The Effect of Design Education for Social Innovation on Social Entrepreneurial Self-efficacy

Background Self-efficacy is essential for social innovators, and the design process used in social innovation education provides resources to enhance self-efficacy. However, few studies have reported whether social innovation education through design can positively affect participants' social entrepreneurial self-efficacy or have proposed how we can enhance social entrepreneurial self-efficacy. Methods First, we used a survey to assess the changes in the social entrepreneurial self-efficacy of trainees at the Seoul Digital Social Innovation Center before and after they participated in a digital social innovation project. Second, we conducted in-depth interviews with the trainees right after the project and six months later to understand the mechanism behind the changes of self-efficacy and pain points perceived by the trainees. Third, content analysis was used to categorize the findings and elicit design insights. Results Survey results suggested that the social entrepreneurial self-efficacy of the trainees did not improve significantly. The first interviews revealed that difficulties in curriculum and team collaboration, and dissatisfaction with results were identified as obstacles to self-efficacy improvement. According to the follow-up interviews, however, 'success experience' and 'networking' positively affected the participants' social innovation activities. Conclusions The following recommendations are suggested to reinforce the effect of design on social entrepreneurial self-efficacy based on this empirical study. Goal setting for a successful experience is needed, and project team dynamics and networking support are essential. To improve participants' experiences and supplement the limitations of education, the perceptions of related ministries should be changed.