1. York St John University Universities Developing Social Entrepreneurship 1 st – 3 rd September 2015 Roundtable 1 – Report Back Social and Solidarity Economy Handbook chapters 1 and 6: Universities, social entrepreneurship, principles, values and social capital Report back by Dr Rory Ridley-Duff, Sheffield Business School, Sheffield Hallam University

2. York St John University Universities Developing Social Entrepreneurship 1 st – 3 rd September 2015 Overview Theme 1 – What are the convergences and divergences in the values and principles of the social economy / solidarity economy Rationale: Clarify what is it we are trying to embed in the culture and curriculum of the university? Theme 2 – Can values and principles be replicated through ‘models’ of the social / solidarity economy? Rationale: Clarify what occurs when there are attempts to learn, communicate and re- embed values and principles in another cultural context Theme 3 – How values and principles have been embedded in university curricula and culture Rationale: Share approaches and practices that aim to embed (and internalize) the values and principles of the social / solidarity economy in a university culture

3. York St John University Universities Developing Social Entrepreneurship 1 st – 3 rd September 2015 Theme 1 – Convergence and Divergence There are cultural variations in the social construction of ‘social economy’ and ‘solidarity economy’. Contemporary origins of ‘solidarity economy’ in South America, but we recognised that some European countries (France / Spain / Italy, for instance) embed ‘solidarity’ in their theories of ‘social economy’. Links to ‘commons transition’ and ‘sharing economy’, and other experiences Differences in social economy law (e.g. France v Portugal) – France has more emphasis on worker ownership while Portugal is more about legal statute. ConvergencesDivergences Member-ownership / controlAttitudes to existing institutions (solidarity economy is more anti-capitalist and builds its own infrastructure). Self-management Mutuality, reciprocity, trustAttitudes to sustainable development (solidarity economy is more engaged in finding technological alternatives). Local democracy

4. York St John University Universities Developing Social Entrepreneurship 1 st – 3 rd September 2015 Theme 2 – Cross-Cultural Replication There is no simple way (or necessarily any need) to ‘generalise’ the embedding of values and principles. Divergence of views on the role of ‘models’ that are used to learn about and communicate the social practices of the social / solidarity economy. Call for economic pluralism: allow local (indigenous) populations to continue practising and reproducing their social practices without injunctions to ‘scale up’, ‘standardise’ or ‘replicate’. (Practices can be reproduced without objectifying them in ‘models’ and ‘models’ are not needed to reproduce values and principles). Counter call based on valuing the study, deconstruction and modelling of values and principles so that those inspired by the social solidarity economy can communicate them to people in other cultural contexts. Replication (if tried) is never exact: it is always accompanied by adaptation and reconstruction, and will change in each cultural context.

5. York St John University Universities Developing Social Entrepreneurship 1 st – 3 rd September 2015 Theme 3 – Embedding Getting social entrepreneurship and SSE into curricula can be ‘challenging’ (resistance to ‘self-management’). Small scale: redesign / reframe modules to ‘sneak in’ material. Cooperative games. Community sports. Medium scale: accreditation schemes (ASHOKA-U, AACSB, PRME) that requires whole school / institutional commitments. Large scale: securing professorial commitments in all disciplines. Going beyond the curriculum and into the culture? Recognising the best way to embed social enterprise / solidarity economy is to organise the university according to its principles (so students will immediately recognise when they encounter a different culture). How innovative can you get? (in your LTA strategies) Example from Mondragon: progression on the entrepreneurship model requires students to form a cooperative and all earn at least €600 (can’t lend money to make up the shortfall). One fails, all fail.