How to Cultivate Change maker Among Youth and Young Adult? Whee

How to Cultivate Change maker
Among Youth and Young Adult?
Youth Network Group Leader
Founder & Senior
Previous Vice-Head
Socially Responsible
Management Research Center
1. Create Social Enterprise
2. Make teams for founding company
3. Teams consist of teenagers and youth in their 20s
4. Experts join each team
10s-20s : 170
30s and above : 100
annual total sales
₩ 5,000,000,000
(₩ 18,500,000 per one person)
What is the core problem of adolescents
and the young adults?
Grownups and society:
1. do not consider them as resource but problems
2. do not offer them the opportunities
in which they can experience
3. ignore their potential with which they can change
themselves as well as world
What is important experience
for adolescents and the young adults?
1. experience in which they can find their will to help
others and change their lives
2. experience of realization that most such trials fail
in spite of their good will
3. experience in which they re-find and re-know
themselves and society in such failures
4. experience of making creative partnership
with various people through these process
Eco Musical Performance Group
10s: 6
20s: 1
30s and above: 4
Everything can be a musical instrument
Everyone can play musical instrument
industrial waste and trashes from daily necessities
1. making musical instrument
2. workshop
3. performance
Granting a brand new life to left over
1. things
2. even people
change our society with what we desire to do
1. the more we get together
2. the better
• funny and creative performing troupe
• story of adolescent and young adults
• realization of social problem and trial of
social innovation
from Yeongdeungpo distric to Guro district
from Seoul to country
from Seoul to Asia
performance group
Change maker School for Youth
Nurturing Platform
for Future Social Entrepreneurs
2010 Hong Kong
International Chinese New Year Festival
Korea University Social Service Organization
-Who are they and What they do
Jae C. Shim
School of Journalism and Mass Communication
Korea University
Who They Are
18 명 학생단원: 남녀 각각 9명
남자는 병역필, 남녀 나이차이는 2-3살
12일간 함께 생활, 미래의 파트너
과반수가 문과대생, 4명은 노어노문과
이공대 4명, 경영학과 1명, 언론학과 1명
법대생, 정경대생은 없음
왜 문과대생이 대다수일까?
Who They Are
• 가정환경은 대다수가 중상류층, 비행기값으로
70만원 학생부담
• 대원 중에서 비행기를 처음 타본 학생도 있음
• 상당수가 해외 사회봉사 활동 유경험자
• 대다수가 포탈에서 모집공고를 보고 지원,
대학에서 무슨 일이 있는지 관심이 있다고 유추
• 일부 학생은 대학생활의 추억을 남기기 위해 지원
What They Do
영하 20도 이하 추위로부터 생존하기
한달 동안 연습, 연습, 연습
부채춤, 택견, 사물놀이, 소녀시대 지지지
지야의 함성 - 러시아인의 애창가
청소하기, 한국문화 전시관 만들어주기
Lessons Learned
동계훈련 – 군대를 잘 갔다 왔다는 생각
학생들과 스킨십을 통한 이해 증진
연구에 도움 – 글로벌 한인 네트워크
미국, 일본, 중국, 러시아내 한인과의 만남
러시아에서 한류 발견, 아리랑 TV 시청
고려사람도 국내드라마 시청
리더십, 희생정신, 팀웍, 글로벌 마인드
KUSSO Number of Participants and Service Hours
Number of Students
Get Outa Town
• 지금까지 해외 사회봉사단 –
피지, 칼미키아, 필리핀
• 금년도 해외 사회봉사단 –
• 피지, 칼미키아, 필리핀, 아디개야, 우간다,
• 미국의 평화봉사단과 같은 점과 다른점
글로벌 마인드, 단기 프로그램
Breeding Social Entrepreneurship to Undergraduate Business Students
The Experience at Sookmyung
Professor Dong-Kwon Min
Division of Business Administration, Sookmyung Women’s University
1. Background
The nature of the social entrepreneurship (SE) education should be informative and, more
importantly, transformative. Being informative is about making people knowledgeable, while being
transformative means changing people, hopefully putting them into action. For the former is the
case with many undergraduate business classes, business professors without SE-related
backgrounds tend not to have paid enough attention to the transformation part. To them, SE is
really a new area both in education contents and goals. Before they go into and commit
themselves to this area, they need to find it worthwhile to put their time and efforts.
Some clues had been gathered to determine the worth of an undergraduate business course on
SE. Pessimism had been heard from many people: At their age, the value system of individual
college students is already fixed so that it would be unlikely, if not impossible, to change;
personality required for social entrepreneurs would not be duly acquired from taking a number of
classes; and, empathy, one of the important personalities expected from social entrepreneurs,
would have better been infused at earlier stages of their life. Surprisingly, remarks in this line were
around even at SE-centered conferences, and spoken by leaders in the area.
However, optimism also stood out strong, and one of the most moving encouragements was
found in the Epilogue of Bornstein book:
“If I learned one thing from writing this book, it is that people who solve problems must
somehow first arrive at the belief that they can solve problems. This belief does not emerge
suddenly. The capacity to cause change grows in an individual over time as small-scale efforts
lead gradually to larger ones. But the process needs a beginning—a story, an example, an early
taste of success—something along the way that helps a person form the belief that it is possible
to make the world a better place. Those who act on that belief spread it to others. They are
highly contagious. Their stories must be told.”(How to Change the World, 2005, p.282)
Seemingly, “their stories” would work like an epidemic, or “happiness virus,” so to speak, which
was really contagious. In addition, propositions by Heath and Heath came into perspective that
“sticky” ideas stay long and possibly bring about changes, and that they are simple, unexpected,
concrete, credentialed, emotional stories (Made to Stick, 2008).
SESSION 3: How to Cultivate Change makes
Among the Youth and Young Adult?
Creative Destruction of
Functional Fixedness
Passion Designer Jihong Yeom
What is
Passion Designer?
Are you Creative?
Ashoka’s four criterion for
Entrepreneurial Quality
Ethical Fiber
st score
Creative Destruction of
Functional Fixedness
Military Service
Pizza Business
Passion Designer
Sharing Passion with Creative IDEA
“wow! a hanger turns to a book holder!
it's transformed!”
Thank you for sharing your passion.
Yun M Kum Collins - Creative Director - Texas
Leave it open,
Read it often.
Breakthrough Opportunity
Yellow Card
Let’s Coin!
CSR(Corporate Social Responsibility
SR(Consumer Sharing Responsibili
Why do you share IDEA?
Social entrepreneurship
= sustainable & sharing
“People going with the
tide cannot be creative.”
Professor Eo-Ryeong
Able to Discover?
Really want to Discover?
Why do you want to?
Invest in
People > Project
Changemakers are
people, not project.
Creative De
estruction of
Functional Fixedness
Thank you.
Ji-Hong Yeom
Passion Designer, Passion Design
If I popped the question, “Who here think they are creative?” how many
people would raise their hands? I hope many would fill up the air since
we are gathered here to find and nurture people with social
entrepreneurship who will resolve social issues in a creative manner.
However, many would be hesitant. Rather than raising their hands, they
would look around to see who does. Koreans do not call themselves
creative, because we believe ‘being creative’ is a compliment given to
others, not to ourselves.
Of course, an idea in one’s mind is not referred as creativity. It is
revealed only when one sees a potential or when others acknowledge it.
Yet, if we ask children whether they are creative or not, most of them
would cry out “Yes!” However, as we climb up the ladder from
elementary, middle to high school, as we become adults, we lose
creativity. And we get to a point when we really have to search for
creativity like an oasis in the desert. Now, the world wants creative
people. Where are those infinite creative ideas that we once had when
we were young? What drove them away? Why do we bring up Steve
Jobs who lives on the other planet when we talk about creativity?
Korean society enforces functional limitations on young Koreans. We
urge them to live certain way because they are university students or
high school students, because they are Korean or they belong to
certain relationship. We do not offer them a chance to raise their
voices as a member of the society, but we push them to live in a
certain way. Therefore, creativity derived from free imagination and
inexorable challenges diminish as time goes by. It is time for a change.
Thus I would like to propose creative destruction of functional
Creative destruction is not recklessly destroying everything and
making them useless. It is critical to discover the presence of
functional limitations and necessity to change. First, one needs to
understand the fact that they are in a box. Then, they should observe
the shape of the box: whether it is a square, a hexangular or even more
complicated figure. The opening could be at the top or the bottom or on
either sides. Once the examination has been completed, the next step is
to break it down. However, burning or tearing is not creative
destruction. If you acknowledge the presence of the box, you could use
it to take notes or just simply fold them up or even color them. The box
is no longer the object that walled you in the past. The shape is gone,
but it has been destroyed in a creative manner for a better cause.
This is the most important yet the hardest and time consuming process.
And it is the most fearful for everyone. Some may question, why do we
have to imagine the outer world of the box, the unknown territory. Why
do we have to destroy the box. Why can’t we just live with what we
see inside the box. However, there are people waiting for you outside
the box. Certainly, there will be people welcoming you when you bring
yourself out from the box.
It was hard for me to break free from the box. My major was Persian
Language which has no relation to my current work. I spent two years
in the unbreakable military box and in the past ten years, I worked for
more than 18,000 hours to do pizza business. Looking back, all these
enjoyable, but not always joyful experiences were the box that
surrounded me. And this box also helped me grow and protected me
like egg shells protect an embryo. Finally one day, I freed myself from
the box and announced myself as a Passion Designer.
I did not name myself as a Passion Designer for I had certain business
plan in my mind. After reading Tom Peter’s book, “Brand You” I just
wanted to follow his footsteps. At that moment, I found freedom. I was
free to name myself and be called by that name. I was no longer Jihong
Yeom, a university student. I found what I wanted to do as I discovered
my talents through experiences from the past. It took four years to
complete 21 notebooks and 120 newsletters to share the process of
freeing myself, which could not have been possible without numerous
empty ink bottles. In addition, I laid my hands on books which would
raise questions. After all these efforts, I was really able to see
Year 2010 gave me another title, inventor after I made wire hanger
bookstand. I named it as a ‘Bookstandup’. I just grabbed the hanger
sitting next to me in order to enjoy my book more comfortably. I
believe I was able to draw people’s interest because I did not cut or
destroy the hanger. The video on Youtube which easily explained the
making of Bookstandup encouraged people to get their hands on the
hanger. This video clip spread out continuously and caught media’s
attention. The hanger lost its functional limitation as a hanger, but
earned a new life as a bookstand. Someone even said it was a long life
and green design. I learned people liked this idea and they further
developed the idea. They found new places and methods to use the
Bookstandup. It was a bookstand on my desk, but others placed lap
tops and picture frames on it. It is used in the libraries and elementary
school classes for students to put their textbooks. It brought positive
influence to people reading books in a healthier manner without
bending one’s neck. Almost 300,000 hits and among them, I believe
10,000 people gave a try and are successfully using them. I am
confident, there would be a huge change if students from all around the
world made their own book standup and used them in class. I am
preparing a campaign called ‘Leave it open, Read it often’ to spread
Bookstandup idea and reading culture. It brought new opportunities. It
provided breakthroughs in pursuing my other projects including Yellow
Card Project preventing pedestrian accidents with carrying reflective
card accessories on the school backpack and Let’s Coin Project
promoting use of stocked coins and helping both merchant and
consumer have chance of donation. It is a CSR(Corporate Social
Responsibility) project and also CSR(Consumer Sharing Responsibility)
project. Social entrepreneurship is not solely about job creation. I
believe I am here today because I broke out of the box in a creative
manner and people recognized that. It is definitely a great joy to find
creative ideas which will bring positive influence to the world and
making improvements, but there are many challenges you must endure.
Nevertheless, social entrepreneurship is about persistent passion.
There are a great number of young Koreans with social
entrepreneurship. There are some around me, uninvited to this event,
or not even aware of this event, but somewhere they will think of new
ideas and experiment with them. It is our job to find them and give
them strength.
Some may say creative social entrepreneurs’ trials are odd and strange.
I know, because some said that to me. The important thing here is that
they are the people freeing themselves from their box. And they will be
the hearty ones who will help you to come out of the box. I believe
people with this kind of energy will change the world. Professor EoRyeong Lee said, “People going with the tide cannot be creative.” If we
set boundaries for social entrepreneurs and search for those type of
people and nurture them, failure would be the only option. We need to
see beyond the boundaries, in a creative manner.
Creative people with social entrepreneurship usually have a tendency
to put themselves on the boundaries. They do not thrust themselves
into the group they belong to, but they are not really ignorant either.
Good-natured social entrepreneurs with warm eyes and pure hearts
would be out there near us rendering efforts.
If you find that person, then I urge you to invest in that person not the
projects. The person’s work may not seems to be outstanding or have
special impacts, but it could be part of a big picture. Maybe we are
wearing glasses that prevent us from seeing that picture. If we
acknowledge the fact we are unable to see the big picture, if we have
spotted the potential in another person, then we need to fully trust and
support them. That conviction will be a great help to social
entrepreneurs and bring new innovations.
2. Opening an Introductory Course
An introductory course titled “Understanding Social Enterprises” was offered in the spring
semester of 2010. The goal was to help prospective change-makers to have initial exposure to
Collaboratory(Bloom, 2006). Accordingly, the following methods and materials were weaved into
Arthur C. Brooks, Social Entrepreneurship – A Modern Approach to Social Value Creation,
Pearson, 2009 (Korean Translation by 함께 일하는 재단)
David Bornstein, How to Change the World – Social Entrepreneurs and the Power of New
Ideas, Penguin Books, 2005 (Korean Translation by 박금자 등)
Muhammad Yunus, Creating a World Without Poverty, Public Affairs, 2008 (Korean
Translation by 김태훈)
김정원, 사회적기업이란 무엇인가?, 아르케, 2009 (Selected Chapters).
Videos and Photo
Aravind Hospital, Veja (MBC Production)
Grameen Bank, 적절한 기술 (EBS)
Pura Vida Coffee (Harvard Business School)
Fabio Josa (PBS)
Kevin Carter, “Sudan Child,” Pulitzer Prize Winning Photo, 1994
Muhammad Yunus, Nobel Peace Prize Winner’s Speech, 2006
Papers (Abridged)
Dees, J. G., “The Meaning of Social Entrepreneurship,” Working Paper, CASE, Duke
University, 1998
Guclu, A., J. G. Dees, , and B. B. Anderson, “The Process of Social Entrepreneurship:
Creating Opportunities Worthy of Serious Pursuit”, Working Paper, CASE, Duke University,
Invited Speakers (Hosted by Division of Global Service)
Ahn, Chul-Soo, Professor, KAIST
Lee, Chul-Young, Chairperson, ARK Private Fund
Park, Chul-Soon, 희망제작소 상임이사
Case Write-ups (by teams)
New Ideas Development (by teams)
3. Impact Assessment
To assess the impact of the course, an in-class survey was conducted around 70 percent through
the semester. The sample size is 38 out of 50 registered students, juniors or seniors, and most of
them are majoring in business.
The reasons why they took the course were asked to rate, and the followings had scores ranging
from 3.5 to 3.9 on the 5-point scale:
“Recognizing social issues” (3.5 points)
“Understanding social enterprises” (3.8 points)
“Due to a preference on professor” (3.9 points)
“Fulfilling requirements on credits taken” (3.6 points)
However, “Getting a job or starting a social enterprise” had the lowest score (2.7 points), which
might reflect their initial interests in the area.
Reasons for Taking the Course
Recognizing Social Issues
Understanding SE
Getting Job/Starting SE
Preference on Professor
Fulfilling Requirement
More than half of the students (63%) had awareness about social enterprises before taking the
class. Their sources of the information include mass media (43%), other courses (25%), friends
(18%), books (11%), and miscellaneous (3%).
SE Awareness Before Class
Sources of Information
Mass Media(12)
Other Courses(7)
Not Remember(4)
Most students (76%) found cases/stories most helpful to understand SE with team projects,
theories, and invited speakers to follow. Overall, student satisfaction scored about 4.1 points on
the 5 point scale without any negative
negative-tone responses. In addition, almost all of them agreed to
the necessity of SE classes: “Strongly
Strongly agree
agree” accounts for 58% of the responses and “agree” for
37%. 76% of the respondents replied positively to the intention to take more SE classes such as
Social Enterprise Launching/Operations
Helpful Methods to Understand SE
5% 3% 3%
13% (2)
Student Satisfaction
Team Projects(5)
Invited Speakers(1)
Strongly Agree(10)
Strongly Disagree(0)
Intention to Take More SE Classes
Necessity of SE Classes
(Social Enterprise Launching/Operations)
Strongly Agree(22)
Strongly Disagree(0)
(2) 19%
Strongly Agree(7)
Strongly Disagree(0)
The respondents recommended to maintain cases/stories (especially videos), the course, team
project, and invited speakers in a decreasing order of frequency (19, 4, 4, 2 responses,
respectively).. On the other hand, they demanded more organized deliveries of th
theory (4
responses),, more detailed case information and domestic stories (4 responses)
responses), and enough time
for team activities (3 responses)
responses). They became interested in various social issues spanning from
caring, the handicapped, the elderly, education, e
employment, and multi-cultural
cultural problems, to
reunification, to environment.
Requests for Improvement
Team Project
Invited Speakers
Team Project
The Course
Comparisons of attitudes before and after taking the course revealed that the students became
more proactive in the area. For example, the level of interests in SE improved by 34.6%, the
awareness of social problems by 25.1%, the willingness of social cont
ribution by 16.8%, and the
emphasis of social value over economic value by 20.5%. Attention should be given to increases in
their intention to get a job, or start a social enterprise (31.2% and 26.1%, respectively): The
respondents started weak with these attitudes (2.76 points and 2.68 points, respectively)
respectively), but were
getting stronger (3.62 points and 3.38 points, respectively)
respectively). Overall, the rates of improvements are
comparable to the other attitudes, but the resulting levels stay behind.
Comparisons of Attitudes
4. Concluding Remarks
Did this class breed social entrepreneurship to these undergraduate business students? Rather,
the survey results are conclusive enough? It does not seem that way. Now, it is unknown how
successful this course has been, and probably will stay that way even after the completion of the
course. However, some good signs are evident as mentioned above: The students appear to build
up stronger intention to get involved with SE by taking more classes and, more importantly,
seeking a job in the area. Also, in-class teams have been seriously elaborating new business ideas.
Among the most promising ideas is a plan to provide learning materials to the blind at
reasonable prices, which is a variant of in the USA. Students in the team have
shown sincere interests and enthusiasm. This seems to be the beginning of remarkable moves at