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Winning the Heart and Shaping the Mind with “Serious Play”: The Efficacy of Social Entrepreneurship Comics as Ethical Business Pedagogy

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Abstract

Social entrepreneurship (SE) is gaining increasing legitimacy as a form of ethical business practice and a solution to various societal challenges. Despite the burgeoning interest in SE in the realms of ethical business scholarship and business ethics education, new pedagogical developments have been limited. To advance SE pedagogy, we produced a new multimedia-based tool consisting of two SE-focused comics and evaluated their efficacy in “winning the hearts and shaping the minds” of learners in an experimental setting. We tested the effects of the two comics individually. Comic #1, a story of a gambling addict who transforms into a social entrepreneur, was used to examine the effects of using a comic on learners’ engagement and cognitive enhancement, while comic #2, a story of a teenage academic misfit who finds her passion in crafting objects and establishes a social enterprise, was used to interrogate the effects of using a comic on the relationship among SE self-efficacy, SE intent, and entrepreneurial passion. We also collected qualitative feedback in the form of learners’ comments about the second comic. Our results supported the two proposed models and suggested that comics show promise in enhancing SE teaching and learning. Our new contribution consists of the theoretical relationships examined in the models, our insights into why comics can be beneficial to learners, the scholarly artistic contribution of the comics, and the use of an experimental approach. We end the article with suggestions for designing, implementing, and evaluating future multimedia-based pedagogy in SE and ethical business teaching and learning.

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Notes

  1. This study was made possible by a grant from the Teaching Excellence Award 2016 awarded by City University of Hong Kong to the first author, which provided the required resources to develop the comics.

  2. The debate about whether the tomato is a fruit or a vegetable can be traced back to the 1800s. Biologically, the tomato is a fruit; however, an 1893 US Supreme Court ruling (in a case involving a tomato importer and customs official) determined that it was a vegetable and thus taxable (Rupp, 2015, National Geographic). The identity of SE is the subject of similar confusion.

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Acknowledgements

This article will not be possible without the comics and the creative team. We are indebted to Yu Ka Ho Albert (Hong Kong Baptist University, Department of Interactive Media), Chan Wai Yu, To Wing Ki and Cheuk Hinyi for a beautiful artistic journey in co-developing the comics.

Funding

This study was made possible by a grant as part of the Teaching Excellence Award 2016 awarded by City University of Hong Kong to the first author, which provided the required resources to develop the comics.

Author information

Authors and Affiliations

  1. Department of Public and International Affairs, City University of Hong Kong, Kowloon Tong, Hong Kong SAR, China

    Yanto Chandra

  2. Department of Applied Social Sciences, Centre for Social Policy and Social Entrepreneurship, The Hong Kong Polytechnic University, 11 Yuk Choi Rd, GH128, Hung Hom, Hong Kong

    Qian Jin

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  1. Yanto Chandra
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Contributions

YC contributed to conceptualization, project administration, formal analysis and investigation, writing, editing, methodology, validation, and funding acquisition. QJ contributed to methodology, formal analysis and investigation, software, and editing.

Corresponding author

Correspondence to Yanto Chandra.

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Conflict of Interest

The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.

Ethics Approval

Ethical approval was obtained from the Institutional Review Board of The Hong Kong Polytechnic University (Reference Number: HSEARS20220308005). All the procedures performed in this research involving human subjects were in line with the Helsinki Declaration.

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Appendices

Appendix

Appendix A

Learner Engagement Measurement (Adapted from Austin et al., 2019).

5-Point Likert Scale: 1—Strongly Disagree, 5—Strongly Agree

  1. 1.

    The learning material was fun and engaging to read.

  2. 2.

    The format of the learning material gave me the opportunity to be an active participant in my own learning.

  3. 3.

    The understanding I gained from reading this learning material was deep and useful.

  4. 4.

    The learning material was too difficult to engage me at my level of knowledge. (reverse-scored)

  5. 5.

    When reading to prepare for class, I was eager to find out what would happen next in the class.

Social Entrepreneurial Self-Efficacy Measurement (Adapted from Hockerts, 2015, 2017).

5-Point Likert scale: 1—Strongly Disagree, 5—Strongly Agree

  1. 1.

    I am convinced that I personally can make a contribution to address societal challenges if I put my mind to it.

  2. 2.

    I could figure out a way to help solve the problems that society faces.

  3. 3.

    Solving societal problems is something each of us can contribute to.

Social Entrepreneurial Intent Measurement (Adapted from Hockerts, 2017).

5-Point Likert Scale: 1—Strongly Disagree, 5—Strongly Agree

  1. 1.

    I expect that at some point in the future I will be involved in launching an organization that aims to solve social problems.

  2. 2.

    I have a preliminary idea for a social enterprise on which I plan to act in the future.

  3. 3.

    I do not plan to start a social enterprise. (reverse-scored)

Entrepreneurial Passion in Founding (Adapted from Cardon et al., 2013)

5-Point Likert scale: 1—Strongly Disagree, 5—Strongly Agree

  1. 1.

    Establishing a new company excites me.

  2. 2.

    Owning my own company energizes me.

  3. 3.

    Nurturing a new business through its emerging success is enjoyable.

  4. 4.

    Being the founder of a business is an important part of who I am.

SE Cognition Measurement (Developed by our research team)

  1. 1.

    Which of the following does not define social entrepreneurship?

  1. a.

    Social enterprises develop people’s weaknesses into strengths.

  2. b.

    Social enterprises seek to help people to become self-sufficient.

  3. c.

    Social entrepreneurs embrace social welfare and commercial logics.

  4. d.

    Social entrepreneurs play the same roles as social workers.

  5. e.

    I don’t know the answer.

  1. 2.

    Social enterprises focus on:

  1. a.

    stakeholder value.

  2. b.

    shareholder value.

  3. c.

    both stakeholder and shareholder value.

  4. d.

    none of the above.

  5. e.

    I don’t know the answer.

  1. 3.

    Which of the following is not a major motivator for people to become social entrepreneurs?

  1. a.

    Past distressing experience.

  2. b.

    Financial return.

  3. c.

    Both a and b are correct.

  4. d.

    Both a and b are incorrect.

  5. e.

    I don’t know the answer.

  1. 4.

    Which of the following principles explain the concept of social entrepreneurship?

  1. a.

    Resource-based principle.

  2. b.

    Socialism principle.

  3. c.

    Dividend cap principle.

  4. d.

    Commercial logic principle.

  5. e.

    I don’t know the answer.

  1. 5.

    What can a social entrepreneur do to deal with resource limitation?

  1. a.

    Steal from the rich and give to the poor (Robin Hood approach).

  2. b.

    Make do with whatever is at hand by recombining previously unconnected resources and ideas (social bricolage).

  3. c.

    Have a clear goal and make detailed plans to achieve the goal (causation).

  4. d.

    Follow successful examples of other social entrepreneurs (replication approach).

  5. e.

    I don’t know the answer.

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Chandra, Y., Jin, Q. Winning the Heart and Shaping the Mind with “Serious Play”: The Efficacy of Social Entrepreneurship Comics as Ethical Business Pedagogy. J Bus Ethics 188, 441–465 (2023). https://doi.org/10.1007/s10551-022-05283-y

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  • DOI: https://doi.org/10.1007/s10551-022-05283-y

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