This article aims to analyse how one becomes a social entrepreneur. For this purpose, we interviewed the founders of five social entrepreneurial organisations active in the field of social integration in Sweden. To analyse our data we found situated learning theory in communities of practice to be a relevant lens. The results indicate that these social entrepreneurs’ previous participation in integration activities was a critical factor in generating ideas for new and innovative activities. Moreover, the network of individuals and organisations that they obtained in this period assisted them on the way to learn essential skills and develop their social entrepreneurial organisations. Becoming a social entrepreneur thus seems to be a result of both individual and collective learning processes that entail learning from concrete experiences embedded in specific organisational settings.

Purpose – This paper aims to examine how a social entrepreneurial organisation in Sweden collectively learned to adapt itself to the COVID-19 pandemic.

Design/methodology/approach – Using an abductive approach, this study conducted single case fieldwork on a social entrepreneurial organisation called SFE. The following research questions were asked: What are the changes in collective learning conditions that SFE has to face during the pandemic? What are the outcomes of collective learning during the pandemic in SFE?

Findings – This study results indicate that collective learning conditions were changed by restructuring the organisation’s design and teamwork during the pandemic, which facilitated sharing of knowledge and experiences. This collective learning helped the organisation develop new virtual projects during the pandemic. Another result of this collective learning was the members’ new shared understanding of the organisation’s vision.

Research limitations/implications – This study hopes to broaden the understanding of the relationship between collective learning in organisations and organisational adaptation in times of crisis.

Practical implications – This study can help leaders of social entrepreneurial organisations understand what changes are necessary to create a team that collectively learns.

Originality/value – The data had the advantage of being gathered as a real-time process, and the researcher witnessed how the organisation achieved adaptation as it happened and not just through its members’ reflection of it as a past phenomenon.

Purpose

This paper aims to enrich the scholarly discourse on learning within small social entrepreneurial organisations by examining how leadership can facilitate conditions conducive to collective learning during crises.

Design/methodology/approach

A longitudinal single-case study was conducted on a social entrepreneurial organisation in Sweden, operating within the integration field. The study involved comprehensive interviews and observations. Using a longitudinal approach facilitated an in-depth analysis of the organisation’s development over time.

Findings

The findings underscore that shifts in leadership can significantly influence collective learning. Specifically, the results suggest that establishing trust between the CEO and team members is a pivotal factor in cultivating conditions for collective learning and fostering the related processes, which persisted even during the pandemic. This trust catalysed inclusive and interactive actions that encouraged team members’ participation in day-to-day decision-making and strategic planning. Consequently, the organisation successfully leveraged its diverse knowledge resources, promoting knowledge sharing and experience exchange, crucial components of successful collective learning.Research limitations/implicationsThis paper advocates for a departure from conventional leadership perspectives, proposing that a focus on team–leader relationships – a form of leadership in practice – can offer valuable insights into cultivating collective learning. This approach underscores the significance of collaboration and engagement among team members in promoting collective learning and accentuates the role of leadership in creating these conditions.

Practical implications

The examples provided on structuring, organising and leading virtual meetings could offer valuable insights for leaders. With the increasing adoption of hybrid workplaces combining remote and office environments, communication challenges within teams may arise. Therefore, these examples can aid leaders in formulating effective communication strategies that bridge the gap between remote and in-person team members, ensuring that everyone stays informed and engaged.

Originality/value

This study seized a unique opportunity to explore how leadership can create favourable conditions for collective learning during crises by collecting data both before and during the Covid-19 pandemic.