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An innovation study: designing a social entrepreneurship coaching model for entrepreneurs

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An innovation study: designing a social entrepreneurship coaching model for entrepreneurs

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Content Running head: DESIGNING A SOCIAL ENTREPRENEURSHIP COACHING MODEL 1
AN INNOVATION STUDY: DESIGNING A SOCIAL ENTREPRENEURSHIP COACHING
MODEL FOR ENTREPRENEURS
by
Sana Al-Buainain
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
December 2017
Copyright 2017 Sana Al-Buainain
DESIGNING A SOCIAL ENTREPRENEURSHIP COACHING MODEL

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Acknowledgements
I would like to express my gratitude to the almighty God for showering me with His
gracious blessings of people, events, circumstances, opportunities, and challenges throughout the
Doctorate of Education Program. This program took me through learning experiences that made
me grow more humble, introduced me to people who made me more inspired, brought me to
places that made me more curious, and forced me to overcome challenges that made me stronger
and wiser.

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Table of Contents
Acknowledgements 2

List of Tables 7

List of Figures 8

Abstract 10

Chapter One: Introduction 11

Background 11

Importance of the Problem 13

Organizational Context and Mission 13

Organizational Performance Need 14

Organizational Performance Goal 14

Stakeholders 15

Stakeholders’ Performance Goals 17

Purpose of the Study and Research Questions 18

Conceptual and Methodological Framework 18

Definitions 19

Dissertation Structure 19

Chapter Two: Literature Review 21

Entrepreneurship and Social Entrepreneurship 21

Social Entrepreneurship in Qatar 21

Social Intelligence and Entrepreneurship 22

Coaching 24

International Coaching Federation (ICF) Operational Standards 25

The Co-Active Coaching Model 25

Hogan’s Development Model 26

Stakeholder Knowledge, Motivation, and Organizational Influences 27

Knowledge and Skills 27

Motivation 29

Organization 30

Conclusion 32

Chapter Three: Methodology 33

Methodological Framework 33

Assumed Performance-Based Influences 34

Preliminary Scanning Data 36

Knowledge and Skills 36

Motivation 37

Organization 37

Participants 38

Data Collection 38

Surveys 39

Interviews 39

Documents 40

Validation of Performance Needs and Conceptual Framework 40

Trustworthiness of Data 42

Role of Investigator 43

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Data Analysis 43

Limitations and Delimitations 44

Chapter Four: Results and Findings 45

Participating Stakeholders 46

Results and Findings for Knowledge Needs 48

Entrepreneurs’ Awareness 49

Entrepreneurs’ Knowledge of Social Entrepreneurship Definition 49

Entrepreneurs Have Knowledge of Social Entrepreneurship Types 51

Strategy for Social Entrepreneurship 52

Entrepreneurs’ Need for a Social Mission for Their Enterprise 52

Social Entrepreneurs’ Social Mission and Business Goals Alignment 54

Entrepreneurs’ Need for a Proactive Strategy for Their Enterprise 56

Entrepreneurs’ Need for Goal Measurements 57

Entrepreneurs’ Business Skills 58

Entrepreneurs Need Skills to Use Their Network for Social Entrepreneurship 58

Entrepreneurs Need Skills in Developing a Sustainable Social Enterprise 59

Characteristics of Successful Social Entrepreneurs 61

Social Entrepreneurs Need to be Bold to Achieve Their Vision Even When in Doubt 61

Entrepreneurs Need to Have the Commitment to Achieve Goals 62

Entrepreneurs Need to Be Resilient to See Failure as Valuable Feedback 63

Entrepreneurs Need to Be Innovative to See Possibilities for New Projects 64

Entrepreneurs Need to Be Empathetic to Take into Consideration Others’ Viewpoints 65

Entrepreneurs Need to Connect and Build Strong Relationships 66

Characteristics of Successful Social Entrepreneurs 67

Synthesis of Findings for Knowledge Needs 70

Results and Findings for Motivation Needs 72

Entrepreneurs’ Motivation 73

Entrepreneurs’ Interest and Motivation in Social Entrepreneurship. 73

Community’s Motivation 76

Importance of Social Entrepreneurship to Give Back to Society 76

Community Needs to Value Social Entrepreneurship to Guarantee Entrepreneurs’
Success 77

Entrepreneurs’ Impact on Society Through Social Entrepreneurship 78

Synthesis of Findings for Motivation Needs 81

Results and Findings for Organization Needs 83

Business Resources 84

Entrepreneurs Have Networks to Develop Social Enterprises 84

Entrepreneurs’ Need for Support and Resources for Social Entrepreneurship 85

Entrepreneurs Need Access to Funds for Social Entrepreneurship 87

Coaching for Social Entrepreneurship 88

Entrepreneurs’ Need of Coaching in Social Entrepreneurship 88

Entrepreneurs Intend to Invest Money in Coaching for Social Entrepreneurship 89

Challenges and Opportunities of Social Entrepreneurship 90

Challenges Face Entrepreneurs in Becoming Social Entrepreneurs 90

Opportunities Entrepreneurs Have in Becoming Social Entrepreneurs 93

Synthesis of Findings for Organization Needs 95

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Summary 97

Chapter Five: Solutions, Implementation and Evaluation 100

Validated Needs Selection and Rationale 100

Solutions for Knowledge Needs 103

Factual 103

Awareness of Social Entrepreneurship 103

Procedural 104

Strategy for Social Entrepreneurship 104

Business Skills for Social Entrepreneurship 106

Characteristics for Successful Social Entrepreneurship 107

Knowledge Solutions Summary 107

Solutions for Motivational Needs 109

Motivation 109

Entrepreneurs’ Motivation for Social Entrepreneurship 109

Community’s Motivation for Social Entrepreneurship 110

Motivational Solutions Summary 111

Solutions for Organizational Needs 112

Cultural Settings 112

Business Resources for Social Entrepreneurship 113

Organization’s Solutions Summary 115

Summary of KMO Validated Needs and Solutions 116

The Journey’s Social Entrepreneurship Coaching Model 119

Developing an Implementation Plan 120

Awareness and Communication 120

Leadership 122

Funding Strategy 123

Programs 124

Action Plan 125

Human Capacity 129

Organizational Structure 130

Evaluation Plan 131

Level One: Reaction 131

Level Two: Learning 131

Level Three: Transfer Behavior 132

Limitations 138

Future Research 138

Conclusion 139

References 140

Appendix A: Gap Analysis Validation Method Worksheet 145

Appendix B: Survey Instrument 148

Appendix C: Interview Instrument 151

Appendix D: Balanced Business Scorecard (ECI) 152

Appendix E: Co-Active Coaching Model, Coaches Training Institute (CTI) 153

Appendix F: Hogan’s Development Model 154

Appendix G: Optimal Process for Developing Emotional Intelligence in Organizations 155

Appendix H: ICF Code of Ethics 156

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Appendix I: ICF Core Competencies 157

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List of Tables
Table 1: Organizational Mission and Performance Goals 17

Table 2: Emotional and Social Competency Inventory for Leaders and Individuals (Goleman,
2008) 23

Table 3: Research Questions 41

Table 4: Knowledge-Assumed Needs and Validation Methods 49

Table 5: Knowledge Assumed Needs, Validation or Not 72

Table 6: Motivation Assumed Needs and Validation Methods 73

Table 7: Motivation-Assumed Needs Validated or Not Validated 82

Table 8: Organization-Assumed Needs and Validation Methods 84

Table 9: Organization-Assumed Needs 96

Table 10: Summary of Validated KMO Needs 99

Table 11: Selection and Rationale of the Validated KMO Needs 102

Table 12: Validated Needs and Solutions 116

Table 13: The Journey’s SECM 120

Table 14: Summary of Solutions, Action Plan, and Timeline 126

Table 15: Solutions Assessment for Four levels of Evaluations 135

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List of Figures
Figure 1. Gap analysis process. 34

Figure 2. The chart shows the answers to the interview question, "What does social
entrepreneurship mean to you?" 51

Figure 3. The chart shows responses to the survey question, "Are corporate social responsibility
and social entrepreneurship the same thing?" 52

Figure 4. Survey question: “Does my enterprise have a social mission?” 53

Figure 5. The chart shows the responses to the survey question, “Does my enterprise have a
social mission?” 56

Figure 6. The chart shows the answers to the survey question, "Does my enterprise need a
proactive strategy to become a social enterprise?" 57

Figure 7. The chart shows the results for the survey question, “Does my enterprise need clear
measurements to achieve its goals?” 58

Figure 8. The chart shows the answers to the survey question, "Do I need to use my network to
develop my social enterprise?" 59

Figure 9. The chart shows the answers to the survey question, "Do I need to learn how to sustain
the impact of my enterprise on society on society?" 60

Figure 10. The chart shows the response to the survey question, "Do I need to learn how to make
profit out of a social enterprise?" 61

Figure 11. The chart shows the answers to the survey question, “Can I achieve a bold vision,
even when other people doubt me?” 62

Figure 12. The chart shows responses to the survey question, “Do I have complete commitment
to achieve goals?” 63

Figure 13. The chart shows the responses to the survey question, “Do I see failures as valuable
feedback?” 64

Figure 14. The charts show the responses to the survey question, “Do I connect patterns, and see
new possibilities for new projects?” 65

Figure 15. The charts show the responses to the survey question, “Am I able to take into
consideration viewpoints other than my own?” 66

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Figure 16. The chart shows the responses to the survey question, “Do I connect with others easily
and build strong relationships?” 67

Figure 17. The chart shows the responses to the interview questions, “What characteristics do
social entrepreneurs need to have to become successful? Which ones do you need to develop and
enhance?” 69

Figure 18. The chart shows the responses to the interview questions, “Are you interested in being
a social entrepreneur? Why?” 74

Figure 19. The chart shows the results for the interview question, “What would motivate you, as
an entrepreneur, to become a social entrepreneur?” 76

Figure 20. The chart shows the responses to the survey question, "Is it important for me to give
back to society through my social enterprise?" 77

Figure 21. The chart shows the response to the survey question, "Does my community need to
value social entrepreneurship for me to succeed as a social entrepreneur?" 78

Figure 22. The chart shows the responses to the interview question "What kind of social impact
can you have on the community as a social entrepreneur?” 81

Figure 23. The chart shows the response to the survey question, “Do I have the network
necessary to develop my social enterprise?” 85

Figure 24. The chart show responses to the interview question, “What kind of support and
resources do you or your enterprise need for you to succeed as a social entrepreneur?” 87

Figure 25. The chart shows the responses to the survey question, “Does my enterprise need
access to fund to activate it as a social enterprise?” 88

Figure 26. The chart shows the responses to the survey question, “I need expert guidance and
coaching in social entrepreneurship. (If you agree, specify what guidance you require.)” 89

Figure 27. The Chart shows responses to the survey question, “I intend to invest money to be
coached to develop my social enterprise.” 90

Figure 28. Responses to the interview question, “What challenges do you face in the process of
becoming a social entrepreneur?” 93

Figure 29. The chart shows the responses to the interview question, “What opportunities do you
have as an entrepreneur in developing your social enterprise?” 95

Figure 30. The flow chart shows the organizational structure diagram.How do you feel about
your organization’s resources? Do they adequately support your goals? 130

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Abstract
This is an innovation study to design a social entrepreneurship coaching model (SECM) for
entrepreneurs in Qatar. The study focuses on selected entrepreneurs who work in Qatar. The gap
analysis innovation study framework helps to develop strategies to design a coaching model for
entrepreneurs to achieve their goals of starting up a social enterprise from scratch or out of their
existing enterprise. The purpose of the study is to identify the main knowledge, motivational, and
organizational needs and elements required for designing this SECM. Surveys, interviews, and
document analysis were employed to collect data used to validate the assumed needs in
knowledge, motivation, and organizational issues. Solutions to design the SECM are proposed
based on validated needs. An evaluation of the implementation plan concludes the study.

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CHAPTER ONE: INTRODUCTION
From 2008–2012, Qatar had the highest economic growth rate in the world (12%),
primarily driven by its position as the top exporter of liquid natural gas (Economic Insights
Report, 2014). However, as outlined in Qatar’s National Vision 2030 (Qatar General Secretariat
for Development Planning, 2008), Qatar was aiming to transition to a knowledge-based
economy, thereby increasing economic diversification, innovation, and private-sector enrichment
and reduce hydrocarbon dependence. One of the government’s main strategic recommendations
for facilitating this transition was entrepreneurship, specifically, encouraging young
entrepreneurs to innovate in the private sector, which accounts for 74% of all Qatari jobs, but in
which only 16% of Qatari nationals were employed (Economic Insights Report, 2014).
Entrepreneurship was the most common type of business, comprising an estimated 60–
90% of businesses worldwide (Kariv & Ebrary, 2011). Since 2000, Qatar had been developing a
number of entrepreneurial projects, including the Qatar Business Incubation Center (QBIC),
Qatar Development Bank (QDB), Selatech, Social Development Center, Injaz Qatar, Qatar
University’s Entrepreneurship Center, and Qatar Foundation’s Qatar Science and Technology
Park (QSTP). However, Qatari entrepreneurship had encountered many challenges and obstacles
during this period, such as complex commercial registration requirements, obstacles to business
ownership, and limited access to financing (Mehrez, 2014).
Background
The focus of this study is social entrepreneurship (SE), which Seelos (2005) defined as a
combination of enterprise and social mission. Boschee (2010) further qualified SE as either a
social sector business or one using a mixed-revenue stream of charity and government grants.
Essentially, SE is an enterprise that gives back to the local and global community through a
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social mission that includes but transcends financial or professional reward. Accordingly, social
entrepreneurs hold themselves and their businesses accountable to their communities and other
social affiliations.
This type of entrepreneurship has become increasingly prevalent worldwide, as indicated
by the rising number of SE networking events, such as the Social Enterprise World Forum and
the Social Enterprise Alliance’s Social Enterprise Summit (Boschee, 2010).
Boschee (2010) classified nonprofit social enterprises in the United States into three basic
types: chameleons, migrators, and sustainers. Chameleons began as and remained nonprofit but
operate like for-profit enterprises in every other respect; migrators are fully social, for-profit
enterprises; and sustainers aim to use earned revenue to reduce dependency on philanthropy and
government aid. Boschee further divided the types of businesses operated by social enterprises
into three categories: affirmative, customer-focused, and hybrid. Affirmative entrepreneurs,
comprising two-thirds of all U.S. social enterprises, provide workforce-oriented services to
disadvantaged populations. Customer-focused businesses address other non-workforce social,
environmental, and educational needs. Hybrid entrepreneurs deliver products or services to
targeted special needs populations, such as the developmentally disabled, welfare beneficiaries,
former prisoners, addicts, and school dropouts.
According to Dees (1998), successful social entrepreneurs act as visionaries, conduct
outreach to local and global communities, create sustainable changes, look for long-lasting
solutions, try new opportunities, and are continuous learners, innovators, and risk takers.
However, numerous obstacles may thwart the progress of social enterprise, including lack of a
common understanding of the concept itself, framing and regulating a fostering policy, access to
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funding, retention of human resources, and difficulties in measuring and evaluating social impact
and social investment.
Importance of the Problem
Although Qatar is making foundational efforts to increase and foster entrepreneurship in
general, SE is still a new phenomenon that has not been recognized as an established model by
many local organizations. This study addressed the clear need for rigorous definitions of and
differentiations between entrepreneurship and SE in terms of social impact standards and
activities.
Furthermore, this study used a comparative framework to identify core competencies for
a competitive social entrepreneurship coaching model (SECM). This framework, which
consolidates methods that address different levels of personal and professional competencies, has
led to a coaching model that can most effectively develop the necessary interests, procedures,
and systems to integrate a social mission into a profitable business or enterprise.
By addressing these needs, the ultimate goal of this study is to promote the rise of social
enterprise in Qatar as it continues to undergo a vast social and economic evolution.
Organizational Context and Mission
This study focused on the Journey Coaching Consultancy, a for-profit social enterprise in
Doha, Qatar. Established in November 2013, the Journey provided coaching programs for
graduates and entrepreneurs. Typical clients ranged from 25–40 years of age and were motivated
and supported to change some aspect of their lives, particularly regarding the areas of personal
mission, entrepreneurship, and personal development.
The current organizational goals of the Journey are to grow into a small- or medium-sized
enterprise (SME), develop an online coaching system, design an SECM, and hire a network of
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highly qualified international support staff with certified entrepreneurship coaches who are able
to coach in both English and their native language.
Organizational Performance Need
To fulfill its mission, it has been imperative that the Journey operate to the highest world-
class coaching standards, such as those of the International Coaching Federation (ICF),
supported by other coaching models and assessments, including Daniel (Cherniss, Goleman,
Emmerling, Cowan, & Adler, 1998) Optimal Process for Developing Emotional Intelligence in
Organizations, Hogan’s (1994) coaching model, Robert Kaplan’s (2005) balanced score cards
(BSC), and co-active coaching (CTI, 2007). Failure to incorporate these standards and methods
could result in the loss of support from valued philanthropic entrepreneurs and nonprofit
organizations (NPOs), both of which have been vital to successful client outreach. Thus, the
Journey needs an innovative, systematic coaching model to develop and maintain a local network
of high-performing social entrepreneurs. Currently, no such systematic coaching model exists.
Organizational Performance Goal
The Journey’s organizational goal is to implement a systematic coaching model by
December 2019 that will enable the successful coaching of humanitarian social entrepreneurs to
engage in sustainable social enterprises worldwide. To achieve this goal, several questions were
investigated, such as:
• Who are the ideal target clients?
• How many types of entrepreneurs are there in the market?
• What are their coaching needs?
• How can a 1-year coaching program fulfill these needs?
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• What coaching and entrepreneurial tools are required to support clients in their
transformation?
Internal operations include the recruitment of coaches, their weekly activities with coaching
clients, director reports, and regular communication with global coaches and partner
organizations.
Furthermore, to assess and meet the needs of SE in Qatar, as the main researcher and chief
executive coach I have researched different kinds of coaching, entrepreneurship, and social
development models and interviewed several existing entrepreneurial organizations in Qatar.
These environmental factors, as well as the judgment of the Journey’s achievement of its goal,
were assessed against three categories: knowledge, motivation, and organization.
Stakeholders
The stakeholders who have contributed to the achievement of the Journey’s performance
goal are the chief executive coach, the program director, coaches, partner organizations, and
clients.
The chief executive coach designed the new coaching model, promoted the
organization’s mission, motivated staff, oversaw the advisory board, and provided visionary
guidance concerning organizational change and opportunities. The program director formulates
policies and recommendations, oversees operation plans, manages human and financial
resources, and develops, implements, and evaluates marketing strategy. Coaches will train in,
deliver, evaluate, and develop the coaching program, assess the program for further
modifications and improvements, and participate in global coaching and entrepreneurship
summits. Partner organizations will provide guidance on local, regional, and global community
needs for SE programs and affiliate with the Journey to provide these services to clients.
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Clients are current or prospective social entrepreneurs, that is, entrepreneurs interested in
pursuing a financially and socially sustainable business that gives back to their local community.
Entrepreneur clients will be divided into three levels.
Level one: local community and entrepreneurs. Entrepreneurs and the community who
need a basic knowledge and awareness of SE, its definitions, types, and processes to know the
importance of social entrepreneurship and its impact on society. This level could help in
targeting potential clients interested in SE and move them to the next level, according to their
level of expertise and experience in entrepreneurship. This level of expertise is determined by
defining whether they are start-up entrepreneurs, entrepreneurs with 5 years of a profitable
business, or entrepreneurs with a social enterprise.
Level two: entrepreneurs. Once clients pass the first level of social entrepreneurs’
awareness, they are interested in applying their SE knowledge in their business and need to
develop their business skills to run a profitable enterprise.
Level three: social entrepreneurs. Once entrepreneurs pass the second level and learn
business skills required for them to run a profitable business, they become ready to move to the
third level, which focuses on developing social entrepreneurs’ business sustainability. This
would require alignment of the financial return of investment and social return on investment.
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Stakeholders’ Performance Goals
Table 1
Organizational Mission and Performance Goals
Organizational Mission
Transforming individuals and enterprises around the globe, through the driving force of a
social mission, for a sustainable social impact. Empower yourself to empower others.
Organizational Performance Goal
By December 2019, the Journey Coaching Consultancy will implement a systemic model for
coaching social entrepreneurs.
Chief Exec. Coach Clients Coaches Partner Organizations
By July 2017, the
chief executive coach
will design a
coaching model for
social entrepreneurs.
By December 2019,
all entrepreneurs and
social entrepreneurs
will complete 100%
of the weekly
sessions within 12
months of starting the
program, which
includes SE and
community
awareness, business
strategy, profitable
business skills,
leadership skills,
business funding,
networking to
provide business
resources, and
sustainability for SE.
By July 2018, 100%
of the Journey
coaches will be fully
trained and certified
to coach
entrepreneurs and
social entrepreneurs.
By December 2017,
the Journey will
achieve 100%
sponsorship by
matching sources of
funding with
sponsors who believe
in the vision and
mission of the
Journey.

The joint efforts of the aforementioned stakeholders will contribute to the Journey’s
organizational goal of complete implementation of a systematic coaching model by December
2019, as seen in Table 1. The Journey’s target client base consisted of entrepreneurs who aspire
to be coached in a world-class program, so all client stakeholders in this study were
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entrepreneurs. The purpose of focusing on this group was to yield client-level perspectives and
insight into the knowledge, motivation, and organizational needs to become successful social
entrepreneurs.
Purpose of the Study and Research Questions
The purpose of this study is to conduct a needs analysis of knowledge, motivation, and
organizational resources required to reach the Journey’s organizational performance goal. The
analysis began by generating a list of possible needs, which were then systematically examined
to identify and focus on actual or validated needs. As such, the questions that guided this study
were:
• What are entrepreneurs’ knowledge, motivation, and organizational needs to grow as
social entrepreneurs?
• What are the recommended knowledge, motivation, and organizational elements for
designing a sustainable SECM for entrepreneurs?
Conceptual and Methodological Framework
To logically and systematically examine organizational needs, this study used Clark and
Estes’ (2008) gap analysis as the theoretical framework to clarify the organization’s goals and
actual performance.
The methodological framework was a mixed-methods case study. Assumed knowledge,
motivation, and organizational needs were generated based on personal knowledge and related
literature. These needs were then validated using surveys, interviews, literature review, and
document analysis. Research-based solutions were recommended and evaluated in a
comprehensive manner.

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Definitions
A social entrepreneur was defined by the New Oxford American Dictionary as a person
who establishes an enterprise with the aim of solving social problems or effecting social change.
Small scale projects run by local or regional entrepreneurs. As noted by Dees (1998), the term
may refer to entrepreneurs associated with or starting a nonprofit organization, starting a for-
profit project, or those who integrate social responsibility into their operations.
Social enterprise was defined by Seelos and Mair (2005) as the combination of a
resourceful traditional enterprise with a mission to change society. Further, Boschee (2010)
defined it as either a social sector business or a mixed-revenue stream of charity and government
grants. An entrepreneur was defined by Gartner (1990) as an individual with a unique
personality who does something new and valuable by establishing a unique product or business,
which may be for-profit or not. Coaching was defined by Rosinski (2003) as shifting an
individual’s perspectives and belief systems and translating them into the client’s daily habits
and lifestyle.
Dissertation Structure
This dissertation is organized into five chapters. Chapter One identifies key concepts and
terminology commonly found in a discussion of SE and in designing a coaching program. It
introduces the organization examined by the study, including its mission, goals, and stakeholders
and identifies gap analysis as the conceptual framework. Chapter Two provides a review of the
current literature surrounding the scope of the study and addresses topics of designing innovative
SECMs, including best practices and criteria for designing, adaptability, and obstacles. Chapter
Three details the assumed needs for this study, as well as the choice of participants, data
collection methodology, and analysis. Chapter Four assesses and analyzes the data and results.
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And Chapter Five provides solutions based on the data and literature for addressing the needs
and closing the performance gap, as well as recommendations for an implementation and
evaluation plan.

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CHAPTER TWO: LITERATURE REVIEW
Many entrepreneurs who intended to operate a social enterprise have failed for two
reasons: (a) lack of a clear personal vision aligned with the business vision and (b) lack of
awareness of current social needs. It is important for a social entrepreneur to start with a clear
vision and mission to derive the engine of their enterprise, become the fuel that accelerate its
progress along the way, and the benchmark for measuring success. No matter how entrepreneurs
are genuine in their pursuit for social impact through their enterprise, if the community’s real
needs are not addressed through the local social entrepreneurs, the social impact will be short
sighted and unsustainable. Therefore, it is important to identify the real needs of the community
and current social needs. This chapter focuses on defining entrepreneurship and SE and examines
various coaching models to develop an SECM. Finally, the chapter offers a review of the
knowledge, motivation, and organizational needs and challenges needed to develop a profitable
and sustainable social enterprise.
Entrepreneurship and Social Entrepreneurship
Entrepreneurs generally own and manage their businesses (Gartner, 1990). In
comparison, SE uses social drive to generate products and services that create entrepreneurial
income (Tracey & Jarvis, 2007). In other words, SE delivers a product or service that satisfies a
community need while earning revenue.
Social Entrepreneurship in Qatar
SMEs in Qatar are on the rise as the focus shifts to entrepreneurial development and
private-sector innovation per Qatar’s National Vision 2030 (Qatar General Secretariat for
Development Planning, 2008). As such, there is a growing demand for coaches and mentors for
Qatari entrepreneurs, including social entrepreneurs in Qatari SMEs (Al Salah & Tok, 2014).
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However, while wealthy philanthropists are recognized for their generous contributions to local
and worldwide SMEs, SE is not yet a well-understood concept among young Qatari
entrepreneurs, and the literature is lacking. As such, this chapter focuses on global SE and
coaching models used to develop the SECM.
Social Intelligence and Entrepreneurship
To develop a social mission, entrepreneurs must shift to a mindset requiring a high level
of social and emotional intelligence. According to Goleman (1998), this “Social and Emotional
Learning” requires “that one must first unlearn old habits and then develop new ones. For the
learner, this usually means a long and sometimes difficult process involving much practice” (p.
6).
Emotional and social competency model for leaders. Goleman and Boyatzis (2008)
found that research over the past decade has confirmed that there’s a large performance gap
between socially intelligent and socially unintelligent leaders. As such, he emphasized the
importance of the emotional and social competency inventory, a 360-degree evaluation
instrument integrating Hay Group’s metric and Goleman’s earlier emotional intelligence
framework by which leaders can assess the seven social intelligence qualities (p. 78–79).

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Table 2
Emotional and Social Competency Inventory for Leaders and Individuals (Goleman, 2008)
Empathy Do you understand what
motivates other people, even
those from different
backgrounds?
Are you sensitive to others’
needs?
Attunement Do you listen attentively and
think about how others feel?
Are you attuned to others’
moods?
Organizational Awareness Do you appreciate the culture
and values of the group or
organization?
Do you understand social
networks and know their
unspoken norms?
Influence Do you persuade others by
engaging them in discussion
and appealing to their self-
interests?
Do you get support from key
people?
Developing Others Do you coach and mentor
others with compassion and
personally invest time and
energy in mentoring?
Do you provide feedback that
people find helpful for their
professional development?
Inspiration Do you articulate a compelling
vision, build group pride, and
foster a positive emotional
tone?
Do you lead by bringing out
the best in people?
Teamwork Do you solicit input from
everyone on the team?
Do you support all team
members and encourage
cooperation?

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Optimal process for developing emotional intelligence for organizations. Goleman
(1998) described the process of developing emotional intelligence within organizations as having
three phases. Phase one is preparation for change, during which organizations must strongly
commit to the change process for an extended period of time. In a social entrepreneurial
coaching context, coaches should assess the organization’s needs and key competencies,
including assessing personal strengths and limits, considering feedback, maximizing learner
choice, encouraging participation, linking learning goals to personal values, adjusting
expectations, and evaluating readiness.
In phase two, training becomes the main focus; this is when client motivation and
fostering the client-coach relationship is most crucial. Key elements of this phase include
maximizing self-directed change, setting clear goals and breaking them into manageable steps,
maximizing opportunities for and providing frequent feedback of practice, using experiential
methods, building individual and support groups, using models, enhancing insight, and
preventing setbacks.
Once training has occurred, phase three shifts the focus to maintenance. The client is
encouraged to use the skills developed in the learning environment within the work environment
until eventually they become entrenched habits in daily professional activities (Goleman, 1998).
Coaching
Coaching involves shifting an individual’s perspectives when they can be translated into
daily actions and working with individuals’ belief systems (Rosinski, 2003). Socrates is
considered one of the first coaches because of his use of questioning and reflective reasoning to
enhance self-confidence through dialogue (Nielsen & Norreklit, 2009). Coaching’s reputation
has grown as coaching consulting companies have expanded their reach and popularity,
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especially in the executive coaching and leadership sector. This section examines two of the
more popular models: the co-active coaching model and the Hogan development coaching model
(2014).
International Coaching Federation (ICF) Operational Standards
The Journey’s coaching model uses International Coaching Federation (ICF) standards as
a benchmark for its operations. Key criteria include a dedicated website with comprehensive
program information; a minimum 6-month program duration; program participation of at least 20
clients with 125 client contact hours per year; a minimum of 10 hours of observed mentor
coaching sessions over a period of 3 months or longer; and documented procedures and
processes for clients, training coaches, and evaluating faculty members. The ICF requires that all
coaches, observers, mentors, and performance evaluation reviewers must hold one of the three
ICF Credentials: associate certified coach (ACC), professional certified coach (PCC), or master
certified coach (MCC). The director of training must hold the MCC credential.
In addition, the coaching model developed in this study uses ICF’s four core
competencies (see Appendix I), which feature the importance of setting the coaching foundation
before starting the coaching process, co-creating the relationship with clients while developing
trust and clear expectations, communicating effectively by listening to powerful questioning, and
facilitating learning results between the coach and the client with goal-setting and managing the
progress of the client along the way (ICF, 2016e)
The Co-Active Coaching Model
Key elements. The co-active coaching model, as explained by Whitworth (2007), is
characterized by cornerstones. First, clients are the most important element of the coaching
relationship; therefore, they determine the coaching agenda. Second, the coach considers the
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clients’ “big picture,” with the goal of having a more fulfilled, balanced life. Therefore, the
coach’s role in the co-active model is to promote transformative change with meaningful and
purposeful results for clients. This meaningful change can happen by creating an alliance and a
coaching environment with ground rules, expectations, agreements, confidentiality, and trust; the
coach empowers the clients, which enables them to use their own inspiration (Whitworth, 2007).
Framework. In performance with the four cornerstones, co-active coaching emphasizes
the delivery of four key elements: listening, intuition, curiosity, and action. Listening to clients is
attending to their vision, values, choices, areas of resistance, life balance strategies, and reading
between the lines (Whitworth, 2007, p. 40). Intuition demands that both coach and client
courageously tackle deep and sensitive issues while remaining objective and unattached (Mavor,
Sadler-Smith, & Gray, 2010). Curiosity involves asking powerful, simple questions and the
courage to push the client to get to the core of the issue or redirect them from a dead end
(Whitworth, 2007). Finally, action refers to the client moving forward to reach the agreed goal
(Whitworth, 2007). This framework develops the standard within which the relationship of
coaching for both the coach and clients can work. It gives openness to curiosity and intuition and
the focus of clients’ values and action plans that they need to work toward positive changes.
These four key elements create the energy and power that this coaching relationship needs to
thrive and deliver great results for coached clients.
Hogan’s Development Model
In contrast to the co-active coaching model, Hogan’s development model (see Appendix
F) concerns four competency domains: business, leadership, the interpersonal, and they
intrapersonal (2009). Proficiency in these domains was measured using on-the-job behavioral
data obtained through feedback, such as the 360 process. There are several elements in Hogan’s
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model that interconnect with the co-active coaching model, such as the two interpersonal skills,
intrapersonal skills, and leadership skills. These levels are proactive elements in the SECM. The
interpersonal skills include approachability, listening, and building relationships. The
intrapersonal skills include action orientation, initiative, and composure. These two levels of
Hogan’s model are interconnected, overlap with the co-active coaching model, and are integrated
in the coaching tools to deliver the SECM on the three levels.
Stakeholder Knowledge, Motivation, and Organizational Influences
Having examined relevant coaching models, this section shifts focus to the client side,
specifically, to the literature on stakeholder knowledge, motivation, and organizational (KMO)
influences relevant to this study, with particular attention to those KMO influences that affect
stakeholder goal achievement.
Knowledge and Skills
This review has been organized around four types of knowledge (Anderson, Krathwohl,
& Bloom, 2001). First are facts, details, and elements; second are conceptual principles, theories,
and models; third are procedural knowledge and methods; and fourth are metacognitive
knowledge and awareness of one’s own thoughts and actions.
Factual knowledge. Simply put, coaches need knowledge of SE and coaching, including
understanding the meaning, terminology, and purpose of each, as well as global variations.
Social entrepreneurs themselves need experience, background, and practice in entrepreneurship
to coach efficiently. Coaches, in turn, must be able to identify other global coaching methods and
models that may be of value to social entrepreneurs.
Conceptual knowledge. Social entrepreneurs and coaches also need conceptual
knowledge of SE, that is, the categories, principles, structure, and theory involved (Anderson et
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al., 2001). Coaches need conceptual knowledge of key elements of available coaching models, as
well as of concepts and theories that can be used in the coaching process to make social
entrepreneurs accountable for their progress. They should understand the cornerstones of the
coaching model and how the coaching process works (e.g., how many stages are required).
Entrepreneurs need to understand the purpose of SE and how it works to align a
sustainable social mission with a profitable business. They should also understand the concepts
(both in theory and pragmatic implementation) that can enable them to act as social pioneers in
their field in serving local and global communities.
Procedural knowledge. Procedural knowledge refers to the techniques, procedures, and
methods (Krathwohl, 2002) necessary to coach social entrepreneurs. Clark and Estes (2008) and
Krathwohl (2002) particularly emphasized the importance of procedural knowledge and the
effects of practice and training.
A SE coaching session begins with a mutual agreement between entrepreneurs and
coaches. Coaches therefore need to know the procedures outlined in these agreements, such as
session scheduling, logistics, and clarifying the code of ethics. Once sessions begin, coaches
employ skills to help social entrepreneurs develop and adjust strategies to accomplish their social
business goals, such as how to evaluate the success of a social enterprise, identify their special
needs as social entrepreneurs at a global and local level, measure annual social return on
investment (SROI), and identify key performance indicators (KPIs) to measure success and
progress. Finally, coaches should be familiar with methods for measuring performance gaps in
the coaching model, as well as how to address these gaps for further development.
Metacognitive knowledge. Metacognition is the ability to reflect, adjust strategies,
assess demands, plan approaches, and monitor progress. Essentially, as Krathwohl (2002) noted,
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metacognitive knowledge is awareness of one’s own reasoning and perception, one’s knowledge
and skills, how learning occurs, and what type of training is necessary to support it.
In terms of metacognitive needs, any coaching program must include elements that help
entrepreneurs to self-regulate, self-motivate, and self-monitor their progress toward their social
enterprise goals according to their needs and to adjust their strategies accordingly. Coaches must
support social entrepreneurs’ reflections on their own social mission, strengths, and limitations.
Coaches should also be accountable for and transparent in providing the information social
entrepreneurs need to develop a sustainable social business. This can occur through monitoring,
assessment of demands and personal social goals, use of previous experiences with coaches and
mentors, and use of a system of accountability for progress.
Motivation
Clark and Estes (2008) defined motivation as the driving force behind actions, an
indication of how far these actions moved towards the goal and how much more effort is
required to reach it. Social entrepreneurs require certain motivational characteristics to create
sustainable changes in their communities. Dees (1988) described social entrepreneurs as
visionaries, opportunity seekers, life learners, pioneers, and fearless risk takers. When coaching
social entrepreneurs, therefore, it is vital to understand the high value they place on serving the
community in the long-term.
Similarly, assessing coaches’ motivation in regard to SE and life coaching itself can yield
insight as to how to make these pursuits attractive and meaningful to coaches and clients alike.
There are three relevant approaches.
Expectancy-value theory. Clark and Estes (2008) estimated the value of any task as
measured by “active choice, persistence, and mental effort” (p. 80). Coaches, therefore, should
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find SE and their clients valuable, interesting, and important. If coaches actively work to
recognize interest and value in the process of coaching social entrepreneurs, their own
motivation to encourage clients to work toward their goals will increase in turn.
Goal-orientation theory. Coaches are encouraged to create a mastery-oriented
environment, fostering in themselves and in their clients a devotion to performance improvement
regardless of previous failures. Coaches should focus on difficult problems and challenging,
thought-provoking material and encourage their clients to do the same. In this context, focus is
placed on improving upon one’s own past performance, rather than that of others.
Goals theory. Clark and Estes (2008) cited the importance of goals for increasing
confidence, motivation, and success, stating, “It is important to set goals otherwise it becomes
difficult to determine if one is succeeding or failing” (p. 276). Coaches therefore must set clear,
challenging goals to reach with their clients, while making sure to satisfy SMART criteria
(specific, measurable, approachable, relevant, and time-based). Coaches should also ensure that
goals align with client’s learning curves, motivations, and performance levels.
Organization
Organization is the final stakeholder factor to be considered. To develop an
organizational culture profile, Clark and Estes (2011) asked, “In what ways is this organization
different and unique?” (p. 111). The following section examines this question in a coaching
context through cultural settings and models.
Cultural settings. Rueda (2011) emphasized the importance of cultural models and
settings in any environment to provide a clear understanding of how people think, why they
behave the way they do, and how they respond to life circumstances. Social entrepreneurs need a
cultural setting equipped with elements to ensure their benefit from the coaching model, such as
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adequate funds, staff, materials, licensure, professional office settings, and adequate coaching
hours. The context and surroundings should enhance the experience for both coaches and social
entrepreneurs, whether the client is an individual entrepreneur or an enterprise.
Another crucial cultural element is clear organizational vision and mission. The
consultant’s business and social mission must align to determine potential clients and identify
how the coaching model can best serve their needs. Clear, solid, and persistent goals should be
provided that complement each other, and regular, systematic, and constructive feedback on
productivity levels should be provided. The organization should institute creative, solution-
oriented policies that foster autonomy and choice, creativity in the pursuit of organizational
goals, and a good communication flow.
In terms of staffing, the organization should ensure retention of its licensed life coaches
by identifying highly qualified top performers, along with their key success factors, and
providing them with the latest career and self-development training. High-performing coaches
should be assigned to the most challenging clients, those who need more advanced coaching on
the importance of SE and how to apply its principles to their business with social and emotional
intelligence.
Cultural models. The coaching relationship is based on establishing trust and intimacy
by creating a safe environment of mutual respect. To foster this environment, organizations
should implement a cultural model of high-level listening, intuition, curiosity, and action to help
clients attain fulfillment, balance, and goal progression. Whether coaching an individual, team,
or organization, the coach must consider the entire relationship system and understand it as
naturally creative, resourceful, and whole.
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At the relationship level, the coach and client begin the coaching process by agreeing to a
partnership. Coaches in this alliance must respect clients’ cultural expectations and business
background while making sure to treat different clients’ timelines and business needs distinctly.
Coaches can communicate with clients most effectively through active listening, powerful
questioning, and direct communication, whereas they facilitate learning and progress by creating
awareness, designing action, planning and setting goals, and managing clients’ progress and
accountability for their actions and results (ICF, 2016g).
Internally, a culture of competition between coaches should be avoided in favor of a
collaborative environment. The organizational culture should encourage honesty, transparency,
and accountability from all parties, encouraging attitudes of abundance, collaborative leadership,
trust, acceptance to change, and openness in resolving conflict.
Conclusion
This chapter reviewed the theoretical models that inform the Journey’s SECM, along
with stakeholders’ assumed knowledge, motivation, and organizational needs. Definitions of
entrepreneurship, SE, and coaching were highlighted and a brief summary given of
entrepreneurial, social entrepreneurial, and coaching activities in Qatar. The proposed new
coaching model has been described in detail, integrating elements of Kaplan’s balanced
scorecard model (Appendix D), Goleman’s emotional and social competency model (2008), and
the co-active coaching model (Appendix E) into Hogan’s development model (Appendix F).
This study has proposed testing the resulting new model, the SECM, using the methodology
described in the following chapter.
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CHAPTER THREE: METHODOLOGY
The purpose of this study was to design an SECM for the Journey Coaching Consultancy.
As discussed in Chapter Two, to develop this model, stakeholders’ needs must first be
understood. This study used a gap analysis to identify these needs.
The questions that guided this study were:
1. What are entrepreneurs’ knowledge, motivation, and organizational needs to
develop as social entrepreneurs?
2. What are the recommended knowledge, motivation, and organizational elements
for designing a sustainable SECM for entrepreneurs?
This chapter introduces the gap analysis process that served as the methodological
framework for this study. Within this framework, the assumed knowledge, motivation, and
organizational needs are discussed. This chapter describes stakeholders, data collection, methods,
and analysis, concluding with limitations and delimitations of data and findings.
Methodological Framework
Clark and Estes (2008) defined gap analysis as a systematic, problem-solving approach to
improve performance and achieve organizational goals. According to Rueda (2011), the gap
analysis process “provides a way to clarify both short-term and long-term organizational goals,
assess them, and describe gaps from the actual levels of performance or achievement to the
desired levels” (p. 73). In Clark and Estes’ model, the main causes of performance gaps can be
found in any of three areas: knowledge and skills, motivation to achieve goals, and
organizational culture.
Knowledge is important for understanding how and when an entrepreneur needs this
goal. Meanwhile, motivation is the emotional force to pursue this goal. The organizational
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processes are the tools and facilities within the enterprise that support the implementation of
these procedures and motivations to close the performance gap. Closing the gap depends on
alignment with the organizational strategy or structure (Clark & Estes, 2008).
In this study, the gap was assessed at 100% because the coaching model proposed by the
study did not yet exist. Instruments used were surveys, interviews, and documents.

Figure 1. Gap analysis process.

Assumed Performance-Based Influences
This study assumed the following performance gaps. In knowledge, the study assumed
that entrepreneurs were aware that their business can exert a social impact. In motivation, the
study assumed that entrepreneurs devoted adequate effort to pursuing sustainable social impact
through their business activities and had the motivation to have an impact on society through SE.
In organization, this study assumed the need for funding and providing the business resources
needed to run a successful social enterprise.
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Research instruments verified these gaps as follows. Knowledge instruments determined
if entrepreneurs know the definition and significance of SE and the key elements for becoming
successful social entrepreneurs. Motivation encourages entrepreneurs’ persistence in clearly
identifying, communicating, and achieving their socially oriented goals while identifying any
distracting factors having an impact in society. The organizational instruments in the study
identified the organizational needs for funding, business resources, coaching, and building
professional teams.
Barriers to closing performance gaps were identified using survey, interviews and
document analysis. During interviews, some questions were followed by investigative questions,
such as, “What do you believe are the challenges hindering you and your enterprise from
implementing and sustaining a social impact through your business?” and, “What kind of support
do you need to enforce this social impact?” to provoke further information.
Finally, the study addressed findings and validated needs. Interviews were conducted
after having taken steps to close performance gaps. These steps include providing the knowledge
required to coach social entrepreneurs, develop their motivational drives, and provide
organizational procedures required for an efficient sustainable coaching model.
Investigation of organizational performance included three components: (a) scanning
interviews with stakeholders, (b) learning motivation and organization/culture theory, and (c)
reviewing the related literature, as referenced in the appendices to Chapter Three.
The following section details preliminary scanning data in these contexts and discusses
the proposed methodology in detail.

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Preliminary Scanning Data
Knowledge and Skills
The Journey’s organizational mission is to design and implement a model for coaching
entrepreneurs to become social entrepreneurs, (i.e., to transform an entrepreneur’s business into a
sustainable and profitable social enterprise). Social entrepreneurs need to have a profitable
business model and solid background in business operations. They also need a clear evaluation
of business goals and outcomes, self-regulating habits, periodical progress monitoring, and a
social strategy that aligns with their business model. Entrepreneurs who enroll in the Journey’s
coaching program are expected to develop their business’ social mission, to make a difference
through serving the community sustainably, and to be accountable and transparent in providing
the information that coaches require for their training.
Client entrepreneurs at the Journey are expected to have basic knowledge of concepts and
procedures for creating a social enterprise, to understand how to transform an existing business
into a sustainable profitable social enterprise, to be both experienced entrepreneurs and social
entrepreneurs, to know how to evaluate business outcomes and social impact, to self-regulate
their behavior, and to be focused and self-motivated. Entrepreneurs are required to monitor their
progress periodically with their clients to help them adjust their strategies to accomplish their
social mission and align their business models accordingly.
The interactive relationship between clients and coaches described above includes all the
requirements of the SECM, such as weekly coaching sessions and incorporation of the coaching
theories, types, methods, and principles essential to success. This process is designed to help
social entrepreneurs to select social missions that align with their business, develop a plan and
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procedures to achieve it, reflect on their social mission, and evaluate their own social strengths
and limitations.
Motivation
To be successful, social entrepreneurs must have a strong sense of values, self-regulation,
and self-efficacy. However, they may have difficulty selecting a suitable social mission,
identifying the best way to apply the social mission, and pursuing it to completion. Many
entrepreneurs do not make the transition from entrepreneurship to a social enterprise or enroll in
life coaching training programs, either because of a lack of awareness of SE and lack of
knowledge of how to proceed in learning SE. This knowledge gap, in turn, demotivates the
entrepreneur to start or maintain a sustainable social enterprise. Coaches should thus assess
clients’ motivations to enroll in the coaching process and assess the value they place on SE and
coaching to determine how meaningful is the coaching process is for each client, according to
their specific needs.
Organization
To address organizational gaps, myself as the Journey’s founder and chief executive
coach have recognized that the organization must provide potential social entrepreneurs with a
licensed coaching program taught by experienced coaches, a solid strategic plan, clear key
performance indicators, efficient program procedures, realistic priorities informed by clients’
needs, adequate coaching hours, a professional office setting, and opportunities to create a social
enterprise network.
To fulfill these criteria, the Journey must offer an ICF-compliant SECM. This model
should reflect a transparent approach to social needs by considering and respecting clients’
cultural expectations, values, and diverse business models, regardless of their background. The
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model should also distinguish between different clients’ timelines and business needs and
provide experienced entrepreneurs who are engaged in a social enterprise.
Participants
This study targeted experienced entrepreneurs who are or were affiliated with the QBIC,
IQ, and QDB. An English-language online survey was e-mailed to these business development
organizations in Qatar, QIBC, QDB, and IQ. The organizations e-mailed this survey link to their
e-mail lists of entrepreneurs. The projected number of initial participants who met the above
study criteria was 14–20 experienced entrepreneur interviewees and 40–60 survey participants.
From the total survey participants, only 40 entrepreneurs completed the Likert scale, open-ended
survey questions. Participants were asked at the final question to provide their contact
information to volunteer for an interview. Fourteen participants were interviewed. Each Skype
interview lasted 30 minutes. Interviews included nine questions. Confidentiality was assured for
all volunteering participants.
Data Collection
Permission from the University of Southern California’s Institutional Review Board
(IRB) was obtained in August 2016. To validate assumed KMO needs, an online survey, in-
person interviews, and document reviews were conducted. Qualitative and quantitative methods
were used to gather data for this study in addition to document analysis. To ensure participation
was voluntary and no participant felt coerced to participate, the right not to participate in the
project was clearly communicated. Participants were assured of complete confidentiality
regarding their information, identity, and data. Participants were also asked for permission to use
documentation or data generated by this study for other institutional purposes.

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Surveys
Once IRB approval was received, an English-language online survey was e-mailed to
several business development organizations in Qatar, QIBC, QDB, and IQ. These organizations
e-mailed the survey link to their e-mail list of entrepreneurs. Forty participants out of 500
entrepreneurs responded to the survey by January 2017. The survey was anonymous; however,
demographic questions were collected to distinguish the answers provided by entrepreneurs
without compromising anonymity.
The content of the survey (Appendix B) focused on the essential components for
designing a social entrepreneur coaching model, as discussed in Chapter Two, taking into
consideration the perspectives of both coaches and social entrepreneurs. The survey contained 20
items comprising a mixture of Likert scale items and items assessing knowledge, motivation, and
organizational needs. Items pertaining to motivation were based on existing valid and reliable
motivation instruments, whereas knowledge and organizational items were designed for this
study. Upon completion of the data analysis, all copies of data and all recordings were destroyed.
Interviews
From the original 40 survey participants, 14 entrepreneurs volunteered to participate in
interviews to provide in-depth qualitative data. Participants were interviewed individually in
English, using semi-structured, open-ended questions. The interviews consisted of nine questions
and took approximately 30 minutes to be conducted via Skype. Each interview began with a
standard interview protocol (see Appendix C) that included obtaining permission to record the
interview for later transcription and coding and confirming the interviewee’s informed consent.
It was clearly communicated and documented to the interviewee that their participation was
voluntary.
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Documents
Survey and interview findings were validated through comparison with existing
documents, such as online feasibility plans and setting business materials from local
governmental enterprises, social enterprises, and related organizations in Qatar. Injaz Qatar’s
social mission demonstrated solid validation for an SE in Qatar “To accelerate young people’s
ability to contribute to the economic development of nations by connecting them to dedicated
business mentors and providing them with the skills and mindset they need to become the
entrepreneurs and business leaders stimulating their communities” (Injaz Qatar Annual Report,
2014, p. 7). Furthermore, QDB’s annual reports 2013 and 2014 demonstrated the achievements
of QDB in supporting start-up enterprises and SMEs, either through loans or development
programs, such as a customer journey guide (QDB, 2015). Moreover, documents on a feasibility
study, funding, and business consultations were all provided online as supportive documents for
start-ups (QDB, 2015).
Validation of Performance Needs and Conceptual Framework
Assumed performance needs were validated using surveys, interviews, and document
analysis. Research questions used to elicit feedback for data collection, surveys, interviews, and
document analysis are listed in Table 4. All questions asked in both surveys and interviews were
used to maximize data collection opportunities.
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Table 3
Research Questions
Research Question Survey Interviews Documents
Q1) Is it important to give back to society, through your
Social Enterprise?
X
Q2) Do you need community to value Social
Entrepreneurship in order to succeed as a Social
Entrepreneur?
X
Q3) Do you need to know how to use your network to
develop your Social Enterprise?
X
Q4) Is Corporate Social Responsibility – CSR and Social
Entrepreneurship the same thing?
X
Q5) Do you need to learn how to sustain the impact of your
enterprise on society on the longer term?
X
Q6) Do you need to learn how to make profit out of a
Social Enterprise?
X
Q7) Can I achieve a bold vision even when other people
doubt me?
X
Q8) Do you have commitment to achieve goals? X
Q9) Do you see failures as valuable feedback? X
Q10) Do you connect patterns and see new possibilities for
new projects?
X
Q11) Are you able to take into consideration viewpoints
other than your own?
X
Q12) Do you connect with others easily and build strong
relationships?
X
Q13) Does your enterprise has a social mission? Does it
align with your business mission and goals? If not, why?
X X
Q14) Do you have the network necessary to develop your
Social Enterprise?
X
Q15) Does your Enterprise need a proactive strategy to
become a Social Enterprise?
X

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Table 3, continued
Q16) Does your Enterprise need clear measurements to
achieve its goals?
X
Q17) Does your enterprise needs access to funds to activate
it as a Social Enterprise?
X
Q18) Do you need expert guidance and coaching in Social
Entrepreneurship (Specify)?
X
Q19) Do you intend to invest money to be coached, to
develop your Social Enterprise (Specify max. amount)?

X

X

Q20) What does Social Entrepreneurship mean to you?
Q21) Are you interested in being a Social Entrepreneur?
Why? What would motivate you, as an entrepreneur, to
become a Social Entrepreneur?
Q22) What kind of social impact can you have as a Social
Entrepreneur on the community?
Q23) What characteristics do Social Entrepreneurs need to
be successful? Which one do you want to develop and
enhance more in yourself?
Q24) What kind of support, and resources do you or your
enterprise need, to succeed as a Social Entrepreneur?

X
X

X

X

X

Q25) What opportunities do you have as an entrepreneur in
developing your Social Enterprise?
X
Q26) What challenges and do you face in the process of
becoming a social entrepreneur?
X

Trustworthiness of Data
Using the data collection methods (surveys, interviews, and document analysis) allowed
data trustworthiness and triangulation was assured. Surveys were conducted under the assurance
of anonymity, with items based on existing valid and reliable instruments. The data collected
provided general information on the components that were most essential to developing an SE
coaching model. Interviews were conducted voluntarily and confidentially. Responses collected
provided in-depth feedback on assumed performance needs. Documents were examined to
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further triangulate survey and interview results, providing an in-depth and thorough assessment
that complemented the surveys’ quantitative output.
Role of Investigator
As the founder and chief executive coach of the Journey Coaching Consultancy, the
researcher’s dual roles as innovator and executer may appear to reduce the study’s validity. To
mitigate this risk, the coaching model was benchmarked from proven international coaching
models and standards, including such tools as Goleman’s social intelligence coaching model, the
co-active coaching model, and ICF operational standards. These foundational elements validated
the framework of the SE coaching model; external assessments and data analysis proved their
validity.
Data Analysis
Survey Monkey was used to analyze survey data. Interview results were transcribed and
coded thematically according to the three assumed performance needs (i.e., knowledge,
motivation, and organization). Documents were examined to triangulate survey and interview
results, providing an in-depth assessment.
Clark and Estes’ (2011) gap analysis model was used to frame the results and validate
assumed needs. Gaps caused by lack of knowledge and skills were categorized as factual,
procedural, conceptual, or metacognitive. Variables with motivational influences were classified
as interest, goal-setting, active choice, expectancy-value, or affect. Organizational variables,
cultural models and settings, policy factors, and resources were identified and categorized. Using
this same model, the study developed solutions to any gaps identified.

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Limitations and Delimitations
The aim of this study was to conduct a gap analysis to examine the needs of an SECM
and to construct a coaching model based on those needs. The primary delimitation of the project
was that the researcher is the founder and chief executive coach of the organization for which the
model was being developed, which may introduce some favoritism in judging the needs to
accomplish this coaching design. The primary limitation of this study was its restriction to a
single type of stakeholder, the social entrepreneur. This limits the scope and neglects other
stakeholders’ needs, such as coaches and nonprofit organizations, which could affect the
outcome of the study. Additionally, difficulties in engaging global coaching organizations to
participate in this study limited its scope to local participants.

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CHAPTER FOUR: RESULTS AND FINDINGS
This study focused on analyzing requirements contributing to designing an SECM for
entrepreneurs in Qatar. The framework used for this study was based on the Clark and Estes’
(2008) gap analysis. Chapter Three of this study outlines the factors influencing the design of the
SECM for Qatar entrepreneurs based on knowledge, motivational, and organizational needs in
conjunction with a literature review, personal knowledge, and cultural/organizational theories.
The following questions guided this study:
1. What are entrepreneurs’ knowledge, motivation, and organizational needs to develop as
social entrepreneurs?
2. What are the recommended knowledge, motivation, and organizational elements for
designing a sustainable SECM for entrepreneurs?
Each assumed need discussed in Chapter Three was assessed under the dimensions of
knowledge, motivation, and organization to assist in answering the guiding questions.
The qualitative methodology used to gather data to validate the assumed needs consisted
of surveys, interviews, and document analysis. The data collected were analyzed to gain a deeper
understanding of the knowledge, motivational, and organizational factors required in designing
the SECM for Qatar. The data collection process took over 2 weeks in January 2017. Surveys
were e-mailed, first to CEOs of major entrepreneurial organizations, such as INJAZ-Qatar, QDB,
and QBIC from Qatar. Entrepreneurs who indicated a willingness to participate in an interview
were immediately scheduled for a Skype interview after surveys were collected. The last step in
the data collection was to review the SE documents provided by the QDB, and Qatar Financial
Center (QFC) to provide triangulation for the data collected.
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This chapter illustrates which assumed knowledge, motivational, and organizational
needs were validated based on the data collected. The findings of the data collection are
presented and synthesized here.
Participating Stakeholders
A total of 40 Qatar entrepreneurs responded to the survey questions, and 14 entrepreneurs
were interviewed. The surveys were collected electronically through Survey Monkey, and
interviews were conducted via Skype. Entrepreneurs received an explanation of the purpose and
procedure of the study before answering the survey questions. QDB, Injaz-Qatar, and QBIC were
informed that the study has been approved by USC’s Review Board prior to sending out the
surveys to their contact lists of entrepreneurs and before responses. Anonymity was assured to all
participants in the survey and interviews.
Survey. The survey comprised 19 Likert scale questions and included 14 knowledge
items, two motivational items, and four organizational items. It was distributed electronically to
approximately 500 entrepreneurs in Qatar. A total of 40 entrepreneurs completed all the
questions on the survey. Of these participants, 45% had 1–3 years of experience, 19% had 4-6
years of experience, and 36% had 7–10+ years of experience. Survey participants were 63%
female and 37% male entrepreneurs. Meanwhile, 37% of participants were Qatari entrepreneurs
and 63% multinational entrepreneurs. Entrepreneurs’ roles varied from 74% founders, with the
remaining 36% holding other roles, such as designer, personal development trainer, and writer.
Interviews. A total of 14 entrepreneurs indicated on the survey that they were willing to
be interviewed and participated in a Skype interview. The nine interview questions consisted of
three knowledge items, three motivational items, and three organizational items. Participating
entrepreneurs’ demographics consisted of 57.14% female entrepreneurs, 42.85% male
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entrepreneurs, 42% Qatari nationals, and 57% multi-nationals. Participants’ roles varied from
founders, chief executive officers, trainers, managers, designers, accountants, writers, and
consultants in the education sector, business development, self-development, social self-help,
economic development, hospitality, creative design industry, and nonprofit initiatives.
Participants’ years of experience as entrepreneurs varied between 1–14 years. Of the nine
interview questions, three questions were knowledge-based, three questions were motivation
based on interest and importance, and three questions were based on organizational resources
and required knowledge through various social entrepreneurship challenges, and opportunities.
After the interviews were completed, they were transcribed and analyzed for recurring themes,
which were organized based on the KMO categories identified above.
Documents. To triangulate data; several entrepreneurship documents were gathered from
various governmental organizations. These documents were analyzed to identify existing
applications and practices of SE in the business development organizations in Qatar. Documents
on SE knowledge, motivation, and organization were investigated from several Qatar
governmental organizations, such as the QDB, QBIC, IQ, and QFC.
For knowledge in SE, documents that outlined clear definitions, types, and procedures of
SE were not available, which were required for further analysis. But there were documents on
existing development programs in business consultation and funding (QDB, 2015), a fairly
important starting base for entrepreneurs and social entrepreneurs to build a solid business
foundation and funding resources.
For motivation in SE, one document was found to further investigate the motivation
entrepreneurs have toward SE. QDB developed a document outlining the requirement efforts for
entrepreneurs’ training and development through free courses offered by QDB to build and
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enhance capabilities of entrepreneurs. Entrepreneurial development workshop registration
documents were available online, offering entrepreneurship courses to all interested
entrepreneurs.
For organizational SE, QDB developed documents outlining the required procedures for
starting up a business through developing a feasibility plan, AlDhameen program for financial
funding, and Istishara for the consultation services process. These documents were available
online to the public and entrepreneurs who are interested in registering through the QDB office
for consultations and funding. QFC also provided online documents on information required to
submit a business case study, with the required documents to set a business for locals and
expatriates with 100% ownership and a 10% tax rate.
Results and Findings for Knowledge Needs
Anderson et al. (2001) offered four different types of knowledge: factual, conceptual,
procedural, and metacognitive. This gap analysis identified the knowledge-assumed needs based
on these four knowledge types.
In this section, findings focus on the required knowledge entrepreneurs needed to become
successful social entrepreneurs, such as SE awareness and business skills. These two main
knowledge factors complement each other for a successful SE. Table 4 shows the knowledge-
assumed needs. Validation was determined based on the percentage of participants who
supported the need assumed in this study.

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Table 4
Knowledge-Assumed Needs and Validation Methods
Category Assumed Need Validation Method
Knowledge
Entrepreneurs’ Awareness
Factual Entrepreneurs have knowledge of *SE Definition Interview
Conceptual Entrepreneurs have knowledge of *SE Types Survey

Entrepreneurs’ Strategy
Procedural Entrepreneurs need a social mission for their enterprise Survey
Procedural Entrepreneurs’ social mission and business goals are aligned Interview
Procedural Entrepreneurs need a proactive strategy for their enterprise Survey
Procedural Entrepreneurs need measurements to measure their goals Survey

Entrepreneurs’ Business Skills
Procedural Entrepreneurs have skills to use their network for *SE Survey
Procedural Entrepreneurs have skills in developing sustainable *SE Survey
Procedural Entrepreneurs have business skills Survey

*SE Characteristics
Metacognitive Entrepreneur need to be bold to achieve vision when doubted Survey
Metacognitive Entrepreneur need to have the commitment to achieve goals Survey
Metacognitive Entrepreneur need to be resilient to see failure as valuable feedback Survey
Metacognitive Entrepreneurs need to be innovative to connect the patterns for new projects. Survey
Metacognitive Entrepreneurs need to be empathetic to take into consideration others’ viewpoints Survey
Metacognitive Entrepreneurs need to connect and build strong relationships Survey
Metacognitive Characteristics of successful *SEs Interview

Entrepreneurs’ Awareness
Entrepreneurs’ Knowledge of Social Entrepreneurship Definition
Interview. The first assumed knowledge need was that entrepreneurs have knowledge of
the SE definition. The question asked during the interview to validate this need was, “What does
social entrepreneurship mean to you?” Based on the interview data, entrepreneurs varied in their
understanding of SE after reading Seelos and Mair’s (2005) definition of SE to the interviewees,
which stated that it is a profitable enterprise derived from the mission to change society. Some
entrepreneurs indicated that they were unaware of the SE definition; others acknowledged the
entrepreneurial nature only.
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This first category of entrepreneurs, 75% of participants, either had no knowledge of SE
or had a misconception of its definition. Mona, an entrepreneur, asserted, “I didn't know this was
social entrepreneurship.” Nadia stated, “I had a misconception about social entrepreneurship.”
Yet Ahmad stated, “Social entrepreneurship is about doing business through social media.” Nada
focused on profitability by stating, “There are different kinds of entrepreneurships, profitable and
not profitable,” whereas Zahra emphasized sustainability as a definition by saying, “Social
entrepreneurship is making your own organization sustainable.”
The second category is that 25% of the entrepreneurs, who had a focused social mission
for their business and a clear knowledge of social entrepreneurship. Lubna indicated that SE
“Helps entrepreneurs support other entrepreneurs.” Amani stated that her social mission is about
“Empowering ladies through power dressing in a manner that they feel more confident with
themselves as they project credibility and a professional image.”
As illustrated in Figure 2, the need to have a clear definition of SE was validated through
interviews. Additionally, 25% of the entrepreneurs knew the definition of SE and understood a
social enterprise because they had a social mission.
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Figure 2. The chart shows the answers to the interview question, "What does social
entrepreneurship mean to you?"

Entrepreneurs Have Knowledge of Social Entrepreneurship Types
Survey. The conceptual knowledge assumption that entrepreneurs possess the knowledge
to differentiate between types of SE to become successful was validated. The survey question
given to entrepreneurs was, “Are corporate social responsibility and social entrepreneurship the
same thing?” In total, 60% agreed with this statement, with 10% strongly agreed, 26% agreed,
and 23% somewhat agreed. These results are shown in Figure 3. This need was validated due to
the need to have enough knowledge of SE types because entrepreneurs could not differentiate
between social corporate responsibility and SE.
Approximately 40% of the participants disagreed that social corporate responsibility and
SE are the same, while 8% strongly disagreed, almost 26% disagreed, and 5% somewhat
disagreed. These results can be compared to interview findings about the definition of SE, the
survey result confirmed entrepreneurs’ lack of knowledge about the types and definition of SE.
Lack
of
awareness
of
Social

Entrepreneurship
defini7on

Awareness
for
Social

Entrepreneurship
connected

with
the
Social
Mission

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Figure 3. The chart shows responses to the survey question, "Are corporate social responsibility
and social entrepreneurship the same thing?"

Strategy for Social Entrepreneurship
Entrepreneurs’ Need for a Social Mission for Their Enterprise
Survey. The survey question that asked about entrepreneurs’ assumed need for a social
mission to succeed as social entrepreneurs was, “Does my enterprise have a social mission?” Out
of the 36 entrepreneurs who answered the question, 42% strongly agreed that they had a social
mission for their enterprise, while 33% agreed and 25% somewhat agreed. Thus, 100% of
entrepreneurs agreed that they had a social mission, and this need was validated because the
Strongly
Agree

Agree

Somewhat
Agree

Somewhat
Disagree

Disagree

Strongly
Disagree

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survey results contradict interview results, as stated in Figure 2, where 75% of entrepreneurs
lacked knowledge of SE’s definition.
Only 25% of social entrepreneurs who stated that they had a social mission for their
business clearly understood the definition of SE. Sixty percent of entrepreneurs said that they
had a misconception about the difference between CSR and social enterprise. Entrepreneurs need
to know that CSR is considered a charitable program within a corporate organization, which
differs from a profitable enterprise that operates to gain financial and social profits side-by-side
with creating a sustainable impact on society. Therefore, this need was validated.

Figure 4. Survey question: “Does my enterprise have a social mission?”

Strongly
Agree

Agree

Somewhat
Agree

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Social Entrepreneurs’ Social Mission and Business Goals Alignment
Interview. The assumed knowledge need was for business goals alignment with the
social mission. The questions asked were, “Does your business have a social mission? If yes,
what is it? Does it align with your business mission and goals? If not, why?” Entrepreneurs who
participated in this interview focused their responses on two main themes: social mission and
business sustainability.
Regarding the social mission, 31.7% of the entrepreneurs indicated having a social
mission for their business. Few entrepreneurs talked about their social mission. Lubna stated her
mission was to “Offer high-quality education to everyone, everywhere.”
Zahra indicated her business mission was to “Break the social taboos and create the repel
effect in empowering women.” Ahlam stated, “QBIC’s main objective is to generate revenue
through entrepreneurs with ideas that are profitable for business.” Mohamed affirmed, “QDB’s
mission is to be the hub to connect and motivate Qataris to invest in their own talent and be less
dependent on the government.” There were entrepreneurs who were more interested in business
mission, others in social missions, and some who combined the interest of both social mission
and business mission, and these are the entrepreneurs who had alignment in both, business and
social missions.
In discussing the social mission alignment with the business goals, 28.5% of the
participants indicated that their business goals did not align with their social mission due to the
need for the right business model and entrepreneurs’ awareness of community’s needs. Nada
affirmed, “The social mission doesn't align with the business goals because we don't have the
business model…I would like to embed the social mission when I am ready with the right
business model, and I am targeting a real society’s need.” Suad Stated, “Social entrepreneurship
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hardly gets profit as a business model due to the community’s undervaluing the targeted need
and sometimes a lack of commitment from local clients.”
Meanwhile, 14.2% of participants confirmed the alignment of their business goals with
their social missions. Mansour agreed, “My business mission aligns with the business goals. A
healthy business creates awareness, has an impact, and is profitable.” Mohamed asserted,
“Embrace Doha is a purely social enterprise that generates revenue; it is a cultural business that
does Qatar orientation for expatriates.” Ahlam indicated the need for a clear metric system for
the outcomes of the social mission: “QBIC is promoting business that is socially responsible,
without using specific measurements, but provide incubators and entities. We need to promote a
measuring system.” Khalid added, “IQ needs to have a clear metric system to have qualitative
and quantitative measures for the outcome of the mission. We set certain KPIs to measure our
impact on our targeted market and society.”
Results shown in Figure 5 have been validated because all the above interviewees
reinforced entrepreneurs’ need for a social mission, as indicated in Figure 2. A goals alignment
process is needed to measure goals and how much they are aligned with the mission and vision,
as shown in Figure 7.
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Figure 5. The chart shows the responses to the survey question, “Does my enterprise have a
social mission?”

Entrepreneurs’ Need for a Proactive Strategy for Their Enterprise
Survey. The survey question asked in regard to entrepreneurs’ assumed need for a
proactive strategy for their enterprise was, “Does my enterprise need a proactive strategy to
become a social enterprise?” The sum of 100% entrepreneurs agreed that they needed a proactive
strategy for their enterprise to become a social enterprise. Thirty-six percent strongly agreed,
while 52.78% agreed, and 11.11% somewhat agreed. This need was validated by the data
collected and displayed in Figure 6.
Entrepreneurs
with
Social

Mission

Entrepreneurs
Business
Goals
&

Social
Mission
Are
Not
Aligned

Entrepreneurs
Business
Goals
&

Social
Mission
are
aligned

Other

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Figure 6. The chart shows the answers to the survey question, "Does my enterprise need a
proactive strategy to become a social enterprise?"

Entrepreneurs’ Need for Goal Measurements
Survey. Regarding the assumed need for entrepreneurs to measure their SE goals, the
question asked in the survey was, “Does my enterprise need clear measurements to achieve its
goals?” About 50% of entrepreneurs strongly agreed that their enterprise needed measurements
for their goals, while 36 % agreed and 14% somewhat agreed. This need was validated by a sum
of 100% agreed entrepreneurs, which was collected and is displayed in Figure 7.
Strongly
Agree

Agree

Somewhat
Agree

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Figure 7. The chart shows the results for the survey question, “Does my enterprise need clear
measurements to achieve its goals?”

Entrepreneurs’ Business Skills
Entrepreneurs Need Skills to Use Their Network for Social Entrepreneurship
The procedure-assumed knowledge that entrepreneurs needed to possess was networking
skills to be used in SE. This need was investigated on the survey with this question: “Do I need
to use my network to develop my social enterprise?” Survey results showed that 54% of the
entrepreneurs who participated in the survey strongly agreed to the need to know how to use
their network, 37% agreed, and 10% somewhat agreed. The need was validated by 100%
respondents’ agreement to the need to use their network for successful SE. Figure 8 displays the
survey results.
Strongly
Agree

Agree

Somewhat
Agree

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Figure 8. The chart shows the answers to the survey question, "Do I need to use my network to
develop my social enterprise?"

Entrepreneurs Need Skills in Developing a Sustainable Social Enterprise
This procedure-assumed knowledge was entrepreneurs’ need to have the skill to sustain
the impact of their social enterprise. This need was investigated with the question, “Do I need to
learn how to sustain the impact of my enterprise on society on the longer term?” Survey results
showed that 42 % of the entrepreneurs who participated in the survey strongly agreed that they
needed to learn how to sustain the impact of their enterprise on society for the long-term, and
57% agreed to this need. The need was validated 100% by the survey results because all
entrepreneurs agreed they needed to learn how to sustain the impact of their enterprise on society
for the longer term. Figure 9 displays the survey results.
Strongly
Agree

Agree

Somewhat
Agree

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Figure 9. The chart shows the answers to the survey question, "Do I need to learn how to sustain
the impact of my enterprise on society on society?"

Entrepreneurs Need Profit-Making Skills in Social Entrepreneurship
The procedure-assumed knowledge shows a need to learn business skills that generate
profit from a social enterprise. This need was investigated on the survey with this question, “Do I
need to learn how to make profit out of a social enterprise?” Survey results showed that only a
total of 10% disagreed with this need, whereas 90% agreed to the need. The 90% of participants
were 32% of the entrepreneurs who participated in the survey and strongly agreed they needed to
learn enough business skills for profit from their social enterprise; 37 % agreed, and 20%
somewhat agreed. The need was validated by the survey results because 90% agreed to their
Strongly
Agree

Agree

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need to learn enough business skills that would help them gain profit from their social enterprise,
as shown in Figure 10.

Figure 10. The chart shows the response to the survey question, "Do I need to learn how to make
profit out of a social enterprise?"

Characteristics of Successful Social Entrepreneurs
Social Entrepreneurs Need to be Bold to Achieve Their Vision Even When in Doubt
Survey. The sixth organizational problem deals with the invisible attitude in the cultural
model of an organization. This attitude addresses the entrepreneurs’ need to be bold to achieve
their SE vision, regardless of any doubts faced. The assumed need is for entrepreneurs to be bold
to achieve their vision. The question asked in the survey was, “Can I achieve a bold vision, even
when other people doubt me?” The answer was yes, with the total agreement of 87% of
Strongly
Agree

Agree

Somewhat
Agree

Somewhat
Disagree

Disagree

Strongly
Disagree

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entrepreneurs, with 56 % of entrepreneurs strongly agreeing they needed to be bold as
entrepreneurs, 23% agreeing, and 8% somewhat agreeing, while 8% somewhat disagreed and 5%
disagreed. Figure 11 shows the survey results as answered by the entrepreneurs who participated
in this question of the survey.

Figure 11. The chart shows the answers to the survey question, “Can I achieve a bold vision,
even when other people doubt me?”

Entrepreneurs Need to Have the Commitment to Achieve Goals
Survey. The organizational problem deals with entrepreneurs’ need in the cultural model,
demonstrated by entrepreneurs’ lack of willpower to achieve goals to develop a successful
entrepreneurship. The seventh assumed need was that entrepreneurs needed to have the
commitment to achieve their own goals in their enterprise. The question asked in the survey was,
Strongly
Agree

Agree

Somewhat
Agree

Somewhat
Disagree

Disagree

Strongly
Disagree

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“Do I have complete commitment to achieve my goals?” The results showed that 62% of the
entrepreneurs strongly agreed that they have the commitment to achieve goals, 23% agreed, and
15% somewhat agreed. The need was not validated, as Figure 12 shows. Survey results showed
that 100% of total participants agreed to having and fulfilling this need.

Figure 12. The chart shows responses to the survey question, “Do I have complete commitment
to achieve goals?”

Entrepreneurs Need to Be Resilient to See Failure as Valuable Feedback
Survey. The cognitive assumed knowledge need deals with the ability for entrepreneurs
to rise up after failure and learn the required lessons to succeed instead of giving up. The
assumed need was that the lack of resilience of entrepreneurs holds them back from success. The
question asked in the survey was, “Do I see failures as valuable feedback?” The need was not
validated with the sum of 97% agreed participants, as 46% of entrepreneurs strongly agreed that
Strongly
Agree

Agree

Somewhat
Agree

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they were resilient, 36% agreed, 15% somewhat agreed, while 3% disagreed. Figure 13 shows
the survey results as answered by all entrepreneurs that participated in the survey.

Figure 13. The chart shows the responses to the survey question, “Do I see failures as valuable
feedback?”

Entrepreneurs Need to Be Innovative to See Possibilities for New Projects
Survey. This cognitive knowledge need deals with the lack of innovation. The assumed
need was for entrepreneurs to be innovative to connect to the patterns and see new possibilities
for new projects. The question asked in the survey was, “Do I connect patterns and see new
possibilities for new projects?” The need was not validated by the total sum of 97% of agreed
entrepreneurs, as 51% of them strongly agreed that they connect patterns and see new

Strongly
Agree

Agree

Somewhat
Agree

Somewhat
Disagree

Disagree

Strongly
Disagree

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possibilities for new projects, 38% agreed, 8% somewhat agreed, and 3% disagreed. Figure 14
shows the survey results as answered by all entrepreneurs who participated in the survey.

Figure 14. The charts show the responses to the survey question, “Do I connect patterns, and see
new possibilities for new projects?”

Entrepreneurs Need to Be Empathetic to Take into Consideration Others’ Viewpoints
Survey. This deals with entrepreneurs’ empathy toward others to consider viewpoints
other than their own. The assumed need was that entrepreneurs need to be empathetic and that
considering others’ viewpoints pushes entrepreneurs forward toward SE success. The question
asked in the survey was, “Am I able to take into consideration viewpoints other than my own?”
The need was not validated with a total agreement of 98% of entrepreneurs. As shown, 56% of
entrepreneurs agreed to being empathetic social entrepreneurs, 38% strongly agreed, and 3 %
Strongly
Agree

Agree

Somewhat
Agree

Disagree

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somewhat agreed, while 3 % strongly disagreed. Figure 15 shows the survey results as answered
by all entrepreneurs that participated in the survey.

Figure 15. The charts show the responses to the survey question, “Am I able to take into
consideration viewpoints other than my own?”

Entrepreneurs Need to Connect and Build Strong Relationships
Survey. The assumed need deals with entrepreneurs’ social and emotional intelligence,
specifically their need to connect and build strong relationships to support the development of
their SE. The assumed need was that the lack of social and emotional intelligence and lack of
connection through strong relationships hold entrepreneurs back from building successful SE.
The question asked in the survey was, “Do I connect with others easily and build strong
relationships?” The need was not validated by the total sum of 90%, as 56% of entrepreneurs
Strongly
Agree

Agree

Somewhat
Agree

Strongly
Disagree

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strongly agreed to their need to connect and build strong relationships, 33% agreed, and 10%
somewhat agreed. Figure 16 shows that the survey results for this need as answered by
entrepreneurs was not validated.

Figure 16. The chart shows the responses to the survey question, “Do I connect with others
easily and build strong relationships?”

Characteristics of Successful Social Entrepreneurs
Interview. For the entrepreneurs’ characteristics related to leadership skills,
entrepreneurs need to become successful social entrepreneurs. The interview questions asked to
investigate this need were, “What characteristics do social entrepreneurs need to have to become
successful? Which ones do you need to develop and enhance?” The answers from entrepreneurs
Strongly
Agree

Agree

Somewhat
Agree

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participating in the interview showed various leadership skills in the three areas of knowledge,
motivation, and organization.
In knowledge, entrepreneurs stated the need to gain credibility through knowledge of SE,
knowledge of culture and community approached through research-based studies, and
knowledge of business rules and regulations with the consultations of lawyers and accountants.
Khalid emphasized the importance to “Educate people about entrepreneurship from a younger
age and start where international laws reached.”
In motivation, participants stated the need to be connected to a passion for a social cause,
with a sense of values and ethics, such as honesty and patience, furthermore, needing to have
motivational leadership skills such as confidence, risk taking, determination, being community
pioneer, challenging assumptions, and delivering on the promises. Moreover, they need to have a
strong sense of emotional and social intelligence, accepting one’s limitations, and relating to
peoples’ interest and needs. Khalid affirmed in his interview, “We need to promote social
entrepreneurship and a social responsibility attitude.”
Organizationally, social entrepreneurs need to start with a business mindset, have a
partnership, test service and clients’ needs in the field, have a smart business model balancing
social gain and profit, use resources well, have a rounded perspective through team and mentors,
and have financial management, networking, negotiation, and leadership skills. Mohamed said:
We need a platform to host social entrepreneurship with a sustainable vision and
initiative by the right host, targeting business opportunity identification through
matchmaking and proposing the business plan to identify the most appropriate social
enterprise, such as Jahiz’ initiative in QDB.
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Based on the entrepreneurs’ responses and researcher’s insights, this assumed need for
special leadership skills from individuals and organizations was validated for successful social
entrepreneurship. Figure 17 shows interview findings for the question.

Figure 17. The chart shows the responses to the interview questions, “What characteristics do
social entrepreneurs need to have to become successful? Which ones do you need to develop and
enhance?”

Knowledge documents. QDB documents were reviewed for knowledge in SE. These
documents were helpful in documenting a clear process in developing a feasibility plan,
receiving funding, and having legal and consultation services. Yet entrepreneurs interviewed
were unaware of these documents and their clear processes. Although these documents are
available to all entrepreneurs online and have information on missions and achievements of these
organizations. These organizations’ main focus was entrepreneurial and did not emphasize the
SE aspect of their mission, except IQ.
IQ had a clear vision in financial and entrepreneurial literacy for students and the young
generation. Their mission statement reads:
Knowledge:
Credibility
in
SE,

Business
Regula7ons,
and

Consul7ng
experts,
Educate

People
about
Entrepreneurship.

Mo7va7on:
Passion
for
Social

Cause,
Values,
Leadership
Skills,

and
promote
Social

Responsibility
ANtude

Organiza7on:
Business
Model,

Resources,
Business
Skills,
and
a

PlaPorm
to
host
Social

Entrepreneurship.

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Our mission is to accelerate young people’s ability to contribute to the economic
development of nations by connecting them with dedicated business mentors and
providing them with the skills and mindset they need to become the entrepreneurs and
business leaders stimulating their communities. (Injaz Qatar Annual Report, 2014, p. 7)
This mission assures that the next generation of entrepreneurs is more aware and more
knowledgeable in business, so they can have a better understanding of what career path they
need to pursue
One of IQ’s programs, Be Entrepreneurial, simply “Takes students through the essential
components of a business plan, recognizes characteristics of a successful entrepreneur, evaluates
a business based product, customer, and competitive advantage to practice business planning and
ethical decision-making” (Injaz Qatar Annual Report, 2014, p. 23). Innovation Camp, Company
Program, Mubadara, and Start-up Program, are other collaborative programs with QDB.
IQ’s growth from 2007 to 2015 increased from 447 to 4,357 students’ involvement, from
23 to 279 corporate volunteers, from 6 to 43 schools and universities, and 4 to 70 partners (Injaz
Qatar Annual Report, 2014).
Synthesis of Findings for Knowledge Needs
Triangulation of survey results, interviews, and document analysis showed that only 25%
of entrepreneurs in Qatar were aware of the definition of SE. There is no governmental or public
definition that the community could refer to as a clear definition or types of SE. This need was
validated.
Entrepreneurs do not have enough awareness and knowledge of a SE definition (75%) or
types (60%), as was validated. There was a contradiction in survey and interview results
regarding social mission, but results validated the need to increase knowledge in developing
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entrepreneurs’ social mission. This validation led to increasing the need for motivation for SE.
Furthermore, up to 100% of entrepreneurs in survey results indicated the need for a strategy,
measurements, networking, sustainability, and profitable social enterprise skills. These needs
were validated.
Leadership skills such as boldness, commitment, resilience, innovation, empathy, and
social intelligence were not validated because 60% to 90% of entrepreneurs possessed these
qualities. However, entrepreneurs defined the leadership skills they needed to acquire for their
success, such as credibility in social entrepreneurship and more awareness about cultural needs
and business regulations. Furthermore, passion for a cause was seen as a real need; partnerships
and having solid business models are strategies leaders should acquire for their success.
For triangulation of the data, the document analysis showed that there were enough
documents and online resources available from several governmental institutions, outlining the
necessary steps to be completed for setting up a business. However, entrepreneurs were not
aware of the documents’ existence. QDB was helpful in documenting a clear process for
entrepreneurs in developing a feasibility plan, receiving funding, and having legal and
consultation services. These documents’ main focus was entrepreneurial and did not emphasize
the SE aspect, except IQ, which had a clear vision in financial and entrepreneurial literacy for
students and the young generation.
The summary of the results and findings from the three data sources was presented in
Table 5 and showed that all five assumed needs were validated.

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Table 5
Knowledge Assumed Needs, Validation or Not
Category Assumed Need Validation Not Val.
Knowledge
*SE Awareness
Factual Entrepreneurs’ knowledge of *SE Definition X
Conceptual Entrepreneurs’ knowledge of *SE Types X

*SE Strategy
Procedural Entrepreneurs need a social mission for their Enterprise X
Procedural *SE Social mission and Business goals are aligned X
Procedural Entrepreneurs need a proactive strategy for their Enterprise X
Procedural Entrepreneurs need measurements for their goals X

*SE Business Skills
Procedural Entrepreneurs’ skills to use their network for *SE X
Procedural Entrepreneurs’ skills in developing sustainable *SE X
Procedural Entrepreneurs’ skills in generating profitable social enterprise X

*SE Characteristics
Metacognitive Entrepreneur need to be bold to achieve vision when doubted X
Metacognitive Entrepreneur need to have the Commitment to achieve goals. X
Metacognitive Entrepreneur need to be resilient to see failure as valuable feedback X
Metacognitive Entrepreneurs need to be innovative to connect the patterns for new projects X
Metacognitive Entrepreneurs need to be empathetic to take into consideration others’ viewpoints X
Metacognitive Entrepreneurs need to connect & build strong relationships. X
Metacognitive Characteristics of successful *SEs X
*SEs: Social Entrepreneurs
Results and Findings for Motivation Needs
Motivation is considered the drive that keeps individuals determined and helps them stay
inspired (Clark & Estes, 2008). When encountering barriers to achieving goals, motivational
principles can be the driving force. Table 6 shows the assumed motivational principals and needs
and validation method.

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Table 6
Motivation Assumed Needs and Validation Methods
Category Assumed Needs Validation Method
Motivation
Entrepreneurs’
Interest Entrepreneurs’ Interest in *SE Interview
Motivation Entrepreneurs’ motivation to become *SEs Interview

Community
Importance Importance of *SE to give back to society Survey
Importance Community needs to value *SE to guarantee its success Survey
Benefit Entrepreneurs’ have a social impact on society through *SE Interview
*SEs: Social Entrepreneurs

Entrepreneurs’ Motivation
Entrepreneurs’ Interest and Motivation in Social Entrepreneurship.
Interview. The first assumed need was addressed by the questions, “Are you interested in
becoming a social entrepreneur? Why?” Out of the 14 entrepreneurs in the interview, 33%
indicated their interest in SE. This category was entrepreneurs with a social mission. One of the
participants, Lubna, stated, “I am a value-driven person contributing to the community in the
social field.” However, Ahmad said, “I care about changing people’s lives much more than
making a lot of money.” Zahra clarified, “You have to serve community and humanity.”
About 14% of the entrepreneurs were more interested in entrepreneurship than in social
impact. For instance, Nada stated, “As a business associate I do believe in social work, but I
can’t devote 100% of my time to it.” Nadia confirmed this by saying, “I am not dedicated to
nonprofit or social work.”
Interviewing government representatives and developers of the ecosystem in Qatar,
Khalid and Ahlam talked about the government’s interest in SE even though none of their
documents emphasized SE. Ahlam said, “The entrepreneurship economic system in Qatar
promotes entrepreneurs’ initiatives, which should be commercially viable and of added value.”
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Khalid said, “From a community perspective SE has a positive impact on society with the
number of jobless people.” Yet Khalid said, “From an institution’s perspective, SE initiatives
cater at a macro level by bringing nationwide an initiative that impacts society in different
pillars, one of them associated with shaping cultural change through a cultural mind shift.”
Nearly 14% of interviewed entrepreneurs indicated that community and government
lacked awareness of SE’s definition and types. Mohamed stated, “Awareness is not clear;
institutions are promoting entrepreneurship awareness, but the messaging is poor. The majority
of people do not realize the opportunity existing for SE in Qatar.” The need to increase
entrepreneurs’ interest in SE was validated by the interview, as shown in Figure 18.

Figure 18. The chart shows the responses to the interview questions, “Are you interested in
being a social entrepreneur? Why?”

The second question for the same assumed motivational need was, “What would motivate
you, as an entrepreneur, to become a social entrepreneur?” Entrepreneurs who participated in this
Interested
in
Social

Entreprenurship,
due
to
their

Business
Social
Mission

Not
Interested
in
Social

Entreprenurship,
due
to
lack
of

knowledge

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interview were focusing on their responses on three main themes: the social mission, business
resources, and sustainability.
About 33% of the participants stated the importance of the social mission as a motivation
for pursuing SE. For Lubna it was, “A social cause that is meaningful to me.” Zahra stated she
was interested in “Supporting professional women in business and girls with talent.” Mansour
asserted, “We create opportunities out of challenges and needs.” Ahlam affirmed, “Qatar is
looking for a knowledge-based market,” which is one of the greatest motivations for social
entrepreneurs.
About 50% of the participating entrepreneurs indicated the importance of business
resources as a motivation for entrepreneurs to pursue SE, such as networking, coaching, and one-
stop shopping. Amani said, “The power of a network is toward learning and achieving goals.”
Suad stressed the importance of coaching: “Coaching on how to test the idea and implement it
and develop an entrepreneurial angle is a singular source of information for entrepreneurs.”
Khalid discussed the importance to “Grow and mature the ecosystem in Qatar to promote social
entrepreneurship.” Mohamed highlighted the need for “An entity on the national level to take the
lead for social entrepreneurship to determine its parameters and measures.”
About 14% of the participants indicated the importance of sustainability of the business
through community as a powerful motivation to SE. Majed stressed that, “A value-driven
community can through guidelines set by the government determine the needs of the community
in order to serve these needs.” This need was validated as shown in Figure 19.
Entrepreneurs’ interest in SE increases once they fully understand and are motivated
toward a specific social mission and cause. On the other hand, entrepreneurs’ interest decreases
due to a lack of knowledge of what SE means. To motivate entrepreneurs to take an interest in
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SE, social missions need to be introduced, business resources need to be provided, and the
sustainability of community awareness needs to be expanded with new trends of SE.

Figure 19. The chart shows the results for the interview question, “What would motivate you, as
an entrepreneur, to become a social entrepreneur?”

Community’s Motivation
Importance of Social Entrepreneurship to Give Back to Society
Survey. The assumed need of SE to give back to society was asked through the following
survey question, “Is it important for me to give back to society through my social enterprise?”
Responses showed that about 57% of entrepreneurs strongly agreed with the importance of SE to
give back to society, 40% agreed, and 3% somewhat agreed. Based on the survey results,
entrepreneurs do want to give back to society through SE. Figure 20 displays the answers for this
Entrepreneurs
Mo7vated
by
a

Social
Mission

Entrepreneurs
Mo7vated

through
Business
Resources

Entrepreneurs
Mo7vated
by

Business
Sustainbility
through

Community

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motivational theory. This need was not validated.

Figure 20. The chart shows the responses to the survey question, "Is it important for me to give
back to society through my social enterprise?"

Community Needs to Value Social Entrepreneurship to Guarantee Entrepreneurs’ Success
Survey. The survey question asked to investigate entrepreneurs’ need for community’s
appreciation for SE was, “Does my community need to value social entrepreneurship for me to
succeed as a social entrepreneur?” Out of the 40 entrepreneurs who answered the question, 45%
strongly agreed, 35% agreed, and 20% somewhat agreed. This need was validated based on the
data collected, as displayed in Figure 21.
Strongly
Agree

Agree

Somewhat
Agree

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Figure 21. The chart shows the response to the survey question, "Does my community need to
value social entrepreneurship for me to succeed as a social entrepreneur?"

Entrepreneurs’ Impact on Society Through Social Entrepreneurship
Interview. The assumed motivational need was to benefit SE. The question asked was,
“What kind of social impact can you have as a social entrepreneur on the community?”
Respondents addressed three main themes: personal social mission, sustainability, and
community awareness. About 14% of the participants indicated that supporting individuals in
their personal mission in life was closely connected to the social impact they had on society.
Ahmad stated, “Helping people find the goal and the mission in their lives” Zahra agreed and
added the need for “spiritual fulfillment.”
Strongly
Agree

Agree

Somewhat
Agree

Somewhat
Disagree

Disagree

Strongly
Disagree

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The benefit of SE occurs through creating awareness, training, and education. Ahmad
said, “Serve and train people who cannot afford training, like Syrian refugees and prisoners,
motivating them to use their time through creating vision and goals.”
Zahra mentioned her desire to empower women: “To support abused women to become
confident and independent through education and training. When we empower a woman, we
empower the whole family, physically and mentally.” She added her focus on empowering high
school graduates and creating jobs “created through cultural change” and shifting mindsets
toward business opportunities.
About 33% of the participants believed that sustaining the social impact of the business
on society is the impact needed on society in the longer term. Mohamed said, “Identifying direct
environment needs, such as training expatriates and Qataris who didn't continue their education,
and hiring them in the workforce, which would solve poverty and social problems.” These all are
some of the Qatari’s community needs on the longer term. Once addressed by social
entrepreneurs as part of the required needs of the community, they will be adapted by interested
social entrepreneurs and find the sustainable business solutions for them.
Twenty-five percent of the participants indicated the impact of SE on community
awareness of new trends. Mohamed said:
Qatar is moving to diversify the economy. New trends have been created by people
coming from abroad who are creating ideas or by very conventional locals who want to
create more innovative disruption in the market. The market is open and has the appetite
to create more things; there might be trends and looking at things not available in Doha,
such as vegan restaurants and health care.
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Mohamed again indicated that, “There is room for SE that caters to education, health, well-being,
and environmental habits. Still, there are many initiatives needed.” Nada agreed, adding,
“Qatar’s community’s materialistic mindset created a social gap, due to lack of healthy social
gatherings. A business model needs to be studied in this regard.” The immediate impact of SE
on community awareness, especially of new trends in Qatar, is it provides education, health and
employment solution to community needs in the society. On the longer term, it creates a
community mind shift and awareness. This need was validated, as shown in Figure 22.
Making sure that the social impact of the business is sustainable on the longer term. This
requires the Qatari community has a luxurious materialistic mindset that needs a shift in public
awareness. The impact of SE on community comes from community’s awareness of SE and
entrepreneurs’ awareness of new trends. The market in Qatar is open to new trends to cater to
education, health, well-being, and environmental habits. There’s a demanding to identify direct
environmental and social needs and focus them toward the entrepreneurial sector.

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Figure 22. The chart shows the responses to the interview question "What kind of social impact
can you have on the community as a social entrepreneur?”

Motivation Documents. Investigated documents for motivation in SE are helpful and
available online, such as customer capability development (QDB, 2015) for enrollment in
entrepreneurship development programs. However, documents on proper marketing of this
service were not available. Most entrepreneurs in the interview were unaware that this document
exists. Entrepreneurs felt it would be beneficial to know of the existence of the service, what
courses were available, and their outcomes.
Synthesis of Findings for Motivation Needs
Triangulation of survey results, interview questions, and document analysis validated
eight out of the nine motivation-assumed needs. Table 7 shows the results and findings from
surveys and interviews for eight assumed needs out of nine.

Social
Mission

Sustainability

Community
Awareness
of
New

Trends

Other

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Table 7
Motivation-Assumed Needs Validated or Not Validated
Motivational Assumed Need Validated Not Validated
Principle
Motivation
Entrepreneurs
Interest Entrepreneurs’ Interest in SE X
Motivation Entrepreneurs’ motivation to become *SEs X

Community
Importance Importance of SE to give back to society X
Importance Community needs to value SE to guarantee its success X
Benefit Entrepreneurs’ have a social impact on society through SE X
*SEs: Social Entrepreneurs
Based on the survey results, entrepreneurs agreed that they wanted to give back to society
through SE; they agreed strongly about the importance of community support for SE. They also
strongly agreed that communities need to value SE to guarantee social entrepreneurs’ success.
Most of entrepreneurs agreed to the need for a social mission for their enterprise. Entrepreneurs
agreed to the need for a proactive strategy for their enterprise. Most entrepreneurs strongly
agreed to the need for goal measurements for their social enterprise. Meanwhile, 33% of
entrepreneurs were interested in SE through their social mission, whereas14% of entrepreneurs
were more interested in entrepreneurship focusing solely on profit rather than SE because of a
lack of community awareness and of governmental interest to cater to SE.
Indicating the motivational aspects for entrepreneurs to become social entrepreneurs,
almost 33% of participants supported the importance of the social mission as a motivation for
pursuing SE. Fifty percent of the participating entrepreneurs indicated the importance of the
existence of business resources as a motivation to SE. Nearly 14% of participants indicated the
importance of sustainability of the business through community as a powerful motivation to SE.
Entrepreneurs believed that they can have a social impact on society through social
entrepreneurship. They focused in their responses on three main themes: the personal social
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mission, sustainability, and community awareness. Nearly 14% of participants indicated that
supporting individuals in their personal mission in life was highly tied up with the social impact
they have on society. Nearly 33% of participants stated that sustainability was the impact SE has
on society in the longer term. Almost 25% of participants indicated the impact of SE on
community’s awareness of new trends. Furthermore, their responses to the importance of aligned
social mission with business goals focused on two main themes: the social mission and business
sustainability. Ninety-two percent of the entrepreneurs indicated they had a social mission for
their business. Twenty-eight percent of participants indicated that their business goals did not
align with their social mission, and those who do not have a social mission were interested in
including one within their business mission. All referred to the importance of the right business
model and community awareness, and 14% of the participants confirmed the alignment of their
business goals with their social mission and the need for clear metric system to have qualitative
and quantitative measures for the outcome of the social mission.
Document analysis showed a QDB document outlining the requirements needed for
entrepreneurs to develop capability through freely offered courses to build up and enhance
entrepreneurs.
Results and Findings for Organization Needs
The third and final need of the performance gap concerns organizational needs.
Organizational policies and procedures can often hinder implementation of new policies (Clark
& Estes, 2008). Entrepreneurs should take into consideration the organizational culture of their
social enterprise when looking at closing performance gaps. The survey included 19 questions,
out of which four were organizational items. All questions used the Likert scale. There were nine
interview questions with three organizational items. The next section describes these results
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based on resources as organizational issues, focusing on three main areas: business resources,
coaching, and challenges and opportunities of SE. Table 8 shows a summary of organizational
issues, assumed needs, and validation methods.
Table 8
Organization-Assumed Needs and Validation Methods
Organizational Issue Assumed Need Validation Method
Cultural Setting
Business Resources
Resources Entrepreneurs have the necessary network for SE Survey
Resources Entrepreneurs need Support & Resources for SE Interview
Resources Entrepreneurs need access to funds for SE Survey

Coaching
Resources Entrepreneurs need for coaching in SE Survey
Resources Entrepreneurs intend to invest money in coaching for SE Survey

Cultural Model
Challenges and Opportunities
Resources Challenges face Entrepreneurs in becoming *SEs Interview
Resources Opportunities Entrepreneurs have in becoming *SEs Interview
*SEs: Social Entrepreneurs
Business Resources
Entrepreneurs Have Networks to Develop Social Enterprises
Survey. The survey question asked whether entrepreneurs had the necessary networks for
their social enterprise. The question in the survey was, “Do I have the network necessary to
develop my social enterprise?” Of the respondents, 19% strongly agreed, while 58% agreed, 19%
somewhat agreed, and the remaining 3% somewhat disagreed. This need was not validated, as
shown in the data collected and displayed in Figure 23.
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Figure 23. The chart shows the response to the survey question, “Do I have the network
necessary to develop my social enterprise?”

Entrepreneurs’ Need for Support and Resources for Social Entrepreneurship
Interview. Solving the organizational problem related to resources and supporting
entrepreneurs requires becoming social entrepreneurs. The interview question asked to
investigate this second assumed organizational need was, “What kind of support and resources
do you or your enterprise need for you to succeed as a social entrepreneur?”
The answers showed that 28% indicated coaching and mentoring were among the
important required resources for entrepreneurs for successful SE. Amani stated, “I think we need
more social work from successful entrepreneurs, sharing their knowledge, time and space to give
back to starting entrepreneurs.” Ahmad confirmed, “Having mentors with general coaching skills
Strongly
Agree

Agree

Somewhat
Agree

Somewhat
Disagree

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is very important.” This desire from entrepreneurs for mentorship and coaching, demonstrations
their dedication for learning, change, and giving back to the community.
Out of 43% of the entrepreneurs who indicated their need for funding and affordable
office spaces, Nada and Suad stated the big gap in office rent prices, entrepreneurs need for
funding and office spaces, and facilities, without loans. These resources are the most demanded
from entrepreneurs
About 36% of entrepreneurs indicated the need for flexible business regulations. Suad
emphasized that globally there are “Online procedures with a click,” which can “Change old
bureaucracy in business regulations.” Majed, one of the entrepreneurs said, “Create facilities and
regulations to synchronize the social work with effective process.” Administrating and regulating
facilities that could reach from providing institutions to the right audience of entrepreneurs is
what is required insistently.
About 14% of the entrepreneurs indicated the need for networking. Mansour noted the
importance of “Networks and having access to the market.” Lubna stressed “Not reinventing the
wheel by building connections with other social enterprises.” Having the right connections with
key individuals and organizations is more important than only having connection
About 36% of respondents indicated the need for a professional experienced team that
has the drive to learn and develop with the business, Zahra explained, “Hiring a professional
team, women who are not afraid to roll up their sleeves to improve the business.” Amani said,
“All I need is an excellent team who is loyal, professional, self-driven, and able to anticipate the
needs of the core business.” Nadia said, “People who could be coached and do the job, a strong
team on the field.” Based on the entrepreneurs’ responses and the researcher’s insight this
assumed need was validated. Figure 24 shows the interview findings.
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Figure 24. The chart show responses to the interview question, “What kind of support and
resources do you or your enterprise need for you to succeed as a social entrepreneur?”

Entrepreneurs Need Access to Funds for Social Entrepreneurship
Survey. The organizational problem concerns entrepreneurs’ need for resources,
particularly funds to develop their social enterprises. The survey assumed entrepreneurs needed
funds to develop their social enterprise. The question asked in the survey was, “Does my
enterprise need access to funds to activate it as a social enterprise?” The need was validated
because 56% of entrepreneurs agreed that they needed access to funds for their social enterprise,
25% strongly agreed, 11% somewhat agreed, while 6% somewhat disagreed, and 3% disagreed.
Figure 25 shows the survey results as answered by entrepreneurs.
Funding
&
Affordable
Office

Space

Flexible
Business
Regula7ons

Professional
Team

Coaching
&
Mentoring

Networking

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Figure 25. The chart shows the responses to the survey question, “Does my enterprise need
access to fund to activate it as a social enterprise?”

Coaching for Social Entrepreneurship
Entrepreneurs’ Need of Coaching in Social Entrepreneurship
Survey. The organizational problem deals with not enough coaching and guidance for
entrepreneurs in SE. The assumed need was entrepreneurs’ need for coaching in SE. The
question asked in the survey was, “I need expert guidance and coaching in social
entrepreneurship. (If you agree, specify what guidance you require.)” The need was validated by
a total sum of 86.11% in agreement, as 47% of entrepreneurs agreed that they need coaching
services in SE, 22% strongly agreed, 17% somewhat agreed, while 11% somewhat disagreed,
Strongly
Agree

Agree

Somewhat
Agree

Somewhat
Disagree

Disagree

Strongly
Disagree

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and 3% disagreed. Figure 26 shows the survey results as answered by 36 entrepreneurs who
participated in answering this question on the survey.

Figure 26. The chart shows the responses to the survey question, “I need expert guidance and
coaching in social entrepreneurship. (If you agree, specify what guidance you require.)”

Entrepreneurs Intend to Invest Money in Coaching for Social Entrepreneurship
Survey. The organizational problem deals with entrepreneurs’ intention to be proactive
participants in seeking coaching for SE and paying for this service. The assumed need was that
entrepreneurs do intend to invest in coaching services for SE. The question asked in the survey
was, “I intend to invest money to be coached to develop my social enterprise.” The need was
validated with a total sum of 83% agreement, as 33% of entrepreneurs agreed that they intend to
seek coaching services, 31% somewhat agreed, 19% strongly agreed, while 11% somewhat

Strongly
Agree

Agree

Somewhat
Agree

Somewhat
Disagree

Disagree

Strongly
Disagree

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disagreed and 8% disagreed. Figure 27 shows the survey results as answered by participating
entrepreneurs.

Figure 27. The Chart shows responses to the survey question, “I intend to invest money to be
coached to develop my social enterprise.”

Challenges and Opportunities of Social Entrepreneurship
Challenges Face Entrepreneurs in Becoming Social Entrepreneurs
Interview. The organizational problem related to challenges facing entrepreneurs to
become social entrepreneurs, the 13th assumed organizational need, was to highlight the existing
challenges facing entrepreneurs on their way to becoming social entrepreneurs. The question
asked in the interview was, “What challenges do you face in the process of becoming a social
entrepreneur?”
Strongly
Agree

Agree

Somewhat
Agree

Somewhat
Disagree

Disagree

Strongly
Disagree

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Knowledge and motivation are interconnected in this dimension. Interview results
showed that 42% of the entrepreneurs indicated a lack of awareness of social entrepreneurship.
Within the community and among some entrepreneurs it is considered one of the great
challenges, such as a lack of knowledge to use resources. Mansour stated, “Tradition and
customs of Qatar have disgraced the entrepreneurship status. You have to challenge yourself and
the way you think about things, like introducing new ideas to the society.” He added, “People
underestimate social entrepreneurship because of fear of change and ignorance.”
Mohamed indicated the need for “Breaking taboos in society and making some waves.”
He added, “We need to remind the community that life stays in the power of give and take.
Sustainability is feasible.” And he remarked, “Our main problem in entrepreneurship is a cultural
mindset about entrepreneurship… Qataris [are expected to] leave their highly paid job and start
their business?” He said, “On the other hand, we have lot of unutilized opportunities because of a
mindset limitation toward entrepreneurship first.” Therefore, “Social entrepreneurship is more
complex and has a very specific niche that needs the passion, to spark within our community a
multi-dimensional mindset.” This implies the need to coach entrepreneurs on creating their
personal and professional mission and vision, which is the shortcut for changing mindsets and
creating mind shift in the community.
Khalid explained:
In Qatar, we are taking things for granted. Qatar has more opportunities, while other
regional countries have more success stories. It is not a matter of wealth; it's the mindset.
We need to change our materialistic mindset. It is a process, a strategy, and an
investment… Lots of people consider social entrepreneurship a luxury, not a necessity, a
huge misconception due to the close connection between Corporate Social Responsibility
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and social entrepreneurship. When cuts in budgets happen, institutions cut CSR budgets;
the message here to society is that social enterprises are luxuries.
The importance for creating the right approach to a society’s mind shift towards
entrepreneurship, social impact, and community need, in the midst of a materialistic luxurious
lifestyle.
Challenges in knowledge created motivational challenges toward SE. Due to lack of
awareness for SE, Nada specified “Most stakeholders can’t see the vision behind SE, and when
they do they do not want to risk it,” She added “Peoples’ and partners’ mindset is managers’
mindsets with responsibilities. They don't want to risk it.” Mansour emphasized the challenge of
having family financial responsibilities: “with my family I cannot risk it; it is a challenge.”
Organizational challenges toward SE were faced by 57% of the entrepreneurs, such as
lack of funding and financial stability, required professional human resources, and time. The
challenges of current business policies and regulations are, as Suad stated, “Expensive and
difficult business procedures such as renewing licenses and business registration process.” Suad
added, “There are contradictions in regulations between ministries in Qatar” in issuing licenses
for different business activities. “There are not enough factories and workshops, especially
suitable for ladies’ transportation and logistics, all isolated from city.” Khalid stated that social
entrepreneurs’ need to be supported from the local economic system: “The economic system
needs to believe in social entrepreneurs’ mission and vision to deliver. Social entrepreneurs
cannot make it alone.” This need was validated. Figure 28 shows interviews findings as
answered by entrepreneurs.
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Figure 28. Responses to the interview question, “What challenges do you face in the process of
becoming a social entrepreneur?”

Opportunities Entrepreneurs Have in Becoming Social Entrepreneurs
Interview. The organizational problem is related to opportunities entrepreneurs have to
become social entrepreneurs in the local Qatari market. The organizational assumed need was to
highlight opportunities entrepreneurs already have that support their SE journey. The interview
question asked to investigate this need was, “What opportunities do you have as an entrepreneur
in developing your social enterprise?”
Knowledge opportunities in entrepreneurs’ answers in the interview showed that 21% of
participating entrepreneurs indicated opportunities available in community’s awareness for SE
and how to use and improve these opportunities. Amani indicated, “I believe we do have many
Knowledge:
Lack
of
Community

Awareness
for
SE,
Lack
of

knowledge
to
u7lize
resources,

Cultural
materialis7c
mindset,

Undervaluing
SE,
SE
is
a
nich

that
requires
passion,
and
SE

considered
a
luxury
not
a

necessity.

Mo7va7on:
Stakeholders

unable
to
envision
the
Impact,

Entreprenurs
avoiding
risk
due

to
Family
and
Financial

responsibili7es.

Organiza7on:
Lack
of
funding,

Required
professional
Human

Resources,
challenging
business

policies
and
regula7ons,
and

lack
of
suppor7ve
local

economic
system.

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opportunities in the community to increase awareness of entrepreneurship.” Some of these
opportunities are wide have been translated during interviews with entrepreneurs.
About 14% of the participants indicating local networking opportunities. Amani stressed
the need for “Networking with the local businesses, and with people in the field.” Suad added,
“Government support is available, but requires networking with key people, and focusing on
business that can be financed.” She discussed the importance of “local opportunities, such as
connected stakeholders, flow of funds, and entities that cater marketing.” This indicates that
there are many opportunities for entrepreneurs in Qatar, but they need to be connected and made
accessible to them, through networking to individuals and business development organizations.
There is an opportunity to customize an economic model based on our community needs.
Therefore, the local economy needs to be customized so it makes sense to the local needs. Such
customization needs the initial resources, such as Mohamed stated the need for “QBIC business
incubators, QDB business programs encouraging social entrepreneurs, although government
business regulations need to be changed.” Nada added, “There are lots of opportunities in Qatar,
starting with knowing the local environment, working within the system, and seeing the
loopholes.” These are few different methods to customize the successful economic models.
Global organizational resources are as Khalid explained: “Globally, there are great
success stories of social entrepreneurship in Africa, Asia, Europe, etc. Each has different
challenges and opportunities; we replicate their strategies, while we have a different culture,
environment.” Based on the entrepreneurs’ responses this assumed need was validated. Figure 29
shows interview findings for this interview question.
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Figure 29. The chart shows the responses to the interview question, “What opportunities do you
have as an entrepreneur in developing your social enterprise?”

Organizational documents. Investigated documents for organizations in SE, while
helpful and available online, are not emphasizing SE as a special requirement with specific
measurements, and most entrepreneurs were unaware that these documents exist. Entrepreneurs
requested collaboration of organizations for a one-stop-shop for entrepreneurs to set up a
business.
Synthesis of Findings for Organization Needs
Triangulated results and findings from surveys and interviews validated seven of the 14
assumed organizational needs. Table 9 shows a summary of the results and findings for all 14
assumed organizational needs.
Knowledge:
Community's
Awareness

for
Social
Entrepreneurship

Mo7va7on:
No
Mo7va7on

opportun7es

Organiza7on:
(Locally)
Networking

with
local
stakeholders,
Flow
of

Fund,
Customize
the
local
economy

based
on
local
needs:
QBIC,
QDB
and

IQ.

(Globally)
:
Success
stories
in
Africa,

Asia,
and
Europe,
Replicate

successful
strategies
that
fit
our

cultur
and
needs

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Table 9
Organization-Assumed Needs
Organizational Issue Assumed Need Validated--Not Validated

Cultural Setting
Business Resources
Resources Entrepreneurs have the necessary network for *SE X
Resources Entrepreneurs need Support & Resources for *SE. X
Resources Entrepreneurs need access to funds for *SEs. X

Coaching
Resources Entrepreneurs need for coaching in *SE. X
Resources Entrepreneurs intend to invest money in coaching for *SE. X

Cultural Model
Challenges and Opportunities
Resources Challenges face Entrepreneurs in becoming *SEs. X
Resources Opportunities Entrepreneurs have in becoming *SEs. X
*SEs: Social Entrepreneurs

Almost 58% of participating entrepreneurs indicated they have the necessary network for
SE; therefore, this need was not validated. Approximately 55% of participating entrepreneurs
discussed the need to access funds for SE. An overall 83% agreed to the need for coaching in SE,
and they intended to invest money in coaching.
Of participating entrepreneurs, 57% indicated several organizational needs such as the
lack of funding and financial stability, human resources, lack of flexible business policies, and
regulations. Meanwhile, 21% of entrepreneurial participants indicated the opportunities available
in community awareness regarding SE and how to use and improve them, such as networking
with key people and developing psychological skills. Nearly 14% of entrepreneurs indicated
organizational opportunities in networking with the local businesses, the flow of funds that can
be used in a system, many entities that cater marketing services for entrepreneurs, and the
opportunity to customize their own economic model based on their community needs.
For a successful SE, over 28% of entrepreneurs clarified that coaching and mentoring are
one of the important required resources; around 43% indicated their need for funding and
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affordable office spaces; 36% designated the need for flexible business regulations; 14% pressed
on the need for networking; and 36% signified the need for a professional team.
Entrepreneurs participating in the interview showed various leadership skills they need to
develop in three areas: knowledge, motivation, and organization. Regarding knowledge needs,
entrepreneurs expressed their need for team building, public speaking, presentation skills,
marketing, and shifting business mindsets. In reference to organizational leadership needs,
entrepreneurs stressed the need for institutions to promote a social responsibility attitude and a
platform to host SE, including business identification, business sustainability, and the
matchmaking between SE and business opportunity. Furthermore, educating people about
entrepreneurship and SE from an early age, starting with where international laws and
regulations reach, was needed.
QDB developed documents that outlined the requirements needed for starting up a
business through developing a feasibility plan, financial funding, and consultation services.
These documents are available online to the public, and QFC has online documents on business
case studies.
Summary
The assumed needs related to knowledge, motivation, and organization were assessed
using the gap analysis framework discussed by Clark and Estes (2008). The data for the 26
validated assumed needs out of 28 assumed needs were triangulated using survey answers,
interview responses, and document analysis.
Triangulation of knowledge data has validated all five assumed needs of entrepreneurs’
need to have knowledge of SE definition and of SE types, entrepreneurs’ need to use their
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network skills for SE and to have skills in developing sustainable SE, and their need to have
business skills.
Triangulation of data validated eight out of the nine motivational assumed needs:
entrepreneurs’ need for motivation to become social entrepreneurs, entrepreneurs’ need to value
SE to give back to society, community need to value SE to guarantee its success, entrepreneurs’
need to socially impact through SE, entrepreneurs’ need to have an aligned social mission and
business goals, entrepreneurs’ need for business strategy, and entrepreneurs’ need for
measurements for their goals.
Triangulated data validated seven of the 14 assumed organizational needs. These
validated needs are: entrepreneurs’ need for support and resources for SE, entrepreneurs’ need to
access funds for SE, entrepreneurs’ need for coaching in SE, entrepreneurs’ need to invest in
coaching for SE, leadership characteristics of successful social entrepreneurs, entrepreneurs’
challenges in creating SE, and entrepreneurs’ opportunities in becoming social entrepreneurs.
Table 10 displays a summary of all the validated needs.

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Table 10
Summary of Validated KMO Needs
KMO Type Assumed Needs
Knowledge
*SE Awareness
Knowledge Factual Entrepreneurs need knowledge of *SE Definition
Knowledge Conceptual Entrepreneurs need knowledge of *SE Types
Strategy
Knowledge Procedural Entrepreneurs need a social mission.
Knowledge Procedural Entrepreneurs need alignment between social mission & business goals
Knowledge Procedural Entrepreneurs need a proactive strategy for their Enterprise.
Knowledge Procedural Entrepreneurs need measurements to measure their goals.
Business skills
Knowledge Procedural Entrepreneurs need to use their network skills for *SE.
Knowledge Procedural Entrepreneurs need skills in developing sustainable *SE.
Knowledge Procedural Entrepreneurs need profitable business skills
*SEs Characteristics
Knowledge Metacognitive Leadership characteristics for successful social entrepreneurs.

Motivation
Entrepreneurs
Motivation Interest Entrepreneurs need motivation to become *SE.
Community
Motivation Importance Successful *SEs need to increase community’s value in *SE.
Motivation Benefit Entrepreneurs’ need to have a social impact on society through *SE.

Organization
Business Resources
Organization Resources Entrepreneurs need Support & Resources for *SE.
Organization Resources Entrepreneurs need access to funds for *SEs.
Coaching
Organization Resources Entrepreneurs need for coaching in *SE
Organization Resources Entrepreneurs intend to invest money in coaching for *SE.
Challenges and Opportunities
Organization Resources Entrepreneurs face Challenges in becoming *SEs.
Organization Resources Entrepreneurs have Opportunities in becoming *SEs.
*SEs: Social Entrepreneurs

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CHAPTER FIVE: SOLUTIONS, IMPLEMENTATION AND EVALUATION
The purpose of this study is to use Clark and Estes’ (2008) gap analysis model to design
the SECM for entrepreneurs. In Chapter 4, 16 assumed needs validated the necessity to design
the coaching model and to create the knowledge and awareness required for entrepreneurs to
develop their social enterprises. This chapter presents evidence-based solutions to address these
validated needs, which have been categorized into the areas of knowledge, motivation, and
organization. Although solutions for all the validated needs has yet to be developed,
recommendations are addressed for the most critical needs. The rationale for the selection of
which needs to address is discussed in the next section. Recommended solutions are discussed,
followed by an implementation and evaluation plan to design the SECM.
Validated Needs Selection and Rationale
In Chapter 4, 16 out of the 28 assumed needs were validated, and the ones most critical
for developing the coaching model were identified. The main criteria for selecting the validated
needs are four main elements to develop the coaching model: SE awareness, developing
entrepreneurship skills, providing business resources, and developing leadership skills.
Regarding knowledge, all five validated needs are addressed, including two factual and
three procedural needs. The triangulation of the survey results and interview findings indicated
that entrepreneurs in Qatar lacked mainly factual and procedural knowledge, which was the root
cause of a lack of motivation in SE. The five validated knowledge needs are addressed because
more than 60% of the respondents were not able to demonstrate sufficient knowledge of SE
definition and types. Procedurally, entrepreneurs did not know which procedures to apply in
starting up a social enterprise. Some of the non-validated needs are addressed in conjunction
with the validated motivational needs below because most of the entrepreneurs’ lack of
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knowledge, which was not assumed in the beginning, turned out to be one of the major factors
for the lack of motivation. Furthermore, contradictions in answers between surveys and
interviews for the same questions indicated that interviewees need further knowledge about what
SE means, its definition and types.
In the dimension of motivation, although there were six needs, only one was validated
and addressed. First, more than 80% of entrepreneurs mentioned that they did not have a social
mission for their enterprise. Second, most of the survey participants and most of the interviewees
indicated that they believed in the importance of giving back to community through SE, but they
were still not interested due to lack of access to funds, which takes us to organizational issues.
For organization issues, all seven validated needs are addressed due to the significance of
these needs to both knowledge and motivational needs of the SECM. The participating
entrepreneurs had indicated the significance of some leadership characteristics; commitment and
boldness were the top qualities. Validated needs covering the lack of resources and of strategic
planning were mentioned by more than 70% of the interviewees. The additional organizational
needs uncovered during the interviews were flexible business regulations for entrepreneurs and
access to funds. This validated need was mentioned by more than 60% of the interviewees.
In total, 16 validated needs out of the 28 needs are addressed, of 10 are validated
knowledge needs, one validated motivational need, and five validated organizational issues.
Solutions are introduced as independent elements of knowledge, motivation, and organization
that help in the design of an implementation plan for the coaching model. In the implementation
plan section, all independent elements are integrated to form a coherent action plan with a
timeline. A summary of the selected knowledge, motivation, and organizational needs and
rationale is listed in Table 11.
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Table 11
Selection and Rationale of the Validated KMO Needs
Category Validated Needs Selection Need Rationale
Knowledge
Awareness
Factual Entrepreneurs need knowledge of *SE Definition Yes 75%
Conceptual Entrepreneurs need knowledge of *SE Types Yes 61%
Strategy
Procedural Entrepreneurs need a social mission for their enterprise No 100% Have SM
Due to contradiction interview results will be validated
Procedural Entrepreneurs need social mission and Business goals aligned Yes
31% Have SM, 28% Not Aligned, and14% Aligned.
Procedural Entrepreneurs need a proactive strategy for their enterprise. Yes 100%
Procedural Entrepreneurs need measurements to measure their goals. Yes 100%
Business skills
Procedural Entrepreneurs need network skills for *SE. Yes 100%
Procedural Entrepreneurs need skills in developing sustainable *SE. Yes 100%
Procedural Entrepreneurs need skills in generating profitable Business Yes 90%
*SE Characteristics
Metacognitive Entrepreneur are bold to achieve their vision when doubted. No 87%
Metacognitive Entrepreneur have the commitment to achieve goals. No 100%
Metacognitive Entrepreneur are resilient to see failure as valuable feedback. No 97%
Metacognitive Entrepreneurs connect the patterns for new projects. No 97%
Metacognitive Entrepreneurs take into consideration others’ viewpoints No 97%
Metacognitive Entrepreneurs connect and build strong relationships. No 100%
Metacognitive Entrepreneurs’ characteristics of successful social entrepreneurs: Yes
awareness, passion for a cause, solid values, and socially responsible
Motivation
Entrepreneurs
Interest Entrepreneurs are motivated to become *SE. Yes
50% Bus. Res., 33% Social M., and 14% Sustainable
Importance Entrepreneurs see importance of *SE to give back to society. No 100%
Community
Importance Successful *SEs need community to value *SE. Yes 100%
Benefit Entrepreneurs’ need to have a social impact on society through *SE. Yes 99.5%
33% Sustainable, 25% Com Aware, and 14% P. Mission.
Organization
Business Resources
Resources Entrepreneurs have the necessary network for *SE. No 97%
Resources Entrepreneurs need support and resources for *SE. Yes 43%
Fund/Office, 36% Prof. Team, 36% B. Regulation, 28% Coaching,14% Networking.
Resources Entrepreneurs need access to funds for *SEs. Yes 55%
Coaching
Resources Entrepreneurs need for coaching in *SE. No 47%
Resources Entrepreneurs intend to invest money in coaching for *SE. Yes 83%

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Table 11, continued
Category Validated Needs Selection Need Rationale
Challenges & Opportunities
Organization QBIC Incubations, QDB Cons/Fund, and IQ Awareness Yes
Lack of Funding, Fin. Restrains, get gov. funds through feasible bus.
No Prof. Teams, bus. regulations, Local Network, and work the system
Customize local Economy, Replicate successful strategy
Motivation Shift Community awareness: SE is luxury, valuing SE, materialistic
Knowledge Increase vision knowledge, risk taking, and passion.
*SEs: Social Entrepreneurs
Solutions for Knowledge Needs
Four types of knowledge were identified: factual, conceptual, procedural and
metacognitive (Anderson et al., 2001). Two of these four types guide developing solutions to the
validated knowledge needs. Triangulation of survey results and interview findings validated the
knowledge needs associated with factual and procedural knowledge. The study discovered that
entrepreneurs did not have enough knowledge of SE and sustainability. Furthermore, they did
not have a clear knowledge of the process of business networking and sustaining a social
enterprise.
Factual
The factual knowledge investigated the basic definitions and terminologies and types of
entrepreneurship and SE. Anderson et al. (2001) clarified that factual knowledge is knowledge of
events, locations, people, dates, and sources of information.
Awareness of Social Entrepreneurship
The first step toward developing solutions was to create overall SE awareness for the
main stakeholders involved, highlighting the current existing facts on SE. Therefore, the study
focused on three main stakeholder types who would contribute most to the success of this
coaching model: entrepreneurs, the local community, and the government. Their need is to
increase knowledge of entrepreneurs and community’s awareness and collaborate with the local
government to deliver their resources to social entrepreneurs.
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Clear definition and types of entrepreneurship. Before defining social entrepreneurs,
there is a need for factual knowledge for entrepreneurship’s definition. What does
entrepreneurship mean, and how does it differ from any other businesses? Increasing this factual
knowledge and having clear knowledge of entrepreneurship types shows what options
entrepreneurs have to choose from that best fit their vision and entrepreneurial goals. The
knowledge of different types of SE would distinguish it from CSR, charity, and NPOs.
Clear definition and types of social entrepreneurship. Around 75% of entrepreneurs
required an increase of factual knowledge for SE’s definition. This is necessary for the
awareness of entrepreneurs, of the local community, and of the government. About 61% of
entrepreneurs need clear knowledge on SE types as well. Knowledge of different types of SE
would distinguish CSR from charity organizations and NGOs.
Procedural
Procedural knowledge is about how to do things through a series of steps. It entails
knowledge of skills, techniques, and methods. Procedural knowledge includes knowledge of the
measures used to determine when to use various procedures (Anderson et al., 2001).
Strategy for Social Entrepreneurship
Develop the social mission. Although100% of entrepreneurs indicated in the survey that
they had a social mission that contradicts interview results, which indicated that 69% did not
have a social mission for their business. Therefore, the need to have a social mission is validated.
A social mission showed up several times in different areas of the survey and interviews results,
indicating its importance for the success of social entrepreneurs.
Develop the business strategy. Survey results indicated that in goal-setting 100% of
entrepreneurs needed a strategy for their enterprise. Developing business strategy would increase
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entrepreneurs’ knowledge in strategic goal-setting. Starting with defining the community needs
their enterprise would serve, and ensuring that the financial profitability of the business is
parallels with the social gains of the business.
Develop measurements for business goals. Survey and interview results indicated
100% of entrepreneurs agree they need measurements for their goals, and 50% of entrepreneurs
strongly agreed to this need. Entrepreneurs can use key performance indicators (KPIs) on a
quarterly basis to measure the enterprise performance and how far goals have been successfully
accomplished and sustained. Entrepreneurs need to measure the KPIs that are relevant to their
enterprise and business goals. These KPIs differ due to the requirements of each business. The
business matric would be either sales, financial, project management, or marketing KPIs. In sales
KPIs, quarterly sales, quarterly new customers, or resources spent on one paying client, etc.
Financial KPIs may incorporate net profit margin, operating cash-flow, and current accounts
payable, etc. For project management KPIs would be planned value, actual cost, and earned
value, etc. Marketing KPIs may include engagement rate, monthly website traffic, returning vs.
new visitors, etc.
Develop key performance indicators. Social entrepreneurs need to measure business
goals’ alignment with the social mission. Survey and interview results indicated that 31% of
entrepreneurs had a social mission, 28% of these social missions were not aligned with their
business goals, and only 14% of their goals were aligned with the social mission. The results
revealed a need for a social mission program for 69% of entrepreneurs, including alignment of
missions to business strategy and goals. Balancing the financial and the social profits would be
one of the key performances, showing how much the enterprise is expecting to increase the
social and financial profits at a quarterly and annual basis.

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Business Skills for Social Entrepreneurship
One of the important elements in developing solutions regarding knowledge of SE is
increasing entrepreneurial business skills, which serves as the foundation for a successful SE.
Main elements required for improving entrepreneurs’ business skills, that proved significant need
in the data were networking skills with key people in the field, sustainable profitability, and clear
strategy and goals aligned with the social mission of the business. Furthermore, associating with
local business development organizations, which provide funding and other business resources
for entrepreneurs, was significant.
Develop business network skills. The 100% need for entrepreneurs to use their network
skills demanded an increase in their procedural networking skills, starting with identifying
entrepreneurs’ goals, the network they need to fulfill these goals and their current network as
well as developing their networking strategy to create procedural knowledge to develop their
networking skills.
Develop business skills. The 90% need of procedural knowledge that business skills
demand determines the minimum requirement for entrepreneurs to start a profitable enterprise.
Developing this knowledge of business skills requires collaboration with local business
development organizations, which provide the basic business skills, knowledge, and workshops
in the specialized business sector. These solutions are the starting point for successful SE.
Ensure business sustainability. The100% need for entrepreneurs’ procedural knowledge
in business sustainability must be met before applying sustainability procedures to social
entrepreneurship.
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Characteristics for Successful Social Entrepreneurship
Develop a leadership program. Survey results indicated the importance of including
program leadership skills that social entrepreneurs need to increase to achieve their vision.
Interview results indicated the importance of developing a list of entrepreneurs’ required
leadership characteristics to increase their credibility through implementing these leadership
skills in their daily business life. Interviews also indicated the importance of the leadership
characteristics of social enterprises in taking the lead in creating social business models,
providing social business resources, improving SE skills, and creating a platform to host SE
locally.
Knowledge Solutions Summary
To close the knowledge gap in designing the SESM, nine solutions are recommended to
design its knowledge category. This knowledge level is divided into developing awareness,
business strategy, business skills, and leadership skills.
Solutions to develop awareness for SE must focus on developing a clear definition and
processes for SE. What does entrepreneurship mean, and how does one type of social enterprise
differ from another? Once all the factual and procedural knowledge has been gathered, a
bilingual English and Arabic manual of definitions and procedures would be published as a
reference for the SECM and for stakeholders, entrepreneurs, social entrepreneurs, the local
community, and business organizations.
Solutions to develop strategies for SE start with focusing on the social mission, strategic
goal-setting, and key performance indicators as measurements for business goals. These goals
must be aligned to the business and social missions to guarantee alignment and success of the
expected outcome of a profitable social enterprise.
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Business skills solutions for the SECM would integrate business networking skills
launched through a network strategy aligned to the business goals to acquire and foster the
fruitful outcomes of the coaching model programs.
Solutions for developing business skills involve creating programs that define the
minimum requirements for ensuring a profitable business. These programs will ensure
collaboration with local and international business development organizations to provide and
boost the necessary business skills required for the SECM clients. Furthermore, it will develop
and improve business sustainability tools for entrepreneurs and social entrepreneurs through
providing them with the knowledge required for sustainability, the procedures on how to sustain
a business, and the techniques for sustaining a social enterprise. These programs will boost the
confidence of entrepreneurs and entrepreneurs’ clients in the solidarity of the business. These
solutions should include differentiating the concepts of return on investment and social return on
investment and how to assure aligning these two concepts to balance the financial and social
outcomes of the business.
Finally, leadership solutions that develop a leadership program customized for the needs
of entrepreneurial clients start by measuring the qualities these entrepreneurs have by using
leadership assessment tests, measuring their strength areas and challenges areas where they need
further improvement according to the needs of their business goals. A list of the required
leadership characteristics is needed to increase their credibility in their daily business life.
Creating a customized leadership program for organizations also supports them in their taking
the lead in creating their unique social business models and helps them define their own needs of
business resources, which would lead in the longer term to creating a platform to host SEs
locally or regionally.
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Solutions for Motivational Needs
The triangulation of survey results and interview findings validated the motivational
needs associated with interest, importance, benefit, and goal-setting. The research found that
entrepreneurs did not have enough interest in SE, even though they had a strong belief in its
importance, benefits, and social impact. Furthermore, survey results contradicted the interview
results regarding entrepreneurs’ acquiring a social mission for their business. Survey results
indicated that the majority of respondents had a social mission, yet interview results indicated
that only 14% of entrepreneurs had a social mission, a strategy, and an alignment between the
mission and the business goals through symmetric measurements.
Motivation
Clark and Estes (2008) defined motivation as the driving force behind actions, an
indication of how far we can go toward our goal and how much more effort is required to reach
it. Social entrepreneurs require certain motivational characteristics to create sustainable change
in their communities such as vision, commitment, and being lifelong learners. Dees (1988)
described social entrepreneurs as visionaries, opportunity seekers, life learners, pioneers, and
fearless risk takers. When coaching social entrepreneurs, it is important to understand the high
value they place on serving the community in the long-term.
Entrepreneurs’ Motivation for Social Entrepreneurship
Develop an SE start-up program. Entrepreneurs’ need for motivation in SE reached
50%, which was categorized into three sectors. The first focused on developing a business social
mission, the second on sustaining business through community’s awareness of SE, and the third
on identifying direct access to business resources by associating with institutions and individuals
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for funds. Participants showed that 33% of their drive was motivated by their social mission,
while 14% of entrepreneurs’ drive was induced by sustainability through community awareness.
Research and develop the community’s needs list. This is a list of social needs to help
entrepreneurs target them at early or later stages of their business. This would include research
and statistics of the community’s needs, including a contact list of individuals and organizations
associated with these needs. Nearly 100% of the entrepreneurs agreed to the need to give back to
society through SE. Almost 57% of them strongly agreed.
Develop a social responsibility program. One of the main characteristics that motivate
SE is for entrepreneurs to be passionate about a cause that would make a difference in people’s
lives, have solid values, and promote social responsibility. Therefore, a social responsibility
program will address how to develop a personal mission program and explore personal and
business core values, such as success, family, passion, and courage. Furthermore, the program
needs to develop entrepreneurs’ ability to find their passion for a cause, develop their business
mission, and promote social responsibility. The program will target the community to expand
people’s awareness of SE and their motivation in getting engaged in social responsibility either
as business providers or clients.
Community’s Motivation for Social Entrepreneurship
Develop community’s SE awareness program. All entrepreneurs need the community
to value SE for their entrepreneurship to succeed because the community will include all
stakeholders, such as clients, sponsors, donors, team members, and volunteers. There is a need to
develop a community and SE awareness program that highlights the benefits of SE to the
community and how it can support social entrepreneurs to meet its needs.
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Develop social entrepreneurs’ community program. This program will discuss SE
with different stakeholders and how the community can contribute to the success of social
entrepreneurs and meet community needs. Social entrepreneurs will help individuals in the
community to develop their personal missions, and other SE stakeholders in the community can
link it to their personal passion, either as clients or business owners. Survey results and
interviews indicated 33% of social entrepreneurs’ impact on the community is through
sustainability of the business, 25% through the community’s awareness, and 14% through
developing individuals’ personal missions. The impact of any social enterprise would increase
through the sustainability of this enterprise and the community’s awareness and valuation of it.
Furthermore, developing a personal and business social mission is a productive and simple
approach to this impact on stakeholders.
Motivational Solutions Summary
Entrepreneurs and the local community are motivated in SE and in giving back to society.
The only obstacle to their pursuing SE is their lack of knowledge of the nature of SE, its
processes, its needs, its opportunities, and its challenges. This saps their motivation to embark in
this journey of business and service to community. Therefore, motivating solutions need to be
focused on entrepreneurs and the community, who need to undergo a mental shift in how they
perceive giving back to society through a profitable business model. One of the solutions is a
research program to develop their community’s needs list. This list would help entrepreneurs
interested in SE to target the existing needs of the community at their early or later stages of their
business. This would include a contact list of individuals and organizations in need or associated
with these needs. This research program would work on an updated investigation of the different
sectors’ needs in society, the requirements, the opportunities, the challenges, and what
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organizations are interested in sponsoring these businesses. Solutions for community motivation
for SE would focus on developing awareness programs, highlighting SE’s benefits to the
community, and true understand of how the community can support social entrepreneurs by
supporting their sustainability. This could include programs for schools and organizations and
working with NPOs to develop their own business models of social enterprises that fit their
organizations.
Further solutions and programs targeting the community are delivered by successful local
and international stakeholders, coaches, and partners to help individuals in the community
develop their personal and business perspectives on SE. Sharing personal success experiences
and inspiring feedback on their personal journey, lessons learned, and available opportunities to
embark into the market is also part of the solution.
Solutions for Organizational Needs
Rueda (2011) emphasized the importance of cultural models and settings in any
environment to providing a clear understanding of how people think, why they behave the way
they do, and how they respond to life circumstances. There are certain settings that each business
needs to create within the organization to build its character and culture. This culture would help
create the base on which to hire their business team. This base includes shared values, talents,
and skills required to build the coherence of this business. Furthermore, this culture would
provide the resources necessary to make a business competitive and sustainable.
Cultural Settings
In a coaching context, social entrepreneurs need a cultural setting equipped with elements
to ensure their benefit from the coaching model, such as adequate funds, staff, materials,
licensure, a professional office setting, and adequate coaching hours. The context and
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surroundings should enhance the experience for both coaches and social entrepreneurs, whether
the client is an individual entrepreneur or an enterprise. Another crucial element is a clear
organizational vision and mission.
The consultancy’s business and social missions must align to determine potential clients
and identify how the coaching model can best serve their needs. Clear, solid, and persistent goals
should be provided that complement each other, and regular, systematic, constructive feedback
on productivity levels should be provided. The organization should institute creative, solution-
oriented policies that foster autonomy and choice, creativity in the pursuit of organizational
goals, and a good flow of communication.
Business Resources for Social Entrepreneurship
Develop networking programs with key social entrepreneurs. The interview results
indicated that 97% of entrepreneurs required a network for SE. Interviewing entrepreneurs also
found that their main need in networking was focusing on networking with key people in the
entrepreneurial and social entrepreneurial field. This includes institutions to facilitate and support
entrepreneurs’ business development needs such as workshops and funding and building
relations with other existing local and international enterprises to exchange experiences and
collaborate in various initiatives and programs. This networking program would be initiated with
a networking strategy that entails the networking needs of the SECM and its clients and
incorporates these needs within this strategy to be implemented at the three levels of the
coaching model, targeting all stakeholders.
Provide entrepreneurs the required business resources. This solution would
materialize through networking with key people in the industry to provide funding for
entrepreneurs and recruiting professional team members for starting up enterprises. The Journey
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would develop manuals of clear and flexible processes for business regulations in the market:
either regulations for funding or for getting access to business resources. Forty three percent of
entrepreneurs noted the need for funding and offices, whereas 36% clarified their need for
professional teams, 36% needed flexible business regulations through the local government, 28%
needed coaching, and 14% needed networking.
Develop SECM association for funding and business resources. An association is a
group of individuals or organizations that have common interests. This association will include
stakeholders who are fund providers for SE, angel investors, and clients who will benefit from
these funds and resources. More than half of interviewed entrepreneurs, 55%, indicated their
need to access funds. This would include individuals such as other successful social
entrepreneurs, business development organizations, and angel investors. Angel investors are
affluent individuals who provide capital for a business start-up, usually in exchange for
convertible debt or ownership equity. These different forms of funders are vital to the formation
of this association because it will be the networking backbone for any enterprise associated with
the SECM at the Journey.
Challenges entrepreneurs face in social entrepreneurship are stakeholders’ lack of vision,
entrepreneurs’ avoiding risk, and SE’s being considered a niche that requires a cause. For these
reasons, SECM needs this association to benefit from local institutions in the field, such as the
QBIC, QDB’s Consultations, and IQ’s fund for student awareness of entrepreneurship.
Most entrepreneurs’ organizational challenges start from lack of funding, financial
restraints, lack of professional teams, and complicated business regulations. All could be
overcome through networking with local government’s key people to fund feasible business
plans and adapting global strategies of successful social enterprises to fit the local culture.
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Develop fiscal strategy for the SECM. There is a need to develop a pricing strategy for
the coaching model, targeting different entrepreneurial clients. Coaching can be presented to
different segments of clients in different forms. Some are looking for highly valuable service and
are willing to pay, and some are clients with whom we can create an exchange for coaching
service experiences. This can give entrepreneurs a chance to exchange coaching service as an
added value.
This indicates entrepreneurs’ need for professional coaching. Almost 47% of participants
indicted their need for coaching in SE, and 83% of entrepreneurs intended to pay for coaching.
The study found an increasing need within the market for coaching and an interest and
motivation from entrepreneurs to pay for this service. Entrepreneurs’ main interest comes from
their need to be mentored through the implementation of the business skills, and sustainability.
Organization’s Solutions Summary
Organizational solutions for the SECM are summarized in providing the required
business resources, networks, and funding for social entrepreneurs and other SECM
stakeholders. This includes funding, networking, and developing financial strategies for
sustaining delivery of the SECM to local social entrepreneurs in Qatar.
These solutions include developing the SECM association network with local business
development institutions, such as QBIC, QDB’s Consultations, and IQ. There is a need to
develop a networking program that supports social entrepreneurs, providing entrepreneurs with
the required business resources by developing business resource associations with key people in
the industry for funding, recruiting professional teams, and then developing an SECM fiscal
strategy. This strategy would focus on a 5-year sponsorship strategy for funding all the SECM
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programs with different interested organizations and successful social entrepreneurs locally and
internationally.
Summary of KMO Validated Needs and Solutions
Solutions were identified for meaningful knowledge and motivational and organizational
needs for designing the SECM. Each solution was followed by an implementation plan in the
process of designing the coaching model for the Journey. A summary was given of the validated
needs, solutions, and implementation plans to design the coaching model and close the
innovation gap from the knowledge, motivational, and organizational challenges and
opportunities, as demonstrated in Table 12.
Table 12
Validated Needs and Solutions
Category Validated Need Solution
Entrepreneurs’ Awareness for SE
Knowledge
(Factual)
75% of entrepreneurs’ need for factual
knowledge for definition of social
entrepreneurship.
Increase factual knowledge by having a
concrete definition for SE for local
entrepreneurs.

Knowledge
(Factual)
61% of entrepreneurs need for knowledge
on SE Types.
Increase entrepreneurs’ factual
knowledge on different types of SE, and
distinguish it from CSR, charity and non-
NGOs.

Strategy for SE
Knowledge
(Procedural)

100% of entrepreneurs have a social
mission for their enterprise.
(These survey results contradicted with
interview results, which indicated the need
of 69% of entrepreneurs to have a social
mission, therefore this need was validated.)
Increase entrepreneurs’ motivation
toward SE, by developing a social
mission program.

Knowledge
(Procedural)
100% of entrepreneurs need a proactive
strategy for their enterprise.
Increase entrepreneurs’ motivation by
goal-setting, through developing the
strategy program.

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Table 12, continued
Category Validated Need Solution
Knowledge
(Procedural)

72% of entrepreneurs’ need to have social
mission and business goals alignment.
To increase motivation toward SE, develop
social mission program for 69% of
entrepreneurs, including alignment of
mission to business strategies and goals.

Knowledge
(Procedural)

100% of entrepreneurs need measurements
for their goals.
Develop symmetric measurement program
to have key performance indicator for SEs’
goals.

Entrepreneurs’ Business skills for SE
Knowledge
(Procedural)
100% of entrepreneurs’ need to use their
network skills for social entrepreneurship.
Increase entrepreneur’s procedural
networking skills, by identifying their goals,
the network they need, their current
network, and develop them networking
strategy and skills.

Knowledge
(Procedural)
100% of entrepreneurs need skills in
developing sustainable social
entrepreneurship.
Increase procedural knowledge by defining
SE sustainability, and research ways to
improve it.

Knowledge
(Procedural)
90% of entrepreneurs need Business Skills
for generating profitable social enterprise.
Increase entrepreneurs’ procedural
knowledge by determining the minimum
required list of business skills for
entrepreneurs to start SE. Collaborate with
business development organizations to refer
inexperienced SEs to them.

Knowledge
(Metacognitive)
Entrepreneurs’ need for special
characteristics for successful social
entrepreneurship
Develop entrepreneurs’ metacognitive
personal mission program, to explore their
core values, find their passion for a cause,
develop their business mission, and promote
their social responsibility attitude.
Business Model, Business resources,
Business skills, Platform to host SE.

Entrepreneurs’ Motivation for SE
Motivation
(Interest)
50% of entrepreneurs’ motivational
needs to become social entrepreneurs.
Motivate entrepreneurs for SE by identifying
direct access to business resources.
Associate with institutions/individuals for
fund. 33% of entrepreneurs need to develop
a business social mission, 14% community’s
awareness program to help sustain social
enterprises.

Motivation
(Importance)
100% of entrepreneurs see the need
for social entrepreneurship giving
back to society.
Develop a list of local needs for social
entrepreneurs to target, with contact list of
individuals and organizations in need.

Community’s Motivation for SE
Motivation
(Benefit)
100% of entrepreneurs need the
community valuing social
entrepreneurship to guarantees its
success.
Develop a community and social
entrepreneurship awareness program that
highlights its benefits to the community and
how it can support SEs.

Motivation
(Benefit)
99% of entrepreneurs’ need to have a
social impact on society as social
entrepreneurs.
33% Sustainability,
25% Comm. Awareness, 14% Personal
Mission.

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Table 12, continued
Category Validated Need Solution
Business Resources for SE
Organization
(Resources)
97% of entrepreneurs have the
necessary network for social
entrepreneurship
(Compared to interview results, SE
need networking mainly with key
people in the business)
Develop a networking program with key
people within the coaching model.

Organization
(Resources)
Entrepreneurs need support &
resources for social entrepreneurship.
43% need allocating funding resources &
office spaces.
36% need to associate with recruiters for
hiring professional teams, 36% need a clear
process checklist of local business
regulations.
28% need coaching. 14% need networking.

Organization
(Resources)
55% of entrepreneurs need access to
fund for social entrepreneurship.
Allocate access to funds from angel
investors and organizations.

Coaching for SE.
Organization
(Resources)
47% of entrepreneurs need coaching
in SE. (Almost double the number of
entrepreneurs who indicated their
need for coaching in SE, expressed
their intention to pay for coaching)
Coaching can be presented to clients in
different forms, such as exchanging
experiences, which can give entrepreneurs a
chance to exchange coaching services and
feel an added value.

Organization
(Resources)
83% of entrepreneurs need to invest
money in coaching for SE
(More T'Hart, P., & Kuipers are
willing to pay for coaching)
Develop a pricing strategy for the coaching
model, targeting different clients of
entrepreneurs (entrepreneurs) networking
with key people in business, government
fund, feasible business, work within the
system (organizations)
Showcase and replicate successful global
social entrepreneurial strategies locally.
Access to a funders channel, financial
restrains no professional teams, business
regulations, local eco. system resources.

Implementation Plan
The task at hand is to design an SECM for entrepreneurs for the Journey that enables
coaching entrepreneurs to develop their social enterprise. This coaching model will allow
entrepreneurs to learn the skills to develop a profitable enterprise with a sustainable social
benefit. It will develop the coaching model to deliver this service to all stakeholders who want to
create social benefits through running a profitable business.

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The Journey’s Social Entrepreneurship Coaching Model
This study proposes a new SECM inspired by elements of other existing models and
KMO theory discussed in earlier chapters. The Journey’s SECM consists of graduated levels,
each leading to more advanced degrees of SE, from SE awareness, to SE skills, and finally to SE
itself.
The first level, awareness of SE, is preparatory, focusing on foundational awareness for
entrepreneurs and the community and SE’s definition, processes, and benefits for entrepreneurs
and community. Clients are identified according to their interest in SE and level of profitability
in their business at the onset of their business career. The main three levels of the SECM have
been based on the structure of Goleman’s (1998) Optimal Process for Developing Emotional
Intelligence in Organizations, Hogan’s (2009) development model, and Kaplan & Norton’s
(2005) leadership skills reflecting social entrepreneurs’ needs learned from the data. For the
leadership sublevel, we used leadership skills in Hogan’s development model, which emphasizes
delegation, empowerment, coaching, and managing performance.
The SECM’s second level, the entrepreneurship level, is for more advanced clients who
have full awareness and knowledge of SE, such as those primarily focusing on profitable
business skills who are looking to use their business profits to achieve their social outcomes.
Clients’ needs at level two of the SECM will be evaluated using Kaplan & Norton’s (2005)
balanced scorecard (BSC) model, which focuses on four different perspectives: customer,
internal business, innovation and learning, and financial.
The customer perspective measures time, quality, performance, and cost. The internal
business perspective measures organizational processes and competencies. The innovation and
learning perspective measures improving and creating value through launching new products and
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engaging with valued customers. Finally, the financial perspective measures cash-flow, sales,
operating profit, and return on investment (Kaplan& Norton, 2005).
At the third level, the sustainability level, the focus is on established and developed
entrepreneurs and social entrepreneurs who need further training in sustaining their financial and
social profits in alignment to guarantee a successful SE.
Table 13
The Journey’s SECM
Level 3: Sustainability
For Entrepreneurs & SE
• Sustain Return on Investment (ROI)
• Sustain Social Return on Investment-(SROI)
Level 2: Entrepreneurship
For Entrepreneurs
• Business Strategy
• Profitable Business (ECI’s Balanced Business Scorecard)
• Networking for Business Resources
Level 1: Social Entrepreneurship Awareness
For Entrepreneurs & Community
• Self-Awareness: Leadership Program (Co-Active Coaching)
• Entrepreneurs’ Awareness: Definitions & Processes
• Community Awareness Program

Developing an Implementation Plan
To develop an implementation plan, this study considered four main factors for the
SECM: (a) awareness and communication, (b) coaching model programs, (c) leadership
characteristics, and (d) fiscal capacity. Solutions were developed based on these four factors,
which are explained below in further detail.
Awareness and Communication
The Journey needs to partner with stakeholders who embrace the SE direction. It is
important to get the local community of clients’ buy-in by networking and organizing gatherings
of mutual interest such as entrepreneurship, social impact, and sustainability. Lobbying within
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this community niche can guarantee success. It is critical to identify stakeholders who will be
affected directly by the coaching model, such as entrepreneurs, social entrepreneurs, the local
community, business development organizations, and governmental institutions, and to reach out
to these stakeholders prior to implementation for promoting awareness and hearing their
opinions. This avoids any negative impact during implementation, such as dissatisfaction from
clients with the final service due to unmet real needs of clients or duplication of this service in
the local community that already fulfills a social need.
Collaboration between stakeholders occurs through awareness and communication
projects and programs. Through awareness and communication, the model needs to deliver
several projects and programs, such as a terminologies and processes manual, a community
awareness program, and an association with business development institutions. The Social
Entrepreneurship Definitions & Processes Manual is a reference manual for the SECM and for
all stakeholders involved. It includes business regulations and requirements and processes for
SE.
The Community Awareness Program for Social Entrepreneurship highlights SE’s
benefits to the community and how successful social entrepreneurs can support individuals in the
community to develop their personal and professional social missions, which will assist with
creating their future business plans for their social enterprise.
Association with business development institutions helps networking with governmental
key individuals and organizations to fund feasible business plans, helps develop these business
plans, and helps support business consultations. These organizations are the QBIC, QDB’s
Consultations, and IQ’s fund for students’ business education. This network helps introduce
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globally successful social enterprises strategies and allow them to be customized for the local
culture.
Leadership
Leadership for social entrepreneurs is important to embrace a different set of values that
reflects their personality and aspirations. These values might force individuals to be bold and
committed to their vision regardless of the norms of the community or the current mindset of the
culture. Two main leadership programs will be implemented to target social entrepreneurs and
social organizations.
A leadership program for social organizations takes the lead in entrepreneurs’ creating
feasible social business models, providing business resources, improving SE skills, and creating
a platform to host SE locally.
Knowledge-wise, the leadership program will provide for entrepreneurs’ need for
credibility through knowledge of SE, a culture and community approach, research-based studies,
and knowledge of business rules and regulations with the consultations of lawyers and
accountants.
Motivationally, the program will provide for participants’ needs to be connected with
their personal passions, values, and ethics. Furthermore, it will fuel them with motivational
leadership skills such as confidence, intelligent risk taking, determination, community
pioneership, challenging assumptions, and delivering on promises. Moreover, it will have a
strong sense of emotional and social intelligence, the importance of accepting one’s limitations,
and relating to community’s needs. Basically, it will promote social responsibility.
Organizationally, the program will start with shifting entrepreneurs’ business mindset,
developing partnerships, testing services and clients’ needs in the field, a smart business model
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balancing social gain and profit, using resources well, rounding perspective through team and
mentors, financial management skills, networking, negotiation skills, and leadership skills.
Mohamed stated, “We need a platform to host social entrepreneurship, with a sustainable vision
and initiative, by the right host, targeting business opportunity identification, through
matchmaking and proposing a business plan to identify the most appropriate social enterprise,
such as Jahiz initiative in QDB.”
Based on the entrepreneurs’ responses and researchers’ insights this assumed need for
special leadership skills from individuals and organizations was validated for a successful social
entrepreneurship. Figure 17 shows interview findings for the question.
Funding Strategy
Develop an access to fund the association. This association would support
entrepreneurs in developing the financial and networking policies for the SECM, which would
enhance the process of sustaining the SECM programs in the shorter and longer terms. Long-
term budgeting is essential to strategic implementation. Monitoring the financial breakeven and
observing the generated revenue, as this model does quarterly and annually, is essential. The
coaching model needs a funding strategy targeting different stakeholders of sponsors and funders
locally and internationally. This networking targets funding both the coaching model and the
SECM clients from angel investors, business development organizations, and governmental
institutions. Angel investors would partner through funding without interfering in business
decisions. Business development organizations would be interested in developing entrepreneurial
skills and diversifying the local economy. Usually, these development organizations are
governmental.

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Programs
The main elements for the coaching model’s programs for social entrepreneurship are a
business program, community’s social responsibility, business strategy, and networking skills.
A social entrepreneurship business program focuses on business networking skills, which
start with developing a network strategy aligned to the business’ goals. The business skills
program defines the minimum requirement of business skills and collaborates with business
development organizations to provide the necessary business skills for entrepreneurs. Finally,
there should be a business sustainability program, where sustainability is defined by procedures
on how to sustain a business and the steps and techniques required to sustain a social enterprise.
The community’s social responsibility program consists of how to develop a personal
mission program, explore the core values, find passion for a cause, develop a business mission,
and promote social responsibility. The program will target the community to expand the capacity
of awareness and motivation toward social responsibility and SE by researching and developing
the community’s needs list. This list will help those interested in SE to target the needs of the
community at the early or later stages of their business. This list would help start-up
entrepreneurs know the current needs of their community in different sectors and find the
suitable need of a certain segment of the market. The list will include research and findings on
what and how they can serve these segments through their business.
The business strategy for a social enterprises program consists of developing the social
mission, business strategy, KPI, and a sustainable profit and social plan. A social mission
surfaced several times in both survey and interview results, which indicated the importance of a
social mission for the success of social entrepreneurs. Business strategy increases entrepreneurs’
knowledge in strategic goal-setting. Adding to that, key performance indicators measure business
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goals and their alignment with the social mission. The sustainability plan ensures achieving the
balance between the social cause and profit gains.
A business networking program ensures contact with key social entrepreneurs, the
community, and the government. Networking helps with a SECM’s long- and short-term goals,
such as networking for funding from angel investors and organizations, for accessing funds, and
for recruiting professional teams. This networking would add value to business learning, increase
entrepreneurs’ motivational level, and provide necessary business resources.
Action Plan
Developing the action plan for the solutions detailed in Table14 was based on the
importance and priority of each solution based on data results. All organizational goals and
alignments will be measured by setting precise and measurable key performance indicators for
each goal. The alignment of these goals with the mission would take place quarterly, which
would give an opportunity for improvement of services and operations.

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Table 14
Summary of Solutions, Action Plan, and Timeline
Solutions Action Steps Target Audience Timeline
1. Awareness and
Communication for
Social
Entrepreneurship:

1. The Social
Entrepreneurship
definitions & Processes
Manual

2. Community’s
Awareness Program for
Social Entrepreneurship:

3. Association with
Business Development
Institutions.

1. Clear Definition and Types of
Entrepreneurship.

2. Clear Definition and Types of
SE.

3. Business Regulations,
Requirements and Process.

1. Social Entrepreneurs help
individuals in the community
develop personal missions, and
business plans.

2.Highlights mutual support and
benefit between social
entrepreneurs and community

1.Networking with governmental
key individuals and organizations
to fund feasible business plans,
help develop these business plans,
and support with business
consultations. QBIC, QDB’s, and
IQ’s

2. Replicate global strategies of
successful Social Enterprises to
fit the local culture.
Entrepreneurs,
Social E,
Community,
Business
Organizations.

September -December 2017

1-30 December 2017

September-December 2017

September-Dec 2017

September-Dec 2017

September-Dec 2017

January 2018

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Table 14, continued
Solutions Action Steps Target Audience Timeline
2. Leadership
Characteristics for
Entrepreneurs &
Organizations:

1. Leadership Program
for Successful Social
Entrepreneurs.

1. Map out entrepreneurs, who
will be enrolled in this coaching
model.

2. Develop a list of Leadership
skills and talents required for
SE, includes leadership skills.

6.Train coaches to deliver the
program.

7. Associate with Organizations
to support in creating feasible
social business models,
providing business resources,
improving SE skills, and
creating a platform to host SE
locally.

Entrepreneurs

Entrepreneurs &
Social
Entrepreneurs

Coaches

Social
Organizations &
Business
development
Organizations

January 2018

January 2018

July 2018

March- Dec 2018
Solutions Action Steps Target Audience Timeline
3. Funding Strategy:
develop a funding
strategy for the coaching
model, targeting
different programs of
SECM.

1. Develop Long-term budgeting
plan.
2. Develop fundraising programs
to sustain the newly developed
programs.
3.Match Source of funding with
sponsors who believe in the
vision and mission.
4. Monitor financial breakeven
and income quarterly for
seasonal revenue-generating
programs
Entrepreneurs,
Social
Entrepreneurs,

December 2017

November- December 2017

September- December
2017

January- December, 2018

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Table 14, continued
Solutions Action Steps Target Audience Timeline
4. Programs of Social
Entrepreneurship
Coaching Model:

1. Business networking
Program.

2. Business Skills
Program.

3. Business sustainability
Program.

4. The Community’s
Social Responsibility
Program.

5. Business strategy for
Social Enterprises
Program.

1. Develop a network strategy
aligned to the business goals.

2. Contact key social
entrepreneurs, entrepreneurs, the
community and the government.

3. Networking for funding: from
angel investors and
organizations, which develops
access to fund

4. Networking for recruiting
professional teams.

1. Defining the minimum
requirement of business skills

2. Collaborate with business
development organizations to
provide the necessary business
skills.
1.Define Sustainability.

2. Define procedures on how to
sustain a business, and steps
required to sustain a Social
Enterprise.
1. Develop a Personal Mission,
to explore the core values, and
find passion for a cause.
2. Develop a Business Social
Mission, and promote the social
responsibility attitude.
3. Develop the community’s
need list, contact list of
individuals and organizations in
need, or associated with these
needs.
4. Business strategy and goal-
setting.

5. KPIs for business goals and
business goals alignment with
the social mission.

6. Sustainability Plan ensures the
balance in achieving the balance
between the social cause and
profit.
Entrepreneurs,
Social
Entrepreneurs,
Community,
Government.

September- December
2017

September – December
2017

September, December
2017

September, December
2017

January 2018

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Human Capacity
Launching the SECM requires five administrators and five coaches. The managing
director will execute the action steps and be accountable for operationalizing them. Currently,
there are only associates who support outsourcing services to deliver the coaching services until
there are in-house coaches. Therefore, new positions need to be created to reassign
responsibilities.
Next steps are to recruit one director, one web-designer, one office manager, and five
international coaches by partnering and building an alliance with external agencies to provide
needed expertise. The recruited director will be responsible for hiring the rest of the team. The
director’s position requires a coaching, entrepreneurship, and management background. The
managing director will be initiating proposals, managing internal operations, marketing
campaigns, and working with CEC to approach other institutions and develop long-term
associations.
Also needed are one in-house web-designer responsible for the website, social media, and
the overall design campaigns and an administration manager responsible for facilitating and
managing the administration and associating with local and international coaches, who serve
clients.
Other stakeholders are philanthropists, NGOs, entrepreneurs, and social entrepreneurs,
who will provide financial funding to implement the policy solution. The Journey needs to
ensure having the budget to implement policies and solutions, such as funding and a low-interest
loan from QDB. Costs include internal staffing, external contracts, facilities, professional
development, equipment, instructional materials, assessment tools, and incentives.
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Organizational Structure

Figure 30. The flow chart shows the organizational structure diagram.

Business
Coach
CEC Partner/
Associate
Business
Coach
Social
Entrep.
Coach

Director

Web
Designer

Life
Coach
Social
Entrep.
Coach

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Evaluation Plan
The evaluation plan is proposed to assist the director of the SECM in assessing the
impact of the solutions. Kirkpatrick and Kirkpatrick’s (2006) methodology for four levels of
evaluating programs progresses through evaluating reactions, learning, changes of behavior, and
results. Table 15 shows the four levels of evaluation.
Level One: Reaction
The first level of evaluation measures the degree to which participants react positively to
the learning experience (Kirkpatrick & Kirkpatrick, 2006). To measure participants’ reaction to
the coaching model sessions, they would be given a survey at the end of each program related to
the coaching model. The survey would contain three questions using a five-point Likert scale and
an open-ended question:
1. How much did you enjoy the program? 1 2 3 4 5
2. Did you have the chance to be actively involved in the program? 1 2 3 4 5
3. Will you be able to use what you learned for your business? 1 2 3 4 5
4. What improvements can be made to make this program more effective for you?
The purpose of giving this survey at the end of each program is to make quarterly changes to the
next program once something has proven unsatisfactory to the audience or has not achieved the
required outcome.
Level Two: Learning
This level of evaluation measures the degree participants acquired the delivered
knowledge (Kirkpatrick & Kirkpatrick, 2006), such as business skills, networking skills, creating
a social mission, measuring goals, and adapting leadership characteristics. Skills could be
assessed in three ways. First, by submitting the final outcome in documents of their
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organizational progress according to such measures as the mission or strategy, which would
represent the tangible measurements of their learning. Second, the coach could tick off from a
checklist the key elements of each program in each level of the SECM. Third, instructors could
conduct surveys to elicit responses (Clark & Estes, 2008). Survey questions would include more
detailed elements of each level of the SECM: the social entrepreneurial level, the business level,
and the sustainability level. The questions would investigate what entrepreneurs have learned,
how effective was it to their enterprise and level of knowledge, whether it were applicable to
their business, and if they would recommend it to other entrepreneurs.
Level Three: Transfer Behavior
Change in behavior requires alteration in beliefs first, which differs among individuals
and environments. Time is required to implement this change as well as resources that would
support this implementation. Kirkpatrick and Kirkpatrick (2006) stated that change in behavior
requires four conditions: the desire to change, knowing what to do and how to do it, working in
the right climate, and rewards for change.
Values are important elements that would alter behaviors and make change possible.
Boven, T'Hart, and Kuipers (2006) discussed that the rationalistic policy evaluation focuses on
being neutral in values for reduced political pressure on evaluations, while the argumentative
approach debates between competing interests, which integrates politics within the evaluation.
Working in reverse to outline learning outcomes as Kirkpatrick and Kirkpatrick (2006)
suggested starts with defining the required results, then considering the required environment,
and finally defining the behaviors to be changed. The importance of transferring learning into
behavior appears in evaluating results when business objectives are not met due to clients’ or
trainees’ not going back to their field of work or life and applying that learning. Evaluating
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changing of behavior always drives the execution of any personal or organizational goals. In the
coaching world, clients’ change of behavior is enforced when the right approach to coaching is
used and enough time is given to ensure change of behavior.
One of the challenges trainers face during the transfer of learning behavior is losing
control over trainees once the evaluation of reaction and the evaluation of learning is
accomplished (Kirkpatrick & Kirkpatrick, 2006). In coaching, this is actually not a challenge
because this is one of the objectives a coach needs to teach the coached client: accountability for
their change of behavior and self-driven coaching process so that the change of behavior
becomes easier and self-directed.
To ensure complete evaluation for change of behavior on the current solutions for the
coaching system in hand, some implementation procedures are required.
Program and operations alignment. To develop a systematic change of behavior
alignment plan incorporating vision, programs, and operations, top management needs to finalize
a vision and mission that involves all stakeholders. This would require communication between
stakeholders to ensure a clear update on the progress of the mission. A final approval from top
management of the Journey and continuous progress monitoring will be required for
modifications.
Communication with stakeholders’ mechanism. Developing a consistent message for
communication with internal and external stakeholders by developing the change of behavior
through creating an internal feedback system that provides support for coaches and staff is
needed. Testing these customized cultural communication messages and applying quarterly
alignment of the communication of these messages with the vision and goals is required.
Externally, change of behavior will be demonstrated through the storytelling message for clients,
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the kind of responses they are creating, and the seasonal sharing of stakeholders’ proposals.
These responses are of mutual benefit for all stakeholders. These could be shared through social
media, evaluations, or assessments.
Establish a solid financial plan. To ensure change of behavior financially, the Journey
needs to ensure a funding policy for the first 2 years of launching. This would be demonstrated
through developing a source of funding with sponsors who believe in the vision and mission and
developing a long-term budgeting plan with these sponsors. We need to develop sustainable
fundraising programs to sustain the newly developed programs and to train employees to apply a
quarterly breakeven and turnover financial plan to develop revenue-generating programs
seasonally.
Leadership and human capacity. Change in behavior in human capacity requires
establishing a chain of command and increasing the efficiency of delivering services through
developing highly talented teamwork. This starts with mapping out stakeholders who will be
affected by policy implementation, so they can be developed, trained, and ready when it is time
to implement the policy and to determine the leadership skills and talents required for them to
run the project in hand. The Journey needs to hire committed human capital, who believe in the
vision, are passionate about the policy, and can develop it, run it, and sustain it. We need to
develop succession planning for coaches and staff, develop in-house professional development,
retain good talents in best positions, and train employees to play different roles to take over the
whole project any time through rotation and shadowing programs.
Evaluating change of behavior is an ongoing process. Different individual abilities
need to be measured and evaluated before and after learning takes place to ensure fair judgment
of any change in behavior. Once the benchmark of change has been determined before the
DESIGNING A SOCIAL ENTREPRENEURSHIP COACHING MODEL

135
learning takes place, and learning outcomes are clearly defined, it is easy for both the trainer and
trainee to measure the progress in the change of any behavioral curve.
Table 15
Solutions Assessment for Four levels of Evaluations
Intervention
Proposed
Assessing Satisfaction
(Level 1)
Assessing Learning

(Level 2)
Assessing Behavior
Change
(Level 3)
Assessing Impact

(Level 4)
#1. Programs &
Operations:
Develop a
systematic
alignment plan
between vision,
programs and
operations that
would measure
the outcomes
required.

1.Use smiles sheets at
the end of vision and
mission training
sessions.

2.Monitor attendance
during vision, mission
sessions.

3. Measure
participants’ discussion
and involvement during
the learning process.
1. Post survey on the
final vision and
mission content,
assessing
commitment to the
new vision and new
changes involved.

2. Post survey on final
strategic plans and
KPIs, assessing
confidence and
commitment to the
new changes.

3. Monitor
participation rates,
satisfaction, and
number of meetings,
through surveys.
1. Survey of
participants and top
management on
vision and mission,
and involves all
feedback of
stakeholders (every
quarter: for 1 year)

2.Follow-up
interviews on with
trainees and their
stakeholders on
progress of mission
and goals.

3. Select
participants and
supervisors on
examples of change
and improvement.
1. Monitoring
Programs
Alignment with
Vision and
mission.
2.Monitor number
of complaints to
operations about
alignment of the
strategy with the
action plan.

3. Monitor KPIs
alignment with
long/short-term
goals.

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Table 15, continued
Intervention
proposed
Assessing Satisfaction
(Level 1)
Assessing Learning
(Level 2)
Assessing Behavior
Change
(Level 3)
Assessing Impact

(Level 4)
#2.
Communication
with
Stakeholders and
Feedback
Mechanism:
Develop the
Coaching
Model’s
consistent
message for
communication
with internal and
external
stakeholders.
1.Use smile sheets to
measure satisfaction for
the Final internal and
external communication
message completed.

2.Monitor attendance
during these training
sessions.

3. Measure participants’
engagement and
discussion during the
training.

4. Use mentors to coach
internal stakeholders
story-tell the
organization’s final
message.
1.Post a survey on
the final internal and
external
communication
message that needs to
be communicated to
stakeholders,
assessing
commitment to new
changes involved.

2. Post a survey on
the cultural awareness
and alignment learned
to deliver the
message, and assess
commitment to the
new changes.

3. Through surveys,
Monitor participation
rates, satisfaction, and
number of meetings
regarding the final
communicated
cultural message.
1. Survey of
participants and
Top management
on the training of
the internal and
external feedback
system.

2. Follow-up
interviews on with
trainees on
applying the
Quarterly
alignment of
communication
message with
vision & goals.
3. Select
participants and
supervisors on
examples of change
and improvement
on seasonal
proposals, which of
mutual benefit for
all stakeholders.
1. Monitor internal
and external
communication
system in
alignment with the
main mission
message.
2. Monitor number
of complaints on
the external
cultural
communication
messages.
3. Monitor
Quarterly
Stakeholders’
proposals and
number of
complaints and
satisfaction
received from
stakeholders.

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Table 15, continued
Intervention
proposed
Assessing Satisfaction
(Level1)
Assessing Learning
(Level 2)
Assessing Behavior
Change (Level 3)
Assessing Impact
(Level 4)
#3. Establish a
solid financial
plan: for funding
policy for the
first two years of
launching.
1.Use smile sheets to
measure satisfaction on
completion of finding a
Source of funding with
sponsors.

2. Monitor attendance
during the training for
budgeting plan.
3. Measure participants’
engagement and
discussion during the
training.

1.Post a survey,
assessing
commitment to new
changes involved in
Creating Source of
funding with
sponsors.

2. Through surveys,
Monitor
participation rates,
satisfaction, and
number of meetings
regarding the
budgeting plan
training.

1. Survey of
participants and Top
management on
developing Source
of funding with
sponsors.

2. Follow-up
interviews on with
trainees on
budgeting plan and
fundraising training.

3. Select participants
and supervisors on
examples of change
and improvement on
the financial plan
and turnover
quarterly.
1.Monitor the
benefits of
sponsors funding
quarterly.

2. Monitor number
of complaints on
the Long-term
budgeting plan, and
fundraising
programs, to ensure
sustainability of the
newly developed
programs.
3. Monitor the
financial progress
and turnover
quarterly, to
develop revenue-
generating
programs
seasonally.

Intervention
proposed
Assessing Satisfaction
(Level 1)
Assessing Learning
(Level 2)
Assessing Behavior
Change (Level 3)
Assessing Impact
(Level 4)
#4. Leadership in
Organizational &
Human
Capacity:
Establish
Organizational
Chain of
Command and
increase the
capacity and
efficiency of
delivering
services through
developing
Highly talented
teamwork.
1. Use smile sheets to
measure trainers’
satisfaction on the
Mapping out training.

2. Monitor attendance
during the different
phases of the training.

3. Measure
participants’’
engagement and
discussion during the
different levels of
training.
1. Post a survey,
assessing
commitment to new
changes involved
new leadership
strategy and human
capital.

2. Through surveys,
Monitor
participation rates,
satisfaction, and
number of meetings
regarding
Leadership skills
training and talents
required running
the project.
1. Survey of
participants and Top
management on the
training of Mapping
out human capital.

2. Follow-up
interviews on with
trainees on the
Leadership skills
and talents hired.

3. Select participants
and supervisors on
examples of change
and improvement on
succession plans
In-house
professional
development been
trained to
implement.
1. Monitor the
successful
Leadership skills
adapted.

2. Monitor number
of highly
performing Hired
Human capital, and
number of low
performing hired
ones.

3. Monitor the
number of
unsuccessful
succession plans.

4. Monitor the
unsuccessful in-
house professional
development.

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Limitations
There were limitations in this study. First, SE is a new trend and very focused niche. The
surveys were only in English, which made it difficult for some fluent English-speaking
participants to understand, including “social entrepreneurship” and other terminology.
Second, some questions were not very precise or direct and could been misinterpreted,
which was difficult to analyze. Some analysis was interpreted several times to ascertain the
participant’s meaning, and this may have led to double meaning or a decision that the researcher
needed to take regarding the precise meaning of the participant.
Third, some survey questions did not have their equivalent among the interview
questions, which affected the validation process. Some questions from both the surveys and
interviews had contradicting answers, indicating that people tend to answer differently on
surveys from how they answer in interviews.
Fourth, technical problems prevented recording the Skype interviews, and other
interviewees objected to recording the interviews, which made it hard to focus on answers and
redirect them to a streamline of the question while writing down the answers of the interviewees.
Finally, survey results gave the impression that participants wanted to give pleasing
results, although participation was anonymous. However, investigating the details behind their
responses, during interviews, confront their genuine needs as entrepreneurs.
Future Research
Future research should be conducted to further understand SECM clients and
stakeholders stressing the needs of local and international clients. Another study could review the
research between both clients and how the SECM might be customized to fit the needs of both
client types. Furthermore, research could target other stakeholders, such as social entrepreneurs’
DESIGNING A SOCIAL ENTREPRENEURSHIP COACHING MODEL

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clients and business development organizations. Finally, case study research could be conducted
for best social entrepreneurship practices locally and internationally.
Conclusion
The purpose of this project was to conduct a gap analysis (Clark & Estes, 2008) to
examine the needs required to design the SECM. Assumed needs for the performance gap were
generated, based on knowledge, motivation, organization theories, and a literature review. These
needs were validated by surveys, interviews, and document analysis. Through the triangulation
of survey results, interview findings, and documents analysis, 16 assumed needs were validated.
The project reveals that entrepreneurs had gaps in factual and procedural knowledge concerning
SE, the lack of strategic planning in social entrepreneurship, and business skills, which triggered
a lack of motivation and interest to pursue SE. Access to business resources and funds were
essential needs for entrepreneurs to succeed in the field.
Solutions were provided to address the barriers in the areas of knowledge, motivation,
and organization. Different programs were recommended as structural elements of the SECM.
These programs were to be developed during a 3-month period, the next quarter, to deliver by the
first quarter of 2018.
This study was conducted to support coaches and mentors as they deliver mind-shifting
programs in SE that would act as change agents to transform society toward entrepreneurship for
a cause. While the findings and recommendations in this study are designed for the Journey
Coaching Consultancy, other enterprises and business development institutions that may find
interest and inspiration from this study, and it may generate new ideas about how to run a
sustainable enterprise for a social cause.

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Appendix A
Gap Analysis Validation Method Worksheet
Assumed Knowledge
Needs Survey Interview Document
Q1: Factual knowledge of
basic facts, information,
and terminology on social
entrepreneurship
How would you
define social
entrepreneurship?
How would you
define social
entrepreneurship?
Coaches and social
entrepreneurs’
business plans and
coaching
components
Q2: Conceptual
knowledge of principles
and theories of social
entrepreneurship
Please list different
types of social
entrepreneurship.
Please list different
types of social
entrepreneurship.

Q3: Procedural knowledge
of skills, procedures, and
methods to become a
social entrepreneur
List some skills that
you have as a social
entrepreneur.
List some skills
that you have as a
social
entrepreneur.

Q4: Cognitive
The ability to reflect on
the skills, strategies, and
demands involved in the
process of becoming a
social entrepreneur, as
well as monitoring the
progress of this process
Please describe how
you change and
adjust your business
strategies.
Please describe
how you have
changed and
adjusted your
business strategies
in the process of
becoming a social
entrepreneur.

Assumed
Motivation Needs Survey Interview Document
Q5: Interest in
social
entrepreneurship
How important is it to
you to become a social
entrepreneur?
What motivates you to
become a social
entrepreneur?
Organizational
reports and
documents on
motivational
obstacles in
pursuing SE
Q6: Expected
outcome
Are there any beneficial
outcomes from social
entrepreneurship?
What demotivates you to
become or coach a social
entrepreneur?

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Q7: Self-efficacy How do you feel about
your ability to have a
positive social impact
through your business?
How do you feel about
your ability to have a
positive social impact
through your business?

Having a successful
social impact through
your business depends
on how much effort you
devote to this pursuit.
What do you believe are
the reasons for this
positive impact?

Q8: Attribution: I like work that I learn
from even if I make a lot
of mistakes along the
way.
How would you approach
the process of developing
an SE?

Q9: Goals Social entrepreneurship
goals are clear to me.
What do you think are the
goals of social
entrepreneurship? Are
they clear and
challenging?

Q10: Goals I enjoy making a
difference in every task
I undertake.
How do you feel about the
fact that you can earn a
profit while also
benefiting society?

Q11: Affect Observe body
language
Assumed
Organizational Needs Survey Interview Document
Cultural settings
Q12:
Do you have clear and
constant social
entrepreneurship goals?
What are your
organizational goals as
a social entrepreneur?
Documents and
report of social
entrepreneurships
Q13: Does your organization
have effective employee
incentives?
Tell me about your
incentives to keep
employees motivated.
How effective would
you say they are?

Q14: Does your organization
have role models for
your employees?
What sort of role
models does your
organization have?

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Q15: To what degree do you
feel that your
organization has a
transparent
communication
strategy?
Describe your
organization’s
communication
strategy.

Q16: Does your organization
have adequate resources
(e.g., funding, staffing,
materials)?
How do you feel about
your organization’s
resources? Do they
adequately support
your goals?

Q17: To what degree do you
feel that you have a
culture of full
participation and
accountability?
How are your
employees held
accountable fully
participatory in
supporting the
organization’s goals?

Q18: To what degree do you
feel that you have a
culture of positive
beliefs and attitudes?
What are some of your
organization’s beliefs
and values?

Q19: To what degree do you
feel that you have a
culture of trust?
Is trust demonstrated in
your organization? If
so, how?

Q20: Cultural models To what degree do you
feel that you have a
collaborative culture?
What is the dominant
culture in your
organization?
Collaboration or
competition? Why?

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Appendix B
Survey Instrument
The purpose of this study is to understand the knowledge, motivation, and organizational
requirements for entrepreneurs to help design a successful coaching model and to support their
becoming social entrepreneurs.

A social enterprise is defined as a profitable enterprise, derived from the mission to change and
give back to society (Seelos & Mair, 2005).

Consent: This survey is voluntary, anonymous, and confidential.

Demographics:
• Gender: …………………
• Nationality: …………………
• Enterprise (Optional): …………………
• Current Role: …………………
• Years of experience as entrepreneur: …………………

Survey Question Strongly Agree Agree
Somewhat
Agree
Somewhat
Disagree
Disagree
Strongly
Disagree
1. It is important to
give back to
society through
developing my
own social
enterprise
(Why?)

2. Community
valuing social
entrepreneurship
is important for
the success of my
social enterprise.

3. It is important to
sustain the social
impact for my
social enterprise
(Why?)

4. I know how to
make profit out
of a social
enterprise. (If
you agree,
specify why.)

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5. I can achieve a
bold vision, even
when other
people doubt me.
(Optimism)

6. I have complete
commitment to
achieve goals.
(Willpower)

7. I see failures as
valuable
feedback.
(Resilience)

8. I connect patterns
and see new
possibilities for
new projects.
(Innovation)

9. I am able to take
into
consideration
viewpoints other
than my own.
(Empathy)

10. I connect with
others easily and
build strong
relationships.
(Emotional &
Social
Intelligence)

11. Corporate social
responsibility
and social
entrepreneurship
are the same
thing.

12. I know how to
use my network
to develop a
social enterprise.
(If you agree,
how?)

13. My enterprise
has a social
mission. (If you
agree, what is it?)

14. My enterprise
has a clear
strategy. (If you
agree, state main
elements.)

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15. My enterprise
has
measurements
for its goals. (If
so, state.)

16. I have access to
fund a social
enterprise.

17. I have the
network
necessary to
develop a social
enterprise.

18. I need expert
guidance and
coaching in
social
entrepreneurship.
(If you agree,
specify what
guidance you
require.)

19. I want to invest
time and money
to be coached to
develop my
social enterprise.
(If you agree,
how much time
and money
would you invest
monthly?)

20. I am willing to participate in a 30-minute Skype interview. (If you agree, please fill in your details.)
• Name:
• E-mail:
• Mobile phone:
• Date available from 24–31 January, 2017

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Appendix C
Interview Instrument

The purpose of this study is to understand the knowledge, motivation, and organizational
requirements for designing a successful coaching model for social entrepreneurs.

A social enterprise is defined as a profitable enterprise derived from the mission to change
society (Seelos & Mair, 2005).

Consent: This interview is voluntary and will commence after obtaining permission from the
interviewee to record the interview for later transcription and coding (which will be anonymous
and confidential).

Demographics:
• Gender: …………………
• Nationality: …………………
• Enterprise …………………
• Sector : …………….
• Current Role: …………………
• Years of experience as entrepreneur: …………………

Interview Questions
Q1) What characteristics do social entrepreneurs need to be successful?
Q2) What kind of social impact can you have as a social entrepreneur on a community?
Q3) What would motivate you, or any leader, to become a social entrepreneur?
Q4) What kind of support, guidance and resources do you, or your enterprise, need to
succeed in social entrepreneurship?
Q5) Does your business have a social mission? If yes, what is it? Does it align with your
business mission and goals? If not, why?
Q6) What opportunities do you have as an entrepreneur in developing your social
enterprise? And what challenges and do you face in the process?

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Appendix D
Balanced Business Scorecard (ECI)

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Appendix E
Co-Active Coaching Model, Coaches Training Institute (CTI)

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Appendix F
Hogan’s Development Model

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Appendix G
Optimal Process for Developing Emotional Intelligence in Organizations

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Appendix H
ICF Code of Ethics

Part One: The ICF Philosophy of Coaching Part One: The ICF Philosophy of Coaching
The International Coach Federation (ICF) adheres to
a form of coaching that honors the client as the
expert in his/her life and work and believes that
every client is creative, resourceful, and whole.
Standing on this foundation, the coach's responsibil-
ity is to:
• Discover, clarify, and align with what the client
wants to achieve;
• Encourage client self-discovery;
• Elicit client-generated solutions and strategies;
• Hold the client responsible and accountable.
Part Two: The ICF Definition of Coaching Part Two: The ICF Definition of Coaching
Professional coaching is an ongoing professional re-
lationship that helps people produce extraordinary
results in their lives, careers, businesses or organi-
zations. Through the process of coaching, clients
deepen their learning, improve their performance,
and enhance their quality of life.
In each meeting, the client chooses the focus of con-
versation, while the coach listens and contributes
observations and questions. This interaction creates
clarity and moves the client into action. Coaching ac-
celerates the client's progress by providing greater
focus and awareness of choice. Coaching concen-
trates on where clients are now and what they are
willing to do to get where they want to be in the fu-
ture. ICF member coaches and ICF credentialed
coaches recognize that results are a matter of the
client's intentions, choices and actions, supported by
the coach's efforts and application of the coaching
process.
Part Three: The ICF Standards of Part Three: The ICF Standards of
Ethical Conduct Ethical Conduct
ProfessionalConductAtLarge
Asacoach:
1) I will conduct myself in a manner that reflects pos-
itively upon the coaching profession, and I will re-
frain from engaging in conduct or making statements
that may negatively impact the public's understand-
ing or acceptance of coaching as a profession.
2) I will not knowingly make any public statements
that are untrue or misleading, or make false claims
in any written documents relating to the coaching
profession.
3) I will respect different approaches to coaching. I
will honor the efforts and contributions of others and
not misrepresent them as my own.
4) I will be aware of any issues that may potentially
lead to the misuse of my influence by recognizing
the nature of coaching and the way in which it may
affect the lives of others.
5) I will at all times strive to recognize personal is-
sues that may impair, conflict or interfere with my
coaching performance or my professional relation-
ships. Whenever the facts and circumstances ne-
cessitate, I will promptly seek professional
assistance and determine the action to be taken, in-
cluding whether it is appropriate to suspend or
terminate my coaching relationship(s).
6)As a trainer or supervisor of current and potential
coaches, I will conduct myself in accordance with
the ICF Code of Ethics in all training and supervisory
situations.
7) I will conduct and report research with compe-
tence, honesty and within recognized scientific stan-
dards. My research will be carried out with the
necessary approval or consent from those involved,
and with an approach that will reasonably protect
participants from any potential harm.All research ef-
forts will be performed in a manner that complies
with the laws of the country in which the research is
conducted.
8) I will accurately create, maintain, store and dis-
pose of any records of work done in relation to the
practice of coaching in a way that promotes confi-
dentiality and complies with any applicable laws.
ICF
International Coach Federation
THEICFCODEOFETHICS
DESIGNING A SOCIAL ENTREPRENEURSHIP COACHING MODEL

157
Appendix I
ICF Core Competencies

ICF Definition
of Coaching:
Partnering with
clients in a thought-
provoking and creative
process that inspires
them to maximize
their personal and
professional potential.
Find more about ICF
Core Competencies at
icf.to/CoreCompetencies
ICF Core Competencies
Setting the Foundation
1) Meeting Ethical Guidelines & Professional Standards
Understanding coaching ethics and standards and applying them
appropriately in all coaching situations.
2) Establishing the Coaching Agreement
Understanding what is required in the specific coaching interaction and
coming to agreement with the prospective and new client about the
coaching process and relationship.
Co-Creating the Relationship
3) Establishing Trust & Intimacy with the Client
Creating a safe, supportive environment that produces ongoing mutual
respect and trust.
4) Coaching Presence
Being fully conscious and creating spontaneous relationships with clients,
employing a style that is open, flexible and confident.
Communicating Effectively
5) Active Listening
Focusing completely on what the client is saying and is not saying,
understanding the meaning of what is said in the context of the client’s
desires, and supporting client self-expression.
6) Powerful Questioning
Asking questions that reveal the information needed for maximum benefit to
the coaching relationship and the client.
7) Direct Communication
Communicating effectively during coaching sessions, and using language that
has the greatest positive impact on the client.
Facilitating Learning and Results
8) Creating Awareness
Integrating and accurately evaluating multiple sources of information, and
making interpretations that help the client to gain awareness and thereby
achieve agreed-upon results.
9) Designing Actions
Creating with the client opportunities for ongoing learning, during coaching
and in work/life situations, and for taking new actions that will most effectively
lead to agreed-upon coaching results.
10) Planning & Goal Setting
Developing and maintaining an effective coaching plan with the client.
11) Managing Progress & Accountability
Holding attention on what is important for the client, and leaving
responsibility with the client to take action.

Abstract (if available)

Abstract This is an innovation study to design a social entrepreneurship coaching model (SECM) for entrepreneurs in Qatar. The study focuses on selected entrepreneurs who work in Qatar. The gap analysis innovation study framework helps to develop strategies to design a coaching model for entrepreneurs to achieve their goals of starting up a social enterprise from scratch or out of their existing enterprise. The purpose of the study is to identify the main knowledge, motivational, and organizational needs and elements required for designing this SECM. Surveys, interviews, and document analysis were employed to collect data used to validate the assumed needs in knowledge, motivation, and organizational issues. Solutions to design the SECM are proposed based on validated needs. An evaluation of the implementation plan concludes the study.

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Asset Metadata

Creator Al-Buainain, Sana J. (author)

Core Title An innovation study: designing a social entrepreneurship coaching model for entrepreneurs

School Rossier School of Education

Degree Doctor of Education

Degree Program Global Executive

Publication Date 02/28/2018

Defense Date 07/10/2017

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag Coaching,coaching elements,coaching model,design a coaching model,entrepreneurship,entrepreneurship in Qatar,leadership, change,OAI-PMH Harvest,social enterprise,Social Entrepreneurship

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Ahmadi, Shafiqa (committee chair), Filback, Robert (committee member), Seli, Helena (committee member)

Creator Email sana.albuainain@gmail.com,sana0974@hotmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-425296

Unique identifier UC11263284

Identifier etd-AlBuainain-5699.pdf (filename),usctheses-c40-425296 (legacy record id)

Legacy Identifier etd-AlBuainain-5699.pdf

Dmrecord 425296

Document Type Dissertation

Rights Al-Buainain, Sana J.

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA