‘Entrepreneurship Aligned with Human Dignity’: HSE University–St Petersburg to Open New Master’s Programme
In 2026, HSE University–St Petersburg is launching a new English-taught Master’s in Social Entrepreneurship and Innovation. In this interview, Magdalena Gaete, scientific supervisor of the programme, shares why social entrepreneurship is crucial in the modern world and what skills students will gain during their studies.
— What gap in the market is this programme designed to fill?
— That's the fundamental question. What we saw very clearly when designing the Master's in Social Entrepreneurship and Innovation is that existing educational models don't fully respond to the complexity of today's challenges. Traditional business programmes train highly competent managers, but they aren't designed to address social impact in a structured manner. On the other hand, programmes focused on the non-profit or public sector often lack the entrepreneurial and financial dimensions necessary for long-term sustainability. This programme emerges precisely at that intersection. It's designed for those who understand that solving social problems today requires not only good intentions, but also strong managerial, analytical, and entrepreneurial capabilities. In that sense, we aren't just adding a ‘social’ layer to business education; we are redefining the core logic of how value is created.
— How does the role of a social entrepreneur differ from that of a traditional business leader or a non-profit worker?
— A social entrepreneur operates in a space that is, in many ways, much more demanding than either traditional business or the non-profit sector alone. It isn't enough to generate profit, and it isn't enough to pursue a mission. The challenge is to do both at the same time, and to do it in a coherent and sustainable way. In my view, what truly distinguishes a social entrepreneur is the ability to think in terms of systems. They are constantly asking: 'How can I design a model that solves a real social problem and at the same time sustains itself economically?' That requires a different kind of leadership, one that integrates responsibility, creativity, and long-term thinking.
— Such leaders need a specific kind of education. What disciplines are integrated in the programme and why are they essential?
— We made a very deliberate decision to build the programme on a combination of management, social sciences, and data analysis. This is not an academic preference but a necessity. If you only understand management, you risk designing efficient solutions to the wrong problems. If you only understand social issues, you may struggle to implement viable solutions. And without data, you cannot assess whether what you are doing actually works.
The integration of these disciplines allows students to move from intuition to evidence, from ideas to implementation, and from isolated initiatives to systemic impact.
— That idea of moving from idea to implementation is crucial. How do you teach students to balance financial sustainability with social impact?
— This is the key. We do not teach this as a trade-off, but as a design problem. Students are constantly challenged to develop models where financial sustainability and social impact reinforce each other rather than compete. This is done through real projects, where they have to justify both the economic logic and the social value of what they propose. An important thing here is that students learn to think rigorously. It is easy to speak about impact in abstract terms. It is much more difficult to define, measure, and sustain it over time. That is where the real learning happens.
— The programme also has a strong international component. Why is the international dimension so important?
— Social entrepreneurship cannot be understood within a single national context. The same problem can have completely different solutions depending on the institutional, cultural, and economic environment. Our programme is embedded in an international consortium, and this is not simply an added feature. It is a core element of the learning experience. Students are exposed to different models, different assumptions, and different ways of approaching social challenges. This helps them develop a much more nuanced understanding of the world and prepares them to work in environments that are increasingly interconnected.
— What does project-based learning look like in practice?
— From the very beginning, students are working on real problems with real organisations. This means that they are not only discussing cases in the classroom, but actively engaging with partners, developing solutions, testing ideas, and receiving feedback. In many cases, they are also working on their own projects, which evolve throughout the programme.
By the time they graduate, they have not only knowledge but real-life experience, a portfolio, and a much clearer understanding of what it means to create something that works in practice.
— Who are the key partners of the programme?
— We work closely with foundations, social enterprises, and international academic partners. One important example is the Our Future foundation, which has been instrumental in developing the social entrepreneurship ecosystem in Russia. At the same time, through our consortium, we collaborate with universities and organisations across different regions. This creates a very rich environment where students can engage with different types of actors and perspectives.
— You are a part of the committee that selects prospective students for the programme. What do you look for in applicants?
— What matters most to me is not a perfect CV, but a certain attitude. I look for people who are genuinely interested in understanding problems, not just solving them quickly. People who are capable of critical thinking, who are open to working with others, and who are willing to engage with complexity. Very often, the strongest candidates are those who show initiative and curiosity, even if their background is not perfectly aligned. This is, after all, an interdisciplinary programme.
— A key concept of the programme is 'scaling.' Why is this such a critical component?
— One of the main limitations for many social initiatives is that they remain small. They solve a problem locally and do not reach a scale where they can create a broader change. Scaling is therefore not an optional topic—it is central. Students need to understand how to grow their projects, how to adapt them to new contexts, and how to build partnerships that allow impact to expand.
Without this, even the best ideas remain limited in their effect.
— That ambition to change the world speaks to a deeper philosophy. How would you describe the philosophy of the programme?
— At its core, the programme is about responsibility. It is about forming professionals who are capable of creating value, but who also understand the broader consequences of what they do. We believe that entrepreneurship should be aligned with human dignity, with social needs, and with long-term sustainability. This is not only a technical challenge, but also an ethical one.
— What is your most important advice for prospective students?
— I would say: be very honest with yourself about why you want to apply. This programme requires commitment. It is demanding, both intellectually and practically. But for those who are genuinely interested in working at the intersection of business and social impact, it can be a very transformative experience. If you are ready to question assumptions, work hard, and engage with real problems, then this is the right place for you.
Interview by Josine Michelle Wolters, 3rd-year student of the Bachelor’s programme ‘Political Science and World Politics’
