PurposeThis paper contributes to research in social entrepreneurship by introducing a typology that describes four distinct types of social entrepreneurs based on the nature of their lives and career experiences and the scope of their social engagement.Design/methodology/approachIn order to build a typology of social entrepreneurs, inductive profile analysis and archival research design approaches were used. A large variety of social entrepreneur profiles that are available in prominent social entrepreneurship organizations such as Ashoka Foundation, Echoing Green, Schwab Foundation and Skoll Foundation were examined.FindingsUsing four types of social entrepreneurs from the typology, the authors developed a number of predictions as to how social entrepreneurs with an activist background may benefit more in the short term but possibly struggle in the long term given their attachment to their venture's “original” cause and lack of corporate/business experience.Originality/valueBy developing a typology of social entrepreneurs and discussing the implications of this typology for post-launch social venture performance, the paper advances the current understanding of social entrepreneurs and the performance of their ventures. Additionally, by focusing on social entrepreneurs as agents of social change, this paper sheds some light on who these entrepreneurs are, what kind of life and career experiences they had and what motivates them to engage in social entrepreneurship.

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Purpose This paper aims to discover the extended reference needs of Andrews University students by studying their understanding, value and use of library services; and receive input for setting up a reference kiosk. Design/methodology/approach Students from various buildings on campus filled out a self-administered 16-point anonymous survey during a two-week period in 2014. Researchers used descriptive statistics to analyze the data collected. Findings Students have an understanding of what libraries can do for them, and yet, they do not consider the librarians or use the library services as their first choice for completing their assignments. The respondents feel confident about their library skills and would rather consult their peers or use Google first before consulting a librarian or the information desk. Some of them claim that their classes do not require library use. Students are ambivalent about using an extended reference service outside the library. Research limitations/implications This study was limited to one university and during a specific time period. Further research topics could cover why students start with Google or their peers before they use library services, verify the claim that classes do not require library use and evaluate how students’ use of electronic devices affect library use. Originality/value The study helped determine the students’ extended reference needs and how they understand, use and value the library.