5.1.2. Similarity Analysis

The results show that economía (economy/economics) (f = 326) is the most cited word and the one that is set up as a nucleus of an emerging representation from which later associations are observed. In this way, depending on the associations and the thickness, it can be seen how this kind of economy is fundamentally related to the social (f = 222), linking it to people (f = 25) and to the need (f = 25) to respond to the current situation, and in which the state (f = 23), as a public power, participates. The perception of the SSE is that of an economic model that is not yet rooted in society, and it is something for the future (f = 27).

Furthermore, offering solidarity (solidario) (f = 198) through the economy is linked to doing (f = 47) economics in a way (f = 27) that is different (f = 25), that is, based on solidarity (solidaridad) (f = 71). This would require thinking (f = 42) and seeking (f = 48) a form of creating (f = 66) wellbeing (f = 51) based on equality (f = 88) and equity (f = 50), in which the individual (f = 28) takes part and is at the centre. In this way, the SSE is linked to helping (f = 114) the person (f = 121), given that this is the unit at the heart of the economic act, and also helping society (f = 105) in terms of its needs (f = 37).

More atomised are words traditionally linked to the SSE, such as cooperation (f = 30), whose goal (f = 41) is or should be to achieve (f = 31) development (f = 36) and the wellbeing (f = 51) of the individual (f = 28) and of the society (f = 88).

Therefore, the SSE is perceived as a type (f = 29) of economy in which naming (f = 33) concepts such as inequality (f = 40) and poverty (f = 37) is important (f = 24), since what is named is made visible and exists. Only by visibilising these realities can work be performed to achieve (f = 31) a world (f = 27) that is more fair (f = 33) and equitable (f = 26).

Likewise, it is interesting to see how the SSE is also associated, with a certain level of co-occurrence, with money (f = 67) and work (f = 24); these are concepts that, from a sceptical point of view of the potentials of the SSE, might not be, a priori, associated with it.

In short, students represent the SSE as an economy linked to values and principles that are traditionally close to it, and which are a substantial part of it. This shows that their representations regarding what the SSE is are not far from what is advocated from within the SSE. However, there also seems to be a certain association of the SSE with characteristics of assistance or support, linked to beliefs or suppositions that these kinds of heterodox economies only act in the social sphere, ignoring their potential for transforming the system.

5.1.3. Reinert Method

The students see the SSE as an “alternative and necessary system that empathises with people and the environment” and therefore puts these at the heart of its priorities and principles.

“The Solidarity Economy proposes a transition towards new models in which equity is a central element of relationships among individuals, communities and peoples, as well as the planet.”

[E87, woman, BAM degree. χ² = 210.8]

Some of the voices who participated in the questionnaire see the SSE as a way of doing economics that enables a transition towards a fairer model and confer upon it the task of achieving a more equal social development.

“I think the aim of the SSE is to achieve social development, responding to the problems that exist today and reducing the inequalities that exist.”

[E119, women, economics degree. χ² = 196.2]

This branch, in turn, consists of two different classes: class 1 (20.40%), “Responsible production and consumption”, and class 2 (23.80%), “Contributing to equity”.

In class 1, “Responsible production and consumption”, the students view the SSE as a people-focussed economy that helps to respect the socioeconomic and environmental context, establishing responsible production processes. This involves matters such as respecting workers’ rights, alternative forms of organisation, and a concern with the impact of production processes on society and the environment.

“The SSE creates decent jobs.”

[E86, woman, business administration and management (BAM) degree. χ² = 154.6]

“The creation of enterprises such as cooperatives that break away from the classic hierarchical model base their ideas on the SSE.”

[E146, man, economics degree. χ² = 199.2]

“I consider that the SSE should aim to improve society in general… these improvements would be in the environment, the region’s economy and the economy of the different stages of production (farmer, processors, wholesaler).”

[E48, woman, BAM degree. χ² = 199.2]

The students see the SSE as an alternative for tackling the climate emergency, setting an example in terms of alternative forms of organisation, such as cooperatives, and as an appropriate way to reduce the negative externalities that the production and consumption system produces and reproduces.

Class 1 was mentioned more, to a significant degree, by women students (p < 0.01).

Class 2 (23.80%) covers the need to “Contribute to equity”. The students consider that the SSE is the means for dealing with inequality and achieving a fairer sharing of resources, in order to improve people’s quality of life.

“In an equitable economic system, it is sought to ensure that all people have access to the resources necessary to satisfy their basic needs (…). This involves a fair distribution of wealth and income, as well as an equality of opportunities…”

[E54, man, business degree. χ² = 164.1]

The second branch of the dendrogram, which consists of classes 3, 4, and 5, and which is sub-divided, in turn, into two sub-branches—one made up of classes 3 and 4 and the other of class 5—deals with the idea of “developing a caring and participative social and economic model”.

“Companies that are set up based on this economic model (SSE) are usually founded on the principle of mutual support among peers. (…) The model is concerned with inequalities and an optimistic vision of a fairer future”

[E147, man, economics degree. χ² = 200.3]

Class 3 (12.20%) is focussed on “counteracting inequality”, and class 4 (23.80%) places the emphasis on “considering people and the environment”. Together, they create a sub-branch that makes visible the need to “create equal and supportive relations”, showing that the economy should be at the service of people, and not the other way around. This involves a change in values and a transformation of the situation by means of different social principles, such as the solidarity principle.

“Since solidarity involves empathy with and support for society, it will therefore help to achieve an SSE.”

[E23, woman, business degree. χ² = 68.5]

In class 5 (19.70%), “joint social and institutional participation”, the SSE is described as a kind of alliance or commitment among the parts that make up the system. They point out the need for cooperation among public authorities, companies, and society, developing public policies. This class was significantly more mentioned by economics students (p < 0.01).

“(…) I think that a social economy, as the name indicates, must be based on cooperation among the people and different organisations that constitute the system.”

[E155, woman, economics degree. χ² = 196.8]

Furthermore, there is a strong association between the idea of achieving the goals mentioned above and the importance of the public authorities participating in this. In this regard, above all, the role of the state is associated with the policy of equitable taxation, linked to the funding of the public spending needed to reduce inequalities.

“In order to set in motion an economy that is more social and caring it is necessary to act as a community, seeking the common good, and not the interests of the individual.”

[E80, woman, BAM degree. χ² = 156.8]

“The authorities and the government can establish policies that favour the reduction of income and social inequalities, such as through laws or setting different kinds of taxes.”

[E170, woman, economics degree. χ² = 167.2]

In short, the students identify elements that are inseparable from the propositions of the SSE, such as solidarity, equity, and dignified jobs, among others, and see the SSE as an alternative to the current dynamics in order to carry out an economic and social transformation that puts the person at the centre. To do this, they see as necessary the joint work of public/private agents.