ISSN 2367-8127 (CD-ROM) ISSN 2367-8151 (on-line)
Journal of Innovations and Sustainability Volume 3, Number 1, 2017
Innovations and Sustainability Academy 2017
Journal of Innovations and Sustainability Volume 3, Number 1, 2017 https://sites.google.com/site/journalinsust/
Editor-in-Chief: Prof. Vesela Radović, Ph.D. Managing Editor: Ekaterina Arabska, Ph.D.
Š Innovations and Sustainability Academy 1, Lotos Str., Plovdiv 4006, Bulgaria
E-mail: insustacademy@gmail.com https://sites.google.com/site/insustacademy/
2017 ISSN 2367-8127 (CD-ROM) ISSN 2367-8151 (on-line)
ISSN 2367-8127 (CD-ROM) ISSN 2367-8151 (on-line)
Journal of Innovations and Sustainability
Volume 3 Number 1 2017
Contents RESEARCH REPORTS PRESENTATIONS
Foreword .............................................................................................. 5
Research on the Status of Social Entrepreneurship in Bulgaria: a Presentation of a Project Report’s Primary Data ................................... 9 Venelin Terziev
Research on Additional Qualifications which Business Advisors Would Require in Order to be Able to Support Social Entrepreneurship: a Project Report’s Presentation ......................................................................... 35 Ekaterina Arabska
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ISSN 2367-8127 (CD-ROM) ISSN 2367-8151 (on-line)
Volume 3 Number 1 2017
Journal of Innovations and Sustainability
Foreword The reports presented in this issue of the Journal of Innovations and Sustainability are prepared in the frameowork of the Erasmus+ Strategic Partnerships Project entitled SESBA: Social Enterprise Skills for Business Advisers (20151EL01KA202 014097), funded with the support from the European Commission1. The reports are focused on the current status of social entrepreneurship and ways of its encouragements, particularly the support by business advisors. Being part of the project, the studies on those issues in Bulgaria reveal some characteristics and recommendations specific for the national context but also contribute to the conclusions on the “whole picture” of social entrepreneurship in participating into the project countries and the need of support to social entrepreneurs and social entreprise business advisors. As starting activities in the project, the results of both reports are of crucial significance to next project activities of creating a tooklit for business advisors and providing specialized trainings according to the real needs but they provide even more. The topicality of the question of social entrepreneurship, social enterprise and social economy is undisputable in the context of the current legislative and strategic documents on different levels, but there are many other aspects which are important to be investigated as: opinions of key stakeholders, understandings and behaviors in societies, as well as to ake proposals of effective solutions to gaps and problems. The reports do not only analyze what is available in the relevant literature till the moment but go further with original scientific research which is put as an accent in the presentations in the journal. It could be successfully used as a basis for further implications and studies on social entrepreneurship as an instrument for sustainable development and thus it is in full correspondence with the journal topics and goals. Ekaterina Arabska Innovations and Sustainability Academy 1
The European Commission support for the production of this publication does not constitute an
endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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Journal of Innovations and Sustainability
RESEARCH REPORTS PRESENTATIONS
Volume 3, Number 1, 2016
ISSN 2367-8127 (CD-ROM) ISSN 2367-8151 (on-line)
Journal of Innovations and Sustainability
Volume 3 Number 1 2017
Research on the Status of Social Entrepreneurship in Bulgaria: a Presentation of a Project Report’s Primary Data Venelin Terziev1 Angel Kanchev University of Ruse - Bulgaria Vasil Levski National Military University – Veliko Tarnovo, Bulgaria University of Telecommunications and Post - Sofia, Bulgaria Abstract The study “Research Report about the status of Social Entrepreneurship in Europe and how the status can be enhanced: National Report for Bulgaria” conducted under the Project SESBA: Social Enterprise Skills for Business Advisers presents an analysis on what extent is developed and adopted the concept of social entrepreneurship and the role of social enterprises for socioeconomic development of Bulgaria by exploring opportunities to promote social entrepreneurship in the country through government policy, NGOs, business initiative, training and counseling. The report presents and compares different points of view, particularly with regard to recommendations on regulatory changes, and it is prepared in a form allowing each piece to be read and used independently. Key words: social entrepreneurship, social enterprise, encouragement.
INTRODUCTION The report provides an overview of legislation, strategic documents and analysis of the development of social entrepreneurship in Bulgaria. Results of a pilot study are also presented aimed at more qualitative research through the contributions received as a result of interviews with representatives of various categories of organizations in expert and managerial positions, formulating basic conclusions about current needs
1
Corresponding author:
Prof. Dipl. Eng. Venelin Terziev, D.Sc. (Economics), D.Sc. (National security), Ph.D. Email: terziev@skmat.com
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and ways to promote social entrepreneurship. The questionnaires prepared provide the opportunity to complement and express own opinions and recommendations to address different aspects and views on the state of social entrepreneurship, in particular how it is accepted and supported by society and how it could be promoted incl. activities for capacity building  consulting, training, information, motivation, cooperation, etc. The structure of the report is consistent with the methodology for the survey elaborated under the project and only minor adjustments are made to cover the specifics of national circumstances.
FIELD RESEARCH ON SUPPORT STRUCTURES FOR THE DEVELOPMENT OF SOCIAL ENTREPRENEURSHIP Profile of surveyed organizations and their representatives Profile of organizations surveyed business enterprise
4
social enterprise
5 111
training organization advisory service
14
state authority providing support to enterprises or counseling services regional authority providing support to enterprises or counseling services
2 4
62
business accountant NGO supporting social entrepreneurs
8 2
network supporting social entrepreneurs chamber other
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ISSN 2367-8127 (CD-ROM) ISSN 2367-8151 (on-line) Age of the interviewees
10; 10% 24; 23%
70; 67%
Up to 29 years old
30 Â 55 years old
Over 55 years old
Gender of the interviewees
4; 4%
44; 42%
56; 54%
Male
Female
Prefer not to say
Highest level of education attained 6; 6%
13; 12%
85; 82%
primary
secondary
higher
vocational
other
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The experience referred in the following areas: work in cooperatives, incl. agricultural; work in the social sphere; work with children, individuals and families at risk; work with people from nursing homes; work as a volunteer; work as a teacher, incl. training of children with special educational needs; work as an accountant, incl. social enterprises; experience abroad (Canada), incl. observations on the development of social entrepreneurship; human resource management in the enterprise; working in NGOs; work in municipal structures. Respondents indicate strongly that in the functioning of organizations the striving must be after responsibility and profit, followed by social values and professional relationships,
communication
with
the
external
environment
and
career
development. The question of personal relationships shows greater variation than the other and in averaging the marks it awarded last ranks. Placing responsibility before profit is indicative of the consensus on the need to change to new business models driven by something that is more by profit, particularly linking the activities of organizations with significant social goals.
What should a business seek to achieve? 80
5,00 4,61
70
4,51
4,66
4,59 4,50
4,28
4,20
4,00
3,84
60
3,50
50
3,00
40
2,50
30
2,00 1,50
20
1,00
10 0
0,50 Profit
Personal relations
Professional relations
Communication Responsibility with outer environment
Career development
Social value
Strongly disagree
Disagree
Neither agree nor disagree
Agree
Strongly agree
Average
0,00
Answers to questions regarding motivation to work in an organization show that for the respondents it is particularly important to work for organizations with social objectives and targets for environmental protection.
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ISSN 2367-8127 (CD-ROM) ISSN 2367-8151 (on-line) It is important to you to work for an organisation which includes the following in its aims 100
5,00
90
4,41
4,50
4,44
4,38
80
4,00
70
3,50 3,16
60
3,00 2,60
50
2,50
40
2,00
30
1,50
20
1,00
10
0,50
0
0,00 Social aims
Environmental aims
Both
Other
None of those
Strongly disagree
Disagree
Neither agree nor disagree
Agree
Strongly agree
Average
The evaluation of the significance of the concepts discussed in connection with this study demonstrates the belief in social entrepreneurship and social enterprise, followed by the social economy, non足profit and third sector, the latter two showing the greatest variation in responses.
Your assessment about the significance of the following notions 80
5,00 4,66
4,57
70
4,35 3,91
60
4,50 4,00
3,75 3,50
50
3,00
40
2,50 2,00
30
1,50 20 1,00 10
0,50
0
0,00 Social entrepreneur足ship
Social enterprise
Non足profit sector
Third sector
Social economy
Strongly disagree
Disagree
Neither agree nor disagree
Agree
Strongly agree
Average
The definition of social entrepreneurship based on reinvestment of profits for social purposes is best accepted. At the highlights of the social mission of market足oriented 13 |
Journal of Innovations and Sustainability (2017) Vol. 3, No 1
activities and social transformation respondents are more neutral, ie understanding is leading to denial of maximizing profit for shareholders and owners to the benefit of society.
To what extent do the following definitions reflect the principal features of a social enterprise? 80
5,00 4,62
70
4,50 4,00
60
3,62
3,58
3,50
50
3,00
40
2,50 2,00
30
1,50 20 1,00 10
0,50
0
0,00 I
I
II
III
Strongly disagree
Disagree
Neither agree nor disagree
Agree
Strongly agree
Average
Social enterprise is a business with primarily social objectives whose surpluses are principally reinvested for the business or in the community, rather than being driven by the need to maximize profit for shareholders and owners
II
A social enterprise is an organization or initiative that marries the social mission of a non-profit or government program with the market-driven approach of a business
III A social enterprise is an operator in the social economy, whose main aim is to achieve social transformation
According to the respondents a unified understanding is needed on the essence of social entrepreneurship, social enterprises, social economy, etc. Many often different concepts are confused due to ignorance of the theoretical and legal basis, ie there is a need of information and training, motivational and promotional activities. The role is highlighted of government policies and the efforts of local authorities, as well as studies on "foreign experience".
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Among the benefits of the development of social entrepreneurship are: an opportunity to develop socially engaged business; a good opportunity for helping people in need; satisfaction with work. Respondents generally show fluctuations on whether society is ready to accept and support social entrepreneurship, most are rather neutral (36%) and agree (34%). Dissenters are 8% and fully agree  only 23% of respondents. This shows the need for a more thorough study of the causes and a need to seek improvements once the answers to the above questions highlight the advantages and benefits of social entrepreneurship that respondents are well aware of and accept.
Society is ready to accept and support social entrepreneurship Strongly disagree
0
Disagree
8
Neither agree nor disagree
37
Agree
35
Strongly agree
24
Total
104 3,72
Average
Social enterprises are reliant on 60
4,50 4,24
4,24
4,13
4,00
50 3,53
3,60
40
3,50 3,00 2,50
30 2,00 20
1,50 1,00
10 0,50 0
0,00 Volunteering
Philanthropy
Corporate social CompetitiveÂness responsibility
Market
Strongly disagree
Disagree
Neither agree nor disagree
Agree
Strongly agree
Average
On the guiding principles in social enterprises corporate social responsibility and volunteerism
are
listed
as
core,
followed
by
philanthropy.
Market
and
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Journal of Innovations and Sustainability (2017) Vol. 3, No 1
competitiveness collect as many neutral responses, ie understanding the importance of social objectives and activities is confirmed again. Respondents indicated that the concept of social entrepreneurship is unknown to the majority of society, and information on social entrepreneurship among business organizations in Bulgaria is insufficient and needs to work systematically and consistently to raise awareness and motivation for the development of social enterprises. The general opinion of the respondents is that social entrepreneurship should be promoted by European programs, strategies for regional and local development and the state policy, and to ensure national funding.
Social entrepreneurship should be encouraged by 90
5,00 4,64
80
4,65
4,64
4,53
4,50 4,00
70
3,50
60
3,28 3,00
50
2,50 40
2,00
30
1,50
20
1,00
10
0,50
0
0,00 State policy
Regional and local strategies
European programs
National funding
Other
Strongly disagree
Disagree
Neither agree nor disagree
Agree
Strongly agree
Average
The question of how it is appropriate to rely on funding provided by the European funds and programs, the national budget and the degree of state intervention, is one of the main discussed by respondents in the following open questions about opinions and recommendations. This is the key moment in the development of social enterprises  reliance on temporary financing or separately and sequentially development towards sustainability. Additions made by some, albeit inaccurate and incomplete, point to the role of civil society, public support, donations and even highlights the need to implement individual approaches.
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The need to raise public awareness of social entrepreneurship has been adopted by respondents in respect of the preliminary versions of the awareness campaigns organized by public authorities or nonÂgovernmental organizations; brochures, books and other materials; TV spots, etc.; informal training. The additional options given by some respondents stress on the importance of social networks and sharing good examples, as it is stated a focus on the most early school education and the need for individual approaches again.
Ways of raising awareness at community level about social entrepreneurship include 120
5,00 4,56
4,54 100
4,09
4,05
4,50
4,33
4,00 3,50
80
3,08
60
3,00 2,50 2,00
40
1,50 1,00
20
0,50 0
0,00 Purposeful information campaigns organized by state authorities
Purposeful Brochures, TV spots and information books and other other campaigns materials promotional organized by materials ngos
NonÂformal trainings
Other
Strongly disagree
Disagree
Neither agree nor disagree
Agree
Strongly agree
Average
Consideration of the most significant barriers to the development of social entrepreneurship focuses on funding opportunities and the lack of government policies pursued by the lack of knowledge and lack of legal structure. Local business environment, credit access, public perceptions, market access and the absence of consultants also solidified their place among the major problems. The additions made focused on the heavy bureaucratic environment, the lack of desire for social entrepreneurship, lack of public interest and a lack of entrepreneurial culture.
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What are the most significant problems / barriers in social entrepreneurship development? 120 4,51
100
3,98
3,89
4,15
3,82
4,13
4,45 3,94
3,89
80 60 40 20 0
5,00 4,50 4,00 3,50 3,09 3,00 2,50 2,00 1,50 1,00 0,50 0,00
Strongly disagree
Disagree
Neither agree nor disagree
Agree
Strongly agree
Average
Among the needs and opportunities to support social enterprises the survey emphasizes on training, funding, legal framework, consulting and entrepreneurial orientation. Good results are also acquired in terms of promoting access to public procurement and inspiration. Among the additions made possible options are those associated with public interest and support, public awareness and change of thinking.
What support do social enterprises need? 120 100
4,49
4,56
4,45
4,13
4,42
4,37
4,49
4,30
80 60 40 20 0
Strongly disagree
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Disagree
Neither agree nor disagree
Agree
Strongly agree
5,00 4,50 4,00 3,50 3,113,00 2,50 2,00 1,50 1,00 0,50 0,00
Average
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Regarding the type of required consultancy services respondents strongly emphasize those in management, financing and participation in financing programs, fundraising, strategic management, legal services and access to markets. Consulting services in the areas of business planning, technology, marketing analysis and participatory leadership also get a good score.
What kind of advisory services are the most needed in social entreprises? 120 4,27
100
4,39 4,00
4,33 3,79
4,13
4,36 3,99
4,26
4,38
80 60 40 20 0
Strongly disagree
Disagree
Neither agree nor disagree
Agree
Strongly agree
4,41
5,00 4,50 4,00 3,50 3,10 3,00 2,50 2,00 1,50 1,00 0,50 0,00
Average
Among the additions are highlighted the role of counselors in training of staff in social enterprises, establishment of contacts and lasting relationships with social partners, opportunities to develop social activities and communications. A very interesting opinion expressed by the representative of the municipal structure that consulting services should be periodic rather than constant, which draws attention to the need to build capacity and achieve selfÂsufficiency in various aspects  economic and governance. Among respondents there is a consensus that specialized training is needed in the field of social entrepreneurship. Vocational training is proving the most appropriate according to the average estimates given by respondents, followed by formal and informal learning. In terms of higher and secondary education fluctuations are larger. The additions made point to the dual education, individual training programs, primary school education.
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Journal of Innovations and Sustainability (2017) Vol. 3, No 1
There is a need of specialized training in social entrepreneurship
Strongly agree
69
Agree
35
Neither agree nor disagree
0
Disagree
0
Strongly disagree
0
0
Average: 4,66 10
20
30
40
50
60
70
80
Assessing the need for training in different areas the respondents’ answers emphasize management, strategic management, business planning, participation in funding programs, finances, fundraising, legal services and access to markets. The need for training in the field of marketing analysis, technology and participatory leadership is valued lower by respondents. The additions are oriented towards the need of training on the very essence of social entrepreneurship, social services, soft skills, ICT and communication skills, psychological trainings.
What kind of education / training is the most suitable according to your opinion? 120
5,00 4,37
100
4,04
4,50
4,27
4,00
3,61
80
3,50 3,11
60
3,00 2,50 2,00
40
1,50 1,00
20
0,50 0
0,00 Formal Higher education education at secondary level
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Vocational training
NonÂformal and informal training
Other
Strongly disagree
Disagree
Neither agree nor disagree
Agree
Strongly agree
Average
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In which fields? 120 100
4,24
4,00
4,32
4,25
3,96
4,31
4,06
4,40
4,18
4,41
4,41
80 60 40 20 0
Strongly disagree
Disagree
Neither agree nor disagree
Agree
Strongly agree
5,00 4,50 4,00 3,50 3,15 3,00 2,50 2,00 1,50 1,00 0,50 0,00
Average
In what kind of institutions? 120 100
4,12
4,46
4,33
4,13
3,65
80 60 40 20 0
Schools in Vocational the secondary schools and education colleges system
Vocational training centers
Universities Organizations providing specialized advisory services
5,00 4,50 4,00 3,50 3,06 3,00 2,50 2,00 1,50 1,00 0,50 0,00 Other
Strongly disagree
Disagree
Neither agree nor disagree
Agree
Strongly agree
Average
On the type of institutions that should provide specialized training in the field of social entrepreneurship the focus in assessing by the respondents falls on organizations offering specialized consulting services and vocational training centers. Higher schools, vocational schools and colleges and secondary schools receive less support, which is in line with the answers to the previous question about the type of education / training. Specific addition to which there are serious grounds are NGOs,
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primary schools (as already noted in some of the previous issues) and training within the organizations themselves.
Through which type of courses? 120
4,50 4,11
3,94
100
4,13
3,95
4,00 3,50 3,05
80
3,00 2,50
60
2,00
40
1,50 1,00
20
0,50
0
0,00 Regular courses Longterm as part of the courses (1 – 6 formal months) education curricula
Shortterm courses (1 – 2 weeks)
Workshops and seminars
Other
Strongly disagree
Disagree
Neither agree nor disagree
Agree
Strongly agree
Average
In what form? 120
5,00 4,49
100
4,50
4,43
4,32
4,02
3,93
4,00 3,50
80
3,04 3,00 60
2,50 2,00
40
1,50 1,00
20
0,50 0
0,00 Fulltime
Parttime
Onthejob training
Ecourses
Blended learning
Other
Strongly disagree
Disagree
Neither agree nor disagree
Agree
Strongly agree
Average
The above estimates made by respondents give reason to make an important point about the importance of vocational training, formal and informal learning, incl. by organizations outside / with main activities outside the formal education system (in particular consultancies) and training in the workplace.
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The importance of informal learning stressed in the answers to the above questions is confirmed and given the highest average score for the workshop and seminars, followed by longterm courses, short courses and regular subjects / disciplines part of the curricula of formal education. In additions it is again underlined the dual education and training in the workplace. Estimates of the form of training are again oriented towards training in the workplace, as well as blended learning, elearning, which replace traditional fulltime and part time, providing high availability and flexibility. The additional remarks referred to the compulsory subjects in social entrepreneurship in formal education, but also to self learning, stressing once again the importance of activities to increase motivation for developing social entrepreneurship and personal motivation for training and development. Answers to questions about the skills required of social entrepreneurs, showed very good and good grades all listed in the following descending gradation: management; teamwork; initiative; communication skills; openness to change; innovativeness; organizational structure and culture; independent decisionmaking; identify new business opportunities; proactivity; volunteer management; assessment and risk management; understanding of the motivations and views of the stakeholders; connection with local communities; cooperation with local authorities and institutions; networking; adaptability; creative thinking in vague problems; defining the problems, opportunities and solutions to create value; participatory leadership; resistance and learning through mistakes; action after analysis; democratic governance; obtaining legitimacy; pursuit of personal fulfillment as a member of a profession that creates value.
Which entrepreneurial skills do social entrepreneurs need?
Strongly disagree
Disagree
Neither agree nor disagree
Agree
Strongly agree
Average
Governance Collaborate in team settings
0
0
2
30
72
4,67
0
0
6
23
75
4,66
Initiative Communication skills Openness to change
0
0
8
26
70
4,60
0
0
2
40
62
4,58
0
0
9
30
65
4,54
Innovation Organizational structure and culture
0
0
11
28
65
4,52
0
0
9
34
61
4,50
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Journal of Innovations and Sustainability (2017) Vol. 3, No 1
Which entrepreneurial skills do social entrepreneurs need? Autonomous decision making Identify new business opportunities
Strongly disagree
Disagree
Neither agree nor disagree
Agree
Strongly agree
Average
0
0
11
31
62
4,49
0
0
14
30
60
4,44
Proactiveness Volunteer management Assess and manage risk Understand the motivations and perspectives of stakeholders Relation with local communities Cooperations with local authorities institutions
0
0
13
32
59
4,44
0
0
13
34
57
4,42
0
0
17
28
59
4,40
0
0
17
30
57
4,38
0
0
11
42
51
4,38
0
0
11
44
49
4,37
Networking
0
0
14
39
51
4,36
Adaptability Apply creative thinking to ambiguous problems Define problems, opportunities, and solutions in terms of value creation Participatory leadership Persist through and learn from failure
0
0
20
28
56
4,35
0
0
20
30
54
4,33
0
0
20
36
48
4,27
0
0
26
27
51
4,24
0
0
23
36
45
4,21
Act upon analysis Democratic governance
0
1
23
34
46
4,20
0
0
23
38
43
4,19
Legitimacy gain Pursue personal fulfillment as a member of a profession that creates value
0
0
29
35
40
4,11
0
0
31
35
38
4,07
Asked whether the respondents determine themselves as part of a social enterprise (20% of respondents answered positively, but only 2% identified themselves as social enterprises at the beginning of the questionnaire) and the explanations also show a misunderstanding / nonÂacquaintance of the essence of social enterprise and confusion of the concepts of "social entrepreneurship", "social enterprise", "social 24 |
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responsibility" and "charity". This shows that for the development of the concept of social entrepreneurship primarily approaches and tools for information and acquiring knowledge are needed.
Are you involved in a social enterprise?
21; 20%
83; 80%
yes
no
Are you interested in the development of social enterprises? Strongly disagree
1
Disagree
0
Neither agree nor disagree
19
Agree
23
Strongly agree
40
Total
83
Average
4,22
Additional explanations: - Completely disagree • I am not interested - Neutral • I am not an entrepreneur but a public officer. • I am satisfied with the current career. • As an idea I think it is good, but difficult to implement at this stage in Bulgaria. • Our country is not developed enough in terms of social entrepreneurship. • I do not observe much public support. • I do not think the public would support such an initiative. • I have no interest.
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Journal of Innovations and Sustainability (2017) Vol. 3, No 1
• People tend to exhibit social responsibility when they themselves are in good (stable) financial condition • I'm not sure that our society has reached the awareness and adoption of social entrepreneurship. - Agree • People must have confidence and perspective. • I believe that social enterprises are need from the point of view concerning people with disabilities and the requirements of employers participating in the labor market because they will pursue primarily social objectives, rather than profit from operations, it may be reinvested in similar activities, employing other people from the abovementioned group. • These are companies that will do business, but it will be aimed at vulnerable groups who have a need for a special kind of support. This is a long, purposeful and socially relevant activity that is not intended solely to make a profit of 100%, but rather through the development of a social enterprise they will seek to overcome the social exclusion of certain population groups. • Social enterprises are a structural element (attribute) of local, regional and national systems in the country. Development of social enterprises is a major segment of the new demographic policy in the country's policy to stabilize the urban network as the primary regulator for reducing and limiting inequalities. Social enterprises should be structured at local, regional and national levels. It is imperative to establish regulation and modeling of functional and spatial structure of social enterprises. Regulatory functions of social enterprises should be provided to government institutions and regional government bodies in the country. • Social enterprises develop business in order to achieve social impact and solve various social problems of the community and certain social disadvantaged groups. • Social entrepreneurship requires a broad public support. This means that most of the companies need to develop also a social activity. • In recent years, the social element is increasingly developing into a large part of the business organizations. • Opportunities for socialization of disadvantaged people. • I start with monthly distribution of vouchers. Development of social activities increases the motivation of workers. • I want to contribute to improving the lives of disadvantaged people. • Worldwide social policies already have a priority. Such is the trend in Bulgaria too.
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• I'm thinking of the possibilities of applying flexible working hours, namely: load workers in active period and freer regime in unloaded and the payment will strive to be uniform throughout the year. • There is potential, but I'm not sure how Bulgarian society is ready to support this type of business thinking and logic. • It is a development of the society of a higher level. • I think that their activities can assist needy in mastering foreign languages. This will expand their options for social and professional development. • This is the way to show the own attitude towards the integration of socially disadvantaged and smart development of society. - Completely agree • I am a consultant with extensive experience in entrepreneurship and I can help the development of social enterprises. • Social entrepreneurship is an area that should be developed in order to provide a suitable environment for social rehabilitation of disadvantaged persons. • Some of our members are cooperatives, and they are structures that help its members. • Social enterprises have a collective governance and solve various social problems. They provide employment for the disadvantaged /disabled, minorities and others/ or provide training and development of labor skills. • I work in a cooperative. • I work in an agricultural cooperative. • I have been working for eight years in an agricultural cooperative. • Everyone should contribute to the development of society. Social activities are required for this development, and the state cannot cover all those in need. I think that social entrepreneurship is a step towards a better functioning and evolving society. • I think it is important to improve living conditions in Bulgaria. • As a physician, I find it important to damp part of the profits to charity or public concern. • Responsible business development. • Good business practice. • Opportunities for sustainable business development. • It can help integration. • It creates opportunities for social inclusion of disadvantaged people.
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• The ideas for the development of social enterprises are very good. • I have an opportunity to secure a job and a place to live the needy. Part of the profits will go to cover their bills for electricity and water. This project I has been thinking on for two years and I think I will implement it by September 2016. • I believe that social entrepreneurship is a good idea and it balances the pursuit of profit with the opportunity to help the community and the society as a whole. • A good business practice. • Development of society. • I have an interest. • It is useful to society. • Opportunities for responsible business. • An opportunity for real change in the Bulgarian society. • An opportunity to integrate people with disabilities. • Integration. • Improving the quality of life in Bulgaria. • I believe that with small investments in the field of social entrepreneurship we can achieve significant change in the quality of life for people with disabilities. • I support the idea of social entrepreneurship and its contribution to sustainable development. • This is a social responsibility.
Taking into account the interest shown by respondents (18% neutral and only one dissenting) to the development of social enterprises it can be concluded that the respondents are generally quite emotional and biased to the question, proceeding from the accepted societal benefits, but expressed clear opinions that society as a whole is not ready to accept and support social entrepreneurship personal opinions, expressed in the most part as biased and influenced by previous experience, gave a reflection on the psychology and mindset.
Additional comments and recommendations The analysis of the questionnaires provides an opportunity to summarize the recommendations to promote social entrepreneurship in several thematic areas: conceptual base and value system, regulatory framework and institutions, support, models, training, cooperation. The respondents underline the following:
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Benefits • an opportunity to develop socially engaged business; • a good opportunity for helping people in need; • satisfaction with the work done. Remember that it is about human beings needing praise, support and encouragement. The human resource is the greatest wealth in all areas; Disadvantages • insufficient information on social entrepreneurship among business organizations in Bulgaria. We need to work systematically and consistently to make the essence of social enterprise among managers in different organizations; • the basic idea of social entrepreneurship is unknown to the majority of society; Needs • firstly to have a desire to develop social work / social entrepreneurship; • a system of values, a desire for selflearning; • responsiveness and competence in the field of social work; • inner conviction and a willingness to develop social enterprise activities. If a law or some other order imposes it, social entrepreneurship can not achieve desired results; • social
entrepreneurship
requires
a
positive
attitude
towards
employees,
particularly those with problems of a personal nature; • attitude and the desire to develop social entrepreneurship; • it requires a higher development of the society to realize its social responsibility to certain people; • social business needs public support to be able to enter into all spheres of the economy; Recommendations • a unified understanding of the essence of social entrepreneurship, social enterprises, social economy, etc. Many often different concepts are confused due to ignorance of the theoretical and legal basis, ie there is a need of information and training activities, also motivational and encouragement; • competencies for social entrepreneurship; • development of social ideas; • every social entrepreneur should have social culture too. This is the first condition for the correct direction of development of social enterprises;
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• ivesting resources for improving infrastructure will enable a considerable group of people in disadvantaged and disabled to be employed. These people mostly work hard and bring good profits to the entrepreneur; • government policies supporting initiatives for social entrepreneurship; • to establish it as a national policy; • It is better to turn to the "best practices" worldwide; • must include the state (municipal) and private structures; • everyone should show social responsibility, therefore everyone must develop and social entrepreneurship; • It should be the future of the entrepreneurship.
Opinions on social entrepreneurship • Many customers in the social sphere have problems with socialization and integration into society. They have a low social competence, reduced communication capabilities and they are not able to present due to low selfconfidence and self esteem. Given these characteristics, they are difficult to integrate in any environment, but especially in employment, which include many personal qualities, characteristics and skills. In this regard, people of different target groups face serious difficulties in finding and keeping work. They have a need for support in the initial period of employment. Given that it is appropriate at the start of work they have secure /supported/ workplaces. During the work to feel supported and to develop their skills "on the field". Otherwise social work would have no effect, as would their employment too, without social work to increase selfesteem and empowerment. • It is more important to enable each person to fight for a living than to give him alms in order not to starve to death. • It is not very appropriate to assist financially the needy, the better option is to enable them to develop their own livelihood (to provide them with work). • Social enterprises contribute to social integration of people with special needs. They form in them the knowledge and skills needed to cope with their daily activities contributing to overcoming social exclusion. • Social entrepreneurship gives a motive for development of not only the poor, but also brings moral satisfaction of entrepreneurs. • The “giving” employer always gets over. • Social entrepreneurship is a concept that brings revenue equivalent to businesses that do not develop social activities. Workers from social institutions for the most
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part are highly motivated to show their capabilities and prove themselves as good workers. • When developing social activities in enterprises, motivation of employees increases. Hence, the production results are higher. • This is the most direct link between the business and the social assistance (development of social activities). • Organizations do not have enough information on opportunities to build working environment for people with disabilities through funding from European funds. • It is not necessary all the profits to be invested in a social activity, but it is good at least part of the profit to give to such. • Congratulations on the initiative committed with this project. There is a need for such activities to build the necessary capacity.
Recommendations to promote social entrepreneurship Conceptual base and value system • a unified understanding is needing of the essence of social entrepreneurship, social enterprises, social economy, etc. Many often different concepts are confused due to ignorance of the theoretical and legal basis, i.e. there is a need of information and training activities, also motivational and encouragement; • everyone should show social responsibility, therefore everyone must develop social entrepreneurship; • It should be the future of the entrepreneurship. Regulatory framework and institutions • It needs to establish itself as a national policy; • government policies supporting initiatives for social entrepreneurship needed; • it must include the state (municipal) and private structures; • A change in the regulatory framework to determine the status of social enterprise and how its funding. If you rely on local budgets things will not happen. Municipalities have no financial resources. They can cede land, premises and support social enterprises with legal and expert advice by its employees. • We need a law on social entrepreneurship; it is necessary to link social entrepreneurship with social services in order to have maximum impact on society; the inclusion of people in social enterprises should be strictly specialized and aiming to maximize benefits for society child care, for family, for people with health problems, i.e. social effect is the leading one /prevention of abandonment,
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reintegration of child, integration of people with special needs/ and the second is economic. Wide public scrutiny and transparency of the social enterprise. • Social ministry to open a department to deal only with social enterprises and supporting social entrepreneurship. Support • The development of cooperatives as a form of social enterprises can be achieved only through greater government support and funding. • To enter in a widespread manner, social entrepreneurship in Bulgaria needs to change employers' attitudes towards the disadvantaged and those in need of social support. • It must cover young people around the idea of social entrepreneurship. • In the idea of social entrepreneurship to involve owners of the largest industrial enterprises in the country. They have many great opportunities to work in this field. • Regarding the development of social entrepreneurship in Bulgaria state and local government can only facilitate the process, but the initiative must come from the private sector. Models • I think the better option is each company to develop social activities, albeit in a smaller scope, rather than relying on fewer but larger social enterprises. • It is better to turn to the "best practices" worldwide; Training • competencies for social entrepreneurship; • development of social ideas; • each social entrepreneur should have social culture too. This is the first condition for the correct direction of development of social enterprises; • The establishment of a value system should start from an early age. Thus the desire for development of social entrepreneurship will be manifested as a necessity, as a mandatory element of the business organization. • In the training of social entrepreneurs in Bulgaria it is good to be also considered "the best practices" in this field worldwide. • To provide training in specific programs, events, etc., in which participants can join receive information, experiences and a result in their development. Cooperation • The state, local governments and private producers to unite and create links among themselves on supporting the development of social entrepreneurship.
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• Social entrepreneurs to unite in associations by exchanging experiences and ideas.
CONCLUSION The pursuit of social initiatives and awareness of personal responsibility among respondents is commendable, but the responses highlight the need for raising awareness, acquiring knowledge, skills and competences for the development of social entrepreneurship. Moreover, in this regard the need for consulting services is undeniable, and the role of consultants and consultancy organizations to promote social entrepreneurship. The study presented in the report provides important implications on the state of the social entrepreneurship and ways of its encouragement putting a special accent on the needed support and the role of training and advisory organizations in building capacity.
ACKNOWLEDGMENTS The report is prepared by Prof. Nelly Bencheva, Prof. Venelin Terziev, Assoc. Prof. Milena Tepavicharova, Assoc. Prof. Keranka Nedeva, Chief Assist. Prof. Teodora Stoeva and Assist. Prof. Ekaterina Arabska under the Erasmus+ Strategic Partnerships Project entitled SESBA: Social Enterprise Skills for Business Advisers (2015-1-EL01-KA202014097), funded with the support from the European Commission. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
REFERENCES Bencheva, N., Terziev, V., Tepavicharova, M., Nedeva, K., Stoeva, T., Arabska, E. (2016). Research Report about the status of Social Entrepreneurship in Europe and how the status can be enhanced: National Report for Bulgaria. SESBA: Social Enterprise Skills for Business Advisers (20151EL01KA202014097).
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Journal of Innovations and Sustainability
Volume 3 Number 1 2017
Research on Additional Qualifications which Business Advisors Would Require in Order to be Able to Support Social Entrepreneurship: a Project Report’s Presentation Ekaterina Arabska1 Innovations and Sustainability Academy – Plovdiv, Bulgaria
Abstract Research report about the additional qualifications which business advisors would require in order to be able to support social entrepreneurship in Bulgaria is developed in accordance with the elaborated under the SESBA project (Social enterprise skills for business advisors) methodology foreseeing secondary data analyses and collection and analyses of primary data. Job profiles of business advisors of social enterprises are presented on the basis of published announcement for job positions in organizations providing business consulting to social enterprises by some organizations out of the country because of the very low development of those activities on the national level. Existing qualifications, skills and further needs are presented in the context of the European qualification framework for lifelong learning (EQF) and its application into the Bulgarian environment. The main shortcomings in the EQF application are analysed and the significance of provision of trainings under the project is supported by the conclusions made. In addition, a primary research is conducted results of which support the main thesis of the need of specialized qualification and support to social enterprise business advisors. Key words: social enterprise, social entrepreneurship, business advisor, qualification.
1
Corresponding author:
Assoc. Prof. Ekaterina Arabska, Ph.D. Innovations and Sustainability Academy – Plovdiv, Bulgaria Email: katya.arabska@gmail.com
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INTRODUCTION The discussions on the need for business support from social entrepreneurs, the ways of exploitation of business support, its supply and influencing factors, as well as ways of developing demand predispose to the conclusions on the requirements to business advisors providing services to social entrepreneurs and ways for effective support to social enterprises. The focus is on the need to establish a system of support – regulated, organized and coordinated, in which networking and capacity building are of special importance. The questions’ answers presentation and analyses on the difficulties, gaps and needed trainings discussed during the interviews in the field research provide important implications on the next project activities and the approaches in sector encouragement. Specialized trainings in social entrepreneurship and advisory tools provided for business advisors are considered to be oriented towards acquisition of knowledge, skills and competences in the field of management and communication with a specific focus on social entrepreneurship, social innovation and soft skills. This is possible through purposeful planning activities of coming trainings under the project and preparation of training materials which to assure the learning outcomes and quality provision considering training needs determined and the modern methods and approaches in training provision as part of the concept of lifelong learning.
JOB PROFILE OF BUSINESS ADVISORS Because of the variety of duties and tasks in business advisory services it is reasonable to discuss different job profiles. Below we will provide information on the job profiles of business advisors in different categories which are linked to the existing qualifications and training needs: - Manager of a business advisory entity - Coordinator in a business advisory / Program manager - Senior business advisor / Promoter - Junior business advisor It is important to note that for all of them we would predominantly discuss training needs in terms of lifelong learning and vocational training. For presenting the job profile of business advisors we will refer to some job descriptions (announced as free positions in social enterprise business advisory organizations) which will be considered in the different job profiles as mentioned above. It should be noted however that they should be treated as “nested” and
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responding to a common person specification. All this implies approaches of team work and projectbased work. Person specification2 Strong operational skills; Good decision making skills and sound judgment; Excellent interpersonal skills; Entrepreneurial – can spot opportunities; Comfortable networking and representing the organization; Highly organized; Excellent written and verbal communication skills; Delivering projects and tasks on time; Self motivated/self starter/can work on own initiative; Be able to facilitate meetings; Able to demonstrate commercial awareness; Running a business or enterprise; Able to establish good links with local business communities; Able to juggle multiple priorities and deadlines; An understanding of the social enterprise; Analytical and critical reasoning skills; Creative approach to problem solving – able to think laterally; IT literate.
Manager of a business advisory entity3 Purpose of job: organization and management of the activities of the consultancy organization. Key tasks Strategic decision making in the consultancy organization; Developing and implementing plans to create social enterprises; 2
Adapted with modifications from: Job description
<http://www.selwoodhousing.com/PDFs/Community%20enterprise%20adviser%20JD.pdf> 3
Adapted with modifications from: Job descriptions:
<http://www.selwoodhousing.com/PDFs/Community%20enterprise%20adviser%20JD.pdf>, <http://www.mwakilishi.com/sites/default/files/K212100020001BusinessAdvisor.pdf>, http://www.socialtraders.com.au/_uploads/_ckpg/files/SE%20Advisor%20Position%20Description_M EL%202014_FINAL.pdf, JOB DESCRIPTION: Business Advisor Blue Orchid <www.blueorchid.co.uk/.../BO115JOBDESCRIPTIONCommunityMarketingandE...>
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Representing the consultancy organization within the community. Taking the lead on the consultation, advice and facilitation of problemsolving with a number of social enterprises; Participating and organizing trainings, workshops, facilitating some group discussion and feedback; Human resources management; Evaluating business models, plans and other written deliverables in order to provide feedback and advice to resolve critical issues; Key capabilities Strong analytical skills and an understanding of business fundamentals and financial statements; An ability to work collaboratively with a diverse group of social enterprises, colleagues, business mentors and partners to achieve outcomes; A high level of understanding of community issues and an affinity with social enterprise; Effective time management, planning and organisation skills; The ability to present effectively to large groups and articulate clear messages; A capacity to problemsolving in a business context and generating ideas for innovation and improvement; Resourcefulness, strategic thinking, creative problem solving and basic financial management skills; Interpersonal skills that recognise differences of opinion and enable resolution of conflict in group settings; Excellent communication skills, verbal and written; Solid understanding and/or experience of social enterprise and/or small business. Essential requirements towards qualification and experience Degree in Business, Economics, Marketing, Finance, Human Resources or related field / desirable: MBA with focus on social entrepreneurship, small business and/or Certificate in Project Management, Leadership, Communication, or similar; Proven ability to follow through on objectives and produce timely results with little supervision; Experience working in an entrepreneurial environment or as an owner/manager of a small business; Experience in training, teaching or mentoring role; Experience in management, marketing, market research and sales;
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Experience in project evaluation and conducting monitoring activities; Experience in innovative product development; Experience leading organizational development activities.
Coordinator in a business advisory / Program manager4 Purpose of job: to work with, and effectively manage, a portfolio of clients participating on a variety of funded/sponsored schemes, programmes and initiatives, to aid and support them in the establishment and sustainability of their own businesses. Key tasks: Lead a team of business advisors; Provide advice, guidance and counselling; Assist in the preparation of a business plan and cash flow forecast, and assist and support applications for funding. Promote the company by developing networks with outside agencies whilst, at all times, acting in the best interests of the company. Make presentations and deliver training sessions, both inplace and externally, to clients. Ensure accurate processing and completion of documentation relating to claim paperwork, ensuring that compliance with contractual obligations are observed in full and submitted within the required time constraints. Undertake specific projects as defined and agreed with the manager of the company. Key capabilities Maintain and update all quality procedures relating to client files and records in line with the requirements, audits (internal and external) and contractual compliance; Ensure work, at all times, conforms to the procedures and standards laid down in the company procedures manual; Manage client caseloads effectively to maximise the income potential for the company ensuring that outcomes are submitted and processed within specified claim period;
4
Adapted with modifications from: Job description: Business Advisor Blue Orchid
<www.blueorchid.co.uk/wpcontent/.../BO118BusinessAdvisorJobDescription.doc>
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Undertake training and development with the manager, to develop job skills and knowledge leading to continuous personal development, assisting the attainment of personal and company objectives; Good presentation and communication skills; Be able to work under pressure and have the ability to adapt to changing circumstances. Essential requirements towards qualification and experience Degree in Business, Economics, Marketing, Finance, Human Resources or related field/ desirable: MBA with focus on social entrepreneurship, small business and/or Certificate in Project Management, Leadership, Communication, or similar; Knowledge of approaches to marketing services to aspiring, new and micro businesses; Knowledge of the local business support arena; Experience working in an entrepreneurial environment; Experience of working to meet targets and deadlines; Experience of working with aspiring, new and existing small businesses (including Voluntary / community and Social Enterprise Sector) in a support / advisory role and / or experience of setting up and running own business; Practical experience of business functions.
Senior Business Advisor / Promoter5 Purpose of job The role of Senior Business Advisor is intended to be adaptable, to enable communities to respond flexibly to the evolving funding and programme context; The delivery of social and/or micro enterprise advice and support services; To effectively engage communities in social enterprise activities, community development and regeneration processes; Working as part of the team to achieve the diversification of the services provided; Tendering (in conjunction with other staff) for pieces of consultancy/fee paying work, designing and delivering contracts. This complex role will require an ability to deliver technical advice and support as well as the capacity to operate and influence at a more strategic level.
5
Adapted with modifications from: Social Enterprise Adviser JD Plymouth Social Enterprise Network
<plymsocent.org.uk/wpcontent/uploads/2015/03/SocialEnterpriseAdviserJD.docx>
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Key tasks – technical support could be divided in specialized fields in order to distinguish between “different types” of advisors specialized in different fields, e.g. project management, marketing, finance, etc. 1. Social and micro enterprise support: To build the capacity of entrepreneurs and communities to develop viable enterprises and collaborative solutions to local needs, directly through the provision of information, support and training. In particular, to promote and advise on the development of the social enterprise model as an appropriate business model for the provision of sustainable local services and jobs, and for enabling social inclusion and cohesion. 2. Contract Delivery: Helping to deliver pieces of consultancy work. From designing and quoting to delivering the contract ‘on brief, on time and on budget’ 3. Delivering the organization’s vision: Working alongside staff and external agencies in order to deliver the vision of dynamic communities shaping their own futures; addressing disadvantage, developing and improving the quality of life and vibrancy of communities. 4. Community work and regional development: To assist communities with community empowerment techniques and the assessment of local need to help foster economic regeneration. 5. Project Development / Delivery: To foster, and at times, to take a lead role in developing and delivering community development and regeneration projects. 6. Project Management: Manage all aspects of project delivery including project budgets and other project staff as may be required. 7. Policy & Programmes: To keep abreast of current issues, trends and developments, locally and nationally, and give rise to needs and opportunities for the community and social enterprise development. 8. Representation: To represent and promote the work of the consultancy organization, and in particular advisory services with the funders, potential funders, statutory bodies, business and voluntary sector organisations, partners and communities. 9. Technical Support: To provide technical support to other public and voluntary sector agencies including the development of networks and forums to assist in all the above. 10. Other Duties: To perform other duties as requested by the manager. 11. All Staff Duties: To prepare and assist with reports, articles, and monitoring and evaluation. To attend staff and other internal meetings of the consultancy organization as required.
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Key capabilities An understanding of community engagement and community led regeneration processes. A good understanding of social and community enterprise principles and organisational models. An understanding of the potential for voluntary organisations to transition into community enterprises. Ability to manage information, draft project proposals and contracts Ability to prepare reports, and communicate with clarity to a wide range of audiences. Practical design and delivery of training. Competent information technology skills, able to operate with a minimum of secretarial support. Awareness of equality and diversity issues. Awareness of relevant agencies, voluntary sector networks and the legislative and policy frameworks. Developing and sustaining networks and partnerships; Excellent communication and interpersonal skills (verbal and written), with the ability to speak and train to small and large groups; Good casework management and administrative skills with the ability to work effectively with the other team members; Flexible, proactive, and solution orientated approach to problem solving; Ability to take on multiple tasks and see all through to finish; An understanding of the voluntary and community and enterprise sectors; An understanding of the needs of an entrepreneur and enterprise organizations. Essential requirements towards qualification and experience Relevant qualification to degree level or equivalent in a business related area such as business studies, marketing, digital marketing, finance, innovation or human resources / desirable: Qualification and/or experience in the area of business coaching, mentoring and/or supporting the development of small businesses or social enterprises. Knowledge and understanding of key areas involved in starting up a business; Knowledge and experience of preparing funding applications. Experience in a business development or customer centered professional role; Experience of working in disadvantaged areas;
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Proven track record in the delivery of social enterprise advice and training provision; Experience of using interactive media for training and presentations;
Junior Business Advisor6 Purpose of job: Supporting the senior advisors, coordinator and manager to work effectively and efficiently in the day to day activities involved in their roles; Provide business advice and mentoring; Assist clients with the development of their business plans; Assist in promotion of an enterprise culture in the organization and with customers; Assist in strategic review and planning of enterprise supports activities; Contribute to the timely and accurate customer information. Key tasks Understand, and work towards, the goals and values of the company; Develop and maintain good working relations with work colleagues based on mutual respect, enthusiasm, involvement and commitment. Actively promote all activities that will contribute to the continuing growth of the company. Recognise, explore and bring to the attention of management, opportunities and areas for future company development. Help any colleague whenever possible to ensure that the company maintains its advantage over the competition. Undertake any other reasonable duties as required by the needs of the business. Key capabilities Presentation skills. Good planning and organisational skills. Exceptional customer service and interpersonal skills. Excellent written and verbal communication skills. Strong planning, organisational and time management skills. Knowledge and appreciation of key legislative issues impacting on business start ups, 6
Adapted with modifications from: Job specification of enterprise support advisor role
<http://www.terenureenterprise.ie/uploads/EnterpriseSupportAdvisorSpecification2015.pdf>
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Good IT skills and ability to manipulate, prepare and analyse financial forecasts, including understanding of Cash Flow, Balance sheets, etc. Managing a complex and demanding workload. Commercial acumen. Essential requirements towards qualification and experience Relevant qualification to degree level or equivalent in a business related area such as business studies, marketing, digital marketing, finance, innovation or human resources; Employment background in community engagement; Experience of project management;
Common profile Purpose of Job: to work with, and effectively manage, a portfolio of clients participating on a variety of funded/sponsored schemes, programmes and initiatives, to aid and support them in the establishment and sustainability of their own businesses. Supporting business planning, business development and management; Project management; Training, and coaching or mentoring. Key tasks – implies the needed knowledge on social enterprises and social entrepreneurship increases awareness of social enterprises; supports investmentready social enterprises from start up; liaise with enterprises in an ongoing advisory role to facilitate development; critically evaluate business models and plans in order to identify gaps and resolve issues; provide training and support to individuals in planning and developing micro enterprises and employability skills; influences public policy around social enterprise and gains recognition for their social and economic benefits. Key capabilities – implies the needed skills to work with social enterprises Strong work ethic, flexibility and patience; Able to motivate and bring people together; Ability to contribute to change and continuous improvement processes;
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Ability to relate to people from a wide range of personal and intellectual backgrounds; Ability to project a professional image – in approach, attitude and appearance; Excellent interpersonal skills, energetic and enthusiasti; Ability to empathise – (ability to create and inspire trust in clients; interest in welfare of others); Flexible – able to manage own time and workload effectively; Excellent customer service skills (internal and external customers); Self motivated. Experience – implies the needed competences Working in an unpredictable environment to manage different activities and projects, taking responsibility to meet targets and deadlines. Working with aspiring, new and existing small businesses (including voluntary / community and social enterprise sector) in a support / advisory role and/or experience of setting up and running own business. Autonomy in managing business functions. Understanding the local business support arena. A high level of understanding of community issues and an affinity to social enterprises.
EXISTING QUALIFICATIONS, SKILLS AND FURTHER NEEDS Bulgarian educational system is developing in compliance with the application of the European qualification framework for lifelong learning and is targeted to the acquisition of competences. Discussing the approach based on competences, first of all some definitive terms should be clarified in order to have common and comparable understandings, as provided in the European Qualifications Framework (EQF) for lifelong learning which emphasizes the results of learning. Learning outcomes are specified in three categories – knowledge, skills and competence, are considered in terms of what learners should know, understand and be able to do after finishing relevant training (Table 1). Qualifications embrace a number of learning outcomes as theoretical knowledge, practical skills, technical skills and social skills.
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Table 1. Definitive terms in the EQF for lifelong learning Qualification
Learning outcomes
Knowledge Skills
Competence
A formal outcome of an assessment and validation process which is obtained when a competent body determines that an individual has achieved learning outcomes to given standards Statements of what a learner knows, understands and is able to do on completion of a learning process, which are defined in terms of knowledge, skills and competence The body of facts, principles, theories and practices that is related to a field of work or study The ability to apply knowledge and use knowhow to complete tasks and solve problems. Skills could be divided in cognitive (involving the use of logical, intuitive and creative thinking) or practical (involving manual dexterity and the use of methods, materials, tools and instruments) The proven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in professional and personal development. Competence is described in terms of responsibility and autonomy.
In order to provide an effective training and learning process a set of learning outcomes should be determined. The process has a twofold result – for trainers (learning outcomes inform about the training goals’ set) and for trainees (learning outcomes provide a reference of development). Furthermore, the EQF defines eight levels (Table 2) by a set of descriptors as indications of relevant learning outcomes for the corresponding level and thus providing a comparable framework for national qualifications systems. Table 2. Descriptors defining levels in the European Qualifications Framework (EQF)7 EQF Level
Knowledge
Skills
Competence
In the context of EQF, skills are described as cognitive (involving the use In the context of EQF, In the context of EQF, of logical, intuitive and competence is described in knowledge is described as creative thinking), and terms of responsibility and theoretical and/or factual practical (involving manual autonomy dexterity and the use of methods, materials, tools and instruments) Level 1
Level 2
7
Basic general knowledge
Basic skills required to carry out simple tasks
Work or study under direct supervision in a structured context
Basic factual knowledge of a field of work or study
Basic cognitive and practical skills required to use relevant information in order to carry out tasks and to solve routine problems using simple rules and tools
Work or study under supervision with some autonomy
Descriptors defining levels in the European Qualifications Framework
(EQF)<https://ec.europa.eu/ploteus/en/content/descriptorspage>
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Knowledge
Skills
Competence
A range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information
Take responsibility for completion of tasks in work or study; adapt own behaviour to circumstances in solving problems
Level 4
Factual and theoretical knowledge in broad contexts within a field of work or study
A range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study
Exercise selfÂmanagement within the guidelines of work or study contexts that are usually predictable, but are subject to change; supervise the routine work of others, taking some responsibility for the evaluation and improvement of work or study activities
Level 5
Comprehensive, specialised, factual and theoretical knowledge within a field of work or study and an awareness of the boundaries of that knowledge
A comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problems
Exercise management and supervision in contexts of work or study activities where there is unpredictable change; review and develop performance of self and others
Advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialised field of work or study
Manage complex technical or professional activities or projects, taking responsibility for decision making in unpredictable work or study contexts; take responsibility for managing professional development of individuals and groups
Level 3
Knowledge of facts, principles, processes and general concepts, in a field of work or study
Level 6
Advanced knowledge of a field of work or study, involving a critical understanding of theories and principles
Level 7
Highly specialised knowledge, some of which is at the forefront of knowledge in a field of work or study, as the basis for original thinking and/or research Critical awareness of knowledge issues in a field and at the interface between different fields
Specialised problemÂsolving skills required in research and/or innovation in order to develop new knowledge and procedures and to integrate knowledge from different fields
Manage and transform work or study contexts that are complex, unpredictable and require new strategic approaches; take responsibility for contributing to professional knowledge and practice and/or for reviewing the strategic performance of teams
Knowledge at the most advanced frontier of a field of work or study and at the interface between fields
The most advanced and specialised skills and techniques, including synthesis and evaluation, required to solve critical problems in research and/or innovation and to extend and redefine existing knowledge or professional practice
Demonstrate substantial authority, innovation, autonomy, scholarly and professional integrity and sustained commitment to the development of new ideas or processes at the forefront of work or study contexts including research
Level 8
Each of the 8 levels is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any system of qualifications
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Lifelong learning means “continuous development and improvement of the knowledge and skills needed for employment and personal fulfillment through formal and informal learning opportunities” based on the four pillars of education for the future (Table 3) encouraging “creativity, initiative and responsiveness in people thereby enabling them to show adaptability in post-industrial society through enhancing skills to: manage uncertainty; communicate across and within cultures, sub-cultures, families and communities; negotiate conflicts. The emphasis is on learning to learn and the ability to keep learning for a lifetime” – learning to know, to do, to live together and with the others and learning to be (Chiţiba, 2012). Table 3. The four pillars of education in the future Learning to know:
mastering learning tools rather than acquisition of structured knowledge
Learning to do:
equipping people for the types of work needed now and in the future including innovation and adaptation of learning to future work environments
Learning to live
peacefully resolving conflict, discovering other people and their cultures,
together, and with
fostering community capability, individual competence and capacity,
others:
economic resilience, and social inclusion
Learning to be:
education contributing to personal development: mind and body, intelligence, sensitivity, aesthetic appreciation and spirituality
Main challenges for lifelong learning process are: inducement of informal learning opportunities; stimulation of selfmotivated learning; acceptance of selffunded learning; stimulation of universal participation to the learning process (Chiţiba, 2012). In lifelong learning the learner is at the core of the learning process (Table 4). Table 4. Lifelong learners at the core of the learning process Lifelong learners:
plan their own learning assess their own learning are active rather than passive learners learn in both formal and informal settings learn from their peers, teachers, mentors etc integrate knowledge from different subject areas when required use different learning strategies for different situations
Source: Coúkun, Y. D., Demirel, M. (2010). Lifelong learning tendency scale: the study of validity and reliability. Procedia Social and Behavioral Sciences 5, pp. 2343–2350, citing Knapper and Cropley (2000).
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Table 5. Various forms of learning Formal learning consists of learning that occurs
Non-formal learning consists of learning
within an organized and
embedded in planned activities
structured context (formal
that are not explicitly
education, incompany
designated as learning, but
training), and that is designed
which contain an important
as learning
learning element such as
may lead to formal recognition
vocational skills acquired at the
(diploma, certificate)
workplace
an intentionally planned
forms by intentionally planned
learning activity
activities
Informal learning defined as learning resulting from daily life activities related to family, work or leisure often referred to as experiential learning and can, to a degree, be understood as accidental learning nonintentional with no planning
Source: Laal, M. (2011). Lifelong learning: What does it mean? Procedia - Social and Behavioral Sciences 28, pp. 470 – 474.
Among the many challenges for lifelong learning in contemporary societies along with the most general ones as financial, demographic, technological, social, environmental and democratic, the following could be mentioned: “better bridging among levels and learning settings; considering the need to maintain skills throughout life; considering financial issues to bring the discourse more decisively into policy discussion, and exploring the social dimension of learning” (Laal & Laal, 2012). What is important for learners are learning how to learn and the ability to organize and direct their own learning skills. The results are presented by learning outcomes as knowledge, skills and competences (Fig. 1).
Input
Process
Output
Basic knowledge
Methods and approaches
Learning outcomes
Fig. 1. The new educational paradigm of competencebased learning
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National strategy for lifelong learning 201420208 sets out the strategic framework of the state policy in education and training during the next program period according to the global goals put on the European level for smart, inclusive and sustainable growth as a response to all emerging challenges in regards to the social inclusion and economic growth. It accepts the definition of lifelong learning, as used in the EC Memorandum on lifelong learning (2000): “all purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills and competence”, and covers all forms of education, training and learning outlining content, forms, environment and interactions among all the parties: learners; training providers; employers, trade organizations, labor unions, civil society organizations; regions, municipalities and local communities; governmental bodies as ministries and agencies, etc. according to the new scope of learning in conditions of quality assurance, transparency and comparability (Table 6 and 7). Table 6. National strategy for lifelong learning 20142020 strategic priorities Priorities
A step forward to a new
Impact areas
educational approach and innovations in
lifelong learning;
education and training;
Increasing the quality
Applying a comprehensive approach to enhancing the educational achievements and reducing the share of early school leavers;
Enhancing the quality of school education and training towards
Ensuring the
attainment of the key competences, improving the learners’
educational
achievements and personality development;
environment for equal
Ensuring the conditions for expanding the scope and enhancing the quality of preschool education and training;
of education and training;
Ensuring the conditions for transition to a functioning system for
Increasing the attractiveness and improving the quality of
access to lifelong
vocational education and training to ensure employment and
learning and for active
competitiveness;
social inclusion and
Modernizing the higher education;
active citizen
Development of opportunities for nonformal and informal
participation;
learning for personal and professional progress. New
Promoting education
opportunities for good quality of life following the working career’s
and training aligned to
end;
the needs of the economy and changes
Coordinating the interaction among stakeholders in the implementation of the lifelong learning policy
on the labour market
8
National strategy for lifelong learning for the period 2014 – 2020 adopted with DCM No 12 of January
10, 2014.
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Table 7. Principles in the implementation of the National strategy for lifelong learning Principle
Short description transforming lifelong learning into a factor for the success and competitiveness
Quality
of the citizenry, the institutions, and organizations by providing the conditions to achieve higher educational objectives Equality and
ensuring equal opportunities for all individual and collective stakeholders to
diversity
exercise their rights and duties arising from their participation in various and multiple forms of lifelong learning, which take place in diverse socioeconomic contexts
Decentralization
transfer of powers and resources from central government bodies and public institutions to the regional administrations, the municipalities, the setups of social partners, the nongovernmental organizations, etc., and also to associations of training providers in order to ensure the access to lifelong learning activities for various target groups and specific participants
Cooperation
conduct of consultation processes at various levels, proactive dialogue and allocation of the rights, duties, and risks among all stakeholders in order to achieve the strategic objectives and priorities of the lifelong learning policy through implementation of the specific measures scheduled for the impact areas
Measurability
enhancement of the opportunities for monitoring and measuring the education objectives preparedness of the stakeholders to respond, upon occurrence/ascertainment
Flexibility
of unforeseen social and socioeconomic processes, through expansion of the earmarked objectives and actions.
Lifelong learning is targeted as a guiding principle in the supply of education and training in the national context aiming at assurance of quality, equality and diversity, decentralization, cooperation, measurability and flexibility. Analyzing the strategy, it should be noticed that small settlements and rural areas are specifically addressed in the strategy which is of particular importance for future balanced regional development. On the other hand, considering education and qualifications’ system the conclusion which could be made is that studentcentered and competencebased approaches, as well as transdicsiplinary research and integrated knowledge, are big challenges to Bulgarian educational system yet (Table 8 and 9). Table 8. Bulgarian educational system Levels Primary Secondary Tertiary
Types Basic Education Specialized Education Vocational Education Vocational Training
Subjects Obligatory Elective Optional
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Table 9. National qualifications framework
In charge
State Educational Requirements
Procedures of Changing Subjects in Schools
Level of Vocational Qualification
NQF Level according to EQF
2 years
MES
Strict
Clumsy
0
Elementary 4 years
MES
Strict in terms of subjects and contents
1
Clumsy Opportunity for LVQ I
2
3
II
3
III
4
Type of Education/ Training
Where
Duration
Preparatory Education
Kinder gardens Primary Schools
Basic Education
Secondary Education
Tertiary Education
Secondary Schools
Basic 3 years
MES NAVET
Basic
MES
Strict in terms of subjects and contents
Clumsy
Vocational Education
NAVET LPVET
Not so strict
Facilitated
Secondary Schools
Higher education institutions
Centers for Vocational Training
Bachelor 3 years 180 ECTS 4 years 240 ECTS Master PhD
6
NEAA
Depends on the higher education institution
Short procedure for changing training curricula and programs
I II III
Minimum 360 660 960 hours
NAVET
Not so strict Based on competencies Non formulated yet for all professions and specialties
2 years
MES Registration NAVET SER
Not so strict Non formulated yet for all professions and specialties
Vocational Training
Vocational Colleges
NEAA Criteria Institutional and Programs Accreditation
7 8
IV
5
Abbreviations: MES - Ministry of Education and Science; NAVET - National Agency for Vocational Education and Training; NEAA - National Evaluation and Accreditation Agency; SER - State Educational Requirements; NQF - National Qualification Framework; EQF - European Qualification Framework; LPVET - List of Professions for Vocational Education and Training in the Republic of Bulgaria
Bulgarian educational system is suffering a great extent of conservatism regarding and introduction of new methods and approaches, establishment of flexible learning paths and acceptance of knowledge and skills’ validation. Primary and secondary education are strongly regulated by the state requirements and very small changes are possible regarding the specific fields of study. Development of higher education institutions is marked by the enormous competition on the market for students. The acquisition of specific vocational competences is possible through the system of
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vocational education and training although there is a list limiting professions and specialties. Table 10. State Educational Requirements in Vocational Training State Educational Requirements Contents
State Educational Requirements provide information in respect to:
•
Requirements to the entrance level
•
carrier planning
•
Description of the profession
•
training curricula and programs
•
Opportunities for continuation of vocational training
development
•
Opportunities for realization according to National
•
classification of professions and occupations
human resources planning and
management
•
Objectives of vocational training
•
human resources training and
•
Training Outcomes – knowledge, skills, competences
competences evaluation
•
Requirement to facilities and equipment
•
•
Requirements to the trainers
in the contents of vocational training
developing proposals for changes
Concerning business advisors it should be noted that there is not a specialty on the different educational level, specifically designed for business consultants. Regarding higher education9 in the Professional field: Social, economic and law sciences the specialties in the Professional directions: Administration and Management, Economics, and Social activities in partial, provide education on management, administration, economics, marketing, finance, project management, human resources management, etc. There is one Bulgarian university offering a Master program called “Social entrepreneurship” as a multidisciplinary training focusing on social issues10. Into the List of professions for vocational education and training11 in the field of education “Business and Administration” there are professional fields, professions and specialties determined at different professional qualifications levels which can provide qualification in part. There is no a separate profession of a business advisor. If there is such it should be on the professional qualification level IV (corresponding to level 5 of the EQF).
9
Ministry of education and science of the Republic of Bulgaria <http://mon.bg>.
10
New Bulgarian University
<http://ecatalog.nbu.bg/default.asp?V_Year=2016&PageShow=programpresent&P_Menu=generalinfo &Fac_ID=4&M_PHD=0&P_ID=2714&TabIndex=1> 11
National agency for vocational education and training <http://www.navet.government.bg/en/lpvet
2014/>
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Into the National classification of professions and occupations12 there are different consultants among which relevant for the current study: Management and organization analyzers: Business consultant and Management consultant. However, the link to the existing qualifications is not clear. Concerning training provided by the organizations from the nonprofit sector supporting social entrepreneurship there should be noticed the following: Bulgarian center for nonprofit law having a special program for social entrepreneurship13 and Fabrica 360 offering specialized trainings14. In recent years initiatives and projects in the field discussed are growing but not coordinated and sustainable. On the basis of the above it could be concluded that for the business advisors the requirements towards qualification and skills should be divided in: Requirements towards a degree of education – higher education (EQF 6, 7 or 8) or professional qualification (EQF 5); If linking these to the above determined job profiles: - Manager of business advisory entity – min. EQF 7 - Coordinator / Program manager – min. EQF 7 - Senior business advisor / Promoter – min. EQF 6 - Junior business advisor – min. EQF 5 Requirements towards additional and continuing training providing necessary skills – various forms of lifelong learning. Namely the second point is that is addressed by the SESBA project and it is what bears the needed knowledge, skills and competences in some specialized areas as business advisory in social entrepreneurship which are described above as common for all job profiles.
THE NEED FOR BUSINESS SUPPORT FROM SOCIAL ENTREPRENEURS AND WAYS OF EXPLOITATION OF BUSINESS SUPPORT In the National report on the status of social entrepreneurship and ways of its encouragement prepared under SESBA project regarding the type of required consultancy services respondents strongly emphasize those in management,
12
National classification of professions and occupations. National statistical institute of the Republic
of Bulgaria <http://nsi.bg>. 13
Bulgarian center for nonprofit law < http://trainings.bcnl.org>
14
Fabrica 360 < http://www.fabrica360.eu>
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financing
and
participation
in
financing
programs,
fundraising,
strategic
management, legal services and access to markets. Consulting services in the areas of business planning, technology, marketing analysis and participatory leadership also get a good score. Among the additions are highlighted the role of counselors in training of staff in social enterprises, establishment of contacts and lasting relationships with social partners, opportunities to develop social activities and communications. A very interesting opinion expressed by a representative of a municipal structure supporting social enterprises that consulting services should be periodic rather than constant, which draws attention to the need to build capacity and achieve selfÂsufficiency in various aspects  economic and governance.
SUPPLY OF BUSINESS SUPPORT FROM BUSINESS ADVISORS As it was already mentioned in the national report on the status of social entrepreneurship and how it can be enhanced: by providing opportunities for absorption of European funds through the operational programs in Bulgaria there is a growth of organizations and individuals providing consulting services. Interest in obtaining grants and poor knowledge and development of social entrepreneurship leads to a focus on providing consultancy services to the preparation of project proposals according to the available options at that time. There are no longÂterm strategies and a clear vision of sustainability activities. The variety of consulting services is driven by the needs of different sectors and so far there is no single registry of consultants and consultancy organizations, but suggestions are made to create such records. Usually business consulting services offered on the Bulgarian market are oriented to research on funding, project development, project management, design services, legal services and more. To these can be added and business analysis and business development, business software, reporting and control. Recently developed: a management training business negotiations, ERP selection, team building, recruitment, IT consulting, etc.
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Factors influencing demand for business support A study on the problems of different types of social enterprises identifies a wide range of problem areas15. Resourcing • Lack of adequate financing, supporting social enterprises this is a problem that affects virtually all social enterprises and refers to the initial and working capital financing of activities of social enterprises. • Lack of resources for starting a business along with financing, there are several components to start a business that is usually absent in the majority of startup social enterprises (and entrepreneurial and social type), buildings / land equipment. • Lack of managerial and marketing experience this is the problem of the NGO sector, which generally attracts employees with different profile than is necessary for the realization of managerial and marketing positions. As far as the civil sector is the most active in the creation of social enterprises help in this area is becoming a necessity. Disadvantages of the project approach • This is a problem that affects mostly companies with dominant social cause. The motivation of those businesses that are candidates for project finance is different from that of individual entrepreneurs. • The project financing model suffers from a chronic lack of resistance. • Slow, cumbersome procedures in the administration of projects. Problems with the environment • Lack of systematic and deliberate policy at the national level entrepreneurs ascertain a passive and erratic behavior of the state and the responsible institutions; • Lack of legislation; • Problems with the institutions there is no real understanding of the role of social enterprises, lack of cooperation from the institutions involved. Personnel problems • Existing companies from entrepreneurial type (mostly specialized enterprises for people with disabilities) often have problems finding and training suitable staff. • The trap of the aid interviewed employers of people with disabilities describe cases in which persons with disabilities who apply for jobs have no motivation and quit. The reason is that they get enough aid and therefore they have no incentive to work.
15
Report – social enterprises in Bulgaria. Project “Partnership for social enterprises in Bulgaria”
<http://www.socialenterprise.bg/docs/conference_1/>
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WAYS OF DEVELOPING DEMAND FOR BUSINESS SUPPORT The way of developing demand for business support will be presented through the secondary data of the official statement of the Economic and Social Council of the Republic of Bulgaria. In a number of opinions the Economic and Social Council (ESC)16 it is noted that social economy takes a substantial share of the European economy. ESC believes that social entrepreneurship and social enterprises as part of the social economy are still an untapped business model that has its own specific traits and characteristics. According to ESC, social enterprises in Bulgaria should be encouraged to develop as a business model not only within the socalled third sector through civic associations and foundations, but also to be created within the private and business initiatives. ESC notes that the legal framework in the country is fragmented and incomplete, making it difficult for serious development of social economy and social enterprises. ESC recommends improving the legal and institutional environment for the operation of social enterprises. There is a need government to support the development of social enterprises, clearly regulating specific incentives and relief for them and to comply with the definition of social enterprise as defined in the EU documents for social entrepreneurship. The existing policy today to promote social entrepreneurship in Bulgaria is primarily aimed at people with disabilities. In this connection, the ESC considers it necessary to develop incentives for the whole range of social enterprises. ESC recognizes the existing problems of social enterprises in their access to financial resources needed for their development and recommends to develop special financial instruments and to consider the provision of microcredits for social enterprises at preferential terms, with the support of state and EU funds. To promote innovation in social entrepreneurship ESC proposes: • raising awareness on social innovation through the sharing of best practices through publications and mutual exchange of ideas; • provide appropriate incentives such as awards for social and innovative idea within the annually approved competitions; • creation of partnership networks in the country and abroad to exchange information and organize joint initiatives and others.
16
Social enterprise and social entrepreneurship. Sofia, 2013. Republic of Bulgaria. Economic and
Social Council. ИСС/3/009/2013.
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According to ESC, to promote social entrepreneurship it is needed a better visibility and promotion of the benefits and contributions of social enterprises for economic and social development of the country and society. Promotion of social enterprises and social entrepreneurship should be based on the best modern communication and information technologies, ideas, represented by the ESC in its opinion on the cooperatives. The ESC supports the idea to develop training modules and methodology for financial and technical support, as well as a network of trainers and business consultants to support the development of social entrepreneurship in Bulgaria. Especially it is necessary to develop and establish a methodology for measuring social added value and assess the social impact of the activities of social enterprises. ESC believes that there is a need of better coordinated relationships between educational institutions mainly universities, state and nonstate bodies and organizations that provide and implement policies on social entrepreneurship. According to ESC, there is a need to build the necessary capacity of public authorities to manage the process of developing policies for social enterprises and to improve their business capacity and structures supporting it. Particularly suitable would be to create a supportive environment centers for business support, training and technical assistance, marketing and access to markets, participation in networks to exchange experiences and others. ESC expresses the opinion that there is a need of public support for market access and marketing of products of social enterprises. Lack of markets for the production of social enterprises undermines and underestimates their importance and role as active participants in the market of goods and services. It is necessary good practices and models in the country to be discovered and promoted, as well as to create conditions for dissemination of best examples through the establishment of national and international networks for exchange of knowledge and experience. ESC finds that it is necessary to create conditions and support networks for social entrepreneurs in the country to develop their competence and they should be able to exchange information and experience. In this sense, the ESC supports the coordinating efforts of different stakeholders government and nongovernment bodies and organizations, academics and others who can contribute to better awareness of social entrepreneurship.
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THE REQUIREMENTS OF BUSINESS ADVISORS PROVIDING SERVICES TO SOCIAL ENTREPRENEURS AND WAYS FOR EFFECTIVE SUPPORT TO SOCIAL ENTERPRISES A study17 highlights that in Bulgaria social entrepreneurship solve some of the most urgent and serious social problems that society meeting. The social innovation expands the portfolio of potential solutions and allows the implementation of innovative social transfer schemes from one geographic area to another. Although still modest, entrepreneurial initiatives are more effective than traditional "social state" because they are less bureaucratic, more flexible and able to form a more affection. Social entrepreneurship develops new models of active social support and involvement, in which users and customers are encouraged to assume greater responsibility. A study18 of foreign experience and opportunities for expansion into Bulgaria provides information on how it could look like a structure for cooperation and expert support. The main goal of the agency could be to support the development of social entrepreneurship in Bulgaria and promoting dialogue between the nonprofit sector, business and public sector in order to achieve important social goals: • providing expert support and assistance to social enterprises and other interested persons and organizations (eg business organizations, state and local authorities and institutions, citizens who want to start a social enterprise), through individual counseling, organizing information and training events; • perform expert analysis of the sector and making suggestions to improve the environment for development social entrepreneurship; ensuring the exchange of best practices. • Participation in the consultation process regarding policies and decisions that concern and are associated with social entrepreneurship. • Making cooperation with business organizations and state institutions.
17
Kumanova, M., Shabani, N. Analysis of social entrepreneurship in Bulgaria. Project № BG051PO001
7.0.010052С000 “An initiative for innovations in social economy”. 18
Aleksieva, P., Shabani, N., Panov, L. Handbook “New opportunities for social enterprises. The Italian
experience in Bulgarian environment”. Project № BG051PO0017.0.010052С0001 “An initiative for innovations in social economy”.
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Discussing the supportive infrastructure for social enterprises the Platform for social economy development in Bulgaria emphasizes that19: Currently, the lack of adequate supporting infrastructure for startÂup social enterprises and fragmentation of existing practices and experiences to support the work of social enterprises lead to waste of resources and ineffective interventions for the development of the social economy sector. Practice on the development of social enterprises in different countries of the European Union shows that the process is much more effective when there are specialized organizations / platforms to provide business support to social entrepreneurs beginners. The above cited document states that not every business consultant can be sufficiently useful to a beginner social enterprise, where, besides the traditional business knowledge, it is also required knowledge of a much wider range of regulations, availability of understanding of the organization and appropriate skills to achieve balance between social and economic goals. Social enterprises need access to speciallyÂdeveloped training programs and technical and logistical support particularly in the initial stage of their business. Especially important t is to promote the structuring of an expert unit and a supporting organization of national and regional branches that to act as a "resource center" and to provide expert support for the creation and development of social enterprises. Special emphasis should be placed on investment readiness programs, and proper diagnosis needs support and funding of the different stages of social enterprises. Opportunities for developing active supportive environment for social enterprises in Bulgaria are associated with targeted support for the establishment of a network of business incubators for social enterprises as well as national and regional platforms and support structures for social enterprises.
SUMMARY OF QUESTIONNAIRESâ&#x20AC;&#x2122; RESULTS Results from secondary data analyses are supported by the discussions conducted in the field research through the structured questionnaires prepared showing the need of qualifications and training in correspondence to the job profile of business advisors of social enterprises. The demographics of the research is the following: 10 business advisors answering as individuals, 10 representatives of business advisory entities, 10 social
19
Platform for social economy development in Bulgaria, Sofia, 2014
<http://pgf.osi.bg/data/file/Documents/Platform%20Social%20Economy%20BG%20MERI%20EURO CITIES.pdf/>.
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entrepreneurs and 5 representatives of social partners. The interviewed persons possess high levels of qualification and experience in business advisory, although not specifically/ predominantly oriented towards social entrepreneurship and social enterprises. This is explained by the low development of the sector and the advisory services at the moment which opens a field of improvement in which the project activities fit very well. Regarding the provided services identified by the interviewees the main kinds are connected to the consultations on funding opportunities, organization and management in enterprises, business planning, financial and accounting services and consultations, etc. All the interviewees state that there are differences in advising between traditional and social entrepreneurs mainly expressed in the whole philosophy of social entrepreneurship and the specificity of work in social enterprises, the business goals and approaches to market. The study shows that services are need at different stages of social enterprises development and they imply a great variety in planning, organization, management, financing, etc. The misunderstanding on the notion of the social enterprise is also pointed by the interviewed experts as it was found in the SESBA national report on the status of social entrepreneurship. Although, the common understanding is that both social and market orientation are important for social enterprises. The needs of social entrepreneurs for business advice and its importance are approved to be in various fields which imposes requirements towards integrated knowledge for business advisors of social enterprises but also application of individual approaches. In connection with that the purpose of business advisory could be summarized as organizational growth and sustainability. The opinion is that social sector should be supported by a strategic plan on the national level which to contribute to networking in business advisory and capacity building and in establishment of a quality assurance system in business advisory. The answers to the questions concerning the discouragement factors in business support request show the importance of the environment, information, awareness and trust, as well as attitudes. However the level of satisfaction with business advisory services is estimated to be on good and very good levels. There is a strong need of trainings provision to business advisors and the comments of the interviewees show that trainings contents should imply knowledge on social entrepreneurship, consulting techniques and soft skills acquisition.
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Kind of business advice needed Other Teambuilding Linking social and commercial objective Business planning Advices about taxation Management arrangements Legal support Resource finding services Cost cutting Managing assets Marketing and commercial capacity raising
0 1
5
2
3
4
10
15
20
25
8
10
20
25
5
Kind of business support needed Other Building synergies Teambuilding and team working Monitoring Measure and improve social outcomes IT development Sales & marketing Human resources Accounting Commercial issues Find financial options Management issues Member recruitment Strategy development Business planning
0 1
2 2
3
4 4
6
5
Available knowledge in the context of social entrepreneurship on: Other Financial options Managing issues Standard metrics Recognition Decision making, terminology Legal and government structures Regulations
0
5 Yes
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No
10 Neutral
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The problems in provision of advisory services to social enterprises are stated to be mainly in the lack of information, knowledge and awareness, misunderstanding and lack of adequate, timely and sufficient support which again attracts the attention to the need of specialized training of business advisors embracing a number of issues in law, management, economics and finances of social enterprises. In order to be effective the support should be competent, complex and continuing based on individual approaches and specialized tools and provided by professionals possessing a number of soft skills.
CONCLUSION Current study makes an overview of the key secondary data regarding job profiles of business advisors, existing qualifications, skills and further needs, the need for business support from social entrepreneurs and ways of exploitation of business support, factors influencing demand of support and ways of developing demand in Bulgaria. The business support to social enterprises by advisory organizations and structures is considered of crucial importance for sector development. This is confirmed by the primary research conducted under the project and embracing business advisors and representatives of business advisory entities, social enterprises and social partners expressing their opinions on a number of questions concerning further sector encouragement and project activities. The study identifies different job profiles of business advisors of social enterprises (in terms of positions in the organizations, tasks and responsibilities and requirements towards qualification and experience) which are later considered in the training needs analyses in the context of lifelong learning and vocational training. The secondary data focus attention on the opportunities of lifeÂlong learning and acquisition of learning outcomes described as knowledge, skills and competences. The Bulgarian educational system is scrutinized as still developing in compliance with the application of the European qualification framework for lifelong learning. Main challenges for lifelong learning and key problems in existing qualifications system in the country are presented in connection with the importance of various forms of learning and selfÂmotivated learning. The accent is on the new educational paradigm of competence based learning. National strategy for lifelong learning 2014Â2020 accepts the following principles: quality, equality and diversity, decentralization, cooperation, measurability and
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flexibility. Bulgarian educational system however is not flexible and the application of the National qualifications framework is still remaining in the future. Furthermore, the regulation and the state impact hinders the development towards answering the market needs and contributes to the enormous gaps in demand and supply. The research shows that regarding qualification and training in business advisory, particularly in the field of social entrepreneurship, there is a need of much work in organization and coordination of activities of key stakeholders. It confirms the importance of the implementation of the SESBA project which addresses a gap and has a potential for sustainable results and continuation. The need for business support from social entrepreneurs is underlined in a number of reports examining social entrepreneurship and social enterprises development in the country, incl. the national report for Bulgaria on the status of social entrepreneurship and ways of its encouragement prepared under the SESBA project. The identified needs embrace different fields but supply provided is mainly focused on project funding which approach is distinguished by the lack of sustainability. Linking this to demand it is underlined that there are a number of influencing factors presented in several directions: resourcing of social enterprises, disadvantages of the project approach, problems with the environment, personnel problems and others. Considering the ways of developing demand for business support the need to encourage and to promote innovation in social entrepreneurship is emphasized, incl. assurance of quality support and training. The statements expressed underline the importance of networking and capacity building in business advisory. In the questionnaires the accents put on social entrepreneurship, social innovation, organization and management, consulting techniques and soft skills lead to the following main conclusion: there is a need of specialized training of business advisors which to be oriented towards gaining competences in specific fields, i.e. different modules are reasonable to be developed and presented under the project. Moreover, in order to achieve sustainable results, it should be considered the need of quality assurance in training and acquisition of competences which on the other hand puts the bases of further development of activities after the project finishes.
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ISSN 2367-8127 (CD-ROM) ISSN 2367-8151 (on-line)
ACKNOWLEDGMENTS Research report about the additional qualifications which business advisors would require in order to be able to support social entrepreneurship: National report - Bulgaria is prepared by Prof. Nelly Bencheva, Prof. Venelin Terziev, Assoc. Prof. Milena Tepavicharova, Chief Assist. Prof. Teodora Stoeva and Assist. Prof. Ekaterina Arabska under the Erasmus+ Strategic Partnerships Project entitled SESBA: Social Enterprise Skills for Business Advisers (2015-1-EL01-KA202-014097), funded with the support from the European Commission. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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Job specification of enterprise support advisor role
<http://www.terenure
enterprise.ie/uploads/EnterpriseSupportAdvisorSpecification2015.pdf>. Kumanova, M., Shabani, N. Analysis of social entrepreneurship in Bulgaria. Project № BG051PO0017.0.010052С000 “An initiative for innovations in social economy”. Laal, M. (2011). Lifelong learning: What does it mean? Procedia - Social and Behavioral Sciences 28, pp. 470 – 474. Laal, M., Laal, A. (2012). Challenges for lifelong learning. Procedia - Social and Behavioral Sciences 47, pp. 1539 – 1544. Ministry of education and science of the Republic of Bulgaria <http://mon.bg>. National agency for vocational education and training <http://www.navet.government.bg/en/lpvet2014/> National classification of professions and occupations. National statistical institute of the Republic of Bulgaria <http://nsi.bg>. National strategy for lifelong learning for the period 2014 – 2020 adopted with DCM No 12 of January 10, 2014. New Bulgarian University <http://ecatalog.nbu.bg/default.asp?V_Year=2016&PageShow=programprese nt&P_Menu=generalinfo&Fac_ID=4&M_PHD=0&P_ID=2714&TabIndex=1> Platform
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Social Enterprise Skills for Business Advisors The Project SESBA (Social Enterprise Skills for Business Advisers) is an EU funded project under Erasmus+ strategic partnerships, aimed at enhancing the profile of business advisors in order to better respond to the field of social entrepreneurship; developing new training practices and consulting techniques; cultivating new practical advisory skills by business advisors in order to be able to encourage attributes of social entrepreneurship. The duration of the project is of 36 months (09/201508/2018). The consortium is made up of seven partners from Greece, Italy, Malta, Bulgaria, Estonia and Ireland. The coordinator is Olympic Training & Consulting LTD from Greece. Militos Consulting is the Greek partner, Programa Integra is the Italian partner, Acrosslimits is the Maltese partner, Agricultural University of Plovdiv is the Bulgarian partner, QUINEstonia is the Estonian Partner and Limeric Institute of Technology is the Irish Partner. The direct target group of the project are the Business advisors, whilst the indirect target group are all potential or existing social entrepreneurs and local societies, stakeholders, chambers and policy makers. The activities and related outcomes of the project include: Extensive research that will depict the status of social entrepreneurship in the EU; relevant policies, structures and advisory services; Field research addressed at business advisers and social entrepreneurs in order to depict the qualifications needed for the effective provision of advisory services in social economy; The transfer of good practices from the social field to the business advisory for the development of new consulting techniques; The development of a comprehensive business advisors’ training program that corresponds both to the established needs and to academic standards; The development of a training portal that will host the learning content and material; Pilot training in the new consulting techniques; Assessment of the new consulting techniques in real conditions; Awareness raising among policy makers, stakeholders and all those involved in business advising, about the necessity of new consulting techniques for the provision of adequate services in the field of social economy. SESBA is expected to provide a milestone in the upskilling of business advisors in terms of training tools and systematization of insight, knowledge and experience so far. Thus our intention through this project is to contribute to the investment in human resources in support of the social entrepreneurship field. Research report about the status of social entrepreneurship in Europe and how the status can be enhanced If you want to learn more about our findings concerning the current status of social entrepreneurship in Europe, relevant policies and support structures as well as the existing consulting and advisory services for social enterprises our relevant research is what you are looking for! A thorough study based both on relevant literature and a field study will be carried out in order to provide an overview of the current status of social entrepreneurship in Europe, an overview of policies and relevant support structures as well as the existing consulting and advisory services for social enterprise and for enterprises generally. The report covers the following subjects: Social entrepreneurship in Europe current status; Need for social entrepreneurship in Europe; European policies for the development of social entrepreneurship; Presentation of different patterns in the participating countries about: Implementation of policies at country & regional level; Services and related activities (training, mentoring, consulting etc) which are offered to social enterprises; Support structures for the development of social entrepreneurship; Best practices of social entrepreneurship advisory services; Needs of potential social entrepreneurs for advice.
Journal of Innovations and Sustainability (2017) Vol. 3, No 1
Research report about the additional qualifications which business advisors would require in order to be able to support social entrepreneurship A field study has been carried out in order to provide an overview of the additional qualifications needed for the effective provision of advisory services to social entrepreneurs. This study is actually a training needs gap analysis for business advisors. A comparative analysis identifies the current situation in advising in all partner countries with regards to skills needs especially for the provision of services to social entrepreneurs. The analysis provides a concrete report on the present situation and an assessment of possible future developments. It also identifies the nature of the gap between the skills required today and additional skills that will definitely be needed in the future. Those skills are matched with the skills that consultants have already. It also identifies the desired learning outcomes from the training courses that will be provided in the framework of the project. Toolkit Social economy and entrepreneurship has developed in the recent years as an answer to major social needs that have been exacerbated through the economic crisis. Social enterprises contribute to social innovation, the creation of new business models and the exploitation of unused resources. However, the supporting structures for social economy, such as advisory services, are still underdeveloped in the EU, slowing down the potential growth of this sector. For this reason the SESBA project aims at developing a training methodology and a consulting toolkit that will enable business advisers to expand their competencies in order to provide tailored services to social entrepreneurs. Thus the profile of business advisors will become even more market relevant and tools will be provided for the development of solid support structures in social economy. The toolkit will suggest the best methodologies that could be applied and pathways for their successful implementation and it will be developed through the investigation and incorporation of alternative techniques with emphasis on counseling techniques, such as: group projects, individual projects, new venture creation project, problem solving, business games, drama therapy, self足discovery, action learning, virtual reality, role playing, learning circles etc.. SESBA training content and material The training course will consist of comprehensive and structured course material that will cater for the current and future needs of advisors in the field of social entrepreneurship. The curriculum will be formed as a structured set of learning modules. The training course will be accompanied by a guide for active and future consultants and will cover issues related to social economy, entrepreneurship, business planning, counseling, consulting methodology and techniques, practical recommendations for consulting as well as assessment methods. The curriculum is targeting not only business advisors who have the educational background and provide services to social entrepreneurship but also advisors who are interested in finding out which knowledge, skills and competences are required in order to extend their activities in the provision of advisory services in the social economy sector. A training portal that will host learning materials and implement e足learning functionality for the project users will be developed by July 2017 so as to allow self足training and peer足assessment as well as to offer the opportunity of the creation of a community for consultants in social sector.
http://sesbaproject.eu/
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Journal of Innovations and Sustainability Volume 3, Number 1, 2017
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