Why Changemaker Education
We Need More Changemakers
As public institutions and technological innovations disrupt traditional practices in higher education globally, a pivotal moment is emerging for colleges and universities This presents a unique opportunity to engage and empower all stakeholders—students, faculty, administrators, and community members—by equipping them with the essential skills and mindsets needed to navigate and adapt to rapid changes in the world.
Ashoka has put forth a vision for an “Everyone a Changemaker” world, where everyone has the oppor- tunity and the skill to be a changemaker (Ashoka, n.d.).
A changemaker, as defined by Ashoka, is an individual who actively addresses problems and inspires others to collaborate towards collective solutions These proactive individuals consistently identify challenges and foster innovative solutions within their families, communities, workplaces, or broader society By observing, taking action, and encouraging teamwork, changemakers contribute to the greater good (Rahman, Herbst, & Mobley, 2016).
Ashoka's vision of "Everyone a Changemaker" emphasizes the importance of empowering individuals with the opportunity, confidence, and skills to tackle social challenges (Drayton, 2017) In a world where everyone can contribute, resilience and inclusivity flourish, as individuals of all ages and backgrounds actively participate in shaping a better future.
To realize its vision, Ashoka collaborates with a wide range of stakeholders and institutions, including social entrepreneurs, community leaders, educators, business leaders, policy-makers, philanthropists, K-12 schools, citizen sector organizations, and colleges and universities This extensive network spans 90 countries and is dedicated to fostering cultures and communities that promote changemaking.
This new paradigm has significant implications for how people learn, how companies and organizations think about talent, and how societies define success and development.
The success of any society in the future hinges on the percentage of its population that are changemakers, marking a shift toward a new form of literacy At the core of this transformative approach lies empathy, which serves as the essential foundation for fostering meaningful change.
Arne Duncan, US Secretary of Education (2009-2015),
(as cited in Wise, 2015, para 12)
Practicing changemaking is accessible to everyone, but to foster a world where "Everyone is a Changemaker," education must focus on developing changemaking skills during young people's formative years Research indicates that adolescents and emerging adults, aged 15 to 25, exhibit traits of successful innovators, and when they are meaningfully engaged, society is better equipped to address pressing social, environmental, and economic issues (Dougherty & Clarke, 2018) For this to happen, it is essential to empower young individuals as leaders while providing them with the necessary support to cultivate their new abilities.
2018) Just like playing a sport or learning a language, the more someone practices changemaking the more confident and skilled they will become
To effectively solve problems, individuals must first cultivate a belief in their ability to create change This belief is not instantaneous; it develops gradually as small successes accumulate, leading to more significant achievements The journey towards this mindset requires an initial spark—whether it's a compelling story, a relatable example, or an early success—that reinforces the notion that making a positive impact in the world is indeed possible.
How to Change the World: Social Entrepreneurs & the Power of New Ideas
Practicing changemaking in the classroom can start with small actions, such as including classmates who are being left out This initial step can pave the way for greater awareness, as students may then work to educate their peers about the importance of inclusivity and the impact of exclusion on their classmates.
As students develop their changemaking skills, they may seek to restructure classroom environments, challenge institutional policies, or initiate community campaigns (Drayton, 2017) Engaging in diverse actions, rather than focusing on a single issue, fosters confidence and helps solidify their identity as changemakers.
Changemaking can be integrated as a fundamental educational focus within an institution The University of San Diego (USD) exemplifies this approach by making "Practicing Changemaking" one of the six strategic pathways in its Envisioning 2024 plan USD's goal is to instill a culture of changemaking throughout the university, fostering innovation and entrepreneurship to drive positive change.
Changemaker education fosters an environment that prioritizes the practice of changemaking, enhancing students' self-awareness, community engagement, and collaboration skills This approach empowers students to recognize their potential to drive meaningful change in the world.
PREPARING STUDENTS FOR A RAPIDLY CHANGING WORLD • 11
Ashoka U, part of Ashoka's higher education initiative, empowers colleges and universities to lead in changemaker education globally Since its inception in 2008, Ashoka U has fostered the growth of innovative changemaker education initiatives through a vast global network.
500 colleges and universities across 50 countries
Curious about Ashoka U’s work? See page 78 for an overview of our offerings.
To enhance the impact of changemaker education, Ashoka U has collaborated with Ashoka Fellows, educators, and thought leaders to define specific learning outcomes This initiative involved the contributions of 30 individuals to create Ashoka U's outcomes framework, with insights gathered from over 200 participants during the guide's development process.
The changemaker learning outcomes framework presented by Ashoka U outlines essential learning goals that reflect our understanding of changemaking and the fundamental qualities integral to this endeavor.
This framework serves as a foundational guide for educators to inspire ideas on which changemaker qualities to emphasize in their courses, co-curricular programs, and academic offerings Recognizing that learning outcomes must be tailored to fit specific institutional contexts, educators are encouraged to adjust these outcomes to reflect their unique institutional strengths and limitations.
Changemakers believe deeply that positive change is possi- ble & that every individual is a critical contributor toward that change They model changemaking themselves
& seek to create space for others to take action & lead change.
Foundations: Scope and Terminology
• Learning Outcome: an overarching term referring to any statement that describes an intention for student learning (Banta & Palomba, 2015, p 66)
The term "learning outcome" encompasses a variety of outcome statements, including learning goals, objectives, and competencies, serving as a comprehensive descriptor for educational achievements.
• Learning Goal: statements expressing “intended (educational) results in general terms and consist of broad learning concepts such as clear communication, problem-solving, and ethical awareness” (Banta & Palomba, 2015, p 66).
› This resource uses the term learning goal to refer to statements articulating high-level aims.
Learning objectives are clear statements that outline the anticipated learning outcomes and behaviors, offering a framework for assessment For instance, graduates are expected to interpret nonverbal cues and substantiate their arguments with reliable evidence (Banta & Palomba).
› To refer to specific, observable, and measurable educational goal statements, this resource uses the term learning objective
• Quality: the piece of knowledge, the mindset, or the ability that a learning outcome describes.
› Though not a technical term, this resource uses the term quality when referring to the knowledge, mindset, or ability that a learning outcome is drafted to focus on
Ashoka U provides definitions to foster a shared understanding among readers, emphasizing the importance of conceptual consensus over specific language As noted by Banta and Palomba (2015), the key is for faculty and staff to agree on expectations for their graduates, regardless of the terminology used Ashoka U encourages the flexible use of these terms to suit various institutional contexts.
STEPS FOR DEVELOPING LEARNING OUTCOMES
In the process of creating learning outcomes, educators generally move from developing high-level learning goals to more specific, measurable objectives This process often involves:
1 Articulating high-level learning goals,
2 Breaking those learning goals down into concrete, specific, and measurable objectives,
3 Organizing objectives in an order that scaffolds toward mastery of learning goals (Banta & Palomba, 2015, p 67-73).
Educators may choose to create high-level learning goals based on the purpose and application of the outcomes, particularly when coordinating multiple programs or initiatives across an institution In contrast, when focusing on educational design and measuring outcomes, educators are more likely to engage in a detailed step-by-step process to develop comprehensive learning outcomes.
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LEARNING OUTCOMES IN THE CYCLE FOR DESIGN AND EVALUATION
Learning outcomes, particularly learning objectives, play a crucial role in shaping the cycle of educational design and evaluation These outcomes establish the shared goals for educators and students at the outset, guiding all stakeholders as they progress through each phase of the cycle While the specific steps may differ, several key stages are commonly recognized in this process (Suskie, 2018, p 9).
1 Align around educational intentions or, in other words, learning outcomes,
2 Design and facilitate educational offerings,
3 Collect evidence of student learning and evaluate educational efficacy,
4 Iterate and improve offerings (Suskie, 2018, p 9).
Once educators determine their educational intentions, they can navigate through the remainder of the process to bring outcomes to life.
This resource emphasizes the initial step in formulating learning outcomes by identifying key educational qualities to prioritize in high-level learning objectives By doing so, Ashoka U enhances its focus on the essence of social entrepreneurship, social innovation, and changemaking education This approach highlights Ashoka U's expertise and addresses a significant gap in available resources.
Changemaker educators can leverage a variety of resources to enhance their understanding of developing and implementing learning outcomes, as the process is consistent across disciplines such as engineering and sociology.
For guidance on how to write learning goals, draft measurable learning objectives, or align educational design with desired outcomes, we recommend the following resources:
• Assessment Essentials: Planning, Implementing, and Improving Assessment in Higher Education by Trudy W Banta & Catherine A Palomba (2015),
• “Student Learning Outcomes Statement Resources” by the National Institute for Learning Outcomes Assessment (2012),
• Changemaker Outcomes for Graduate Success (COGS) Toolkit for Writing Learning Outcomes, by The University of Northampton (2017),
• Centers for teaching and learning on campuses
• Learning outcomes terminology is used differently across different institutions For the purposes of this resource, we use the following terms:
› Learning Outcomes: general term referring to the many different kinds of learning goal statements,
› Learning Goals: higher-level goal statements for education,
› Learning Objectives: specific, observable, and measurable learning goal statements (Banta & Palomba, 2015, p 66).
• The term learning outcome is primarily used in this resource.
• Developing learning outcomes generally involves:
1 Articulating high-level learning goals,
2 Breaking those learning goals down into concrete, specific, and measurable objectives,
3 Organizing objectives in an order that scaffolds toward mastery of learning goals (Banta
• The learning outcomes, and more specifically learning objectives, can drive a cycle for educa- tional design and evaluation
1 Align around educational intentions or, in other words, learning outcomes,
2 Design and facilitate educational offerings,
3 Collect evidence of student learning and evaluate educational efficacy,
4 Iterate and improve offerings (Suskie, 2018, p 9).
• This resource focuses on the first step of this process to create useful learning outcomes - how educators identify and articulate critical qualities as high-level learning goals.
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Defining social impact education in higher education presents challenges, as terms like social entrepreneurship, social innovation, and changemaking can lead to disputes among stakeholders Ashoka U's experience highlights that striving for consensus on these definitions often results in contention, causing on-campus discussions to become bogged down in debates.
Social entrepreneurship, social innovation, and changemaking can be interpreted in various ways (Fairbanks, 2016) This chapter focuses on advancing learning outcomes amidst this ambiguity, rather than engaging in the ongoing debate surrounding these concepts.
To explore some of the ways that social entrepreneurship, social innovation, and changemaking are commonly defined, see the Glossary on page 110
Ashoka U emphasizes that the intent behind communication is more significant than the specific terminology used By focusing on shared goals rather than definitions, educators often discover common ground in their objectives Ultimately, many educators unite in their mission to equip students for thoughtful, sophisticated, effective, and ethical social change, regardless of the language they use.
For campuses that are ready to consider what terms most resonate with their work, Ashoka U has
Navigating Evolving Terminology
The concept map developed illustrates the interconnectedness of social entrepreneurship, social innovation, and changemaker terminology, reflecting their common usage It highlights the nested relationships recognized by Ashoka U while also acknowledging the distinct meanings that differentiate these terms.
Concept Map for Changemaker Terminology
The map illustrates a hierarchical connection among changemaking, social innovation, and social entrepreneurship Changemaking is defined in the broadest sense, while social innovation serves as a more targeted strategy, and social entrepreneurship represents the most focused method for achieving social impact.
An institution's distinct history and culture influence the perception of social entrepreneurship and related concepts on campus For example, initiatives that fit the definition of social entrepreneurship may resonate more effectively when framed as changemaking This interconnectedness of terms allows for varied interpretations based on the specific context of the institution.
Social entrepreneurship education first emerged across business schools in the 1990s (Ashoka U,
2014) Ashoka U has found that the term social entrepreneurship still most often resonates with busi- ness-oriented students, faculty, and staff, especially when associated with social venture creation
PREPARING STUDENTS FOR A RAPIDLY CHANGING WORLD • 21
On certain campuses, the venture-creation aspect of social entrepreneurship may face opposition beyond business schools In such cases, a wider interpretation of social entrepreneurship as a means for systemic change tends to receive more backing This form of social entrepreneurship involves significant transformations within a sector, driven by innovations that enhance the methods of addressing social needs or challenges.
2015) As people, institutions, or governments adopt that solution broadly, systemic change occurs
In recent years, Ashoka U has experienced a decline in the use of the term social entrepreneurship, partly due to criticisms surrounding hero-preneurship and the negative impacts of student-led ventures (Papi-Thornton, 2016) As social entrepreneurship becomes less prevalent, social innovation has gained traction, appealing to a wide range of disciplines Its connections to ideation, problem-solving, and systems change make it particularly popular in business schools.
Ashoka U has found that the concept of changemaking appeals to a diverse range of disciplines, student demographics, and geographic locations The learning outcomes associated with changemaking, as discussed in Chapter 1, are in line with essential 21st-century skills recognized by educational institutions, governments, and businesses globally.
Changemaking is a concept that can resonate with everyone, and while not all graduates need to view themselves as social entrepreneurs or innovators, it is both possible and impactful for each graduate to embrace the identity of a changemaker.
While the previous observations are broad generalizations, it's important to note that many liberal arts schools actively support social entrepreneurship Education in social innovation often emphasizes entrepreneurial skills, although changemaker education may face criticism from those who perceive change as a threat.
Examples of how different campuses are using this terminology can be found in Section III:
Chapter 8 explores learning outcomes for a Certificate in Social Innovation and Social Entrepreneur- ship, which is based in Portland State University’s School of Business Admin- istration
This chapter outlines the certificate program's comprehensive approach to social innovation and social entrepreneurship, emphasizing venture development as a key strategy for addressing social challenges and achieving meaningful social impact.
Social Entrepreneurship based in George Mason University’s College of Humanities and Social Sciences
University of Northampton devel- oped institution-wide learning outcomes focused on preparing changemakers across disciplines
These illustrations provide insights into how institutions can frame their work in alignment with their social impact objectives, institutional context, and stakeholder communities While it's important to consider common responses to terminology when identifying the most suitable terms for social impact initiatives on campus, institutions should feel free to innovate beyond prevailing trends.
For campuses evaluating terminology, Ashoka U suggests assessing the terms discussed in this chapter Begin by identifying which descriptions align best with the goals of stakeholders, and then determine if the chosen term accurately reflects the activities occurring on campus.
Focusing discussions on the institution's goals and community needs fosters synergy more effectively than mere debates over terminology Since learning outcomes are essentially goal statements, the development process for these outcomes serves as a strong catalyst for aligning conversations.
Once key stakeholders reach a consensus on learning outcomes, it becomes easier to identify terminology that reflects the educational experience and resonates with all parties involved These definitions are flexible, presenting a strategic opportunity to align language with the institution's mission and culture Engaging in discussions about terminology with stakeholders can reveal the community's core values and goals, much like the process of defining learning outcomes.
• There are numerous ways that people define social entrepreneurship, social innovation, and changemaking The definitions are evolving and contextual.
• Ashoka U believes that the meaning attributed to a term is more important than the specific term that is used.
• To help create clarity, Ashoka U has developed a relational concept map depicting change- making as the broadest term, with social innovation and social entrepreneurship nested within.
Social entrepreneurship is a concept that primarily appeals to business faculty and students; however, its popularity is waning This decline can be attributed, in part, to criticisms surrounding the idea of "hero-preneurship" and concerns regarding the potential negative impacts of student-led ventures.
• Social innovation tends to resonate both within and beyond business schools, given its asso- ciation with concepts like ideation, problem solving, and systems change.
• The term changemaking tends to have broad appeal with educators, students, and employers
• Consider an institution’s context and culture and take a collaborative approach to find meaningful working definitions.
Social Entrepreneurship, Social Innovation, and Changemaker
Ashoka U aimed to simplify the understanding and development of social impact learning outcomes In the fall of 2018, we conducted 42 qualitative interviews with educators in social impact and analyzed 29 learning outcomes frameworks, complementing this with nearly 200 informal discussions on social entrepreneurship, social innovation, and changemaker learning outcomes.
Ashoka U specifically reached out across our community to better understand:
• How do educators use learning outcomes as a tool for learning and impact?
• What are social entrepreneurship, social innovation, and changemaker educators aiming to help their students master? What student outcomes are they prioritizing and working toward in their offerings?
Social Entrepreneurship, Social Innovation, and Changemaker Learning Outcomes
Promising Practices and Opportunities for Growth
PREPARING STUDENTS FOR A RAPIDLY CHANGING WORLD • 25
A complete list of reviewers can be found in Appendix B The frameworks high- lighted in this section can be seen in full in Appendix D.
Within each of the following sections in this chapter, Ashoka U highlights the top framework(s) that best supports each goal
Section III of this resource dives more deeply into each exemplary framework and share how they are used by the educators who created them
1) Promising Practice: Using Learning Outcomes to Align Stakeholders
Developing a learning outcomes framework is essential for uniting stakeholders around the concept of social impact education, highlighting its significance in the educational experience This inclusive design process allows faculty members, potential employers, community members, and students to contribute their perspectives, fostering a sense of ownership among all parties involved Although the initial outcome may appear disorganized, such as a collection of sticky notes, this collaborative effort ultimately leads to the creation of more robust and effective learning outcomes.
Learning outcomes enhance the efficiency of collaboration in educational design and delivery, whether working with a guest lecturer or a group of faculty members By focusing on these outcomes, discussions become more effective, leading to improved engagement and streamlined processes (Rogers, 2018).
Entrepreneurs, innovators, changemakers, and social movement leaders each play distinct roles in driving change To effectively navigate these complexities, it's essential to adopt a more systematic approach Consider whether your focus will be on learning about social movements and advocacy or utilizing design thinking to create innovative products.
Reviewer Insights on Using Learning Outcomes to Align Stakeholders (2018):
To foster stakeholder engagement, it's essential to embrace the openness and flexibility of terminology discussed in Chapter 3 By incorporating this flexibility into changemaker outcomes, institutions can enhance alignment and create more concrete definitions while preserving their overarching significance.
Learning outcomes are essential for demonstrating the effectiveness of various strategies for social change They enable stakeholders to identify which competencies are most beneficial for all students and which are tailored to those with specific objectives, such as launching a new venture.
Modeling agility in the application of learning outcomes is crucial, as it empowers stakeholders to adapt these outcomes as necessary Overly prescriptive guidelines can hinder creativity and disrupt alignment among team members.
To see the exemplary frameworks demonstrating how educators are using learning outcomes to align stakeholders on campus, see the following chapters:
DESIGNED FOR: DISCIPLINARY CONTEXT: SEE PAGE 65–70
Paul Rogers – George Mason University
Rogers and his team at George Mason University are equipping students in a master's program with the skills needed for social entrepreneurship Their curriculum focuses on aligning educational outcomes and providing a structured learning experience throughout the course sequence.
DESIGNED FOR: DISCIPLINARY CONTEXT: SEE PAGES 71–76
Rachel Maxwell – The University of Northampton
Maxwell and her team at Northampton are equipping students to become future changemakers Their innovative learning outcomes toolkit is implemented throughout the institution, integrating changemaking principles into all academic programs This approach enhances course design, implementation, and assessment practices, ultimately better preparing students for the challenges of the future.
PREPARING STUDENTS FOR A RAPIDLY CHANGING WORLD • 27
2) Promising Practice: Using Learning Outcomes to Design, Evaluate, and Iterate Educational Offerings
Articulating concrete and measurable learning outcomes supports the design, evaluation, and itera- tion of high-quality educational experiences that guide students towards specific learning objectives
Clear and purposeful learning outcomes are essential for guiding curriculum development and teaching methods to address students' educational needs They serve to integrate current educational opportunities within the changemaker education framework, ensuring that all stakeholders feel included Additionally, well-defined outcomes facilitate the connection of various changemaker objectives across multiple courses, fostering meaningful learning pathways for students.
Evaluating learning outcomes is crucial in the educational design process, as it helps assess student progress, identify areas needing support, and recognize unexpected mastery Intentional evaluation practices should encompass all essential qualities, rather than solely focusing on easily observable skills, to ensure that important mindsets and knowledge are not overlooked.
Educators must integrate insights from evaluations into the design of future educational experiences Effective evaluation extends beyond mere data collection; it provides valuable insights that enable educators to refine learning outcomes and enhance their offerings to better meet students' needs.
Embracing learning outcomes in design, evaluation, and iteration necessitates a mindset shift for educators, leading them to recognize that students may not be achieving the intended learning objectives Educators should engage in their own learning journey, accept uncertainty regarding effective strategies, and remain receptive to growth opportunities.
To effectively close the loop on student learning outcomes, it's crucial to address any instances where these outcomes are not being met Engaging in meaningful discussions about the factors contributing to both successful and unsuccessful outcomes can provide valuable insights By analyzing these conversations, educators can implement targeted strategies to enhance student learning and ensure that desired educational goals are achieved.
Craig Dunn, Wilder Distinguished Professor of Business and Sustainability, Western Washington University,
Reviewer Insights on Using Learning Outcomes to Design, Evaluate, and Iterate Education Offerings (2018):
Defining specific learning outcomes provides educators with clarity in their teaching focus, ensuring that critical knowledge, skills, and mindsets are clearly articulated and distinguished This intentionality allows educators to design and facilitate more strategic educational experiences for their students.
When designing measurement practices, it's crucial to recognize the limitations of measurement, as desired outcomes may not always be evident by the end of a course Often, the knowledge and skills acquired by students may not fully manifest until much later in their lives.
• Learning outcomes and evaluation should be part of a system that facilitates ongoing iteration.
For a real-world example demonstrating how educators are using learning outcomes to guide educa- tional design and iteration, see the following chapter:
DESIGNED FOR: DISCIPLINARY CONTEXT: SEE PAGES 60–64
Course sequence Social innovation & social entrepreneurship
Jacen Greene – Portland State University
Analyzing Learning Outcomes
In the fall of 2017, Ashoka U initiated a formal exploration of the learning outcomes associated with social entrepreneurship, social innovation, and changemaker education in higher education This process involved two phases of comprehensive information-gathering.
In the initial phase, Ashoka U began an open conversation about learning outcomes across our network
In the November 2017 blog article “3 Critical Questions Changemaker Learning Outcomes Can Help
In our initiative, "Us Answer," we encouraged individuals engaged in social entrepreneurship, social innovation, and changemaker outcomes to reach out to us (Duplechain, 2017) We carried out semi-structured qualitative interviews with 42 participants from 11 different countries, encompassing representatives from 28 colleges and universities, 12 nonprofit organizations, one for-profit institution, and one K-12 school.
These interviews provided a high-level understanding of how individuals are developing and utilizing learning outcomes in their work.
In the spring, Ashoka U initiated the second phase of data collection, inviting educators to contribute their learning outcomes frameworks This effort aims to identify shared elements in the outcomes of changemaking, social innovation, and social entrepreneurship (Duplechain, 2018).
Ashoka U has gathered a total of 29 learning outcome frameworks from various sources, including 23 submitted frameworks and six publicly available ones These frameworks originate from 10 different countries and encompass contributions from 21 colleges and universities, seven nonprofit organizations, and one K-12 school Additionally, submitters provided insights into the development and application of each framework.
This section outlines the shared qualities of various frameworks identified through thematic textual analysis, evaluated for their alignment with Ashoka U’s learning outcomes definition from Chapter 2 A total of 21 frameworks were found to be compatible and are included in the subsequent review.
To analyze outcomes specific to social entrepreneurship, social innovation, or changemaking education, frameworks are grouped according to how the creator titled and categorized their work
This review highlights a sample of learning outcomes, emphasizing that the results are not exhaustive or universally applicable Ashoka U urges educators to reflect on the trends observed, identify challenges, and use these insights as a foundation for contextualizing their approaches on campus.
TOP LEARNING OUTCOMES ACROSS SOCIAL IMPACT EDUCATION
Ashoka's review of 21 learning outcomes frameworks reveals that certain qualities consistently emerge, regardless of the focus on social entrepreneurship, social innovation, or changemaking These key attributes are prominently featured across the frameworks, indicating their significance in the learning process.
• Purpose aligned with social values (76% of frameworks)
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• Team-building skills (67% of frameworks)
• Communication, messaging, and persuasion (62% of frameworks)
Beyond the six most common qualities, the qualities that frameworks focused on varied widely Ashoka
U identified 48 additional qualities included as outcomes across the frameworks
Among the various qualities analyzed, only 18 are mentioned in at least 25 percent of frameworks, highlighting their significance The chart below illustrates these 18 key qualities along with the percentage of frameworks in which each is represented.
OUTCOME TYPE OUTCOME TOPIC/QUALITY
Values & Mindset • Purpose aligned with social values (76%)
* Percentages are rounded to the nearest whole number.
Social impact education often emphasizes essential qualities like social awareness, empathy, and leadership, as these traits are vital for fostering relationships that drive change Prioritizing these attributes is crucial for effectively understanding, connecting with, and mobilizing individuals toward a common goal.
When examining the top qualities in social impact education—specifically in social entrepreneurship, social innovation, and changemaking—it's crucial to recognize that the identified outcomes may not fully represent all three areas Notably, knowledge of social entrepreneurship is the only knowledge-focused outcome that appears in over 25 percent of frameworks, being prevalent in nearly all social entrepreneurship models but absent in those centered on social innovation or changemaking.
The analysis that follows offers a characterization of social entrepreneurship, social innovation, and changemaker education learning outcomes separately.
COMPARING APPROACHES TO SOCIAL IMPACT EDUCATION
The following section further parses out how educational priorities manifest distinctly in social entre- preneurship versus social innovation versus changemaker outcomes
This review analyzes a total of 11 frameworks for social entrepreneurship outcomes, six frameworks for social innovation outcomes, and eight frameworks for changemaker outcomes.
Ashoka U has classified frameworks related to social entrepreneurship, social innovation, and change-maker learning outcomes according to the terminology used by educators to define their work In several instances, educators employed two terms to describe their frameworks, leading to their inclusion in the analysis of both concepts.
Educators often draw on social entrepreneurship outcomes to help students:
• Develop ventures as a specific approach to addressing challenges and changing systems.
• Cultivate abilities to ethically launch and collaboratively lead social ventures.
• Cultivate and apply entrepreneurial mindset and abilities for social impact.
Social entrepreneurship education began in graduate business schools in the early 1990s and has since expanded beyond business departments, although many programs remain within them (Ashoka U, 2014) A closer examination of the learning outcomes in social entrepreneurship reveals the significant impact of the business sector on this field.
PREPARING STUDENTS FOR A RAPIDLY CHANGING WORLD • 37
Social entrepreneurship education emphasizes purpose-driven impact, setting it apart from traditional entrepreneurship This approach prioritizes the development of a vision aimed at social change while leveraging entrepreneurial skills and knowledge to achieve concrete learning goals.
Across the social entrepreneurship outcomes frameworks Ashoka U reviewed, the most commonly cited qualities are:
• Purpose aligned with social values (73%)
Arrows indicate how common the quality was in social entrepreneurship outcomes as compared to the outcomes across all terms.
Social entrepreneurship frameworks share key qualities with other models, notably a strong emphasis on "Purpose Aligned with Social Values" and "Empathy," which are prevalent across various frameworks.
Learning Outcomes In Action
Using Learning Outcomes To Facilitate Mindset Shift
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Ware utilizes learning outcomes to enhance her transformative teaching approach, guiding students in understanding their roles as systems-changers and intrapreneurial changemakers.
“ This is all about ensuring students will be able to transform the systems they work in, as opposed to simply reproducing them.”
Molly Ware, Professor of Education,
SOCIAL INTRAPRENEURSHIP LEARNING OUTCOMES FRAMEWORK
Over five years, Ware has refined her learning outcomes framework to create various tools that enhance student reflection and learning This framework aims to empower students to understand and adopt the essential mindsets and values necessary for becoming effective change-makers.
An excerpt from the framework can be found below While reviewing Ware’s framework, keep the following in mind:
The framework outlines essential learning outcomes identified by Ware as vital for effective engagement in systems-level change aimed at social impact Although tailored for educational courses, these mindsets and skills are applicable in any context focused on driving change.
• The framework illustrates what growth may look along a path to mastering each of these competencies
• The framework is designed to be accessible for students, with language in first person describing the student experience
Ware tailors her teaching outcomes based on the specific course and the educational needs of her students For a comprehensive overview of the framework she uses to select these outcomes, please refer to Appendix D.
I consistently examined struc- tures of the system not just surface level events I was able to differentiate between solu- tions that address surface events vs root causes
I practiced exam- ining structures of the system not just surface level events I could usually differenti- ate between solu- tions that address surface events vs root causes.
I often observed the system's structures but frequently concentrated on superficial events This led to a consistent challenge in distinguishing between solutions that tackle surface-level issues and those that address the underlying root causes.
I mainly stayed at the surface
I demonstrated evidence of adjusting my atti- tudes & beliefs because of working within
& learning from the diversity of communities & cultures in class
& my practi- cum I encour- aged others’ engagement with diversity
I reflected on how my own attitudes & beliefs are different from those of other cultures
I exhibited curi- osity about what can be learned from the diverse communities & cultures in class
I recognize that my attitudes and beliefs differ from those of various cultures and communities; however, I show limited curiosity about the valuable insights that can be gained from the diversity present in our classroom.
& beliefs as an individual, from a one-sided view I was often indif- ferent or resistant to what can be learned from the diverse communi- ties & cultures in class
I consistently engaged with feedback from a place of empow- erment I used relevant feed- back to get clearer about what I’m trying to accomplish & to improve what I’m doing.
I actively engaged with feedback, occasionally feeling empowered by it, but at times, I simply followed the suggestions without using them to clarify my goals or enhance my work from my own perspective, rather than solely from the teacher's viewpoint.
I complied with suggested feed- back most of the time But I seldom used this feed- back to clarify my purpose or aims as an educator.
I either complied with feedback or tended to be unable to hear & work with feed- back without taking it person- ally or getting defensive. table continued
PREPARING STUDENTS FOR A RAPIDLY CHANGING WORLD • 49
I explored diverse ideas by considering various perspectives, intentionally seeking viewpoints that differ from my own By collaborating with classmates who think differently, I aimed to broaden my understanding instead of simply confirming my existing beliefs.
I looked at ideas from different perspectives I was open to perspec- tives that diverged from my own
& was open to collaborating with classmates who thought differently than I did
I periodically looked at ideas from different perspectives I mainly worked with classmates who thought like
I tried to convince others of partic- ular ideas & ways of thinking I shut out others with divergent perspectives
Find Their Power to Make a
I consistently reflected on myself & how I am contributing to the problems
I see externally I practiced trans- forming my judg- ments & using my intense emotions to find my power (my capacity to transform myself
& the system into something I love)
I found a way to honor my “yes.”
I practiced reflect- ing on myself
& how I may be contributing to the prob- lems I see in the external world I reflected on how my judgments & emotions might help me turn my “no” into my
In my journey of self-discovery, I realized that while I often focused on external issues and criticized others, it was essential to turn inward and examine my own judgments and emotions This introspection helped me reconnect with myself, even as I attempted to challenge the broader systems around me However, I frequently found myself trapped in a mindset of resistance, fixated on my "no."
& struggled to make it a “yes.”
“out there” & pointed fingers at others who were to blame for the problems I seldom saw how
I might be part of the problem or solution & how
I might find my power I mainly focused on my
“no” &/or felt like a victim
Stay Engaged in the Midst of
I was able to stay in the uncertainty
& ambiguity of complex chal- lenges I employed strategies to reduce my stress in the midst of uncertainty I did not blame others or external circumstances for my stress
I was sometimes able to stay in the uncertainty
Navigating complex challenges often brings ambiguity, leading to a desire for immediate answers To manage stress amid uncertainty, I focused on implementing effective strategies I made a conscious effort to avoid blaming others or external factors for my stress, taking responsibility for my reactions instead.
I struggled to navigate the uncertainty and ambiguity of complex challenges, often attributing my stress to others or external factors In my efforts to cope, I frequently sought to create a more predictable and familiar learning environment in the classroom.
My own need for certainty made it difficult for others to stay in the gray area
To establish an effective educational framework, Ware focused on defining the desired outcomes for her students throughout the quarter As she reflected on their challenges, she recognized the need to help them navigate the balance between adhering to established rules and innovating new systems.
Drawing from her experiences and feedback from students, Ware developed a dynamic framework that outlines the progression from initial learning to mastery in changemaker education She emphasizes that this framework is not static; instead, it is fluid and adaptable, allowing her to continually refine it based on her observations of student needs and her evolving understanding of effective educational practices.
Ware says, “For me, changemaking is never just about changing the external world This changemaking tool is also about our own personal transformation.” (2018)
At the start of the quarter, students familiarize themselves with the learning outcomes and conduct a self-assessment using a specific framework Throughout the semester, they formally evaluate their progress with this framework, culminating in a final self-assessment and grade assignment in collaboration with the instructor, Ware Ware's class design emphasizes formative assessment, allowing her to adapt the course based on student feedback and needs.
Formative assessment is an ongoing evaluation process that occurs throughout a program's duration, aimed at delivering constructive feedback This feedback is essential for refining and enhancing the program's effectiveness, as highlighted by Banta and Palomba (2015).
Using Learning Outcomes To Support Real-World Learning
path toward self-authorship with students, offering support as they find their way to “lives of purpose and social change engagement” (Riccio, 2018)
Riccio emphasizes the importance of aligning her educational approach with her personal values, stating that she feels liberated in facilitating a learning environment that reflects her true self By blurring the lines between her identity and her teaching, she aims to model authenticity for her students, ultimately enhancing their educational experience.
By authentically defining and modeling changemaking, Riccio is creating space for her students to make their own meaning and to build their own paths as social change agents
For over two years, Riccio has focused on developing learning outcomes that explore the role of students as ethical change agents This journey began with a deep reflection on the significance of ethics in the context of driving change, leading Riccio to consider how best to equip students for this important role.
Riccio developed specific learning outcomes that emphasize the essential “Ways of Knowing,” “Ways of Being,” and “Ways of Doing” for student changemakers This framework guides her initiatives at the Social Impact Lab and shapes her teaching in the course “The Nonprofit Sector, Philanthropy, and Social Change.”
Framing Questions How can systems- thinking enable us to become more effec- tive complex social problem solvers?
What are the ethi- cal implications of attempting to effect change in other people’s lives & controlling scarce resources in the face of abundant need?
How can we iden- tify & collaboratively utilize the full range of strategies, meth- ods, tools, & resources necessary to effect durable social change?
PREPARING STUDENTS FOR A RAPIDLY CHANGING WORLD • 55
Riccio and the Social Impact Lab focus on creating experiences that prioritize developing mindsets and behaviors before actions, emphasizing a thoughtful approach to learning Their innovative outcomes framework effectively represents the transformative journey they seek to foster in changemakers, highlighting the non-linear nature of personal and social development.
Riccio emphasizes that "Ways of Thinking" aims to help students grasp why humans excel at creating complex problems but struggle to solve them (Riccio, 2018) The program's learning outcomes are designed to foster mindsets and practices that enhance understanding of complexity Central to this initiative is the question, "How can systems-thinking empower us to become more effective at addressing complex social issues?"
"Ways of Being" aims to deepen students' understanding of the human experience by exploring their own and others' challenges within complex systems The program encourages students to confront the systemic injustices that contribute to these challenges and to develop critical insights into the consequences of intervention by changemakers Riccio emphasizes the ethical implications of influencing others' lives and managing limited resources amidst widespread need, prompting students to reflect on the responsibilities that come with enacting change.
"Ways of Doing" aims to empower students to take meaningful action based on insights gained from "Ways of Knowing" and "Ways of Being." The learning outcomes emphasize the essential skills and abilities required to drive change Riccio encapsulates this journey toward action by asking, "How can we collaboratively identify and utilize a comprehensive array of strategies, methods, tools, and resources to achieve lasting social change?"
Drawing on the ethos of the Social Impact Lab, Riccio emphasizes the questions of “Who am I?” and
“Who am I in relation to others?” in the framework
Engaging as a changemaker involves the responsible use of power to influence decisions and allocate resources that impact others Riccio (2018) highlights the inherent hubris in attempting to effect change within someone else's life and community Therefore, recognizing one's own privilege, both in society and within the changemaker role, is essential for ethical engagement with others.
Changemakers must prioritize ethical engagement while critically assessing the potential risks and unintended consequences of their actions within complex systems It is essential for them to comprehend the wide array of effects their decisions may trigger Ultimately, they bear the responsibility to ensure that their actions, at a minimum, do no harm.
Riccio’s framework stands out because it prioritizes social impact education by emphasizing social-emotional understanding and systems-level insights, which are essential for engaging in ethical change work.
To bring this learning outcomes framework to life within the context of her “The Nonprofit Sector, Philanthropy, and Social Change” classroom, Riccio has worked to:
• Design the educational experience according to learning outcomes,
• Make the learning outcomes accessible for students.
Design the Educational Experience According to Learning Outcomes
Riccio emphasizes that educators have a responsibility to clearly define the expected learning outcomes for students To ensure these outcomes are effectively retained, it is crucial for educators to consider not only the course content but also the overall student experience and opportunities for reflection throughout the learning process.
To implement her "Ways of Knowing, Ways of Being, and Ways of Doing" framework effectively, she created specific learning outcomes tailored for her course.
The overarching goal of this course is for you to examine & experience the complexities & practices associated with ethical & effective social change engagement Course content & experiences will allow you to:
You will achieve these learning outcomes by:
• Understand the role of the nonprofit sector & philanthropy in U.S society and our lives
• Navigate the complexity of persistent social problems in an effort to identify solutions
• Confront the ethical implications of controlling scarce resources in the face of abundant need
• Apply principles of social justice & sound nonprofit management & philanthropic giving to your decision making as Northeastern Students4Giving grantmakers responsible for selecting a local nonprofit organization to receive a
• Reading about & vigorously discussing the social, economic, political, cultural,
& legal contexts in which the nonprofit sector functions; its role in addressing complex social problems; & the theory
& contemporary best practices of nonprofit management & philanthropy
• Visualizing (mapping) the complex systems within which social problems facing Boston communities emerge & must be addressed
• Synthesizing & reflecting on the lessons learned from each of these activities in an e-portfolio
• Participating in “micro-experiences” designed to get you thinking & learning in new ways.
PREPARING STUDENTS FOR A RAPIDLY CHANGING WORLD • 57
Then, Riccio worked to map each aspect of the course experience to the learning outcomes she isolated (see the map below)
HUSV 3570 Course Map (Assignments are indicated in italics)
Riccio demonstrates that every element of her course—ranging from reading assignments and teaching methods to hands-on learning experiences—is integral in equipping her students with the essential mindsets, knowledge, and skills she deems crucial for their success.
Make the Learning Outcomes Accessible for Students
Riccio actively incorporates her developing frameworks into her syllabus, encouraging students to engage with them throughout the course Students frequently reference the course map to connect their work with the intended learning outcomes, and they use the "Ways of Knowing, Ways of Being, Ways of Doing" framework for self-assessment of their academic growth.
Students respond positively to engaging with learning outcomes, particularly through a semester-long exercise in mapping complex problems, as reported by Riccio This mapping process enables them to visually capture their evolving thought processes, empowering them to see themselves as agents of change within complex systems and consider the impact of their actions on others Regular informal reflection helps students synthesize their experiences with course content, aligning with their aspirations as social change leaders By incorporating frequent self-assessment alongside formal evaluations, students are more likely to engage meaningfully and derive greater value from their learning experience.
Using Learning Outcomes To Engage Community and Drive Iteration
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The learning outcomes outlined are relevant not only for managing independent nonprofits or businesses but also for contributing to internal programs within established nonprofits, businesses, educational institutions, and government agencies.
The coursework, which includes three online courses and a field study, takes place over one academic year Each course is designed to prepare students for important aspects of venture development.
The learning outcomes that were developed to guide Portland State University’s Certificate in Social Innovation and Social Entrepreneurship can be found below:
Certificate in Social Innovation and Social Entrepreneurship Learning Outcomes
Design Thinking for Social Innovation:
This course aims to equip students with essential knowledge of social innovation and effective engagement strategies as social innovators Through the development of research and systems-thinking skills, students will analyze a social challenge of their choice and apply design thinking techniques to create innovative solutions.
• “Understand foundational definitions in social innovation and social entrepreneurship and how they relate to your concept
• Analyze a social or environmental problem of your choice through expert interviews, secondary research, and stakeholder engagement.
• Create and evaluate a proposed solution to a social or environmental problem using best practices in design
• Develop and demonstrate improved self-awareness, clarity of purpose, ability to seek and respond effectively to feedback, and empathic leadership skills” (Portland State University, n.d b, para 9-12)
Money Matters for Social Innovation:
Outcomes in this course focus on business modeling and management skills necessary for launching a venture Students cultivate skills in business design and management.
• “Apply lean entrepreneurship tools, including the Business Model Canvas and Customer Development Process, to design a business model for your venture
• Evaluate legal entities (nonprofit and for-profit) and develop a hypothesis as to which one you should adopt; develop a plan for managing your intellectual property
• Estimate the market size and social opportunity size of your proposed social venture, incorporating risk analysis and the competitive landscape table continued
• Create forward-looking financial statements and understand which sources of social venture funding may be a fit for your model
• Reflect on and apply self-awareness, social awareness, and ethical leadership skills” (Portland State University, n.d c, para 8-11)
Storytelling and Impact Measurement for Social Innovation:
Outcomes in this course focus on cultivating knowledge and skills for communicating the aims and effects of social entrepreneurship efforts.
• “Identify a leadership competency based on personal and career reflection; practice and improve that competency
• Craft your personal story and organizational story into a pitch to communicate your venture’s value proposition to a specific target audience
• Develop an effective impact measurement outline using leading frameworks for social and environmental impact analysis and reporting
• Adapt and deploy strategies to successfully scale or amplify the impact of social and environmental ventures” (Portland State University, n.d d, para 7-10)
Students engage in problem analysis and design thinking to identify challenges and develop solutions They then acquire venture-focused skills, such as understanding legal entities, budgeting, and managing start-ups The curriculum and pedagogy are structured around specific concrete learning outcomes for each experience.
The explicit learning outcomes of each course emphasize specific knowledge and skills, while the changemaker mindset is integrated throughout the curriculum via thoughtful content selection and pedagogical design, as explained by Greene.
To develop the learning outcomes guiding the certificate program, Greene led a human-centered design process that convened stakeholders from across Portland’s social entrepreneurship ecosystem.
Inspired by IDEO's Human-Centered Design practices, Greene and his team at the School of Business organized a semester-long series of design charrettes involving faculty, staff, students, and community members, including social entrepreneurs These design charrettes facilitated fast-paced, collaborative design and iteration, allowing diverse stakeholders to come together to collectively identify and map essential learning outcomes in social innovation and social entrepreneurship.
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Inclusion is essential for social entrepreneurship and innovation, serving as both a fundamental goal and a critical component of the process Achieving a more equitable and just society relies on the active involvement of diverse changemaking communities committed to inclusivity.
Jacen Greene, Director of Impact Entrepreneurs,
Stakeholders refined the outcomes from the design charrettes into a focused set through a collaborative aggregation and prioritization process This led to the creation of a comprehensive framework that spans multiple disciplines, providing future social entrepreneurs with essential knowledge and skills.
Greene emphasizes the challenges of coordinating charrettes and aggregating results, stating that despite the difficulties, the process was immensely rewarding The effort to unite the community fostered valuable learning opportunities and ensured that a wide range of experiences were considered in the outcomes.
PUTTING LEARNING OUTCOMES IN ACTION
Learning outcomes serve as a strategic framework to enhance the educational experience For the outcomes developed by Greene and his team to be impactful, they needed to transcend mere text and be integrated into the certificate program This integration allowed them to function as a driving force, fostering a continuous feedback loop that enriches the learning process.
The next phase in the feedback loop, following the establishment of learning outcomes, focuses on educational design and facilitation PSU’s certificate program aims to support students in meeting the specified learning outcomes set by the stakeholder community Key decisions regarding the number of courses, specific content, assignments, and teaching methods were made based on their effectiveness in advancing students towards these educational goals.
The third step in the feedback loop emphasizes the importance of gathering insights to enhance the certificate experience for students Greene highlights the use of an anonymous mid-term survey that seeks student input on course delivery, content, and representation, alongside standardized interviews with graduates for improvement suggestions Additionally, a student changemaker skills survey assesses progress in key learning outcomes The final step involves integrating this feedback into future program designs, ensuring that the curriculum evolves based on student experiences and suggestions, sometimes even leading to changes in the learning outcomes themselves.
The development of outcomes for the Certificate involved a thorough process, but Greene emphasizes the importance of ongoing iteration According to Greene (2018), a significant challenge in making learning outcomes actionable is the absence of continuous feedback and improvement mechanisms Establishing this feedback loop allows for the integration of diverse perspectives into the Certificate, ultimately enhancing the overall learning experience.
An iterative approach to learning outcomes is essential for enhancing student impact, as students engage with these outcomes through syllabi, readings, and activities, reflecting on the skills they acquire (Greene, 2018) Educators must prioritize these outcomes in the development and facilitation of learning experiences Greene highlights the importance of embodying changemaking skills to foster a community of changemakers, prompting educators to continually ask how they can connect with others, engage empathetically, and demonstrate critical thinking By focusing on learning outcomes, educators can effectively grow alongside their students and nurture a vibrant changemaker community.
Implementing effective feedback loops is crucial in understanding student progress and driving continuous course iteration and improvement By articulating clear educational goals through well-defined learning outcomes, educators can establish a solid foundation for this process, ultimately informing data-driven decisions and enhancing student success.
Engaging a diverse group of stakeholders to define learning outcomes fosters stronger relationships and ensures that the outcomes reflect a wide range of perspectives and experiences.
• Articulating sometimes implicit outcomes offers a way to ensure that they are a visible priority in the educational space and for students.
• Designing learning experiences to help students achieve outcomes and measure progress over time illuminates educational efficacy and opportunities to iterate and improve.
PREPARING STUDENTS FOR A RAPIDLY CHANGING WORLD • 65
In this chapter Paul Rogers, Associate Professor at George Mason University and
Ashoka Strategic Advisor, shares learning outcomes for GMU’s Master’s in Social Entrepre- neurship The chapter is based on an interview Ashoka U conducted with Rogers in May of
Consider how Rogers and colleagues use learning outcomes to engage stakeholders, align around educational goals, and scaffold student learning
Using Learning Outcomes for Alignment and Collaboration
Recognizing the importance of a seamless student experience in social entrepreneurship, the master’s program was inspired by student input Paul Rogers, a professor and Ashoka U Change Leader at George Mason University, highlights that the program's vision aims to establish an interdisciplinary roadmap, encouraging students to engage in courses spanning social entrepreneurship, policy, management, and public administration.
Learning outcomes proved powerful beyond program design or the approvals process Rogers explains,
To effectively guide our program and foster interdisciplinary collaboration, it is essential to achieve outcomes that highlight the relevance of social entrepreneurship in faculty work This approach not only enhances internal program direction but also secures broader support and engagement from stakeholders.
In the development of GMU’s Social Entrepreneurship Master’s degree, learning outcomes became the foundation for garnering faculty investment and achieving alignment, ultimately making the degree program possible.
The learning outcomes that guide GMU’s Master’s in Social Entrepreneurship focus across the knowl- edge, mindsets, and skillsets for social entrepreneurship.
Understanding social entrepreneurship and social innovation is crucial for aspiring social entrepreneurs As Rogers (2018) notes, developing a comprehensive framework helps students grasp the essence of social entrepreneurship, emphasizing that both knowledge and practical action are essential components of this field.
Habits of Mind encompass essential mindsets and skillsets for social entrepreneurship and innovation This framework highlights outcomes such as systems thinking and creativity, which serve as both a mindset for addressing challenges and practical approaches for effectively tackling problems.
Effective communication is essential for social entrepreneurs, as it involves managing complex communication streams with both internal and external stakeholders Emphasizing the importance of understanding and developing strong communication skills is crucial for achieving success in this field.
The learning outcomes for George Mason's Master’s in Social Entrepreneurship emphasize the importance of understanding oneself and others to effectively engage in social change initiatives By focusing on the intersection of knowledge and mindset, these outcomes aim to cultivate the skills necessary for impactful social entrepreneurship For more details, refer to pages 67-68 of the program documentation.
PREPARING STUDENTS FOR A RAPIDLY CHANGING WORLD • 67
Master of Arts in Social Entrepreneurship Learning Outcomes
Develop Knowledge of Social Innovation and Social Entrepreneurship
• Understand the field of social entrepreneurship: How it differs from traditional non-profit activity, social enterprise, corporate social responsibility, philanthropy, and service projects
Social entrepreneurs, both historical and contemporary, exemplify unique traits and qualities that empower them to tackle pressing local, national, and global challenges They employ innovative strategies and ideas to create impactful solutions, leading organizations that prioritize social change alongside financial sustainability These leaders often measure their impact through various metrics, assessing the effectiveness of their initiatives in fostering positive societal transformation.
• Develop deep understanding of the competencies associated with social innovation and social entrepreneurship: especially empathy, teamwork, and leadership, which have been identified as the foundational attributes for making change
Develop strong frameworks and models for effective organizational leadership by defining your vision, purpose, and mission Focus on assessing and enhancing organizational culture and structure, while setting long-term goals and key performance metrics Emphasize strategic planning and management across portfolios, programs, and projects to boost operational efficiency and ensure successful execution.
• Use systems-thinking: Possess the ability to analyze problems in context of systems, identify root causes of systemic failure, and search for critical leverage points in leading systemic change
To effectively address challenges, it is crucial to identify problems accurately and design strategic solutions This involves understanding the processes that facilitate clear problem identification, ultimately leading to the development of sustainable strategies for implementing effective solutions.
• Think creatively: Cultivate methods of innovation and thinking that push beyond the status quo to envision achievable alternative futures
• Focus on impact: Build a repertoire of strategies for deciding what to measure and how to measure it in the service of increasing impact and improving long-term organizational performance
• Gain experience in creating and communicating new, complex, and audience appropri- ate messages in a wide variety of genres and media aimed at furthering entrepreneurial solutions to global challenges
• Building teams, networks, and platforms: Gain experience in building strong coalitions and teams through effective vision setting, negotiation, and communication
• Acquire leadership and teamwork skills: Understand, develop, and demonstrate the quali- ties associated with effective leadership Work cooperatively with individuals from across disciplines/fields
To achieve personal and professional growth, it's essential to develop a deep understanding of oneself, including recognizing individual passions, motivations, aspirations, and abilities Acknowledging one's limitations while committing to enhancing strengths and overall well-being is crucial for continuous improvement throughout life.
• Deepened sense of purpose: Develop greater awareness of the change one wants to see in the world and the self-permission to take risks to pursue it
The program emphasizes the integration of knowledge, skills, and mindsets, fostering interdisciplinary connections while allowing for specific disciplinary focus This intentional design creates a structured framework that clarifies potential intersections among various fields.
As an exercise to clarify program intentions, but also facilitate engagement, GMU worked to make the outcomes development process very collaborative
At George Mason University (GMU), a collaborative initiative was launched to establish university-wide learning outcomes for undergraduate programs in social innovation This effort involved a diverse group of internal stakeholders, including faculty, graduate students, and college deans, who participated in a series of working groups Additionally, GMU engaged with external partners, including other colleges and universities, as well as Ashoka and Ashoka U, to enhance the development process.
Considering outcomes from a first-person, student perspective is crucial in designing an effective program By envisioning the journey students will take and what they will gain from it, we ensure a meaningful experience Involving stakeholders who will ultimately experience these outcomes is essential, and our design process was specifically tailored with graduate students in mind.
PREPARING STUDENTS FOR A RAPIDLY CHANGING WORLD • 69
The outcome development process facilitated collaboration among faculty from various disciplines, incorporating their feedback and fostering additional investment in the degree program Following the approval of the program by the Graduate Council and the Interdisciplinary Master’s Degree Council, a dedicated group of faculty members expressed strong enthusiasm for their involvement in the initiative.
The GMU team employed mapping techniques to collaboratively develop student pathways that align with the program's learning outcomes An example of the mapping tool utilized for this purpose is provided below.
Learning Outcomes MAIS 796 NCLC 595 NCLC 595 (20) PUAD 658 PUBP 761 SPP Core SOM
Core PUAD Core Focus Internship Proj- ect or Thesis CSE
Develop Knowledge of Social Innovation and Social Entrepreneurship
Understand the field of social entrepreneurship
Identify historical & contem- porary examples of social entrepreneurs
Develop deep understanding of the competencies associ- ated with social innovation & social entrepreneurship
Use systems-thinking X X 520 SCAR 501 XX XX X
Identify problems & design strategic solutions
Think creatively X 623 SCAR 690 X XX XX
Focus on impact X X 729 SCAR 660 COM 320 X XX
Gain experience in creating & communicating new, complex,
Acquire leadership & team- work skills
Deepened sense of purpose X X M SCAR 690, 713,
Using Learning Outcomes for Institutional Transformation
Creating a learning outcomes framework that caters to the diverse intentions and objectives of education at Northampton is essential This challenge has led to a framework that is specifically designed to meet the unique needs of Northampton's student community According to Maxwell (2018), the tailored learning outcomes toolkit allows the institution to clearly define what it means to be a Northampton graduate and effectively support students in achieving those outcomes.
Over four years, the Institution of Learning and Teaching in Higher Education (ILT) collaborated with faculty, staff, students, institution leaders, and community members to establish the definition of a University of Northampton graduate and their role as workforce-ready changemakers The outcome of this initiative is illustrated in the Changemaker Attributes at Northampton for Graduate Employability (ChANGE) Framework, which is depicted below.
Changemaker Attributes for Graduate Employability Framework (Change)
Do the right things, in the right way, with the right people, for the right reasons
PREPARING STUDENTS FOR A RAPIDLY CHANGING WORLD • 73
The ChANGE Framework depicts the priority learning outcomes for all students attending University of Northampton Within the ChANGE Framework there are four areas of focus, (1) Ethics and Values,
(2) Change, (3) Self-Direction, and (4) Collaboration, that delineate ten employability skills (University of Northampton, 2017)
When developing the ChANGE Framework, Northampton recognized the significance of integrating 10 employability skills and 14 changemaker qualities to prepare students as employment-ready changemakers By identifying parallels between these outcomes, the institution aimed to create comprehensive learning outcomes that encompass both frameworks Ultimately, the ChANGE Framework successfully merges employability skills with changemaker qualities, fostering a holistic educational approach.
Northampton has prioritized the language of employability to better resonate with their local community, emphasizing key attributes that enhance students' job readiness To integrate changemaking throughout the student experience, the concept is woven into the ChANGE Framework's language and operational definitions For instance, the definition of 'Leadership' within this framework explicitly incorporates essential qualities of a changemaker.
“Leadership: Students are responsible and accountable decision-makers, who apply strategies to inspire others and secure commitment to effect sustainable change (University of Northamp- ton, 2017, p 5)”
EMBEDDING CHANGE ACROSS THE CURRICULUM
The Changemaker Outcomes for Graduate Success (COGS) Toolkit was created to assist faculty and staff in integrating Changemaker Attributes into their educational programs For each attribute and sub-attribute in the Framework, COGS provides outcome-starters, known as prefixes, which are detailed in a rubric that outlines the progression from entry-level (level 4) to mastery (level 7) (University of Northampton, 2017).
Toolkit users are encouraged to customize changemaker learning outcomes by adapting the provided starter wording to fit their specific academic discipline and course context This structured approach of the COGS Toolkit promotes consistency in students' experiences, while its inherent flexibility allows educators across the institution to create relevant and tailored learning outcomes.
The COGS Toolkit highlights the increasing demands on students as they evolve into independent learners, specifically focusing on the Collaboration attribute For a comprehensive understanding, the full Collaboration rubric is available in Appendix D, while the complete COGS Toolkit can be accessed online at the University of Northampton's website.
On graduation (L6), our students add value to their work through creating and nurturing meaningful links with others.
For more detail in COGS rubrics about similarities and differences across academic levels 4 through 7, see the color version of the COGS toolkit online
A comprehensive framework for guiding learning at the University of Northampton must encompass not only employability and changemaker outcomes but also prioritize achieving disciplinary outcomes, professional standards, accreditation, and national standards to ensure student success and the university's effectiveness Existing frameworks already support curricular and co-curricular student learning according to established standards, and any new institution-wide framework should accommodate the complexities of the diverse educational experiences occurring throughout the university.
Maxwell emphasizes the necessity of ensuring that the work involved in the ChANGE Framework remains flexible and non-prescriptive (2018) To achieve this, he and his colleagues engaged the community by involving stakeholders throughout the entire development process of the ChANGE Framework and the COGS Toolkit Key contributions came from faculty, staff, students, and especially employers, who played a crucial role in shaping each phase of the ChANGE Framework's development.
PREPARING STUDENTS FOR A RAPIDLY CHANGING WORLD • 75
1 Identifying Changemaking Outcomes: The ChANGE Framework is built on a foundation of phenomenological research, led by Bethany Alden Rivers, to clarify how the Northampton community defines changemaking and changemaker outcomes The research unearthed a series of changemaker attributes that institutional stakeholders valued (Alden Rivers, Armellini, & Nie, 2015).
2 Defining Mastery and Progression Toward Mastery for ChANGE Attributes: To deter- mine how mastery and progression should be defined, stakeholders from across the institution were convened for a series of design, development, and feedback sessions.
3 Embedding ChANGE Outcomes Across the Curriculum: As a part of the curricu- lum reform focused on active blended learning pedagogy, ILT worked with faculty to embed ChANGE outcomes across all undergraduate offerings (University of Northampton, n.d.)
Clearly, Northampton has grounded each step in the Change Framework and COGS development process in research.
The process to develop the ChANGE Framework and COGS, Maxwell says, has taken over four years
To successfully integrate our framework, we undertook a series of incremental research projects, gradually building upon each to create a cohesive structure Collaborating with other initiatives was essential in embedding this framework, ultimately leading to strong buy-in and a sense of ownership among stakeholders.
Maxwell emphasizes the effectiveness and challenges of a collaborative approach, noting that while it has yielded positive results, it also presented significant difficulties She humorously references the numerous post-it notes used to manage the coordination process.
But because they took this collaborative approach, what has resulted from this four-year process is more than simply a learning outcomes framework
The collaborative development of COGS with staff, students, faculty, and career services has been vital for its acceptance, fostering a strong sense of ownership among participants This initiative not only enhances students' employability and changemaking abilities but also supports their academic progression throughout their educational journey.