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Interviews with founders of five social entrepreneurial organisations in Sweden are examined using situated learning theory as an interpretive lens. Findings indicate that prior participation in integration activities generates ideas for new, innovative initiatives. The resulting networks of people and organisations support learning essential skills and developing the organisations in their specific settings.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/becoming-a-social-entrepreneur-individual-and-collective-learning-in-communities-of-practice/594016/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/becoming-a-social-entrepreneur-individual-and-collective-learning-in-communities-of-practice/594016.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the article explain becoming a social entrepreneur?","Question",{"text":112,"@type":113},"It frames becoming a social entrepreneur as a result of both individual and collective learning processes. The study links these processes to learning that occurs in communities of practice and embedded organisational settings.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What method does the study use to analyse learning processes?",{"text":117,"@type":113},"The authors interviewed the founders of five social entrepreneurial organisations active in social integration in Sweden. They analyse the data using situated learning theory as a relevant lens.",{"name":119,"@type":110,"acceptedAnswer":120},"What role does prior participation in integration activities play?",{"text":121,"@type":113},"The results suggest that previous participation was a critical factor in generating ideas for new and innovative activities. 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For this purpose, we interviewed the founders offive social entrepreneurial organisations active in the field of social integration in Sweden. To analyse our data we found situated learning theory in communities of practice to be a relevant lens. The results indicate that these social entrepreneurs’previous participation in integration activities was a critical factor in generating ideas for new and innovative activities. Moreover, the network of individuals and organisations that they obtained in this period assisted them on the way to learn essential skills and develop their social entrepreneurial organisations. Becoming a social entrepreneur thus seems to bea result of both individual and collective learning processes that entail learning from concrete experiences embedded in specific organisational settings.  \n196 Morteza Eslahchi & Ali Osman  \nKeywords: social entrepreneurship, communities of practice, adult learning, situated learning, experiential learning, organisational learning  \nIntroduction  \nThis article aims to analyse and understand the process of learning to become a social entrepreneur. We are particularly interested in how the founders of five social entrepreneurial organisations (six individuals) became successful social entrepreneurs within the field of social integration in Sweden. There is currently no consensus on how the concept and phenomenon of social entrepreneurship is tobe defined (Alegre et al., 2017; Saebi et al., 2018) . In this article, we define social entrepreneurship as pertaining to non-profit organisations that apply innovative practices to solve sophisticated and complex social problems (Austin et al., 2006; Defourny & Nyssens, 2010;  \nHill et al., 2010; Lindgren & Packendorff, 2009; Luke & Chu, 2013; Newbert, 2014; Peredo & McLean, 2006) . This definition is in line with Choi and Majumdar’s (2014) conceptualisation that considers social entrepreneurship as a conglomerate of several sub-concepts such as social value creation, the social entrepreneur, the social entrepreneurial organisation, market orientation, and social innovation (Choi & Majumdar, 2014, p. 364) . In this context, individuals and social entrepreneurs play a crucial role because they are the source of action (Chell, 2007, 2008). Many scholars have acknowledged their importance since it is, in fact, social entrepreneurs who initiate an idea and actualise it in the form of an organisation (Bornstein, 2004; Light, 2009; Thompson, 2002). Hence, we analyse the learning processes in becoming a social entrepreneur in relation to the process of creating asocial entrepreneurial organisation.  \nThis article’s focus is not, however, to examine whether learning to become an economic entrepreneur is different from learning to become a social entrepreneur. Rather, the focus is to explain in detail how the informants ofthis study learned to become social entrepreneurs. There are some studies on entrepreneurial learning that are primarily about economic entrepreneurship, but few in the context of social  \nBecoming a social entrepreneur: Individual and collective learning in communities of practice 197  \nentrepreneurship. According to Wang and Chugh (2014), most of these studies predominantly use experiential learning theories that focus on cognitive aspects of learning, emphasising the role of self-reflection.  \nAlthough the number of social entrepreneurs is increasing, the empirical works that study their learning processes are relatively limited (Barinaga, 2013; Cope, 2003, 2011; Howorth et al., 2012; Valchovska & Watts, 2016; Zhang & Swanson, 2014). Moreover, research on social entrepreneurship is primarily dominated by the business an","cbCaiiYC3LhbTsd2","https://ap.wps.com/l/cbCaiiYC3LhbTsd2","pdf",154156,21,"English","# Introduction\n## Concept and definition of social entrepreneurship\n## Focus and research gap in entrepreneurial learning","[{\"question\":\"How does the article explain becoming a social entrepreneur?\",\"answer\":\"It frames becoming a social entrepreneur as a result of both individual and collective learning processes. The study links these processes to learning that occurs in communities of practice and embedded organisational settings.\"},{\"question\":\"What method does the study use to analyse learning processes?\",\"answer\":\"The authors interviewed the founders of five social entrepreneurial organisations active in social integration in Sweden. They analyse the data using situated learning theory as a relevant lens.\"},{\"question\":\"What role does prior participation in integration activities play?\",\"answer\":\"The results suggest that previous participation was a critical factor in generating ideas for new and innovative activities. It also helped founders build networks that supported learning essential skills.\"}]","Becoming a social entrepreneur - Individual and collective learning in communities of practice | PDF",1792078375,53]