the whole point of social entrepreneurship in and of itself. Social

entrepreneurship is supposed to be a non-traditional approach to solving problems. You need to

base it on something, but if its too specific you may as well go to business school. The SSE

delivers a core set of competencies around social entrepreneurship. There are not a lot of

institutions that provide this kind of training.

Metrics & Development

Learning goals and metrics were seen as an important driver in curriculum development, not just

for an SSE but also to develop best-practices for educating social entrepreneurs in general.

[Measurements are] the only way you can establish yourself. Otherwise there is no evidence of

what you are accomplishing. A school should measure results and impact and provide

compelling evidence to generate awareness and future enrolment. Tracking the social return on

investment would support the business case for potential funders and partners, as well asattracting potential students.

Accessibility and indicators of future success

Some participants were concerned that the SSE selected only students who were already

working on a project. They wondered if the school should also reach those who have the

mindset to be entrepreneurial or want to address a social need but dont know where to start.

Sometimes, getting started is the most difficult step. Others said that sometimes social

entrepreneurs need to know when ideas are not viable. Not to discourage them but to focus

their energies in a more productive and ultimately successful direction. Other participants

disagreed and said that prospective students should have a project ready to avoid people

learning for the sake of learning. One informant suggested that a short pre-program on

project development could help potential students to establish their ideas and identify

individuals who might benefit from the year-long program. I dont think that an established idea

should be a necessity. Maybe that could be your goal or part of the program to work towards for


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the end of the year. In its third year facing financial constraints, the SSE East Midlands was

forced to condense the core program to 14 weeks. While this was not in keeping with the SSEs

best practices, it did help to identify a group of students interested in a shorter program.

Subsequently, the school has offered site visits and a mentorship program to individuals outside

of the core program, which has helped to spur market awareness and enrolment.

Involving High School Students

In four of the five community consultations participants felt that a program like the SSE might

attract high school students and help establish the third sector as a viable career option. Several

participants also suggested that the 40 hours of volunteer service or Junior Achievement could

be incorporated into SSE Ontario programming. Involving younger students could build market

awareness as they would talk to friends and family about the program. It would also plant seeds

for long-term student recruitment. Based in Vancouver, 4Real.com is a production company and

online community for young change makers. Recently they launched 4Real School, a set of

teaching guides based on their successful television series that engages students in grades 6-12

on issues such as poverty, human rights, and the environment. If you are part of the h igh school

curriculum, you can access an entire generation. Teenagers are often entrepreneurial. They are

at a point in their lives where they think anything is possible.

Generational Mindset

Many participants agreed that the SSE program spoke to an important set of emerging social

values. This school is consistent with what Im seeing. Theres a new generation that is not justinterested in money, they also want to affect social change. Another participant suggested that

an SSE can capitalize on the social commitment of young people to make a change. We can

capture the imagination of the next generation. The possibilities are immense.

Social Cohesion

Several participants indicated that minority or disadvantaged populations such as immigrant

newcomers, First Nations, at-risk youth and remote settlements would be among those who

would benefit greatly from an Ontario SSE. If theres a market for this school, it would be in our

isolated communities. Another said An SSE would be perfect for newcomers. Theyre often

involved in the creation of community groups or ethno-specific agencies that fill a need and help

their community. In Thunder Bay a participant said that An SSE could create jobs and provide

a really meaningful experience for young people disconnected from their communities. The other

group thats really been neglected is the Aboriginal population. We have almost 90 reserves in

the Three Treaty area. To me, thats where the future growth is. Other participants focussed on


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the advantage to newcomers, many of whom start their own business. An SSE might help to

shift the focus from purely entrepreneurial activity, to businesses that are more deeply engaged

in making a social contribution to their communities. An SSE geared to these populations might

also serve important ends concerning social equity and could help its students to overcome

substantial barriers to accessing traditional job-markets, education, training or funding.

A centre for social entrepreneurship

Participants acknowledged that the sector needed more opportunities for learning. Demand for

education versus training might be a bit different but there is definitely a need for education for

social entrepreneurs. They often need business or technical skills. In spite of existing resources

and opportunities, social entrepreneurs in the community consultations said that they had

trouble finding information that applied to them. Although some said theyhadtapped into

existing educational or development opportunities, the information was not tailored to meet their

specific goals - for example maintaining a double or triple bottom line. One individual at the

Ottawa consultation said that his business plan would, fail any true business course as no for-

profit business would ever employ at-risk youth. This sentiment was echoed in Toronto, I dont

need the same skills as a non-profit: I want to make money. Others stated that they simply did

not always know where to turn to for advice or information. There is no one-stop shop for

social entrepreneurs. Right now, everyone is doing a bit of everything. We need someone to

help get this field together. We need more collaboration between social organizations. Right

now, everyones in their own corners. Participants also stressed the importance of sharing

information and having, more conversations around our work and best practices. Oneinformant in Toronto said that it would be useful to hear what other organizations were doing.

They might not be suited to teach financial literacy, for example, but could then direct people to

those who are, and are doing it well. Just as social entrepreneurs benefit from face-to-face

meetings, so might those driving the sector. It would be wonderful to have a thriving SE

network in the city.

As well as talking to each other more frequently, leaders of social entrepreneurship and social

innovation were keen to reach out to other sectors and, integrate visionary companies or

organizations. We cant overlook the business community we should bring them in! By

teaming up with businesses and NFPs, we can learn to speak to new markets. All sectors

need to start thinking about their social commitment and strategy them and us is over!

Partnerships could allow easy access to the business community, which when combined,

would provide a rich resource of management and small business knowledge as well as

volunteer and social sector expertise.


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Online component

Online learning was widely debated. Although most participants liked the idea of creating an

online repository of resources, they didnt want this to be the sole focus of an SSE Ontario. I

wouldnt recommend a long distance learning program as many SEs are already quite isolated.Long distance learning doesnt feel true to the spirit of the SSE. A website would simply be a

place to aggregate content useful to social entrepreneurs, particularly as it, would create

flexibility and reach social entrepreneurs in remote parts of Ontario. No one should feel isolated.

At the Thunder Bay consultation, we learned that Northern communities were no strangers to

using webinars and webcasts because of the vast distances. In fact, webinars came up more

than just once. Participants wondered if places l ike SiG could contribute video content from

Entrepreneurship 101 which could be watched to learn from or discuss in groups. Online

learning could be useful as it would allow SEs to learn according to their own schedule. But I

very much like the idea of people getting together and it not being totally online. A capstone

residential program might be a good way to combine the two.

We also heard the words open source time and time again. Free information was seen as a

way to make formalized learning more accessible, and self-directed learning possible.

Furthermore, it would create a greater awareness. Some things should be free. Open source

information will capture the sector for other people to see. Videos, worksheets, webinars and

webcasts will help to get the word out.


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Participant SWOT Analysis

Internal Strengths

Successful hands-on learningprogram

Creates jobs & volunteeropportunities

Accelerates social initiatives Accessible and tailored to SEs Creates confident and credible

individuals

Supports its franchisees withprogram templates / best practices

International brand & solid reputation

Weaknesses

Broad program, no specific audience orfocus for recruitment or fundraising.

Difficult to measure outcomes and impact(ROI)

Physical locations limits customer base Mentorship program rates low Fellowship program could be more robust International franchises receive less support

from head office

External Opportunities

No other hands-on, year-longlearning program for SE

Become THE place for resourcesrelated to SE

Under served communities ie.Immigrant / newcomers, Gen Y, etc.

Cross-promotion to other sectors Curriculum development Mentorship matching program Incorporate high school students

Threats

Business development courses, communitycollege programs or NFP courses.

Recession might impact fundraising Lack of market awareness could affect

recruitment or fundraising particularly in

remote/rural areas.

Low population density will impact demand Competition for funding dollars ie.)

incubators and business development orgs.

Distance might affect support forinternational franchisees

Government not yet supportive of SE/SI


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SECTION 5

Existing resources and demand

Social entrepreneurship is unique because it touches the private, public and voluntary, not-for-

profit sectors. It incorporates business development, public policy and volunteer management.

Across Ontario participants identified organizations that offer services that social entrepreneurs

could access, or are already accessing, to help them get ahead. Many of them cater to

entrepreneurship or business development and much of this knowledge can be applied to social

entrepreneurship.

Most formal--------------------------------------------------------------------------------------------------- Least formal

Degree programs Incubators Courses / Workshops General support / networking

University programs

International business schools reported that the number of students interested in their SE

programs has increased exponentially in the past 5 years. Across Canada, business schools are

introducing courses or programs that focus on social innovation or entrepreneurship. In August

2009, The University of Guelph announced a $400,000 grant from the Cooperators Group to

launch a new Centre for Business and Social Entrepreneurship. The Schlegel Centre for

Entrepreneurship at Waterloo specialises in MBAs and BBAs in innovation and entrepreneurship.

Their Entrepreneurship Accelerator Program helps students to launch an enterprise while

earning course credit. SiG@Waterloo is in the process of developing an M.A. in Social

Innovation. SFUs Centre for Dialogue offers an undergraduate program that promotes social

entrepreneurship for high-achieving students. Degree programs are usually 2-3 years long,

require formal education and are largely theoretical.

Business and Leadership Development

Business and leadership development programs or courses are available, often at a low-cost, to

promote traditional profit-based businesses or develop leaders to encourage growth in urban

centres. The Canadian Community Leadership Network, which includes branches in each of our

consultation cities, provides training to increase the number of individuals in leadership roles.

The Toronto Business Development Centre, Small Business Centres and Chambers of

Commerce offer courses, online resources, and e-learning. Participants, specifically social

entrepreneurs, had used some of these resources but felt that they focused heavily on traditional


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profit-based models. Some think that you can merely apply a business model to social

enterprises. Its more complex than that. One-off courses do not provide follow up, support or

continuity, which the SSE does and does well.

Incubators & Support for Social VenturesA growing number of incubators across Canada accelerate the successful development of

companies or organizations through common services and community networks. The Centre for

Social Innovation in Toronto, CISED in Ottawa, and the CCID in Waterloo focus specifically on

helping groups with a social mission, compared to traditional business incubators. A range of

associations or groups such as Ashoka Canada, Tides Canada or the Young Social

Entrepreneurs of Canada, support social entrepreneurs and enterprise by providing access to

workshops, networking or funding. Teaching labs at the Institute of Entrepreneurship and

Community Innovation at George Brown College and Rotman Nexus at the University of Toronto

offer social enterprises and not-for-profit organizations free or affordable consulting services

while providing a hands-on learning experience for graduate students. Funding bodies such as

the Toronto Enterprise Fund, Enterprising Nonprofits, the Canadian Youth Business Fund, and

the Ottawa Community Loan Fund, also provide financial support and/or consulting services.

Some of the organizations are more holistic in their approach and clearly provide a great deal of

support for social entrepreneurs, but they do notspecificallytarget people in marginalized

communities.

Demand across Ontario

One exercise during the community consultation asked participants to assess the potential for a

School of Social Entrepreneurship in their region. The criteria included:

1) Need: the perceived need to fill gaps in educational opportunities for socialentrepreneurs and the need to address social issues.

2) Access: the perceived ease in which social entrepreneurs could access existingeducational opportunities and networks.

3) Awareness: the perceived level of public awareness of, interest in and support for socialentrepreneurship education.

4) Demand: the perceived demand for social entrepreneurship based on need,accessibility, awareness, and demography.


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The demand and need for social entrepreneurship education varied depending on the size and

location of the city where the consultations were held. This was largely due to demography and

geography, as well as the ability to access existing educational opportunities and networks.

Awareness also affected demand: enrolment is contingent on potential students identifying

themselves and the publics willingness to support and integrate the school and its students intheir community. Each criterion was rated on a scale of high, medium and low.

City Demand Need Awareness Access*

Waterloo Medium Low High High

Ottawa Medium Medium Medium Medium

Thunder Bay Low High Low Low

Toronto High High High Low

*to existing resources

As Canadas largest city, Torontos large, diverse population provides an obvious home for

emerging social entrepreneurs. MaRS has developed several educational resources to meet the

growing needs of entrepreneurs and, increasingly, social entrepreneurs. Entrepreneurship 101, a

series of lectures and workshops, was amended in 2009/2010 to include content specifically for

social entrepreneurs and has engaged speakers such as international thought leader, Jed

Emerson. Similarly, the Entrepreneurs Toolkit now includes a selection of articles and resources

for social entrepreneurs. As a cohort, connected to institutions like SiG@MaRS, the Centre for

Social Innovation and organizations like ManifesTO and the Toronto City Summit Alliance,

Torontos young social entrepreneurs are already better equipped, educated and connected tocreate successful organizations. Established or older social entrepreneurs reported that it was

hard to know where to start looking for information -- the choice in Toronto is overwhelming and

they did not have a strong network of social entrepreneurs to tap into. Finally, care should be

taken that a school launched in Toronto, unless it is positioned carefully, may encounter a bias

as yet another Toronto-centric initiative.

Waterloo region has a robust network that supports entrepreneurship and innovation. These

organizations include Leadership Waterloos Core Community Leadership Development

Program and Social Innovation Generation, among others. Waterloo Region is currently

conducting a feasibility study for a Centre for Community Innovation and Design a network of

centres or multi-tenant spaces that offer services and programs to facilitate collaboration

across sectors. CCIDs would act as brokers of existing resources and expertise to incubate

social, environmental and/or arts enterprises.


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Ottawa has a relatively robust network that includes courses and resources, although these did

not always address the needs of social entrepreneurs. A new initiative, the Collaborative for

Innovative Social Enterprise Development (CISED), aims to address this issue by identifying and

integrating services for new and established social enterprises in Eastern Ontario. It supports

opportunities that improve access to jobs for traditionally hard-to-employ or disadvantagedindividuals. CISED, funded by OTF, has partnered with a number of agencies and institutions

including Causeway Work Centre, 3Ci (Carleton Centre for Community Innovation), Ottawa

Community Loan Fund, and Algonquin College, among others.

Thunder Bayhas a smaller more dispersed population. In an effort to rejuvenate its economy,

the city is working to attract alternative industries, and enhance its offerings in education and

tourism. Participants cautioned that it might be difficult to attract enough students to sustain an

SSE due to demography as well as a lack of awareness about social entrepreneurship. If a

school were to launch, it would need a substantial marketing and recruitment campaign to help

potential students self-identify as social entrepreneurs. Nevertheless, participants also said that

Thunder Bay needs social entrepreneurs. The decline in traditional economies has meant

increased social pressures, less infrastructure and more people seeking alternative ways to earn

a living. Potential community partners should be chosen with care as they would set certain

expectations that might affect recruitment. If the SSE were to open a location in Thunder Bay,

participants suggested starting with a small pilot project with several community partners,

perhaps with rotating meeting spaces. They said they would also love to see if Thunder Bay

could become a destination for social entrepreneurs from across the province who might nothave a specific project in mind. Instead, they would get a hands-on experience working in some

of the remote and rural communities that face rising social needs.

Observations

1. Participants in each city identified a network of organizations that are already providingselect resources to social entrepreneurs.

2. Participants stressed the importance of creating a program that was well tailored to theirlocal needs. Many balked at the idea of a franchise, preferring a program that was

homegrown.

3. For different reasons, enthusiasm for an SSE or SSE-like program was highest in Torontoand Thunder Bay. In Toronto, participants felt that an SSE would be a natural addition to an

active and established community of social entrepreneurs. In Thunder Bay, participants

hoped that an SSE program would stimulate interest in social enterprise, provide a new

educational pathway and lead to new forms of employment.


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4. Both Ottawa and Waterloo were cooler to the proposal and instead preferred that attentionbe given to local initiatives and networks. Arguably this is because both cities are in an

adolescent stage with regards to social entrepreneurship. Neither have the critical mass of

Toronto, but nor are they starting out or looking for a catalyst like Thunder Bay.

What our participants want:

We asked each of our participants to describe what they wanted most from a program

dedicated to developing the professional capacity of social entrepreneurs.

Established social entrepreneurs:

Want access to experts in different sectors, particularly in business.Want access to specific tools or information.Want mentorship and to be part of a network.Want supplementary advice from other sectors and from other SEs.Want help with scaling and sustainability.Want advocacy for the sector.

Emerging social entrepreneurs:

Want access to funding.Want a range of business and technical skills relevant to social ventures.Want to be matched with a mentor.Want to belong to a network.Want open access to resources and information.Want hands-on learning not classroom learning.

Associations / organizations that support social entrepreneurship:

Want to connect more often.Want to share knowledge and leverage resources.Want to see the sector unified and formalized.Want more intersector & cross-sector collaboration.


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SECTION 6

Business Models

The SSE relies principally on charitable donations, grants and franchise fees to meet its

operating needs. Although this model has been successful and has helped to fuel the expansion

of the SSE program, a significant number of participants were concerned about its long-term

viability, particularly in Canada. Participants suggested three different economic models, each

with slightly modified social goals.

Asocial enterprisemodel uses a traditional business model to sustain a social mission. St.

Stephens Community House has successfully used this model for years. They offer free or

subsidized community services supported by the revenue from professional development

workshops in communication and conflict management. St. Stephens has carved a niche as

conflict management specialists, which drives the continued success of the workshops. Another

example is Family Service Torontos Employee Assistance Program, which accounts for 24% of

annual revenue. Other organizations that incorporate a traditional business model are the Girl

Guides of Canada, whose cookies sales account for 16% of their revenue. PARO Presents in

Thunder Bay incorporates a member-run storefront, a dry cleaners and a consignment clothing

shop. For the most part the revenue covers the overhead of the store, which plays an important

role for PARO. It provides a place for members to sell their wares, learn retail and marketing

skills, and brings PARO into the community. One key informant suggested that an SSE ON could

offer workshops to help businesses become socially responsible. This model would support

operational costs while creating a space to bring social entrepreneurs and the private sector

together.

CASE STUDY: PARO Centre for Womens Enterprises

The PARO Centre for Womens Enterprises incorporates microlending, peer support,

educational opportunities, a storefront, and acts as an incubator. This model stood out in terms

of its programming and its financial model. It has also succeeded in launching sustainablefemale-led enterprises in Northern Ontario, which has raised the profile of the organization. From

1995 to 2008, PARO programs provided training to 1285 women, organized networking and joint

marketing opportunities for 3847 women, and facilitated peer-to-peer loans from $500 to $5000,

totaling $244,500.


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They offer a diverse portfolio of women-centred programs and resources including:

Business plan development and business counselling Small business loans through peer lending funds Professional development workshops and training Assistance with grant/loan/funding applications Links to employment and training resources Networking events Retail outlet marketing and training programs Incubator facilities offering affordable and shared office space Resource Centre with access to computers and the internet Mentoring and confidential advisory services

PARO on Wheels is a traveling van that offers a visible, mobile information and training service

for women living in outlying regional communities. PARO Presents is a storefront that

showcases members products and provides retail and marketing experience. Peer Circles are

groups of 4-7 self-selected women who learn together and establish small funds to apply for

PARO community loans. PARO showcases its members and their successes at its annual

Women of Distinction Celebration Awards, Trade Show and Annual General Meeting. Successful

women entrepreneurs continue to support each other beyond PARO: one member who opened

a spa serves tea from a fellow members shop. The member who owns the tea shop provides a

discount on spa services to loyal customers. In 2007, PARO worked with Carletons Centre for

Community Innovation to track its impact by calculating its economic and social value using the

Expanded Value Added Statement (EVAS) model. Like the SSE, PARO provides its members

with accessible, continuous, practical support but it also incorporates microfinancing, a retail

outlet and shared office space.

Amembership model is based on individuals paying a fee to cover the cost of services and

administration. Girl Guides of Canada pay a yearly membership fee of $125.00, which accounts

for 65% of the organizations revenue. Donor support accounts for 19%. They also pay weekly

dues to support the cost of running their unit and will fundraise as a group for special events

or camps. Perhaps the best example of a membership structure is that of Alcoholics

Anonymous. The organization is entirely supported by its members and volunteers. Members

pay according to their ability to support the groups basic expenses (rent, refreshments,

literature) and set aside an emergency reserve. Once this has been accomplished, they are

encouraged to send money to their area committee or the General Service Office. Another well-

known company that follows a membership model is the Canadian Automobile Association

(CAA). PARO also incorporates a small membership fee ($25.00) and encourages its peer

circles to set aside additional funds for microlending.


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Asocial network model is similar to the membership model but is less structured. A

personality, publication or cause attracts groups of likeminded people who increase their

knowledge through conversation. Historically, this model has roots in the salon (rather than a

society or club). A modern example is Company of Friends, the very first business social

network. Founded in 1997 by Fast Company magazine, Company of Friends unites passionatereaders and forward-thinking business leaders and innovators. Similarly, book clubs are now a

recognizable cultural phenomenon. Personalities such as Oprah in the US or Richard & Judy in

the UK, are largely responsible for popularizing the movement. Young Social Entrepreneurs of

Canada fall into this category as they have yet to establish a clear financial model. The cost of

their meet ups and workshops are free or affordable ($6 - $20). In all cases, participants are

encouraged to connect, communicate, and collaborate with each other, both online and face-to-

face, in communities around the world. Members do not pay fees other than the cost of

materials or social events; however, front end costs must be taken into account. There is a cost

in creating interesting, relevant content.

The college model offers a way to support independent programs or institutes within

community colleges, universities or other post-secondary institutions. These programs usually

focus on a specific area of study innovation, design, entrepreneurship that are taught using

alternative educational methods particularly through hands-on learning in a lab environment.

The best local example of this model is The Institute without Boundaries (IwB), housed in the

design school at George Brown College. This post-graduate certification program aims to drive

global change through an interdisciplinary program that teaches research, design, innovationand project management. IwB accepts 10-20 candidates each year and has its own separate

application process. Although George Brown College provides administration and infrastructure,

the IwB maintains a fair degree of autonomy and has earned a reputation independent of the

college. Similarly, George Brown recently announced The Institute of Entrepreneurship and

Community Innovation, a living lab that will be part of the schools Centre for Business. Tuition

for the year-long program (40 hours+ per week) is $12,000 for Canadian students.

There is no one best model. Different models speak to different goals.

Recommendation: conduct a thorough financial feasibility study once program goals have

been established.

The social enterprise model is a compelling option because it helps to sustain the organization

financially and in terms of its social mandate. Several key participants confirmed that this model

sets a living example of social entrepreneurship and generates market awareness as well as


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revenue. It provides students with an opportunity to practice technical skills before applying

them to their own project and can integrate the private sector. However, the services or

products must be commercially viable. Panelists in Thunder Bay said that offering courses

geared towards businesses or NFPs, for example, would not be sustainable as their traditional

economy is in decline. PARO Presents works because it satisfies a demand. Success iscontingent on identifying a niche market.

The membership model creates a strong sense of community and upholds a central

administrative structure that oversees the mission and growth of the organization. The costs are

not restrictive but are enough to keep participants engaged. Team fundraising builds cohesion

but could also take time away from individual projects. This model relies quite heavily on

volunteers and a critical mass of members, as fees are not always enough to pay for widespread

human resources or infrastructure.

If creating networking opportunities were the sole aim of an SSE ON, then the social network

model would be sufficient. Costs would be limited to creating, aggregating and managing

content relevant to social entrepreneurs. This model is affordable, accessible and requires little

overhead. Participants can be as involved as much or as little as they choose. This model,

however, does not finance much beyond the immediate groups, has no quality control or best

practices

To establish an SSE Ontario based on the UK model, the social enterprise and membershipmodels are most compelling. Although it will still be necessary to attract donors, incorporating

alternative sources of income will show the schools willingness to achieve long-term

sustainability. As with AA, many of the program graduates will continue to support the

organization both financially and as volunteers. As the school builds its brand and aggregates

resources, a friends program could be deployed to bring self-funded peer groups together.

If social cohesion is a goal, potential partners might be:

OCASI

K/W Multicultural Centre

Ottawa Community Immigrant Services Organization

Thunder Bay Multicultural Association

Waterloo Region Immigrant Employment Network

Toronto Community Housing


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Ottawa Community Loan Fund

Toronto Enterprise Fund

PARO Centre for Women Enterprise (Thunder Bay)

Lakehead Social Planning Council

Potential funding might come from:

Toronto Community Housing (Social Investment Fund)

Ontario Trillium Foundation

United Way / Youth Challenge Fund

Indian & Northern Affairs Canada: Aboriginal Business Canada

FedNor: Community Futures Program (Northern / Remote / Rural)*

Community Adjustment Fund (Northern / Remote / Rural)

Canadian Youth Business Foundation (Newcomer / Start Up)* (maybe)

Employment Ontario

Maytree Foundation

Private Sector (ie. RBC, Scotiabank, Manulife Financial, Ernst & Young)

If leadership and advocacy is a goal, potential partners might be:

Ashoka Canada

George Brown College

Centre for Social Innovation & Enterprising Non-Profits

Toronto Community Housing

CISED (Collaborative for Innovative Social Enterprise Development)

Creativision (Ottawa)

Toronto Enterprise Fund

Social Innovation Generation / MaRS Discovery District

Leadership Waterloo / Ottawa / Thunder Bay

Opportunities Waterloo Region

Sprott Centre

Lakehead Social Planning Council


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SECTION 7

Conclusions and recommendations

This is an important project that needs to take place in some form here in Canada.

Although the support for the creation of an SSE franchise in Ontario was not unanimous, it was

strong. The majority of participants agreed that the province would benefit from a program

focused on social impact and providing an alternative pathway to the acquisition of

entrepreneurial skills.

Participants recognized the merits of the SSE program and liked its ethos. They agreed that the

street-smart, hands-on, practical education the SSE offers fills an important niche one that

cant be easily reached by either a college or university program.

Participants wanted to know more about the social impact and focus of the SSE, and many

wondered if its public mission couldnt be amplified or focused on a major public issue like

sustainable development or social cohesion.

They were wary of the franchise model. The advantages of participating in a network of related

schools did not necessarily impress or outweigh what many participants felt were the risks ofjoining an institution that was still in the early stages of its own internationalization. Some doubts

were raised about its governance and the role franchise schools were currently afforded. Many

of these concerns were countered by the unanimous and resounding support for the SSE from

the program directors. It was encouraging to hear that the model had succeeded in Australia

and that the SSE UK had been invaluable in establishing the school. We were equally pleased to

hear that the SSE UK was open to finding ways to adapt the core program to different contexts

and cultures.

Lastly, participants voiced heavy concern regarding the programs cost. Regardless of whether

the individual students were asked to pay none, some or all of their tuition, the idea that the

program had a unit cost of some $20,000 per student for what effectively is 30-40 classroom or

learning days left many people scratching their heads. One UK program director said, the

high unit cost is a problem for some potential sponsors and are consequently looking to

separate core costs and program costs to attract a new pool of donors. Participants also


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expressed concerns regarding the long-term sustainability of affiliate schools. They wondered

why it wasnt possible for the SSE to invest in the development of a satellite school, especially if

international expansion also serves their long-term strategic interests.

In part we were surprised with the response to the SSE, which we assumed would be moreenthusiastic. The general sentiment was that a program dedicated to developing social

entrepreneurs should exist. But our participants werent certain that the SSE was the right

program for Ontario. We believe timing plays a factor. With the global economy drying up and

public finances under extreme pressure, it is not surprising that participants are genuinely

worried about launching and sustaining a new initiative. Since the founding of the SSE a decade

ago, social entrepreneurship and social innovation has matured and gained momentum and in

this way, the novelty of the Schools central proposition has diminished. Its likely a sign of

health and civic confidence that the first reaction of many participants was to say We can do

that and maybe do it even better.

This isnt to diminish the distinctiveness or value of the SSE. They are a vanguard organization

that has a real influence on the social sectors in the UK. But the idea of building on the example

of the SSE, rather then franchising the school, is also highly consistent with the spirit of social

enterprise. Perhaps perversely its exactly the sort of instinct we would hope that a successful

school would help to foster.

Ultimately, our recommendation must reflect what we heard during our consultation process.The impulse for this study was right. Ontarians involved in the social sector want to see this

niche filled and regard the development of a school dedicated to social entrepreneurship as an

essential piece of infrastructure that would create considerable benefits, both for the sector and

the province.

We recommend that SiG@MaRS and its partners:

Determine if additional or complementary business models could be run in conjunction withthe core program to cater to the needs of different communities, and attract a greater pool of

students and funders.

That SiG@MaRS provide an ongoing secretariat function working closely with the SSE UK tofield Canadian inquiries, identify suitable partners and a capable and enthusiastic director.


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Engage an accounting firm to conduct a full financial feasibility study that can assess the long-term fiscal sustainability of both the School for Social Entrepreneurs and other alternatives.

Extend the mandate of the Advisory Committee to oversee the financial feasibility study,assess potential partners and steer the development of an Ontario based program.

Begin with a pilot project. Conduct a thorough review and assessment before openingsubsequent locations in Ontario.

We ask that SiG@MaRS and its partners:

Consider how the intellectual and networking needs of social entrepreneurs across theprovince could be better fulfilled.

Focus on the social mission of any school and make sure that advancing social justice andequity are core values.

Remember punk. The school needs an edge and shouldnt be too polite.

Refine the financial model and find a way to do it for less. $20,000 per student is a redline inthe minds of many and distracts from the objectives of the school.

Be less proprietary. The curriculum should be open source. Videos from expert witnessesshould be posted online and made freely available. An Ontario school should understand itself

as both an institution and a movement.


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SECTION 8

Selected Quotes: What we heard during the interviews

The benefit should go way beyond the benefits of individual participation. It should have acatalytic role beyond just a school.

This is a good idea, its needed.

A school connotes a more limited set of activities. It can actually serve a broader purpose.

There are summits, workshops and conferences. The problem is that nothing is sustained inbetween.

What is missing is a place that enables people to continue to work. They should be presentedwith opportunities and avenues as well as with some theoretical work.

A lot of young people are frustrated with private and public sector jobs. There is a lack ofopportunities to address a social purpose or mission.

Social entrepreneurship is almost built to incorporate new web and communicationtechnologies.

Credibility is determined less by links to existing institutions. It is determined by the individualswho associate themselves with the organization.

The field is a mile wide and an inch deep. Its not just a place to play. There needs to be adistinctive value and a clear goal.

Social impact matters. We need real business skills applied to social challenges.

Excellence or die.

It should be around outcomes and inputs.

It shouldnt be exclusionary. It should bring together a mix of people - diversity is important.

We need to know who its for and what the benefits will be.

Most of our tenants are already working in the service industry or are running a business fromtheir home.

What about a social engagement component that changes every year?

Fundraising will be problematic. It is really hard to raise funds every year.

One of the difficulties that the SSE will face is that it is not sustainable.

Few NFPs or foundations have budget for professional development. Our philanthropiccommunity might not be there yet.


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Right now, everyone is doing a bit of everything. We need someone to help get this fieldtogether.

We need to find an entrepreneur to drive it and then figure out who they want to collaboratewith. This person will need to bring people together.

There is a need for this kind of education.

Perhaps accreditation means more in Canada? What about a 2-4 week intensive program, 3 or4 times a year? This model might hold more traction.

In order to assess the demand in Ontario, we need to understand what the SSE is. Maybe itsenough to attract a small, committed group and aim for quality not quantity?

Broadly, there is a real need to understand social entrepreneurs and what they want.

An online component would create flexibility and reach social entrepreneurs in remote parts ofOntario. No one should feel isolated.

Were ready!

Social entrepreneurship education is a powerful option. An SSE could capitalize on the clearsocial commit

the school for social entrepreneurs in ontario: opportunities and alternatives

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