Purpose This paper aims to extend social entrepreneurship theory by investigating the darker sides of innovation and enterprise. Entrepreneurship and social entrepreneurship theories regarding shifting equilibriums are considered alongside other traditions. This research presents how individuals see enterprises as dark and light and discusses how such perceptions are important to building emerging theories of light and dark social entrepreneurship. Design/methodology/approach The study uses a survey of public perceptions (n = 631) regarding the social and economic impact of a total of 15 different enterprises to create a map of the darker variations of enterprises. An 11-point scale was used to evaluate perceived impact. Findings The mapping of each enterprise on a coordinate plane resulted in four thematic areas: traditional enterprises (light social, light economic), taboo enterprises (dark social, light economic), dark enterprises (dark social, dark economic) and alternative enterprises (light social, dark economic). Some enterprises crossed between the thematic areas. Research limitations/implications This study opens up new directions for research on dark social entrepreneurship and research on enterprises that influence social equilibriums. Practical implications This study provides guidance for practitioners and policymakers to better understand phenomena such as dark, taboo and alternative enterprises and their nuances. Social implications This study allows for a broader look at social entrepreneurship, innovation and enterprise to better understand dark and light nuances. Similarities between the lighter and darker forms of enterprises are noted. Originality/value This study builds on dark entrepreneurship and dark social entrepreneurship theories and concepts using empirical methods.

Objective Because school districts receive funding based on student attendance, absenteeism results in a high cost for the public education system. This study shows the direct links between bias-based bullying, school absenteeism due to feeling unsafe at school, and loss of funds for school districts in California Method Data from the 2011–2013 California Healthy Kids Survey and the California Department of Education were utilized Results Results indicate that annually, California school districts lose an estimated $276 million of unallocated funds due to student absences resulting from feeling unsafe at school. Experiences of bias-based bullying were significantly associated with student absenteeism, and the combination of these experiences resulted in a loss of funds to school districts. For example, the absence of students who experienced bullying based on their race or ethnicity resulted in a projected loss of $78 million in unallocated funds Conclusions These data indicate that in addition to fostering student safety and well-being, schools have the societal obligation and economic responsibility to prevent bias-based bullying and related absenteeism

Dark side theories enrich entrepreneurship curriculums and textbooks by exposing students to critical perspectives of entrepreneurship research and practice. The emerging research field recognizing entrepreneurship’s dark side challenges students to better identify the social impacts of enterprises and innovations in addition to economic impacts (e.g., profit). This article showcases common themes from the dark side literature, and this article offers strategies to infuse dark–light language into entrepreneurship courses. Dark side theories can complement entrepreneurship concepts taught in theory courses, such as risk-taking, creative destruction, entrepreneurial discovery, and social entrepreneurship. Dark side theories give students language to be critical regarding their perspectives on entrepreneurship. In this article, a particular classroom exercise, which asks students to map the social and economic impacts of various enterprises onto a dark–light spectrum, is discussed. This exercise challenges students to define entrepreneurial success (and failure) beyond profit and production (or lack thereof) by giving them a dark–light language to leverage in their critiques of entrepreneurship. Students are pushed to critically evaluate the various impacts enterprises have on economies and societies. Furthermore, students are exposed to nontraditional examples (e.g., drug cartels, Rolling Jubilee Fund, among others) that broaden their perspectives on economic and social good (and bad).

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The prevalence of learning providers for third agers continues to expand alongside the growth of the older adult population, yet there remains little empirical evidence on what types of learning experiences are most desired by lifelong learners. This article examines the effects that different learning topics have on attendance at classes hosted by a university-based lifelong learning institute, asking, Which learning topics draw enrollment in a lifelong learning program? Registration data were collected from 7,332 attendees of 290 learning experiences held over four semesters; class topics were coded and analyzed using a multivariate regression procedure. Results indicate that lifelong learners are more interested in classes concerning global issues, religion/philosophy, and social issues focusing on particular groups and individuals. The results remain significant after accounting for structural arrangements such as class time, day of the week, number of sessions, and location. Implications for enhancing lifelong learning experiences and programs are discussed.

This article presents an exploration of the relationship between community building and lifelong learning. Using a reflective style, the authors propose that the fusion of community building principles with lifelong learning practice can positively transform educational practice. Seven positive pursuits are highlighted regarding their potential to assist the implementation of community building into lifelong learning programs: (1) asset-based thinking; (2) critical reflection; (3) systems thinking; (4) cognitive vibrancy, (5) inclusiveness; (6) creative expression; and, (7) purpose in life. These pursuits draw upon the power of the community development field to bring about more positive transformative moments for individuals and communities participating in lifelong learning programs. The metaphor of bread making is used to illustrate how such transformative moments occur and why they are meaningful to individuals pursuing lifelong learning.

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