Enterprising Communities SWK1048

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Assignment Title

Using the outcomes from the exercises in the Community Organising and Social Innovation Handbooks AND the exercises you have been asked
to do in class, devise a new social venture using the Social Venture Canvas planning framework provided.
(you could also build on your Volunteering module activities)

How to complete this assignment:

To complete this assignment you are required to do the following;

Firstly you need to only put bullet points on the Social Venture Canvas. You will be going into more detail about these points on the
following page in the relevant sections. (if the diagram is too complicated, just type all your answers with the questions on page 5
onwards)
When going into more detail about the points on page 2 onwards remember that you need to be as specific as possible. The more
detail you put in the better grade you will get.
You are expected to have spent about 50 hours on this assignment.

Assignment Marking Criteria

This is the criteria that we are going to be using to assess your Social Model Canvas assignments.
To complete this assignment you are required to work in groups to gather the research and develop ideas but the submission for this
assignment is individual.
Completed Social Model Canvas
Evidence that you have considered Community Organising principles

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Evidence that you have done field research based on the class and home activities
We are going to be looking for a clear statement of problems/solutions
There has to be evidence that you have challenged your assumptions
There also has to be evidence of the research that you have done

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Wider social issues Evidence

Secondary technology Results of the questionnaires
Unemployability Report of the government House of common 2005
Food rises
Interviewing key partners
Student finance
Key Partners Key Activities Social Problem Communication Channels Costs

Key Resources Beneficiary Relationships Incomes

Impacts
Food poverty has an impact on individuals to be at risk to
Venture/Solution Beneficiaries Outcomes
develop heart disease cancer and diabetes as a result of low diet Improve cooking skills and budgeting skills, which can
in fruit and vegetables intake. The venture will ensure that lead to improved dietary choices and behaviour.
students risk to develop these diseases is limited by giving them
Feeling more confident about cooking meals
the knowledge and skills to manage their finances and to cook
healthy food at affordable prices.
Cooking on a budget which will improve their
wellbeing as well as their knowledge to eat healthy
food.
Click on the image and type in the appropriate boxes (fill in the pink boxes on this diagram and the yellow boxes on the next page)
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Key Partners Key Activities Social Problem Student Communication Costs

University Student Cooking lesson poverty Channels Finding a room
Union Videos on YouTube Food poverty Design handouts to give Food
Management Magaan Budgeting classes students an idea to have the Cooking equipment
Corkram Freshers fair- knowledge to budget and Text messages
Trussel Trust cooking society cook meals Evaluation forms
Northampton
Community
Foundation
Planet two

Key Resources Root Causes Beneficiary Incomes

Room Sponsorships from
employability Relationships
Cooking tutorials supermarkets
Low income Cooking skills
Cooking materials Charities
Cooking skills Cooking handouts
Food cost after each cooking Bank societies
Poor accessibility session Organisations
Grants and Student Cooking customers
Finance preferred food
Evaluating forms

Venture/Solution Beneficiaries
We will focus on students who are in low incomes, making them vulnerable to experience Improve their wellbeing/affording
food poverty as well as student who lack cooking skills budgeting healthy food
We will provide cooking classes and budgeting classes once a week. Cooking skills
We will start with 30 students for 2 months and then include more students to benefit from Knowledge to preparing food
this project. Promoting healthy food
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Modified from Osterwalder et al (2010) by Curtis, T & Dzialoszynski, S
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Provide a short paragraph to answer all the questions. Where relevant provide references in Harvard format.

Wider social issues:

What issues have you considered before you selected the Social problem that you are addressing in this social venture canvas? Employability
was considered as well as teenager pregnancy and housing.

How did you select this problem out of all the possible problems you could address?
We thought that food poverty is a social issue many people do experience as a result of complex different factors. The group then came to the
conclusion that some students do experience food poverty due to lack of finances or improper budgeting skills and cooking skills and other
factors.
What voluntary experience have you used to explore these issues? The voluntary experience I used to explore this issue was communication
skills and problem solving skills. Communication skills was used to talk effectively with the key partners as well as group members to
understand the Food poverty problem among students to explain the root causes to other people to receive help. The group used this skill in
order to gather information about the problem and to look for a possible solution.

Research methodologies:
What strategies did you use to gain background information on the social problem and the beneficiaries?
The group used a Surveys as a research strategy to gain background information on food poverty among student from many students. We
collected information by planning 89 questionnaires for students to complete. This research method gave us more detailed information about
the way student experience food poverty. However, this method gave us limited details, but helped us to have an understanding how
beneficiaries experience this problem (Marsh I,Keating M 2006 p110).

What is your evidence that there is a social problem, and how it is experienced by the beneficiaries?
The result of the questionnaire shows that, 23 students experience this social problem due to lack of finances and improper budgeting skills
and cooking skills , the remaining 66 people informed us that they never had to go without food. The result shows that, students would like to

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have cooking and budget classes if the university offered it. The majority students that completed the questionnaire are British and others are
international students and EU students. It could be argued that home students are not really at risk to experience food poverty compared to
international students due to government grants.

Social Problem:
What is the core social problem that this social venture canvas is addressing?
The social problem this venture canvas is focused on is food poverty amongst students. However, we identified that life skills such as cooking
skills and budgeting skills are the issues that prevent students to have a healthy balanced diet which could make students on low income to
experience food poverty while studying. Health and Environment Committeee (2013 p.9), points out that, there is a link between food poverty
and income poverty. However, food poverty is not only caused by a low income, careful budgeting or cooking skills and opportunities can
prevent a person from experiencing food poverty.

How do you know that you are addressing the right parts of the problems?
After conducting a survey the results displayed that students experience some form of food poverty due to lack of finances and improper
budgeting or they did not had the skills to cook for themselves. The results help us to tackle the right problem to benefit our beneficiaries by
analysing the problem to find the root causes and compare it to the results we received (Curtis ,Bell ,Bowett 2012p 32)

What evidence is there that the problem exists? The Department of Health in England ( 2005 cited in Mwatsama,Steward 2005 p.1) explains that food
poverty is defined as the failure to find the money to buy food in order to have a healthy diet .It has been accepted by the government that food poverty
exist in the United Kingdom. Food poverty is a great issue that affects a lot of people. A current Joseph Rowntree Foundation report discovered that there
were four million people living in the UK who are not able to afford healthy food, for different reasons. Over 14 million people in the UK live below the
poverty line because of that, it makes these people vulnerable to experience poverty (The house of common health committee 2005 p.291

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How do your beneficiaries experience this problem?

The result of the questionnaire shows that 23 students experience this social problem, while the remaining 66 people informed us that they
never had to go without food. 23 students informed us that they experience this problem because of lack of finances and improper budgeting,
but also as a result of having lack of skills.

Root Causes:
What environmental and social factors contribute to this social problem existing?

Un-employability: The result shows that, 38 students do not work and 45 students work part time to receive some extra
income.Unemployability is a reason some students experience food poverty as they struggle to find jobs to overcome poverty. Students might
struggle to find a job that matches their qualifications and skills or might experience some form of discrimination while applying for a job (Child
poverty action group 2013).

Low paid Work: The result shows that the majority students work part time. However it is not guaranteed that they are not prone to
experience food poverty. Students in low paid jobs are not always available to work full time to receive the income they need to overcome
poverty as they pay for living expenses (Child poverty action group 2013). Cooper, Dumpletons (2013 cited in Downing ,Kennedy 2013) p 7)
investigates that, people on low income in the UK pay higher prices for many essential goods and services compared to people who are able to
afford it. This is called the poverty premium.

Food costs: High food prices make it difficult for students to buy healthy foods and have a balanced diet. Food prices have increased for some
grains following the adverse impact on crop yields of unusual worldwide weather (Bank of England 2013).

Cooking skills: The group questionnaire demonstrates that, cooking skills might be a factor of food poverty.Lyson et al (2011 cited in
Hartman,Dohle,Siegist 2013 p 125) argues that, nowadays mothers are responsible to teach their children cooking skills. Cooking skills is

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believed not to be necessary to have today, because people do not need to cook to get their daily nutrition supply, because supermarkets
nowadays sell ready cooked meals. (Lyson et al 2011 cited in Hartman,Dohle,Siegist 2013 p.126).

Grants and student finance: Not every student is eligible to receive student loan and grants due to that students struggle to afford healthy
food and eat healthy food everyday. The questionnaire result shows that, 23 students had to go without food due to lack of finances.
Malik,Adams&Ryan (2013) explains that ,the department of business in the UK is planning to cut 350m of grants to students living in low
income in the UK. Students who their parents earn 35.000 -42.600 would not be eligible to receive student grants under the plans.

What behaviours and norms allow the problem to persist?

Laziness:Can cause lack of cooking skills among students,but at the same time it is a root factor of food poverty.This is because they might
purchase ready cooked food or might order food that are less healthy .

The behaviour of people towards poverty could also allow poverty to persist. Some people see poverty as posing a self-defeating strategy
which causes people to accept the problem and prevent them to deal with the problem that started the poverty in the first place.for instance,
un-employability and lack of cooking skill (Livesey, Lawson 2005 p327).

Express the complexity of the underlying issues:

The complexity of the underlying issue is that the root causes of food poverty are many and the problem is related to the indications of the
problem. It is difficult to solve one issue without looking at the other root causes. This is because intermediate causes are not able to alter
without modifying the main causes of the problem (Curtis,Bell,Bowkett 2012p.32)

Beneficiaries:
This social venture canvas would benefit students on low income, to budget their finances better and to cook food on budget.

How have they expressed their experiences & needs to you?

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Students expressed their experiences and needs to us by completing questionnaires. The result shows that 66 out of 89 students never
experienced some form of food poverty before. 23 out of 89 students have had times when they had no choice to go without food.

What strategies do they already use to cope (what would they do if you didnt intervene)? The results shows that most students are
employed , other students try to manage their student finance. Students may buy cheap foods that are not nutritious as a result of living on
low income or on tight budgeting for example junk food.

What assets & capabilities have they that you can build on? The assets and skills students might already have that could be used to build on,
would be their knowledge to prepare healthy food and what is required to stay healthy . Students from different ethnicity background may
also have the skills to cook their traditional dishes. This will give students the chance to learn and try different recipes and widen their cooking
skills as well as options of food choices.

Venture/Solution:
What do you propose to do to address the root causes of the social problem?

The solution to address the root causes of food poverty would be working with local communities such as charities or planet two to
understand their views on priorities barriers and opportunities through community meetings and surveys. Unemployment issues could be
addressed by informing students about the employability centres as they help students to find suitable jobs. One of the causes of food poverty
are the food prices in the supermarkets and for that reason it is cogent to undertake a food mapping survey to find out shops where healthy
food is affordable and accessible for students . Students with low income could receive information on different Fundings and how to receive
additional help from the university to prevent food poverty. This could be included in students welcoming pack (Mwatsama, Steward 2005
p.5).

What are you actually going to do to solve the social problem?

The group planned to solve this problem by providing cooking courses for students to promote healthy dietary choices and behaviour to
teach students simple diet planning and cooking methods (Peterson et al 2011p 35).Volunteering for organisations such as health services

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and local authorities who already tackle and help people experiencing food poverty to understand how to establish a food poverty strategy
such as promoting healthy food, making food affordable and accessible, and promoting ethnic foods (Mwatsama ,Steward 2005 p4).
The aim of the cooking classes is to teach students how to economically and quickly prepare food that is healthy and does not cost much
money( Larson et al 2006 cited in Hartman,Dohle,Siegist 2013 p 130).Providing food guides for new undergraduate students to inform them
about healthy food choices as well as good eating practices. To solve this problem we planned weekly cooking classes around different foods.
Finding a suitable kitchen room and reserve it for example every Tuesday. Afterwards we will start to plan what menus students would be
interested to cook. Then we will start to send invitations to about 30 students and see whether some students will reply to confirm their
attendance. Handouts containing information on how to cook should be given to the students who attended the cooking classes.

What are you already doing? We went to the student union and ask one of the staff called Megan Corkram about whether finding a Kitchen at
university will cost the group money. The response we received was that she was not sure, but she will find out about it. We had a
conversation with Helen and we were advised to email Andrew Berrie on whether it was possible to put information about cooking on a
budget and budgeting classes on the student union website. The aim was to inform students and to find out if students would be interested in
joining the cooking classes to learn and improve their cooking skills. Andrew Berrie replied that he would be able to include sections to inform
students on their website, if we have contents which we would like to put on the side and then he will be able to create the right pages for us.

How do you know that your solution will actually solve the social problem? The solution will solve the problem because the questionnaire
results gave us an understanding that students need to learn life skills to help them to overcome food poverty. The strategy is trying to solve
the problem we are addressing .Evaluation forms would be useful for students to complete after every cooking class to find out whether
students find the cooking classes beneficial to their cooking and budgeting issues.

Beneficiary Relationships
How are you going to ensure that the beneficiaries are going to benefit from your venture? To find out whether students benefit from this
venture a brief questionnaire could be useful for students to explain what they are looking for and how the cooking sessions could be useful
for them. Making sure that different recipes are cooked every week to prevent recurrences. Handouts could be given to students after each

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cooking sessions to explain how they can cook the food cooked in the cooking sessions. The handouts could also include different shops where
students on low income are more likely to find ingredients to cook affordable meals after attending more than three classes continuously. The
classes would not only inform them about cooking skills alone but would also teach them how to plan their budget.

How are they involved in co-producing the benefits? Students could volunteer and share their opinions by filling in evaluation forms at the end
of every sessions to build a customer relationship that ensures this service help and they benefit from it .Students could bring their own
recipes and cook for other students to learn how to cook food in different countries, so that students learn from each other.

Communication Channels:
How are you going to communicate with partners and beneficiaries?
The invitations and the reply from students will help me to know the students who are interested in the cooking classes. At the first meeting it
we planned to ask for students contact numbers or email addresses so that before every cooking session, one member of the group can
remind them and inform them about any room changes and time changes etc. Creating a Facebook page would be useful for students to share
their ideas and what they would prefer to cook at the cooking sessions .Every cooking class would be recorded and uploaded on the Facebook
page for students to watch and comment on and learn to cook a menu.

Key Activities:
What will your day-to-day activities be?
The day to day activity for the venture would be to find menus that are healthy. Then, we will find out what stores sell the ingredients needed
at affordable price. The group will put together handouts about budgeting skills and cooking skills. This is because, if the cooking sessions do
not benefit students living in poverty it is likely that they will not turn up the next time.

Who needs to do what to deliver your social venture? The group need to work together to find suitable ways to deliver the social venture for
students but independent work may also be required .The planet two and organisations such as Trussel trust will help the group to deliver the
social venture by giving us advice and ideas to start the venture. The student union could help the group by advertising cooking classes on the
Nile website to inform students who may be interested.

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Key Resources:
What materials and resources do you need to deliver your social impact?
The key resources that are required for the social impact are finding a room for the classes to be held. We also need printing materials for the
handouts to be printed.
Cooking materials such as pots, ingredients needed to cook meals. This could be provided, by asking charities or supermarkets to sponsor the
social venture.
Key Partners:
Who do you need to work with to deliver your social venture?
Volunteering for organisations such as the Trussel Trust and Northampton community Foundation. Northampton Community Foundation have
developed a food poverty network, for organisations to work together by sharing informations and practices to decrease lone working. The
system is also focusing on other issues of the problem, for instance, cooking skills and budget skills, and provide help to young people on low
income (Northampton Volunteering Centre 2011).

What help, advice, resources and networks will they be able to provide?
Working with organisations such as the Trussel Trust and Northampton Community Foundation will give the group the opportunity to speak
and learn from different organisations who already have strategies to help people in the community .Working with these organisations would
be useful as it will give the group information on how they provide their services and manage it.For example , the group could learn how to
provide food for people for a period of time when individuals experience long time income shortfall( Health and Environment Commitee 2013
p18).

Costs:
What are the big items of expenditure that you need to run your venture?

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Purchasing food in order to provide cooking classes students. However, it is necessary to take into consideration to find a cooking room and
whether it will cost money.
What money have you already committed or spent? The money that is committed to spend is 2000-3000

What do you need before you start? In order to begin this venture it is necessary to purchase some cooking utensils. It is useful to work with
supermarkets selling affordable products, in order to get sponsorships or donations,to reduce the costs and to help them to promote their
products to students. To have some understanding about the problem in order to build connections to solve food poverty among students.
What are your ongoing running costs?

The ongoing running cost is 1000 for printing handouts and evaluation forms and acquiring food from different supermarkets because
cooking classes would be held once a week.

What will you need to buy or improve to keep operating? It is vital to buy food items and cooking utensils for the classes. Strategies can be
improved by working with organisations in the community who are trying to tackle or help people suffering from this issue.

Incomes:
How will this venture be financially sustainable?
Are you going to sell products, charge for services or seek grants and charitable giving?
Asking supermarkets to donate their products to us at affordable prices and in turn we would promote the supermarkets. This would ensure
they get customers who purchase their products at affordable prices. Charities could be informed about the venture for wealthy people to
donate money to buy foods.

What are your start-up requirements, investment cash, grants etc?

Informing different Foundations to give grants through programme related investing. Different bank societies may help to give loan to start
this social venture (Ransom 2008).

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How much surplus do you expect to make for reinvestment and expansion? The extra money that is expected to make for reinvestment is
500-1000.
Will you need to create a return on investment for financial supporters?
It might not be required to create a return on investment if the group received financial support from charities or the government. However,
the group might need to create a return investment if we received financial support from bank societies to support us to create the social
venture.

Impacts
What change in the world would you like to achieve from your social venture?
The change that is expected to achieve from the addressing food poverty as our social venture is to give students the knowledge to cook
healthy food that are affordable for students to afford on low income. Cooking skills will change the behaviour of people to think it is able to
eat healthy on a budget without spending too much money and teach student how to plan and to use their cooking skills. This modification will
be passed to the next generation. This would reduce the root causes of poverty and food poverty (Mwatsama,Steward 2005 p2).

How will you know that you are successful?

Evaluation forms would indicate whether students are satisfied with the service we provide for them by rating the satisfactory ratings and
whether they are able to afford and eat healthy food since they received assistance to develop their cooking skills as well as budgeting skills
and help to receive additional help.

Outcomes
When you have delivered your venture, how will the world be different? When the venture is delivered, it would improve students cooking
skills and help them to make healthy dietary choices as well as their behaviour to healthy food. Students would be confident about cooking,
this would have an impact on their wellbeing and decrease their chances to develop cancer, diabetes and heart disease. The world would be
better for students because they would learn useful skills that would benefit them in the future.

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The results to the questionnaire.

Question 1 - As a student has there ever been a time that you have had to go without food?
No 66 Yes 23
Question 2 if yes was this due to:
Lack of finances 11 Improper budgeting 2 Lack of skills 2 Other 2
Question 3 Would you use any of the below if they were offered at university?
Cooking on a Budget 47 Managing finances 43 Food Bank 21
Question 4 Do you Work and if yes full or part time
Yes 51 No 38 Full time 3 Part time 45
Question 5 Year?
1st 55 2nd 18 3rd 9
Question 6 Age
18-20 39 21-23 19 Over 23 27
Question 6 Gender?
Male 23 Female 59
Question 7 Nationality?
British 58 African 13 Dutch 5 Other 7

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References:

BANK OF ENGLAND . (2013). Cost and Prices . Available: www.Bankof

England.co.uk/publication/Ducoments/inflationreport/2013/ir13feb4.pdf. Last accessed 23rd March,2013.
CURTIS T,BELL A,BOWKETT A (2012).Enterprising Communities.P.32
DOWING E,KENNEDY S . (2013). Food Bank and Food Poverty.Available:
http://www.parliament.uk/business/publications/research/briefing-papers/SN06657/food-banks-and-food-poverty. Last accessed 23rd
March,2013.
HARTMANNC,DOHLE S,SIEGRIST M. (2013). Important of cooking skills for balanced food choices. Appetite. 65 , p125,126,130.
HEALTH AND ENVIRONMENT COMMITEE (2013). A Zero Hunger City . London: Greater London Authority. p.7 p9,p12,p18.
HOUSE OF COMMON (2005). The Government Public Health white paper Cm6374. London: The Stationery Office Limited. p 291.
LIVESEY C,LAWSON T(2005).The existence and persistence of poverty.London:Hodder Education.p326-327
MALIK S,ADAMS R,RYAN O . (2013). Poor students face 350m cut in grants . Available:
http://www.theguardian.com/education/2013/nov/22/poorest-students-face-350m-cuts. Last accessed 19th March, 2014.
MARSH I,KEATINGM (2006). Sociology making sense of society. 3rd ed. Harlow: Pearson Education Limited. p110
MWATSAMA M,STEWARD L (2005). Food Poverty and Health . London : Faculty of Public Health . p1,p2,p4,p5.
NORTHAMPTON VOLUNTEERING CENTRE. (2011). Northamptonshire Community Foundation Food poverty Collaboration. Available:
http://www.nvconline.org.uk/index.php/news/hat-topics/210-nfc-food-poverty-collaboration. Last accessed 21st March 2014.
PETERSONH C,LUMLEY W,MCBRIDGE I C. (2011). Diabetes Self-care Education: Cooking classes as a basis for teaching Healthful Eating
.Federal Practitioner. 28 (10), p.37,38.
RANSOM D. (2008). Starting up:Funding your social venture .Available: http://online.wsj.com/news/articles/SB122124827514029295.
Last accessed 21st March 2014.

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