RESPONSIBLE ENTREPRENEURSHIP VISION DEVELOPMENT AND ETHICS

Social enterprise as the initiator and coordinator of community health awareness campaign 249
Proposition 2: Educational institutions can contribute significantly in CSC performance.
Important outputs of cross sector collaboration are educations and trainings where CSC
can train the trainers in different areas of CSC activities. Educational institutions role in CSC
can be significant. They can provide learning/training within CSC and wider outside of CSC.
Surveys of junior high and high school students identified large deficiencies in their knowledge
about normal hearing as well as about hearing loss, and they knew little about the damaging
effects of noise exposure (Martin et al. 2006). Firms that are able to infuse their
decision-making with learning from proactive cross-sector alliances (for ex. from educational
institutions) can be expected to better understand social issues and sustain integration of this
newly acquired vision of responsible practice into overall corporate strategy (Arya et al. 2015).
It was shown by researchers and scholars that university collaborations with industry, government
and community (i.e. cross-sector or multiactor) could significantly contribute to a
local or regional transition to sustainability (Trencher, Yarime, & Kharrazi 2013). Corporations
adopt schools and work with colleges and universities to train the skilled end entry level
workers they needed (Waddock 1988). Firms often enter alliances with the expectation of
learning new knowledge and acquiring external rent generating resources (Lavie 2006). At
the university level, cross sector sustainability alliances may be initiated and driven by a combination
of any of the following: faculty/researchers, administration, students and ‘bridging
organizations’ (Trencher, Yarime, & Kharrazi 2013). There are two major motives that forces
educational institutions to cooperate in CSC: funding and scientific research. In order to remain
competitive, universities are constantly faced with the need to obtain funding while individuals
or universities initiate or become involved in collaborations aimed at generating solutions
to urban sustainability issues for scientific or scholarly reasons (Trencher et al. 2013).
I believe that with the participation at CSC, each partner will try to achieve its own objectives
via the partnership, furthermore partners and their employees will learn from CSC.
Proposition 3: Cross sector collaboration will be more feasible if different degrees of collaboration
will apply for different purposes.
Nocon (1994) sees a continuum of collaboration as encompassing three broad options. First,
networks, involving either a structured or loose system of contact, but with no specific expectations
or commitments to joint working. Second, Nocon defines coalition of federative working.
This might initially involve only the sharing of information, but could develop into matching
separate service plans, producing a joint strategic plan. Third, the unitary model, which a total
pooling of resources to serve a single set of objectives – though this must be limited to partial
pooling, otherwise the best description would be merger. Successful cross-sector alliances
entail creation of new intra and inter-organizational knowledge structures to facilitate information
flow among partner organizations(Arya et al. 2006). I believe that SE can contribute
to CSC feasibility. Upon the feasibility analysis, social enterprise can continue CSC activities
with licensing a product/service, create joint venture, run a start-up, create a franchise or lastly
continue with CSC. It was shown by several scholars (Rydzynski & Jung 2008, Gilles and
Paul 2014) that feasibility of NIHL risks campaign can be substantially improved by raising
public awareness about hearing and how hearing can be damaged by excessive sound exposure.
Target group must become aware of the consequences and permanent nature of hearing
loss, and how and why NIHL can and should be prevented. It is important to inform teachers
and school administrators about existing hearing conservation programs, curricula, and materials
that can be used in classrooms. Educational interventions can increase knowledge about