Description
On this detailed information about the state of social entrepreneurship learning a survey of course work and extracurricular.
The State of Social Entrepreneurship Learning
A survey of course work and extracurricular activity
Prepared by:
The Global Academy for Social Entrepreneurship
at
Ashoka: Innovators for the Public
Table of Contents
Learning in Social Entrepreneurship ........................................................................................ 1
Business School Involvement ................................................................................................... 1
Nascent Involvement ................................................................................................................2
Evolving Involvement................................................................................................................2
Established Involvement...........................................................................................................3
Professional Organizations, Networks and Research Centers .............................................. 5
Competitions and Mentorship in Social Entrepreneurship..................................................... 6
Individual Program Review........................................................................................................ 7
Columbia Business School .......................................................................................................7
Harvard Business School..........................................................................................................9
Duke University's Fuqua School of Business..........................................................................12
Stanford Graduate School of Business...................................................................................14
NYU Stern School of Business ...............................................................................................18
Haas School of Business........................................................................................................20
Kenan-Flagler Business School..............................................................................................22
Earth University.......................................................................................................................24
J ohns Hopkins University........................................................................................................25
Kellogg School of Management..............................................................................................27
Yale School of Management...................................................................................................29
Tuck School of Business at Dartmouth...................................................................................30
University of Michigan Business School .................................................................................31
Oxford University Saïd Business School.................................................................................33
Brigham Young University, Marriott School ............................................................................34
University of Virginia...............................................................................................................35
INSEAD University..................................................................................................................36
Stockholm School of Entrepreneurship...................................................................................37
Wharton School ......................................................................................................................38
Berea College.........................................................................................................................39
Brigham Young University ......................................................................................................40
University of Navarra ..............................................................................................................40
New York University................................................................................................................40
Roberts Wesleyan College .....................................................................................................40
Seattle University....................................................................................................................41
Sterling University...................................................................................................................41
Acknowledgements .................................................................................................................. 42
The State of Social Entrepreneurship Learning
Learning in Social Entrepreneurship
Since 1980, Ashoka has pioneered the field of social entrepreneurship, helping more than 1,500
leading social entrepreneurs – know as Ashoka Fellows – to get started, collaborate and
succeed. Together with these social entrepreneurs, we develop new approaches for effective
collaboration and design the systems and supports needed for the field of social
entrepreneurship to thrive. This report summarizes the findings of our investigation into the
current state of one of the most critical supports needed for the field – high quality learning
opportunities in universities globally.
We are able to report that social entrepreneurship is a rapidly expanding area of study, and in
the following pages provide an overview of formalized learning in the form of academic curricula,
clubs, professional organizations and competitions. The wide variety of formalized learning
structures supporting social entrepreneurship is encouraging to the development of the field,
and presents a host of exciting opportunities for budding social entrepreneurs.
This report identifies categories and types of learning activities. In defining these categories
and types, we evaluated as many individual examples as possible. Most of these examples
were culled from the most developed programs on social entrepreneurship, on the basis that
such programs often point the way to the wider development of the field within universities.
Many example learning activities are thus listed in the Individual Program Review section of this
report and others are mentioned throughout the report as appropriate. We recognize that this
collection of examples does not represent an exhaustive scan of all learning activities in social
entrepreneurship, and welcome information regarding other new or existing exemplary learning
activities. Please direct such information to Ashoka Associate, Erin Fornoff at
[email protected].
Business School Involvement
In the business school setting, Ashoka investigated the current state of SE related courses,
extracurricular activities and institutionalized programs/centers at graduate schools of business
the United States and abroad. This inquiry was based on publicly available information
regarding the leading programs in the Americas and Europe, and was completed in early 2005
by Ashoka staff and a team of MBA students from several business schools.
The intention of the inquiry was simply to document the current prevalence of SE activity in
business schools, and as such this report makes no attempt to evaluate or rate individual
programs, courses, content or delivery methods. We do, however, identify distinct involvement
categories of programs, based on the following attributes:
• Number, sequencing and specialization of SE course offerings
• Integration of SE concepts into “toolkit” courses applied across multiple disciplines
• Relationship to extra-curricular activities, e.g. speakers, competitions, clubs, etc.
When programs were evaluated based on these criteria, the involvement categories of ‘Nascent’
‘Evolving’ and ‘Established’ emerged. These categories are described in detail below.
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Nascent Involvement
Many business schools in the United States are considered nascent, with little evident SE
activity beyond a single SE survey style course. Characteristics of schools with nascent
involvement include:
• Non-precise definition and presentation of SE, i.e. affiliation with traditional non-profit
management, the social sector or corporate social responsibility
• 1-2 SE course offerings, survey in nature
• SE courses often taught by part-time or adjunct faculty
• Little if any integration of SE into standard entrepreneurial courses
• Little if any apparent linkage to other disciplines
• Little if any inclusion of extra-curricular activities such as contests, speakers, clubs, etc.
Evolving Involvement
Due to the quickening emergence of SE as a teachable discipline – an emergence catalyzed by
the work of SE thought-leading academic institutions; publication of books such as David
Bornstein’s How to Change the World; the rising profile of Ashoka; and media coverage by Fast
Company magazine and others – many institutions surveyed in the internet inquiry may be
considered as evolving, characterized by the following:
• At least 1-2 SE survey courses, including specialized surveys such as Social Enterprise,
Social Entrepreneur as Change Agent, etc.
• SE courses taught by permanent faculty
• SE “Toolkit” courses: Entrepreneurial Finance, Management in the Social Sector, etc.
• Formal linkage to standard entrepreneurial courses
• Inclusion of supplementary activities, e.g. contests, competitions, speakers, clubs, etc.
There are several factors that distinguish schools with evolving involvement from the nascent
category, including:
1. The existence of entrepreneurial “toolkit” courses
“Toolkit” courses build upon the context established by SE survey courses to equip students
with an understanding of certain entrepreneurial functional areas in relation to SE. For
example, Columbia’s course Social Entrepreneurship: Financing and Growing Social
Ventures and The Stern School’s Social Venture Capital: Finance with a Double Bottom
Line focus on finance and venture capital in relation to entrepreneurial solutions in various
fields, including education, health, environment, energy and workforce development.
Stanford’s How to Make Ideas Stick, J ohns Hopkins’ Advocacy: Power and Citizen
Participation and multiple schools’ Social Marketing courses focus on specific aspects of
communicating the value of SE endeavors within the organization, site community and
general markets.
These courses begin to prepare students and young professionals for success as social
entrepreneurs within the marketplace. In essence, the most comprehensive approach to the
Toolkit Courses would be represented by the curriculum and institutional orientation of Earth
University.
2. Formal Linkage between SE and Standard Entrepreneurial Courses
In addition to some of the SE-specific Toolkit Courses, many schools surveyed also offer
various standard leadership, law and change-management courses that are cross-listed in
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SE areas of interest. These courses – valuable Toolkit Courses in their own right – are also
significant as initial institutional links between SE, established Entrepreneurship Institutes
and schools’ traditional core curricula. Such linkage is evident in course cross-listing, jointly-
sponsored events, and increased public coverage of SE activity in within existing
departments (e.g. entrepreneurship, law, policy, etc.).
3. Inclusion of Extracurricular Activities
Virtually all the institutions categorized as Evolving feature extra-curricular activities such as
speakers series, clubs and/or competitions. These activities appear integral to the evolution
of SE within an institution, and consequently are examined in detail in documents prepared
for the Ashoka Pedagogy Team by Mr. Andrew Youn of The Kellogg School.
It is important to note that those programs categorized as Evolving vary widely in
organization, specialization, prominence within the host institution and public presentation.
The operating hypothesis here is that Evolving SE Course Programs may face similar
challenges related to staffing, resource allocation and program focus, and further inquiry
through interviews with selected program directors will be very helpful in establishing a set of
best practices for Nascent and Evolving SE Course Programs.
Established Involvement
Established SE Course Programs vary in organization, specialization and positioning within the
host institution. However, they all exhibit the following characteristics:
• Multiple SE survey courses
• Multiple SE toolkit courses,
• SE Bridge courses, e.g. health care reform, ecotourism, microfinance, environmental
policy, etc.
• Hands-on SE Lab Course
• Formal collaboration with other departments, e.g. co-sponsored events, course cross-
listing, center partnerships, etc.
• SE a prominent focus of entrepreneurial institute or dedicated SE center / institute
• Advanced supplementary activities, e.g. competitions, conferences, publications, clubs,
etc.
• Program serves awareness function, e.g. links, published cases, etc.
• Substantial evidence of linkage to external entities
Several elements distinguishing established involvement would include:
1. Specialized SE “Bridge” Courses
Building upon both the SE Survey and Toolkit Courses, Bridge Courses build conceptual
and practical links between SE and other specialized disciplines, such as finance, health
care, education, tourism, etc. Some of these courses position social entrepreneurs as
change agents within the related disciplines, such as Harvard’s Innovating in Health Care
and Entrepreneurship in Education Reform, the Kenan-Flagler School’s Entrepreneurship
and Minority Economic Development, and Stanford’s Ecotourism and Social
Entrepreneurship.
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The State of Social Entrepreneurship Learning
Another approach to the SE Bridge Course enables students to specialize in a particular SE
area, such as the emphasis on microfinance at The Paul H. Nitze School of Advanced
International Studies at J ohns Hopkins, and an emphasis on regional agricultural practices
at Earth University. This specialized approach suggests the efficacy of organizing a SE
Course Program – or an entire institution – around a particular area of interest within SE.
2. SE Lab Courses
Most of the Established SE Course Programs reviewed offer a semester-long, hands-on SE
“Lab” Course in which students are challenged to apply SE concepts to real-world situations.
Notable examples of such Lab Courses would include Columbia’s Social Enterprise Lab,
Fuqua’s Enterprising Leadership, Stanford’s Social Entrepreneurship Collaboratory, The
Stern School’s Social Venture Fund Practicum, and the Kenan-Flagler School’s Launching
the Company. Reflective of continuing definition of SE within business schools – and the
perceived close relation between SE and social ventures – most of these Lab Courses are
related to the design, operation and evaluation of social ventures and/or earned-income
initiatives for NFP organizations, rather than SE per se.
However, at Earth University – where further inquiry may reveal multiple courses that fit the
SE lab Course description – student projects selected for the Entrepreneurial Program have
access to credit through Agrotropical Initiatives, S.A. (IATSA), the most effective means of
financing new projects in Central America, Panama and Belize.
3. Institutionalization of the SE Course Program
Established SE Course Programs exhibit evidence of institutionalization of SE courses. The
nature of this institutionalization varies widely, and may take the form of:
• Interdepartmental Collaboration, cross-listing of courses and co-production of events
between business schools and additional departments/schools (e.g. public policy,
medicine, education, etc.) is common to all SE Course Programs categorized as
Established
• Linkages of Multiple Preexisting Centers and Institutes through SE is common, such
as those between the Social Enterprise Program and Eugene M. Lang Center for
Entrepreneurship at Columbia University; the Center for Responsible Business and
the Lester Center for Entrepreneurship & Innovation at The Haas School of
Business; and The Center for Entrepreneurial Studies and Center for Sustainable
Enterprise at The Kenan-Flagler School
• Dedicated Initiatives or Centers, such as Harvard’s Social Enterprise Initiative,
Stanford’s Center for Social Innovation, Fuqua’s Center for the Advancement of
Social Entrepreneurship, and The Skoll Center for Social Entrepreneurship at Oxford
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Professional Organizations, Networks and Research Centers
The organizations presented in this section offer a sampling of those currently operating in
support of or affiliation with the field of social entrepreneurship. Through their existence, these
networks provide learning opportunities to their membership and the broader population, and
provide models for the type dedicated organization that appears to be needed to support social
entrepreneurship more directly.
Research Initiative on Social Entrepreneurship (RISE)
RISE was founded in 2002 and operates out of Columbia Business School with a four person
staff, ten person board, and numerous student researchers. The RISE mission is to produce
current research and analysis of social entrepreneurship that describes and guides the
discipline. RISE focuses on three areas of study: 1) the market of early private equity
investment for social ventures, 2) the development of metrics for social impact and 3) leadership
practices.
Net Impact
Net Impact was founded in 1993 and operates as an independent organization with 6 staff
members supporting more than 100 student and professional chapters on 5 continents in 90
cities and 70 graduate schools. Through its membership Net Impact works to advance the
notion that business can both earn a profit and create positive social change. The network of
more than 11,000 new-generation leaders consists of MBAs, graduate students, and young
professionals.
The Social Enterprise Alliance (SEA)
SEA was founded in 1998 and operates as an independent organization with a three person
staff. SEA’s mission is to study and advance earned income strategies within the nonprofits.
Like RISE, SEA offers a research base on a specific part of the social entrepreneurship
discipline.
Idealist.org
Idealist.org was founded in 1995 by Ashoka Fellow Ami Dar, and operates as an independent
organization with a 25 person staff. Idealist.org serves around 260,000 individual registered
users, 45,000 registered organizations and 5,500 registered consultants, providing a centralized
source of information on nonprofit careers.
United Leaders
United Leaders was founded in 2000 and operates as an independent nonprofit with a seven
person staff. The group’s mission is to increase political participation and civic engagement
among those 18 to 24 by growing a campus network through a fellowship program.
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Competitions and Mentorship in Social Entrepreneurship
Social venture planning competitions and the mentorship that is often provided to their
participants provide valuable learning opportunities for budding social entrepreneurs. Ashoka’s
review of these activities revealed the following different types of competitions:
• Web-based single-submission competitions – Competitions such as these are easy
to focus on particular topics and are ideal for large numbers of teams (90+), as they
require less administrative attention than other types of competitions.
• Web-based multi-submission competitions – A prime example of this type of
competition can be found in the Changemakers Innovation Award. Like single-
submission competitions, these competitions require less administrative attention, but
their multi-submission format allows participants to improve their submission based on
feedback.
• Web-based and in-person multi-round submission – The Global Social Venture
Competition (GSVC) is an example of this type of competition. Under this structure,
initial rounds take place via the web, while later in-person rounds allow for revision,
resubmission and additional learning. Multi-round competitions require more resources,
but generate highly polished final submissions and an exciting competitive atmosphere.
• Multi-round with seminars or conferences: As seen with the Social Entrepreneur
Awards in Brazil, Peru and Colombia, multi-round competitions with seminars offer
ample opportunity for mentorship (in this case an all day seminar with McKinsey
consultants). This type of capacity building is best for teams of entrepreneurs, and is
resource intensive.
• Informal Conference Competitions/Mentoring: This in-person, less formal structure is
used by Harvard in their ‘Pitch for Change’ event at the annual Social Enterprise
Conference, as well as the New Venture Labs in conjunction with the annual Net Impact
conference. These types of competitions are easy to organize and provide an
opportunity for networking.
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Individual Program Review
Columbia Business School
Social Enterprise Program
Uris Hall
3022 Broadway, Room 725
New York, MY 10027
Phone: 212.854.1801
Fax: 212.854.3778
Website: www.gsb.columbia.edu/socialenterprise
Email: [email protected]
Contact: Carolyn Champ, Associate Director
Overview
The Social Enterprise Program (SEP) aims to inspire and prepare leaders who create social
value in business, nonprofit and government organizations locally, nationally and internationally.
The SEP focuses on four main areas: Public and Nonprofit Management, Social
Entrepreneurship, Corporate Social Responsibility and Sustainability, and International
Development. It supports a broad range of courses and experiential learning activities to expose
students and alumni to the breadth and depth of social enterprise, develop a perspective on
how to apply business skills to social enterprise endeavors and align personal and professional
values to navigate careers that result in social benefits to a broader community.
Faculty members who teach in the Social Enterprise Program include both professors at the
forefront of their academic fields and full-time practitioners in social enterprise who teach as
adjuncts. Both are a vital resource for MBA students and graduates. Social enterprise faculty
members expose students to new ideas, theory and research, offer educational and career
advice, and provide a starting point for networking with organizations relevant to social
enterprise areas in the nonprofit, public and business sectors. Faculty members are involved in
research projects, external working groups, conference and student club activities, and student
organized study trips. See the "Professor Profile" in the social enterprise e-newsletter, and read
about other faculty activities in the news.
Eugene M. Lang Center for Entrepreneurship
Uris Hall
3022 Broadway, Room 317
New York, MY 10027
Phone: (212) 854-3244
Fax: (212) 280-4329
Email: [email protected]
Website: www0.gsb.columbia.edu/entrepreneurship
Overview
The mission of the Lang Center for Entrepreneurship is to instill entrepreneurial thinking in all
Columbia Business School students and to create a community of business practitioners with a
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lifelong commitment to achieving social and economic progress through entrepreneurship.
Columbia’s approach to developing the entrepreneurial mind-set is both broad and deep.
Entrepreneurship is integrated throughout the core MBA curriculum, crossing all disciplines and
touching all students. For students interested in launching their own ventures, the School offers
a comprehensive program of specialized courses, labs, workshops and funding opportunities.
Social Entrepreneurship Courses
Social Entrepreneurship: Financing and Growing Social Ventures
Social entrepreneurship introduces students to the diverse field of social entrepreneurship, the
practice of growing for profit and nonprofit ventures that aim to achieve social and financial
impact through their products, services and other business practices. This course explores the
activities and lessons from some of the nation's leading financiers (including Henry Kravis,
George Roberts and J ohn Doerr) in applying entrepreneurial solutions to education, health,
environment, energy, workforce development, international development, and other important
societal issues. Lectures, cases, guests and a final course project cover three themes: financing
social ventures, entrepreneurial leadership and strategy, and measurement of social returns.
The course aims to build students' skills and networks as well as provide an opportunity to blend
venture capital and entrepreneurship skills with personal passions into a satisfying career path.
Social Enterprise Lab
This course gives students a chance to learn and practice business skills by applying them to
real projects with a social benefit. In the Lab this Spring, teams of students will work with the
New Century Initiative to develop a management toolbox for the 200 small schools they are
starting up to replace New York City's big factory-like failing public high schools. The toolbox will
include project management, finance and budgeting, operations, marketing and community
relations. A new school is very much like a business startup, and so needs a full range of
business skills to work. We will get help on what to put in the toolbox through guidance and
workshops from New Century, through interviews and surveys at existing small schools and with
education experts -- and by starting a school ourselves. That's how the New Century schools
start, with a non-profit organization in the community taking the lead. The place for us to try first
might be Manhattanville, the neighborhood just north of campus that Columbia will be
expanding to over the next few years.
We will do the toolbox in pieces, over several semesters or even years, so that activity and
trying to set up a school will proceed in tandem. New Century has raised some $100 million so
far, more than half from the Gates Foundation, so its network of funders, board members,
partners and advisors offers multiple resources for students in their future careers. For example,
New Century wants the course to lead to internships and even jobs to teach and provide TA on
the toolbox over the next few years to the 200 small schools that start up. It might take one, two,
or three years to get our own school up and running, or it might never work out. But the real
effort of trying would both enrich the toolbox as nothing else can, and give students a priceless
learning experience.
Related Courses
Introduction to Venturing
Entrepreneurial Finance
Launching New Ventures
Entrepreneurial Greenhouse
Ashoka Global Academy for Social Entrepreneurship 8
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Entrepreneurship and Private Equity in Emerging Markets
Managing Growth
Venture Capital Seminar
Business Law: Law for Managers and Entrepreneurs
Marketing Plans Workshop
Business Strategies for Emerging Markets
Business in Society: Doing Well by Doing Good?
Finance and Sustainability
Strategic Management in the Social Sector
Education Leadership Consulting Lab
New Challenges in Healthcare Management
Harvard Business School
Social Enterprise Initiative
Loeb House 31
Harvard Business School
Soldiers Field
Boston, MA 02163
Phone: 617.495.6421
Fax: 617.496.7416
Website: www.hbs.edu/socialenterprise/index.html
Email: [email protected]
Contact: Margot Dushin, Director of Programs
Katrina Piehler, Staff Assistant
Overview
The Social Enterprise Initiative at HBS generates and shares knowledge that helps individuals
and organizations create social value in the nonprofit, private, and public sectors. Social
Enterprise plays a critical role in supporting the School's mission to educate leaders who make
a difference in the world by integrating social enterprise-related research, teaching, and
activities into the daily life of HBS. One vitally important way our graduates make a difference in
the world is through their leadership in social enterprise as managers and board members of
nonprofits and as corporate leaders engaging their businesses in social purpose activities. Over
80 percent of HBS graduates are significantly involved with nonprofit organizations; 57 percent
of them serve on nonprofit boards.
Our approach to social enterprise encompasses the contributions any individual or organization
can make toward social improvement, regardless of its legal form (nonprofit, private, or public-
sector). This approach challenges the traditional view of nonprofit organizations and
corporations as largely dichotomous (or even adversarial), focusing instead on the belief that
these organizations individually and collaboratively can generate significant social value.
Engagement with communities and the social sector is viewed as crucial and strategically
important for businesses in order to realize their private goals and their societal role. Nonprofit
organizations, like businesses, are viewed as complex enterprises requiring sophisticated
management and superior leadership.
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Central to the HBS mission, social enterprise teaching and research have grown since the
Social Enterprise Initiative's inception and become integrated into the mainstream of the
curriculum. For example, the MBA required curriculum now includes one social enterprise
course, elective courses have grown from one to seven since 1994, and MBA elective
enrollment has grown from seventy students in 1994 to 361 in 2003. Social Enterprise's
strategic objectives range from building the world's best faculty dedicated to social enterprise
research and teaching to providing learning experiences that not only increase the effectiveness
of social-sector executives, but also tap into the potential for social value creation among our
entire community of students and alumni
Social Entrepreneurship Courses
Entrepreneurship in the Social Sector (ESS)
Societies are searching for innovative and efficient ways to provide socially important goods in
health, education, social services, environment, and community development. Old approaches
seem to be falling short of expectations, and traditional government and non-profit service
providers are encountering serious financial pressures. This course explores opportunities for
social entrepreneurship via nonprofit, for-profit, and hybrid social purpose organizations, with a
particular emphasis on the benefits and limits of adapting business practices to the distinctive
operating environments of the social sector. It gives special emphasis to cutting edge issues in
the social enterprise arena.
ESS is for students who envision getting involved in the social sector in any capacity: as
volunteer consultants, board members, managers, or entrepreneurs. This includes anyone who
aspires to a position of business leadership. Increasingly, societies are looking to business
leaders for help with the social sector. In addition to MBAs, the course attracts cross-registrants
from throughout the University, thereby providing an even richer cross-disciplinary learning
environment.
ESS focuses on innovative approaches for social enterprise. The central challenge facing any
social entrepreneur is finding a strategy and structure that are appropriate, effective, efficient,
economically sustainable, and politically viable. Cases in ESS explore the unique challenges of
creating and growing social enterprises and examine the strengths and weaknesses of a variety
of social enterprise models. These models range from largely philanthropic donor-funded
organizations at one extreme, to fully commercial market-driven enterprises at the other, with
many creative combinations and variations that fall in between including venture philanthropy.
The course modules encompass the following topics: Undertaking the Social Entrepreneurship
Process; Mobilizing Economic and Human Resources; Achieving Social Objectives with
Commercial Vehicles; Crafting Alliances; Managing Growth; Measuring and Managing
Performance; Governing for Excellence. The course utilizes case studies and readings. There
will also be frequent direct interaction with dynamic social entrepreneurs who will discuss
challenges that they currently face in their organizations and who will share with students their
experiential wisdom. For the course paper, students will carry out field-based research in teams,
analyzing a significant strategic or operational issue of a social enterprise of their choosing. The
course provides a list of organizations that have agreed to work with teams on issues of
strategic importance to them. Students may choose these organizations or others that interest
them. Rather than working with an existing organization, students may also develop a business
plan for a new social enterprise. This field-based applied learning component in lieu of an exam
has proven to be a particular enriching for students with high impact on the organizations.
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Innovating in Health Care
The course examines the unique characteristics of the health care sector to help students
identify opportunities for innovation and management skills needed to design and implement
change. The course addresses the evolving health care environment, including competitive
pressures, regulatory changes and new technologies; the evaluation of organizational strategies
and new business models that respond to intensifying cost and competitive pressure; and the
design, management and improvement of health care processes. As part of the course,
students may develop a business plan for a new health care venture.
Managing Health Care Technology and Operations
The course examines the unique characteristics of the care delivery process in order to help
students identify opportunities for innovation and develop the management skills needed to
design and implement operational and technologic change in health care. The course covers
several major areas: the fundamental nature of the health care process; the design,
management and improvement of health care processes; evaluation of new health care delivery
models; and evaluation of strategies promoting technology adoption in health care. As part of
the course requirement students will be asked to complete a paper describing an important
issue or dilemma faced by a health care manager or entrepreneur and the appropriate response.
The course is intended to complement the other EC health care course, Innovating in Health
Care.
Entrepreneurship in Education Reform
EER is designed for students who have a professional or personal interest in public education.
The course is especially relevant to students who plan to manage or advise public schools,
public school districts, or private organizations (often non-profit companies or foundations)
interested in education policy and reform. The course is also appropriate for students who are
interested generally in the management of non-profit and public sector organizations. The
course studies primarily the management practices of principals in urban public schools,
superintendents in urban school districts, and leaders of private organizations, including
foundations and non-profit operating companies, that seek large-scale reform. The main
objective of the course is for students to evaluate the role of management practices and theory
in the reform of public education. This is an important and current topic. In the last two decades,
management practice and theory have influenced increasingly the public debate over education
reform, the design of reform efforts, and the priorities of districts and schools.
Entrepreneurship and Venture Capital in Health Care
Designed primarily for students who have a career interest in either leading or investing in
health care ventures, Entrepreneurship and Venture Capital in Health Care will also be of
interest to students who plan to work in Business Development functions either in or outside the
health care sector. Because of the role of universities and other research institutions in
producing new intellectual property and because of the financial and distribution power of the
major publicly traded health care companies, new ventures in health care often include licensing
and joint venturing arrangements. The course will focus on: understanding who the major
institutional and strategic investors are in creating new health care ventures and what their
goals and motivations are; learning the basic elements of licensing and joint venture
agreements; understanding what the business development function is in both large and small
Ashoka Global Academy for Social Entrepreneurship 11
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health care companies; and, being able to assess the viability of proposed new health care
ventures.
Related Courses
Effective Leadership of Social Enterprise
Leadership and Corporate Accountability
Strategic Corporate Citizenship
Business and the Environment
Investing and Managing in Emerging Markets
Social Marketing
Field Studies in Social Enterprise
Duke University's Fuqua School of Business
Center for the Advancement of Social Entrepreneurship
Box 90120
Durham, NC 27708-0120
Phone: 919-660-7823
Fax: 919-684-2818
E-mail: [email protected]
Website:http://www.fuqua.duke.edu/centers/case/
Contact: J . Gregory Dees, Faculty Direct
Beth Battle Anderson, Managing Director
Shawn Rubiera, Assistant Director
Overview
The Opportunity -- The social sector has long had powerful entrepreneurial leaders, but the
opportunity to promote cross-sector learning is relatively new. Recent trends in the social sector
have led to a blurring of the distinctions between business, nonprofit and government
organizations. In particular, frustration with traditional governmental and charitable approaches
to social problems has prompted social sector leaders to tap into the strengths of the business
and entrepreneurial world in their search for more sustainable and systemic solutions. Thus,
homeless shelters are starting businesses to train and employ their residents; environmental
organizations are partnering with corporations to find economically sound ways to protect
natural habitats; and arts groups are exploring new ventures that promise stabilizing revenue
and enhance community development. Many philanthropists are increasing their focus on
outcomes and strategies for sustainability. Numerous nonprofits are adopting the language and
tools of business and some are actually converting to for-profit status. At the same time, for-
profit firms are competing directly with nonprofits by moving into social sector arenas, ranging
from education to economic development to environmental conservation. This rash of sector-
blurring activity has created an opportunity for leading business schools to have significant
social impact by constructively exploring the adaptation of business concepts, tools and skills to
the social sector in appropriate, practical and effective ways.
CASE Activities -- CASE’s current programs and activities fall into three broad areas:
Knowledge Development and Dissemination -- CASE conducts its own research and
also supports Fuqua faculty research that aims to adapt business knowledge and tools for the
social sector. CASE disseminates this knowledge through courses, publications, and
presentations.
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MBA Involvement in the Social Sector -- CASE supports a variety of curricular,
extracurricular, and career programs to provide students with the tools and opportunities to
engage effectively with the social sector. CASE is also committed to serving our alumni and
developing a community of Fuqua graduates interested in utilizing their business skills for social
purposes. Through these activities, MBAs can combine theory and practice while learning from
the many social sector practitioners they encounter on campus and in the field.
Increasing Awareness of Social Entrepreneurship -- CASE recognizes that the “field”
of social entrepreneurship is emerging and evolving and seeks to influence and advance the
field in part by increasing awareness of it on a local, national and international level. In addition
to its research and education activities, CASE hosts events, publishes a bi-monthly newsletter,
and honors leading social entrepreneurs with an annual leadership award.
Social Entrepreneurship Courses
Social Entrepreneurship
This course is designed to:
• Introduce you to the concepts, practices, opportunities, and challenges of social
entrepreneurship,
• Provide frameworks and tools that will help you be more effective in this arena, and
• Engage you in a joint learning process, as we develop a deeper understanding of this
changing field.
Because this combination of business-inspired methods and social purposes is relatively new,
the literature is still in early stages of development. We do not yet have a strong base of theory
or empirical research on which to ground the course. As a result, the classes will be heavily
geared towards case discussion. Supplemental reading will provide conceptual frameworks for
the discussions and should be read closely and critically. We will be learning together in class.
We also plan to have several guest speakers who will share their first-hand experiences in this
changing arena. After an introduction to social entrepreneurship, the course is organized
around four modules.
• Module I covers the key steps for creating high-potential social ventures
• Module II explores the challenges of funding social ventures
• Module III examines strategies for assessing social impact
• Module IV addresses challenges and strategies for scaling the impact of successful
ventures.
Working in groups of 3-4, students develop a “business plan” for a new social enterprise of their
own design. The business plan exercise will have two components that will be graded
separately.
Enterprising Leadership (joint course with Public Policy)
This course studies social entrepreneurs and the organizations that they create and lead. The
leadership focus in the course is on the nature of effective leadership in social purpose
organizations. The organizational focus will be on social purpose enterprises that have strong
social and commercial values. Students will study the functions of effective social
entrepreneurship, different types of community enterprises, and other cutting-edge issues in the
social sector. Course objectives are to:
• Understand the meaning of social entrepreneurship, and develop clear and strong
identities as change agents in public policy issues
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• Increase the cognitive understanding of innovation and social enterprise theories and
models, the ability to evaluate their relevance, and the ability to apply them to specific
situations
• Strengthen diagnostic, evaluation, and planning skills concerning social entrepreneurs,
social enterprises, and their roles in addressing important social problems
• Improve practical knowledge and competencies important to personal effectiveness in
social innovation and enterprising leadership
• Contribute value to the Durham and University communities through the enterprising
venture projects and other social entrepreneurship activities
• Develop vibrant relationships with classmates and have fun in the process
Through the Enterprise Project, students will be required to define a promising idea and develop
a compelling plan that addresses a real problem or opportunity in the Duke or Durham
communities, with the objectives of creating meaningful learning experiences for the students
and something of enduring value for the community. The project will begin on an individual basis
and be consolidated into teams once the proposed ideas are evaluated.
Related Courses
Entrepreneurial Execution
Entrepreneurial Strategy
Entrepreneurial Strategy
Market Intelligence
Philanthropy, Voluntarism, and Not-For-Profit Management (through Public Policy)
Stanford Graduate School of Business
Center for Social Innovation
Stanford University
518 Memorial Way
Stanford, CA 94305-5015
Phone: 650.725.5399
Fax: 650.723.0516
Web Site: www.gsb.stanford.edu/csi/
Email: [email protected]
Contact: Dale T. Miller, Faculty Director
Morgridge Professor of Organizational Behavior
J ames A. Phills J r., Faculty Director
Associate Professor of Organizational Behavior
Overview
Stanford Graduate School of Business created the Center for Social Innovation (CSI) to invest
its intellectual resources in a society confronted by profound needs and complex problems.
Building on the Business School's three-decade commitment to public and nonprofit
management, CSI promotes solutions through a unique combination of interdisciplinary
research, teaching that extends beyond the classroom, and efforts to engage with those who
lead social change. The Center dissolves traditional sector boundaries, bringing together
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nonprofit leaders, corporate executives, government officials, and philanthropists to discuss,
debate, analyze, and take action to strengthen our communities. More than 40 scholars from
across Stanford University contribute to CSI programs.
CSI supports three integrated activities -- research, teaching, and engagement -- designed to
enhance the leadership, management, and organizational capacity of individuals and
organizations who strive to create social and environmental value. Our research activities
include support for a broad portfolio of work ranging from basic inquiry to more applied
investigations into practical challenges and issues. Our teaching activities include curricular and
extra-curricular offerings for MBA and other professional degree programs, as well as
undergraduate, graduate and executive education. In addition to the Stanford efforts, CSI also
supports faculty in developing and disseminating innovative teaching materials and curricula to
other educational institutions. We organize conferences, workshops, volunteer consulting,
action research projects, and a host of other initiatives to engage with socially concerned
leaders. These activities are all designed to connect CSI-affiliated Stanford faculty, alumni, and
students with practitioners and communities in the service of integrating theory and practice. By
bringing the university in direct contact with the outside world, Stanford community members
make more direct and immediate contributions to solving social problems.
Social Entrepreneurship Courses
Social Entrepreneurship
This course is about the efforts of private citizens to create effective responses to social needs
and innovative solutions to social problems. History is full of examples of this kind of activity,
though its character continues to evolve. Social entrepreneurs are increasingly blurring the lines
between the sectors, using for-profit and hybrid forms of organization to achieve social
objectives. This creates new opportunities for applying business skills in the social sector.
Despite its prominence and complexity, this combination of private initiative and public purpose
is not well understood. The objectives of this course are: (1) to introduce students to the
concepts, practices, and challenges of social entrepreneurship in the United States and around
the world; (2) to equip students with frameworks and tools that will help them be more effective
in their socially entrepreneurial pursuits, and (3) to engage students in a joint learning process
as a better understanding of this emerging field is developed by all in this class.
Social Innovation and the Social Entrepreneur
This is an informal lecture/discussion series sponsored by the Center for Social Innovation
(Graduate School of Business) in conjunction with the Social Entrepreneurship Program (Public
Policy Department); and organized by students from students from the following areas:
Graduate School of Business, the GSB Social Venture Club (SVC), the Public Policy Program,
and the Future Social Innovators Network (FUSION). The course examines ideas and practices
for addressing social needs in the U.S. and internationally through innovative non-profit, private
sector and non-governmental organizations, and also through public-nonprofit-private sector
partnerships. The series presents practitioners who are invited to share with us not only their
professional ideas, practices, and perspective in their work, but also their personal interest in
this work - how and why they became social innovators and entrepreneurs. The course is
oriented this year to issues related to the creation and development of U.S. and international
social sector initiatives- with an eye towards giving students perspectives on becoming involved
in or starting their own social entrepreneurship projects. The speaker series is organized and
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led by students from the Stanford social entrepreneurship group, FUSION, and the Graduate
School of Business’ Social Venture Club, with faculty guidance.
Social Entrepreneurship Collaboratory
Students apply engineering and business skills to design comprehensive solutions for a
specified challenge faced by the world's poor. Student teams collaboratively design product
prototypes, distribution systems, and business plans for entrepreneurial ventures in developing
countries. J ointly offered by School of Engineering and Graduate School of Business. Topics
include user empathy, appropriate technology design, rapid prototype engineering and testing,
social technology entrepreneurship, detailed business modeling, and project management.
Students work in small teams to brainstorm, research, design, build, and field-test critical
aspects of both the product and the business model. Also listed in School of Engineering as ME
206.
Strategic Management of Nonprofits
This course seeks to provide an overview of the strategic, governance, and management issues
facing nonprofit organizations in the era of venture philanthropy and social entrepreneurship,
including the similarities and differences between the nonprofit and business sectors. After
examining the economic, historic, and legal characteristics of the nonprofit sector, the students
will examine a series of strategic and governance issues representative of those confronting the
individual not-for-profit enterprise and its leadership, from the point of view of both the executive
director/CEO and its board. Specifically, the student will examine the relationship and
implications of mission and strategy and explore the characteristics and implications of board
leadership and its effect on governance. The student will also be introduced to core managerial
issues uniquely defined by this sector such as nonprofit finance, development/fundraising,
investment management, and the management of volunteers and professionals. Cases involve
a range of nonprofits including education, social service, environment, health care, and
performing arts. In exploring these issues, this course builds upon the frameworks and concepts
of strategic management introduced in the first year core courses.
Leading Social Change
The course will equip students with a portfolio of ways to think about, approach, and effect
positive social change. The course is designed to push students to 1) think deeply about the
philosophical, personal, and organizational challenges of being an agent of social change, 2) to
develop concrete strategies for effecting change from a variety of institutional roles, 3) to work
through a technology of self-reflection designed to help them articulate and adhere to their
personal goals. Grounded in interdisciplinary research, including literature on organizational
change, social movements, social entrepreneurship, power and influence, and leadership,
students will examine a variety of strategies with and platforms from which people lead social
change. The course draws on readings, case studies, literature, as well as the experience of an
inspirational group of guest lecturers. Students are expected to engage in structured exercises
designed to help them articulate their own goals and priorities.
Environmental Entrepreneurship
This course will examine how market forces can be harnessed to encourage private solutions to
environmental concerns. It will use case studies to show how innovative contracting must be
combined with entrepreneurial visions if environmental entrepreneurship is to be successful.
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The course will draw on economic theories of principal-agent problems and contracting and on
case studies of "enviro-capitalists." Students will learn how for-profit and not-for-profit
organizations are using market forces by developing innovative contracts that specify the
environmental products that are desired, the mechanisms for payment, and the contributions
from input suppliers. In cases where governmental regulations stand in the way of private
contracting and how these barriers can be overcome will be discussed. The course will also
consider cases dealing with land, water, and wildlife resources and cases dealing with the
tougher problems of air and water quality. Most cases will be from U.S. firms but international
examples will also be considered. Students will hear directly from environmental entrepreneurs
and will have an opportunity to develop their own case studies of enviro-capitalism.
Ecotourism and Social Entrepreneurship
Examines the prospects for a transition in the tourism industry toward environmental and social
objectives. Uses a case study approach to investigate a range of nature-based destinations
around the world and a range of tourism companies and business partnerships with local
communities. Also examines the competitive implications of certification and labeling.
Strategic Issues in Philanthropy
Applying strategic decision-making models as frameworks, students will examine the translation
of philanthropic vision and capital into social action. Students will analyze philanthropic
strategies as they relate to individual objectives; foundation mission, financial management,
infrastructure and social investment processes; domestic grantmaking and global social
investing; and emerging trends such as venture/high-engagement philanthropy. The course
provides an overview of the key operational and strategic distinctions between traditional
philanthropic entities, such as community foundations, private foundations, and corporate
foundations, as well as contemporary models such as funding intermediaries, social venture
partnerships and other high-engagement grantmakers. Additional topics include how strategy
implementation influences the intersection of philanthropy and the political sector; principles and
practices of corporate philanthropy and social responsibility; and the increasing forces for high-
impact innovation in the philanthropic marketplace, such as accountability, social return on
investment, and outcome assessment. Guest speakers will include high profile global
philanthropists and foundation presidents, as well as Silicon Valley business leaders striving to
redefine the philanthropic model. Course work will include readings and case discussions, as
well as role-plays and a group project that explores the grantmaking process, taking students
through an actual real-time evaluation of non-profit organizations and submission of grant
proposals to a local foundation. Students will select local nonprofit organizations and write grant
proposals on their behalf to a Silicon Valley Foundation. Based on student and instructor
recommendation, the grant proposal(s) considered to achieve the greatest social impact will
subsequently be awarded significant funds by the respective foundation. Appropriate for any
student driven to effect positive social change from either the for-profit or nonprofit sector, the
course will challenge students to expand their own strategic thinking about philanthropic giving
and influence.
Related Courses
Startup Globalization Strategies
Emerging Business Opportunities in Education
Managing Talent
Understanding Consumers, Understanding Cultures
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Beyond Self-Interest
How to Make Ideas Stick
Managers and the Legal Environment
Entrepreneurship: Formation of New Ventures
Entrepreneurship and Venture Capital
Evaluating Entrepreneurial Opportunities
NYU Stern School of Business
The Berkley Center for Entrepreneurial Studies
44 West 4th Street
Suite 7-150, KMC
New York, NY 10012
Phone: 212.998.0080
Website:http://w4.stern.nyu.edu/berkley/
Contact: Sarah Kroon Chiles, Director, Social Entrepreneurship Program
Overview
The Berkley Center for Entrepreneurial Studies at New York University's Stern School of
Business is dedicated to the exploration and encouragement of entrepreneurship, new venture
creation and innovation within the business school curriculum and through the support of
entrepreneurship research. The Center underwrites research grants for faculty members and
doctoral students; conducts conferences for scholars and practitioners; engages in specialized
executive education; and produces a variety of publications that contribute to understanding the
entrepreneurial process and public policy and educational issues associated with encouraging
new enterprise development. The Center also offers cocurricular programs that are designed to
complement course-related learning and to encourage the desire among Stern students to
create economic enterprise through new ventures, either in start-up or established businesses.
The Entrepreneurship and Innovation program provides students with the knowledge, skills and
perspectives that will better enable them to capitalize on, and manage, the rapid change that
has become the one constant in the modern economy. Specific courses develop topics ranging
from financing of new ventures to managing growth in embryonic firms, to stimulating innovation
in mature organizations, and the exploration of the burgeoning field of social entrepreneurship.
These courses should be of interest to students wishing to start a new venture, build a company
into a high growth business, manage a new venture within an existing corporation, or provide
services to new ventures.
Social Entrepreneurship Courses
Social Venture Fund Practicum
The Practicum Course gives students the hands on educational experience of making
investments in social ventures and providing management assistance to grantees. Practicum
students will manage their own $100,000 investment fund and also support the related work of
the Satter Fund. Students will conduct due diligence on applicants; evaluate and enhance
applicants’ performance measurement methodologies; work with the prospective grantees to
refine their business plans and presentations; write evaluations of the proposed organizations
and make recommendations on investments; and, provide management assistance to portfolio
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organizations on an ongoing basis. The course involves academic instruction, readings, case
studies and guest lectures.
Social Enterprise Development
As many nonprofits work to become more self-sustaining by diversifying their revenue streams
beyond traditional foundation and government support, organizations are creating business
ventures and corporate partnerships. This course is designed not only to educate students
about the models and practices currently being pursued by these organizations, but also to
provide practical tools that foster new innovations in this area. Guest lecturers have included
Alan Khazei of City Year; J eff Swartz, of Timberland; Charles King of Housing Works; Clara
Miller of Nonprofit Finance Fund; and Ed Skloot of the Surdna Foundation. A leading authority
in the field, Professor Shore is the founder and executive director of Share Our Strength and the
chairman of Community Wealth Ventures. After running Earth Tones - The Environmental
Phone Company, Sarah Chiles initiated and directs NYU Stern's Stewart Satter Program in
Social Entrepreneurship. This course is open to all students who have completed or are
concurrently taking the Foundations of Entrepreneurship course or those with prior permission
from the professor.
Social Venture Capital: Finance with a Double Bottom Line
This course explores a spectrum of financial tools used to create social value. It examines the
social capital markets and financial instruments designed to produce not only financial returns,
but also social returns; these instruments are commonly known as “double bottom line”
investments. The course will explore the structures, social missions and effectives of these
types of investment organizations and also will consider the challenges of quantifying these
social returns. Guest lecturers will likely include executives from the Nonprofit Finance Fund, the
Ford Foundation, Underdog Ventures, and the Rockefeller Foundation. A national speaker and
writer on such investments, Professor Tesdell is the president of the Community Development
Venture Capital Alliance. This course is open to all students who have completed the Social
Enterprise Development course or those with prior permission from the professor.
Foundations of Entrepreneurship - Special Section on Social Entrepreneurship
As part of our ongoing efforts to build out our social entrepreneurship curriculum at NYU Stern,
we have launched a special section of Foundations of Entrepreneurship that will focus on social
entrepreneurship. We define social entrepreneurship as the process of using business skills to
create innovative approaches to societal problems. These nonprofit and for profit ventures have
a social mission and aim to be financially self-sustainable or profitable. This section is designed
to teach students about all aspects of the traditional business planning process, with particular
attention paid to the challenges of social venture creation. Topics will include opportunity
assessment, business models in the social sector, acquiring the necessary resources to grow a
new venture, and the tradeoffs between social and financial returns on investment.
Related Courses
New Venture Creation
Patterns of Entrepreneurship
Entrepreneurial Finance
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Haas School of Business
Center for Responsible Business
University of California, Berkeley
S545 Student Services Bldg., #1900
Berkeley, CA 94720-1900
Phone: 510.642.5581
E mail: [email protected]
Website: www.haas.berkeley.edu/responsiblebusiness/
Contact: Kellie McElhaney, Executive Director
J ohn C. Whitehead Distinguished Faculty Fellow in Corporate Responsibility
J oanna Trammell, Program Manager
Overview
The Center for Responsible Business was launched in J anuary 2003 and its vision is to create a
more sustainable, ethical and socially responsible society by establishing the Haas School of
Business as the preeminent educational institution for research, teaching, experiential learning,
and community outreach in areas of corporate social responsibility. We will accomplish this by
exposing all of our constituents to the complex issues of a corporation's role and responsibility
to society beyond simply maximizing shareholder wealth. Our mission is to educate our
stakeholders on the roles and responsibilities of business in society through research, teaching,
experiential learning, and outreach; to integrate the discipline of corporate responsibility into the
general management core; to act as a catalyst in creating a new generation of business leaders
who are committed to and knowledgeable about corporate responsibility; and to serve as an
educational center that bridges research, theory, and practice of corporate responsibility.
Lester Center for Entrepreneurship & Innovation
Walter A. Haas School of Business #1930
Room F450
Berkeley, CA 94720-1930
Phone: 510.642.4255
Fax: 510.643.4110
E-mail: [email protected]
Website:http://entrepreneurship.berkeley.edu/index.asp#focus
Contact: J erome S. Engel, Executive Director
Stephanie J . Tibbetts, Program Director
Overview
The Lester Center for Entrepreneurship and Innovation was founded in 1991 through a gift from
W. Howard Lester, Chairman of Williams-Sonoma, Inc., and is the primary locus for the study
and promotion of entrepreneurship and innovation in management and new enterprise
development at UC Berkeley. The Lester Center fosters teaching of successful
entrepreneurship and innovation; encourages Berkeley students in the creation of new
businesses; creates and disseminates knowledge on entrepreneurship and entrepreneurial
finance to the business and university communities; and facilitates interaction between the
entrepreneurial community and the university. The center's constituency beyond the university
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consists of the founders, owners, and managers of innovative and high-growth companies, their
investors and advisers, and young entrepreneurs. Within the university, it is an interdisciplinary,
campuswide research center with public programs designed to be a resource to the campus
and beyond. Over the years, students and faculty, especially those in business, engineering,
computer science, law, and the biosciences, have led in developing the center's programs.
Social Entrepreneurship Courses
Social Entrepreneurship
This course introduces students to the field of social enterprise and the practices of growing
mission-driven ventures that are garnering attention around the world by entrepreneurs,
investors, philanthropists, foundations and consulting firms. Social enterprises aim to achieve a
double bottom line – important social returns as well as financial returns --through their products,
services and other business practices. Entrepreneurial solutions to education, health,
environment, workforce development, international development, and other large societal issues
are being addressed through both for-profit and non-profit ventures. The course is relevant to
any business leader or entrepreneur who wants to build or fund a mission-driven nonprofit or
for-profit enterprise, or may want to contribute time and energy to help build the social sector
through strategic philanthropy, social investing, corporate alliances with social sector
organizations, or board representation in social ventures. It is also valuable for any student
preparing to participate in the National Social Venture Competition, as an entrant, team
participant or student organizer.
Introduction to Social Enterprise
This course introduces students to the field of social enterprise and the practices of growing
mission-driven ventures that are garnering attention around the world by entrepreneurs,
investors, philanthropists, foundations and consulting firms. Social enterprises aim to achieve a
double bottom line - important social returns as well as financial returns --through their products,
services and other business practices. Entrepreneurial solutions to education, health,
environment, workforce development, international development, and other large societal issues
are being addressed through both for-profit and non-profit ventures. This course has these
primary objectives:
• ENTERPRISES- To introduce students to the broad range of emerging global social
enterprises through case analyses, guests and a team project
• MARKETS - To introduce students to the emerging capital market for social ventures
and the possible trade-offs in social and financial return expectations from different capital
sources, from venture firms to foundations
• MANAGERS - To introduce students to the challenging and paradoxical management
decisions inherent in growing social enterprises
• METRICS - To help students become oriented in applying and critiquing methods for
measuring and reporting on social impact and social return (including SROI),
The course is relevant to any business leader or entrepreneur who wants to build or fund a
mission-driven nonprofit or for-profit enterprise, or may want to contribute time and energy to
help build the social sector through strategic philanthropy, social investing, corporate alliances
with social sector organizations, or board representation in social ventures. It is also valuable for
any student preparing to participate in the National Social Venture Competition, as an entrant,
team participant or student organizer.
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Related Courses
Entrepreneurship
Entrepreneurship Workshop for Start-ups
New Venture Finance
Life as an Entrepreneur Business Ethics & Corporate Responsibility
Business Strategies for Emerging Markets
Business & Society: Methods of Engagement
Strategic Corporate Social Responsibility
The Three Sectors of a Free Market Economy
Kenan-Flagler Business School
Center for Entrepreneurial Studies
The University of North Carolina at Chapel Hill
Campus Box, 3440, The Kenan Center
Chapel Hill, NC 27599-3440
Phone: 919,843.6458
Fax: 919.962.8202
Email: [email protected]
Website: www.kenan-flagler.unc.edu/Programs/MBA/concentration/entrepreneurial/index.cfm
Contact: Megan Harvey, Program Manager
Overview
Entrepreneurial studies at UNC Kenan-Flagler, ranked No. 4 in Entrepreneur magazine's "Top
Entrepreneurial Colleges for 2004", prepares students for career success with:
• An MBA concentration in entrepreneurship including 35 courses covering a variety of
entrepreneurial topics
• An undergraduate business concentration in entrepreneurship including 15 courses
• A wide range of extracurricular student programs, such as the nationally celebrated
Venture Capital Investment Competition (VCIC), UNC's Stedman Business Plan
competition, the Carolina Launch Program and numerous student organizations
• Renowned speakers from around the globe
• Close affiliation with entrepreneurial organizations, such as the Council for
Entrepreneurial Development (CED), the nation's largest entrepreneurial networking
organization
• Cross-campus entrepreneurial experiences and opportunities through the Carolina
Entrepreneurial Initiative
Center for Sustainable Enterprise
Kenan-Flagler Business School
The University of North Carolina at Chapel Hill
Campus Box 3490
McColl Building
Chapel Hill, NC 27599-3490
Phone: 919.962.8301
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Email: [email protected]
Website: www.kenan-flagler.unc.edu/KI/cse/
Contact: Katie Kross, Executive Director
Albert H. Segars, Director
Ruth Tolman, Program Assistant
Overview
The Center for Sustainable Enterprise (CSE) at UNC's Kenan-Flagler Business School was
established to help executives and future business leaders understand how social and
environmental considerations are changing the competitive landscape of business. The CSE
provides education, research, and outreach to business students, executives, and organizations
to help them benefit from the opportunities inherent in sustainable enterprise. Kenan-Flagler
Business School is ranked one of the top business schools in the world for education in this
arena (Beyond Grey Pinstripes, 2003); the CSE's goal is to continually support and advance this
world-class program.
Social Entrepreneurship Courses
Launching the Company
Launching the Company is designed to help students (graduate & undergraduate), faculty and
staff across the UNC campus launch a real venture, whether it be a commercial business or a
social venture. The course combines lecture, functional workshops, lab sessions and hands-on
expert coaching to assist teams of aspiring entrepreneurs. The entrepreneurial teams can be
made up of any mixture of faculty, graduate and undergraduate students. MBA students who do
not have a new business idea will be available to help non-business-savvy participants develop
their venture plans. While the terms business plan and venture are used in this description, the
course is also designed to help aspiring non-profit or "social" entrepreneurs. Each team will be
assigned at least one expert coach. Coaches will be faculty experts, experienced entrepreneurs,
and other business professionals who have a strong understanding of the entrepreneurial
process and the industry for which the team has an idea. The coaches will work with each team
to determine individual goals, and then monitor and assist the team's progress.
Sustainable Enterprise
As we enter the 21st century, however, the historical separation between competitive strategy
and social contribution is breaking down. Rather than treating social and environmental issues
as expensive luxuries, many companies are now fusing social mission with competitive strategy.
Indeed, a form of "new capitalism" is emerging where environmental and social performance is
embedded in the competitive strategy of the firm. Unlike their predecessors, "sustainable
enterprises" use business as an instrument of social development and environmental
improvement. Environmental thinking and social responsiveness are integrated proactively into
core business processes, systems, and strategies. For a growing number of companies,
competitive advantage is rooted in such new capabilities as pollution prevention, design for
environment, social development, and stakeholder dialogue. This course will explore the nature
of the "triple bottom line"-the simultaneous delivery of financial, social, and environmental
performance-by corporations. Through a combination of cases, readings, lectures, videos, and
simulations, class sessions will engage students in discussions aimed at developing strategy
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models and applying new strategy tools that incorporate principles of environmental
management and social performance.
Entrepreneurship and Minority Economic Development
This course is designed to promote and foster entrepreneurship and economic development in
severely distressed urban communities. The course objectives are twofold. The first is to
broaden your knowledge and understanding of the forces affecting the economic viability of
cities and to equip you with the practical people skills needed to work effectively with minority
entrepreneurs and in economically distressed urban communities. Specific attention will be
devoted to:
• The effects of recent structural transformations in the U.S. economy on the quality of life
in central cities
• The institutional constraints and personal impediments to minority entrepreneurship and
economic development in central city ghetto communities
• Contemporary strategies that seek to promote urban entrepreneurialism and the
revitalization of economically distressed inner city communities.
The second is to give you the opportunity to participate in an on-going research project that
seeks to identify and document innovative entrepreneurial approaches to poverty alleviation, job
creation, and community development in U.S. economically distressed communities. Specifically,
working in teams, you will be asked to identify a "real world" instance in which a U.S. based
civic organization (i.e., a non-profit and/or government agency) is engaging in an
entrepreneurial venture(s) to raise money to sustain its operations and support its social
mission(s); and prepare a case that describes the initiative and evaluate its overall utility as an
entrepreneurial venture.
Related Courses
Financial Analysis: Integrating Sustainability
Community Development and Venture Capital
Business Strategies for the Base of the Pyramid
Marketing for Nonprofits
Earth University
Center for Entrepreneurial Education
P.O. Box 4442-1000
San J osé, Costa Rica
Tel. (506) 713 - 0000
Fax. (506) 713 - 0115
E-mail: [email protected]
Web site: www.earth.ac.cr/index.html
Contact: Gerardo Mirabelli, External Relations
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Overview
EARTH is a private, international, non-profit university offering an education in agricultural
sciences and natural resources in order to contribute to sustainable development in the humid
tropics. The University was created in 1990. One hundred new students from Latin America,
Spain, and Uganda enter its Licentiate program each year. The EARTH educational model is
based on four pillars: social commitment, environmental awareness, an entrepreneurial
mentality, and the development of human values. The EARTH curriculum emphasizes
agriculture as a human activity, and is designed to develop the characteristics demanded of
agricultural professionals, both within the agricultural sector and by society as a whole. The
EARTH graduate has the ability to work at the management, administrative or production level
in the private sector, on his or her own farm or as a farm employee. He or she has the
knowledge and skills needed to start a new business, work in the public sector or join
institutions involved in sustainable development, the environment, natural resources, education
or extension work.
In order to qualify for the Entrepreneurial Program, projects must demonstrate high corporate
vision, positive social impact, and rational use of natural resources. Selected projects will have
access to credit through Agrotropical Initiatives, S.A. (IATSA), the most effective means of
financing new projects in Central America, Panama and Belize.
Social Entrepreneurship Courses
None specified, SE is integrated into three year course map.
Johns Hopkins University
The Paul H. Nitze School of Advanced International Studies
International Development Program
1619 Massachusetts Ave., N.W.
Washington, D.C. 20036
Phone: 202.663.5929
Fax: 202.663.7701
Website:http://www.sais-jhu.edu/programs/i-dev/
Contact: Diana Picón, Program Coordinator
Overview
The SAIS International Development Program offers a comprehensive approach to the
economic, social, political, and environmental aspects of development as they interact within
each nation's particular cultural and historical setting. The program is dedicated to helping
graduate students analyze how macro-economic policies intersect with community-driven
approaches to development, preparing them for careers in both policy formulation and fieldwork.
The I-Dev Program offers a Specialization in Social Change and Development, which
emphasizes participatory development strategies.
The International Development Program (I-Dev) offers a Specialization in Social Change and
Development (SC&D), in which students analyze the role of social change within the
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development process in greater depth than do the general I-Dev students. SC&D students seek
to identify and study the social changes that effective development requires at all levels, from
the village up to the national political and economic elites. Social changes are required in the
areas of: social structure, such as in the distribution of power and wealth; norms, skills, and
expectations; and social practices, such as the treatment of women and the building of patron-
client networks. SC&D analyzes the socio-political process through which such changes occur,
and the institutionalization needed to make the changes sustainable. The program also covers
the social impact of development agencies, and the effectiveness of various types of
development interventions in achieving positive social change. Because SC&D courses are
offered only at the SAIS/Washington, DC campus, SC&D students usually spend both of their
SAIS years in Washington, DC. Two years of development experience working with, and living
among, the local people are required for SC&D.
Social Entrepreneurship Courses:
The Informal Sector, Development and the Global Economy
Members of the informal sector are entrepreneurs who produce legitimate goods and services
without proper permits and legal status because they lack the resources and/or the incentives to
comply with burdensome and excessive rules and regulations necessary to become part of the
formal economy. In this course, Professors J ohn Sullivan and J ean Rogers examine the
diverse causes and consequences of informality including how large informal sectors jeopardize
development and integration into the global economy. The diverse strategies designed to
reduce the size and plight of the informal sector will be analyzed. In particular, the course will
examine the work of Hernando de Soto and others whose insights have helped to redefine
development studies by demonstrating that developing countries need to implement institutional
reforms in order for the poor to gain access to markets and vehicles of wealth creation. Careful
attention will be given to the necessary institutional reforms that are needed in order for
informals to formalize and for growth and development to be sustainable; to the political and
economic challenges of implementing these reforms; and to the impact that these reforms would
have on the economic, political and social structures in a country. Different measurement
techniques and the linkages between the formal and informal sectors will be also discussed.
Through case studies, presentations and readings, students will develop the skills to write policy
proposals designed to reduce barriers to formality, promote quality formal sector employment
and foster lasting economic growth and development in a particular country.
Social Aspects of the Development Encounter: Theory and Practice in Culture and Society
Taught by Professor Ben K. Fred-Mensah, this course will enable students examine the
relationships between a society’s social context and its development. Social context in this case
will be defined as both resources for development, that is, social capability and the impact of
development on a society’s social foundation. The key assumption of the course is that even
though economic growth is the central concern in development, economic features do not exist
and operate in vacuum. Rather, they are linked to distinctive social and cultural features such as
achievement and meritocracy orientedness, work ethic, cooperation and coordination, and
institutions and norms of trust. Thus, the course will particularly benefit from theories and
concepts associated with anthropology and sociology and efforts will be made to rethink such
key concepts as culture, governance, institutions, structure, and organizations and apply them
to the development idea.
Social Capital and Institutional Development
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Strong institutions are now seen as being critical to development. Professor Francis Fukuyama
will look at what institutions are, how they are created, reformed, and strengthened, and how
social and cultural factors help or impede their development. The transition from informal to
formal institutions and the importance of social capital in this transition will be a particular focus.
(An I-Dev Social Foundation course)
Related Courses:
Microenterprise Growth and Business Services
Microfinance and Development
Advanced Topics in Microfinance
Advocacy: Power and Citizen Participation
Assessing the Role of International Financial Institutions: Past, Present and Future
Civil Society in Theory and Practice
Education in Disease Prevention: HIV/AIDS
Education Policy and Practice in the Developing World
Health Problems, Policies and Practices in Developing Countries
Offered Fall 2004.
Not offered 2004-2005.
Social Foundations of Development
Urban Issues in Developing Countries
Kellogg School of Management
Larry and Carol Levy Institute for Entrepreneurial Practice
Entrepreneurship & Innovation Program
Northwestern University
2001 Sheridan Road
Evanston, IL 60208
Phone: 847.491.4907
Fax: 847.491.5632
Website: www.kellogg.northwestern.edu/academic/entrepreneurship/welcome.htm
Contact: Scott Whitaker
Overview
The Kellogg School Entrepreneurship & Innovation Program, managed by the Larry and Carol
Levy Institute for Entrepreneurial Practice, is devoted to developing the next generation of high-
growth entrepreneurs by giving students the theoretical and practical tools, networking
opportunities and hands-on experience necessary to maximize their chances for success. The
ideal by-products of their entrepreneurial ventures are job creation for others and wealth
creation for their employees, investors and themselves. The number of course offerings, course
subjects (29 that qualify for the major) and professors (12) have increased steadily in response
to student interest. More than 75 percent of Kellogg students take at least one entrepreneurship
course and more than 10 percent complete the entrepreneurship major. Our entrepreneurship
classes, usually filled to capacity, are taught by outstanding faculty--former entrepreneurs,
advisers to entrepreneurs and venture capitalists--who combine theory with practical application.
Since 1996, Kauffman Entrepreneur Interns have spent summers working side-by-side with
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successful entrepreneurs. In 2004, a separate private equity internship program was set up. Our
students receive additional experiential learning by working with entrepreneurs to help them
solve problems through our independent study offering and from the Kellogg Entrepreneur
Organization (KEO), a support organization for students who are present or former
entrepreneurs.
Social Entrepreneurship Courses
Social Entrepreneurship
is a new model in the nonprofit sector that helps to generate a vital source of funding and
support for the social missions of many organizations. Broadly defined, it includes for-profit
companies that pursue socially responsible business practices, ventures that create economic
opportunity for others and nonprofit organizations that are founded as an innovative response to
a particular social issue or cause. It also includes for-profit ventures within a nonprofit
organization. This class explores these various organizational options and strategies, especially
how nonprofits can generate sufficient resources to become sustainable organizations.
Entrepreneurial Finance in the Social Sector
Financing in the social sector presents all the challenges that the commercial sector faces plus
a variety of other issues. Social entrepreneurs invest in small businesses and real estate
projects that conventional lenders and investors find too risky or without sufficient upside, and
have found creative and innovative ways to reduce financing risk. This course covers various
types of development finance tools and the organizations that use them. Topics to be
discussed: new markets tax credit; community development finance; development banks;
microfinance/microenterprise; venture capital/venture philanthropy. The course will showcase
weekly guest speakers from the senior management of a variety of these types of organizations
for a first-hand look at the management challenges in development finance.
Social Impact Speaker Series
This noncredit course for first-year students brings to the Evanston campus the leading national
practitioners in social enterprises from nonprofit and for-profit firms. The speaker series
examines current societal issues and problems that span public-private sector issues, such as
innovative approaches for addressing social problems in the United States and abroad. Key
speakers examine how major organizations provide social benefits and deal with social issues
on a neighborhood and national scale.
Related Courses
Entrepreneurial Selling: Skills and Strategies
Intrapreneurship: Entrepreneurial Ventures in a Corporate Setting
Women & Entrepreneurship
Successful Entrepreneurship
Entrepreneurship & New Venture Formulation
Strategic Franchising
Creating an Innovation Mindset
The Management of Product Development
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Yale School of Management
Program on Social Enterprise
PO Box 208200
New Haven, CT 06520-8200
Phone: 203.432.7811
Email: [email protected]
Website:http://pse.som.yale.edu/
Contact: Sharon Oster, Frederic D. Wolfe Professor of Management and Entrepreneurship
Rebecca A. Martin, Administrative Director
Overview
The Program on Social Enterprise (PSE) serves as a forum for scholars, students and alumni
interested in the implications of business activity, and the business of social-purpose
organizations. PSE facilitates research by faculty and students, dissemination of knowledge
through teaching and publishing, and the application of knowledge in real-world problem solving.
Social Entrepreneurship Courses
Workshop on Entrepreneurship in the Nonprofit Sector
This course focuses on helping nonprofit organizations develop for-profit business ventures.
Students will participate in projects within the Yale School of Management/The Goldman Sachs
Partnership on Nonprofit Ventures, an initial project conceived of by the Pew Charitable Trusts
and jointly funded by them. Students will be paired with an external consultant and will work
directly with one of the competition’s finalists to improve upon and finalize their business plan for
submission to the competition. In addition to this hands-on experience, the course will also use
lectures and cases to explore relevant topics.
Microfinance
Microfinance has become one of the key components of the fight against poverty in many
developing countries. This course examines empirical, theoretical and policy issues of this
movement. The course will start by asking why the market on its own fails to satisfy the need for
capital by small entrepreneurs. Empirically, we will examine the evidence supporting different
theories on what makes microcredit for the poor work or fail. We will then turn to perhaps the
most important question, impact: Who benefits from these programs, and how much? Why is it
difficult to measure impact of these programs? Is it worthwhile to subsidize these programs, and
if so, what are some of the consequences of doing so? Does it matter whether the lenders are
for-profit or non-profit? The word “microfinance” for many conjures up ideas of small loans, but
the word “finance” clearly encompasses more than just credit. Thus, we also explore new areas
of innovation, such as microsavings and microinsurance, as well as informal institutions created
long ago, such as savings clubs (ROSCAs). In this section, we will focus on how to design
products, how to test them, and how to think about effective participant targeting.
Related Courses
The Business of Globalism: Managing in a World City
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Program Evaluation
Entrepreneurial Business Planning
Strategic Leadership Across Sectors
Nonprofit Case-Writing Workshop
Community Development Financial Institutions
Business Environment Leadership
Community and Economic Development
Nonprofit Organizations Clinic
Understanding the Financial Statements and Financial Condition of Private Not-for-Profit
Organizations
Public Sector Economics
Endowment Management
Creativity and Innovation
Dilemmas of Leadership
Services Marketing: Strategies for Nonprofits and For-Profits
Philanthropic Foundations
Public Use of the Private Sector
Profits & Principles: Managing Businesses with Multiple Objectives
Tuck School of Business at Dartmouth
James M. Allwin Initiative for Corporate Citizenship
100 Tuck Hall
Hanover, New Hampshire USA 03755-9000
Phone: 603-646-0109
Fax: 603-646-1308
Email: [email protected]
Website:http://www.dartmouth.edu/tuck/mba/allwin/
Contact: Patricia Palmiotto, Director
[email protected]
Robert G. Hansen, Faculty Director
Senior Associate Dean
Norman W. Martin 1925 Professor of Business Administration
J ohn H. Vogel J r., Associate Faculty Director for Corporate Citizenship
Adjunct Professor of Business Administration
Overview
The mission of the J ames M. Allwin Initiative for Corporate Citizenship is to integrate these
concerns into the curriculum and the entire MBA experience. We provide resources and
opportunities to engage students to consider and debate issues, gain career experience, and
learn from role models. We envision every Tuck student graduating with a heightened social
conscience, a strong sense of business ethics, a basic understanding of social enterprise, and a
familiarity with the management tools that facilitate corporate responsibility and community
involvement. Our vision further embraces alumni and business leaders, who will view the
Initiative for Corporate Citizenship as a resource for investigating best practices and current
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thinking on such topics as corporate social responsibility, social entrepreneurship, venture
philanthropy, and community involvement.
Social Entrepreneurship Courses
Entrepreneurship in the Social Sector I
The Non Profit Management Course focuses on how to bring business skills into the non-profit
sector. Increasingly, business leaders are expected to help solve social problems. A powerful
way in which they do this is through their involvement with non-profit organizations as board
members, volunteers and through collaborations. In this course we will explore the unique
culture, values and environments in which non-profit organizations operate and think about how
business skills can be best employed in this unique context. We will look at four critical
management challenges confronted by non-profit organizations, which are also applicable to
most businesses: starting a new organization, obtaining funding, strategic planning and
managing growth. By looking at the management challenges faced by nonprofit organizations,
we hope to broaden and deepen students' understanding of how to manage with limited
resources.
Entrepreneurship in the Social Sector II
The goal of the second half of the Non-Profit Management course is to provide students with an
opportunity to get first hand experience using their MBA skills to help a non-profit organization.
The project should deepen the students' understanding of non-profit management issues.
Related Courses
Introduction to Entrepreneurship
Advanced Entrepreneurship
Leadership Out of the Box
Seminar in Strategy: Managing Corporate Entrepreneurship
Social Capital
University of Michigan Business School
Samuel Zell & Robert H. Lurie Institute for Entrepreneurial Studies
701 Tappan Street, 9th Floor
Ann Arbor, MI 48109-1234
Phone: 734-615-4419
Fax: 734-615-4420
E-mail: [email protected]
Website: www.zli.bus.umich.edu
Contact: Tim Faley, Managing Director
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Overview:
The Samuel Zell & Robert H. Lurie Institute for Entrepreneurial Studies offers courses and
programs that deliver exclusive resources for future entrepreneurs at the Business School—
producing leadership in new business formation by providing world-class education and
experience. Through the Institute, many students have successfully launched their own firms or
have been chosen for employment with venture capital firms nationwide. The Institute brings the
nation’s most successful entrepreneurs to Ann Arbor and offers an outstanding faculty
composed of both academicians and professional practitioners. The Institute also actively
collaborates with other acclaimed University research units, such as the Medical Center and the
College of Engineering, to take world-class research discoveries public through technology
commercialization. Michigan MBA students can take the School’s business management core
excellence and pioneer their own entrepreneurial careers based on the Institute’s innovative
approach to partnering in biotech, high technology and other new ventures.
Nonprofit & Public Management Center at the University of Michigan
2757 School of Social Work Bldg.
1080 South University
Ann Arbor, Michigan. 48109-1106
Phone: 734.763.4214
Fax Number: 734.763.9181
Email Address: [email protected]
Website: www.umich.edu/~nonproft/index.html
Contact: Charlene Fluder, Program Coordinator
Overview:
Welcome to the Nonprofit and Public Management Center (NPM), a collaboration of the
University of Michigan Schools of Business, Public Policy, and Social Work. Our mission is to
advance and promote understanding of the contributions of nonprofit and public organizations
and the challenges of leading them successfully. We develop sophisticated and comprehensive
educational opportunities for professional school students, with a focus on preparing them to
contribute to society through their involvement with the nonprofit and public sectors. Courses,
projects, and extracurricular activities build the skills and understanding to work effectively in
partnership across sectors, and to work effectively as managers, board members, volunteers,
advocates, or advisors.
In addition, we provide a stimulating and supportive research environment for faculty and
doctoral students to advance knowledge in nonprofit and public management. Seminars,
speakers, and conferences make it possible for faculty to learn from their colleagues in other
schools and disciplines, and to develop a broader perspective on the challenges facing
managers in the nonprofit and public sectors. NPM strengthens the linkages between the
University of Michigan and the community of nonprofit organizations, both locally and nationally,
by sponsoring activities that enable researchers and practitioners to explore issues of common
interest.
Social Entrepreneurship Courses
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Urban Entrepreneurship
This course addresses the specific challenges and opportunities to be found in urban areas,
with special focus on entrepreneurship among ethnic-racial minorities and, particularly African
Americans. The lectures, discussion, and presentations by urban and minority entrepreneurs
will address issues of product design, marketing, access to capital, and strategic targeting of
business initiatives. Impacts of public and private policies, such as tax incentives and
franchising methods will be considered.
Social Enterprise: Innovation in the Information Society
Social enterprise roughly means "making the world better" through the efforts of for-profits or
nonprofits and broadly covers problems in the areas of poverty, health, education, the
environment, and other social issues, such as treating women and children better. The course
will pay significant attention to how companies working at the economic "bottom of the pyramid"
can develop successful businesses, though it will focus on other opportunities as well. The
course will examine how many innovations in this area embrace new business approaches
supported by information and communication technology (ICT).
Related Courses
Managing Across Sectors
Nonprofit and Cooperative Enterprises
Information Technology & Social Enterprise
Systems Thinking for Sustainable Development and Enterprise
Oxford University Saïd Business School
Skoll Centre for Social Entrepreneurship
Park End Street
Oxford
Oxfordshire
England
OX11HP
Phone: 44.0.1865.288838
Fax: 44.0.1865.278801
Website: www.sbs.ox.ac.uk/html/faculty_skoll_main.asp
Contact: Kathryn Smyth, Administrator
Rowena Young, Director
Overview
The Skoll Centre aims to be the world’s leading academic institution for social entrepreneurship
in the world and will be innovative and creative as it establishes its role as the premier resource
for change makers in the social sector. By bringing together world-class research, both
theoretical and practical, the Centre will move the agenda for social entrepreneurship forward to
help catalyse and support global social ventures that can bring about real and enduring change
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for communities in need. Furthermore, the Centre will contribute to the education of social
entrepreneurs via its MBA scholarship programme. The aim is that its graduates will
subsequently add value in their individual endeavors in the social sector and help advance
systemic change where existing economic and political structures have failed or are under-
developed. Finally, the Skoll Centre aims to build an international network around its research
and teaching so that its knowledge base can benefit all those for whom social change is a key
objective.
Brigham Young University, Marriott School
Center for Economic Self-Reliance
712A TNRB
Provo, UT 84602
Phone: 801.422.9009
Email: [email protected]
Website:http://marriottschool.byu.edu/selfreliance/
Contact: Todd Manwaring, Managing Director
Warner P. Woodworth
Professor, Organizational Leadership & Strategy
Overview:
The mission of the Center for Economic Self-Reliance is to bring practitioners, researchers, and
the community together to help families throughout the world become economically self-reliant.
We accomplish this through innovative action research and application. In the last few decades,
an increasing number of social entrepreneurs have completely altered the human development
landscape by creating both nonprofit and for-profit businesses specifically aimed at helping
families become economically self-reliant. These social entrepreneurship efforts focus on
improving the attitudes and behaviors, skills and abilities, and the resource availability for these
vulnerable families. The Center for Economic Self-Reliance is:
• An Academic Center that helps economic development and humanitarian organizations
(practitioners). We do not deliver services ourselves, but are involved in delivering
services through our practitioner partners as part of learning and research experiences.
• Led by a Research Agenda. This research agenda provides the scope needed to ensure
that the research and learning opportunities build upon themselves and help us achieve
our goals.
• Multidisciplinary in its approach. We recognize that many disciplines and practices
contribute to economic self-reliance.
• International & Domestic in its geographic scope. We are interested in helping
economically vulnerable families throughout the world.
• Self-Funded. We receive no funds from BYU or the LDS Church. Our operating funds
come entirely from outside donations
Social Entrepreneurship Courses:
Becoming a Social Entrepreneur/Global Change Agent—Professional Development Seminar
The objective of this course is to strengthen one’s capacity to change the world by learning and
then applying OB and social entrepreneurial skills to empower the poor. Emerging conceptual
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constructs that lead to societal change will be utilized such as the following: “Third sector,”
“positive deviance,” the “archeology of social change,” “stewardship,” new “social inventions,”
“bottom-of-the-pyramid” tools, the “tipping point” for making an impact, “social capital,”
appreciative inquiry, social enterprise creation, and building civil society. Innovative methods
and tools will be studied for expanding economic self-reliance in Latin America, Africa, and Asia.
We will explore theories of global change agentry and learn key practices and strategies for
empowering these who are marginalized, whether in local U.S. communities and/or around the
globe. We will assess and/or develop frameworks for organizing, structuring, and managing
effective delivery systems that provide ground-breaking services to those in need. Throughout
the course we will be working in service-learning teams on action research for specific NGO
projects to redesign, strengthen, and build new strategies so that they may achieve
broader/deeper impacts, develop greater capacity, become more sustainable, etc.
Related Courses:
Entrepreneurial Finance
Entrepreneurial Marketing
Entrepreneurial Strategy
Entrepreneurial Perspective
Creative Strategic Thinking
Microfranchising
University of Virginia
Darden Graduate School of Business Administration
The Batten Institute
P.O. Box 6550
Charlottesville, VA 22906-6500
Phone: (434) 924-1335
Fax: (434) 924-7104
E-mail: [email protected]
Website:http://www.darden.virginia.edu/batten/index.asp
Contact: Gayle G. Noble, Administrative Assistant
Gregory Fairchild, Assistant Professor of Business Administration
Overview
The Batten Institute acts as a foundation within the Darden Graduate School of Business
Administration at the University of Virginia. It invests in applied research and knowledge
transfer programs about the frontiers of change in organizations, markets, and
technologies. The Institute is a nexus of practitioners and scholars interested in fostering new
practical knowledge about business innovation and change. As the vehicle for implementing
Darden's interdisciplinary research and programs on major business issues, the Institute
promotes and supports the development of intellectual and social capital through collaborations
within and between Darden, the University, and their respective stakeholders.
Social Entrepreneurship Courses
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Social Entrepreneurship
This course will explore the multiple ways that an individual/company/corporation can participate
in ventures that impact social and/or environmental issues while simultaneously focusing on
financial goals. Some of the various questions and issues that arise from the decision to pursue
more than strictly financial goals will be addressed. Examples of questions that may be
addressed include:
• Can you do 'good' in your business and still make money?
• What did Big Pharma do to participate in the HIV/AIDS crisis and not lose their intellectual
property?
• Why should major corporations partner with CBOs (community based organizations) to
implement economic development programs and ventures in low economic urban or rural
areas?
• Even Non-Profits make money. How can this happen in countries like Uganda and
Zimbabwe?
• What is the role of micro lending in less developed countries? Why should banks and other
investors want to develop this product?
• Why should MNCs (multinational corporations) engage in environmentally sustainable
practices in countries or regions where this is neither required nor desired?
Entrepreneur as Change Agent
We believe that entrepreneurship presents the best contemporary outlet for agents of
revolutionary change, and our course examines the entrepreneur as change agent within the
evolving economy. We build on the premise that although critical factor inputs -- human capital,
natural resources, infrastructure, technology, financial capital markets – foster widespread
economic growth, they are insufficient without the interaction of entrepreneurial change agents.
We examine how enterprising individuals leverage these factors to create value for themselves
and others, across regional, industry and social boundaries. This is a course for those whose
long term goals extend beyond creating personal economic gain and involve creating broad
scale economic value.
Related Courses
Entrepreneurship: An Introduction
Sustainable Innovation & Entrepreneurship
Management of Smaller Enterprises
Corporate Impact Dynamics: Issues and Challenges with Social Enterprise
INSEAD University
Centre for the Management of Environmental and Social Responsibility
77305 Fontainebleau
Cedex, France
Phone: 33.0.160724128
Fax: 33.0.160745564
Website: www.insead.fr/CMER
Contact: Dr. Kai Hockerts, Research Programme Manager
Michèle Duhamel, Administrative Coordinator
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Overview
CMER was established in 1992 as a specialized academic centre at INSEAD. Its charter is to
conduct innovative research and to develop curriculum materials relevant to business and public
sector stewardship of the environment and corporate social responsibility. Over the last years
CMER has undertaken an ambitious agenda for environmental and social sustainability
concentrating on four major areas, namely: Environmental Economics and Policy, Industrial
Ecology, Corporate Strategies for Sustainability and Sustainable Operations Management.
Social Entrepreneurship Courses
Blended Value Strategies -- Transforming the Non-profit Sector
Why study the “not for profit” sector in a (for profit) business school? In short there are three
reasons: non-profits drive innovation, NGOs hold increasing power over for profit firms, and the
social sector has become a motor of growth and job creation. The social sector is changing
from a pure non-profit logic to one of “blended value” generation. Social organizations
increasingly use tools from the for profit world to create social value (i.e. venture philanthropy,
management accounting, joint ventures with for-profit businesses). The elective will study this
transformation of the social sector and equip participants with the tools to create and run
effective non-profit organizations. It will draw on distinguished guest speakers to ground the
class in practical experience.
Related Courses
Environmental Sustainability and Competitive Advantage
Transnational Governance, Business and Society
Stockholm School of Entrepreneurship
Box 6501
SE-113 83
Stockholm, Sweden
Phone: 46.8.7361580
Fax: 8.7361590
E-mail: [email protected]
Website: www.sses.se/public/frameset.asp?section=home
Contact: Michael Schragger, Coordinator
Program on Social Entrepreneurship
Overview
The Stockholm School of Entrepreneurship (SSES) is a joint initiative by; the Royal Institute of
Technology (KTH), the Stockholm School of Economics (SSE), Karolinska Institute (KI) and the
University College of Arts, Crafts and Design (Konstfack), the leading universities in Technology,
Economics, Medicine and Design in Stockholm. The goal of SSES is to promote the Stockholm
Region as one of the leading innovative and entrepreneurial hot-spots in the world. The overall
purpose of SSES is thus to support the development of Stockholm as an economic region for
business creation, through scientific research, academic and practitioner education and
business creation activities in close collaboration with universities, the business community and
public agencies. SSES could be seen as a response to the demand for a more active role for
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institutions of higher education in industrial and social development (the triple helix model).
Actually, the very foundation of SSES is based on the three core values underlying all of our
activities.
Social Entrepreneurship Courses
Social Innovation and Entrepreneurship
The aim of this course is to introduce students to the context of social innovation and social
entrepreneurship. Through project work students will increase their understanding of various
theories and practices from the field, while being exposed to the action-oriented skills required
for developing and implementing a social innovation and/or creating the social-oriented new
venture. Course topics include (topics are subject to change based on new developments in the
field):
•Placing innovation & entrepreneurship in a social context
•Entrepreneurship and practices of different sectors
•Innovation and creativity
•Organizing and mobilizing people
•Financing and risks
•Indicators for success and accountability
•Surviving and growing, or?
Related Courses:
Ideation: Creating a Business Idea
Wharton School
Social Impact Management Initiative
The Carol and Lawrence Zicklin Center for Business Ethics Research
Jon M. Huntsman Hall
Office 668, 3730 Walnut Street
Philadelphia, PA 19104-6340
Phone:
Fax:
Email: [email protected]
Website:http://www.whartonsim.org/
Overview
The mission of the Social Impact Management Initiative (SIM) is to accelerate positive social
and environmental change by:
• Broadening awareness: Exposing the Wharton and Penn community to the wide variety
of innovative models in social impact management through conferences, speakers,
events, publications and online exchange.
• Advancing knowledge: Furthering the development of curriculum and academic
opportunities to educate and enhance intellectual debate on social impact management
issues and stimulating research that leverages the strengths of Wharton to contribute to
the field of social impact management.
Ashoka Global Academy for Social Entrepreneurship 38
The State of Social Entrepreneurship Learning
• Cultivating ethical leaders: Providing academic and professional opportunities, which
instill future leaders with fundamental values for promoting positive social and
environmental change in their professional endeavors as well as presenting the Wharton
community with clear examples of leaders who understand the value of promoting
positive change through organizations.
• Effecting immediate impact: Engaging in strategic partnerships with non-profit and for-
profit organizations to facilitate incorporation of social change principles in organizational
practice and participating in programs and initiatives to have a positive impact on our
local and extended community.
SIM seeks to attain its mission by:
• Serving as the knowledge bank and the integrated communication hub at Wharton and
Penn for socially relevant projects and activities.
• Funding innovative projects at the intersection of business and society through its Social
Venture Project arm.
Social Entrepreneurship Courses
Entrepreneurship and Societal Wealth Generation
For this course societal wealth generation is defined as entrepreneurship used as a market-
based catalyst to profitably confront social problems. This definition views societal
entrepreneurship as a distinct and critically important alternative to public sector initiatives. The
basic thesis is that many social problems, if looked at through an entrepreneurial lens create
opportunity for someone to launch a venture that generates profits by alleviating that social
problem. This sets in motion a virtuous cycle – the entrepreneur is incented to generate more
profits and in so doing, the more profits made, the more the problem is alleviated. In this course
we will begin to demonstrate the validity of this thesis. Student groups will conceive of possible
social wealth generating ventures and then develop a plan to seed the formation of a business
to implement the social solution as a formal experiment.
Related Courses
Entrepreneurship
Innovation, Change and Entrepreneurial Management
Community Reinvestment
Berea College
Entrepreneurship for the Public Good (EPG)
www.berea.edu/epg
Contact: Debbi Brock, J eff Nelson
The program explores the concept of entrepreneurship for the public good in a two-summer
program where students learn about entrepreneurship, leadership and community development
in the context of Appalachian communities.
The first summer is an eight-week Summer Institute, which meets daily and includes several
overnight trips within the Appalachian region. During the second summer, students complete a
Ashoka Global Academy for Social Entrepreneurship 39
The State of Social Entrepreneurship Learning
ten-week Entrepreneurial Internship with either a nonprofit or for-profit business. The EPG
program is open to students in all areas of study.
Brigham Young University
Marriott School
www.marriottschool.byu.edu/emp/wpw/socialentrepreneurship.cfm
Contact: Warner Woodworth
The objective is to empower students with a vision of how they can take initiative, address real
societal problems and build civil society. BYU social entrepreneurs are students operating as
consultants/change-agents around the globe helping marginalized people, especially Third
World women, to learn new skills, become empowered and move toward self-reliance. These
individuals are trained in problem solving and participatory evaluation methods to assist
the poorest of the poor in their quest toward a higher quality of life.
University of Navarra
IESE Business School
J ohanna Mair
www.iese.edu/aplicaciones/news/view.asp?id=338&cs=1&lang=en
IESE, which has long emphasized corporate responsibility within its MBA curriculum and
program offerings, is further strengthening this management discipline through a new course on
social entrepreneurship. Social entrepreneurship is understood as a way to combine economic
and social value creation.
New York University
Stewart Satter Program in Social Entrepreneurshiphttp://w4.stern.nyu.edu/berkley/social.cfm?doc_id=1868
Contact: Sarah Kroon Chiles, J effrey Robinson
The new Satter Program expands Stern's current curricular and co-curricular activities to
support new educational and research initiatives and foster social venture creation within the
school's community. The program is dedicated to making the social entrepreneurship movement
a leading force for social improvement by generating interest and expertise in the field among
members of the Stern community. This involves several related activities including teaching
social entrepreneurship skills and thinking, providing opportunities to practice and hone these
skills, supporting research to improve the understanding and practice of social entrepreneurship,
and creating a community of students, scholars and industry leaders devoted to improving the
social sector.
Roberts Wesleyan College
Institute for Social Entrepreneurship
Ashoka Global Academy for Social Entrepreneurship 40
The State of Social Entrepreneurship Learning
www.roberts.edu/ise
Contact: David Dey
Promotes and assists innovative solutions to pressing social needs using sound business
principles in the faith community, government and social services. Programs include Students in
Free Enterprise (SIFE), Free Enterprise Cooperative Education Venture, Entrepreneurship
Resource Center, Community Outreach and Service Learning Internship Initiative and
Community Development Institute.
Seattle University
The Center for Nonprofit and Social Enterprise Management
www.seattleu.edu/asbe/ec/
Contact: Harriet Stephenson
Dedicated to encouraging entrepreneurial activities which create jobs and add value to the
community; to encouraging effective triple bottom line measurement of long term organization
impacts on people, profit and the planet; and to supporting entrepreneurial leaders who
embrace the principles of responsible leadership, diversity and positive global impacts.
Sterling University
www.sterling.edu/academics/catalog/current/majors/bu.cfm
Coursework in the business major, social entrepreneurship and business entrepreneurship
minors offers an excellent foundation for students desiring to work in either the for-profit or not-
for-profit sectors and/or complete graduate work in law, business or other related fields.
Ashoka Global Academy for Social Entrepreneurship 41
The State of Social Entrepreneurship Learning
Acknowledgements
Ashoka’s Global Academy for Social Entrepreneurship would like to thank the following
members of the team for their important contributions to this research:
Michael Herbst
Ross School of Business
University of Michigan
Vanessa Lipschitz
Sharon Low
National University of Singapore
Andrew Youn
Kellogg School of Management
Northwestern University
Document prepared by:
Andrew Kuper, Managing Director, Global Academy for Social Entrepreneurship, at Ashoka
Angela Hansen, Consultant, Global Academy for Social Entrepreneurship, at Ashoka
For further information, contact:
Erin Fornoff, Associate, Global Academy for Social Entrepreneurship, at Ashoka
[email protected]
Ashoka Global Academy for Social Entrepreneurship 42
doc_730741878.pdf
On this detailed information about the state of social entrepreneurship learning a survey of course work and extracurricular.
The State of Social Entrepreneurship Learning
A survey of course work and extracurricular activity
Prepared by:
The Global Academy for Social Entrepreneurship
at
Ashoka: Innovators for the Public
Table of Contents
Learning in Social Entrepreneurship ........................................................................................ 1
Business School Involvement ................................................................................................... 1
Nascent Involvement ................................................................................................................2
Evolving Involvement................................................................................................................2
Established Involvement...........................................................................................................3
Professional Organizations, Networks and Research Centers .............................................. 5
Competitions and Mentorship in Social Entrepreneurship..................................................... 6
Individual Program Review........................................................................................................ 7
Columbia Business School .......................................................................................................7
Harvard Business School..........................................................................................................9
Duke University's Fuqua School of Business..........................................................................12
Stanford Graduate School of Business...................................................................................14
NYU Stern School of Business ...............................................................................................18
Haas School of Business........................................................................................................20
Kenan-Flagler Business School..............................................................................................22
Earth University.......................................................................................................................24
J ohns Hopkins University........................................................................................................25
Kellogg School of Management..............................................................................................27
Yale School of Management...................................................................................................29
Tuck School of Business at Dartmouth...................................................................................30
University of Michigan Business School .................................................................................31
Oxford University Saïd Business School.................................................................................33
Brigham Young University, Marriott School ............................................................................34
University of Virginia...............................................................................................................35
INSEAD University..................................................................................................................36
Stockholm School of Entrepreneurship...................................................................................37
Wharton School ......................................................................................................................38
Berea College.........................................................................................................................39
Brigham Young University ......................................................................................................40
University of Navarra ..............................................................................................................40
New York University................................................................................................................40
Roberts Wesleyan College .....................................................................................................40
Seattle University....................................................................................................................41
Sterling University...................................................................................................................41
Acknowledgements .................................................................................................................. 42
The State of Social Entrepreneurship Learning
Learning in Social Entrepreneurship
Since 1980, Ashoka has pioneered the field of social entrepreneurship, helping more than 1,500
leading social entrepreneurs – know as Ashoka Fellows – to get started, collaborate and
succeed. Together with these social entrepreneurs, we develop new approaches for effective
collaboration and design the systems and supports needed for the field of social
entrepreneurship to thrive. This report summarizes the findings of our investigation into the
current state of one of the most critical supports needed for the field – high quality learning
opportunities in universities globally.
We are able to report that social entrepreneurship is a rapidly expanding area of study, and in
the following pages provide an overview of formalized learning in the form of academic curricula,
clubs, professional organizations and competitions. The wide variety of formalized learning
structures supporting social entrepreneurship is encouraging to the development of the field,
and presents a host of exciting opportunities for budding social entrepreneurs.
This report identifies categories and types of learning activities. In defining these categories
and types, we evaluated as many individual examples as possible. Most of these examples
were culled from the most developed programs on social entrepreneurship, on the basis that
such programs often point the way to the wider development of the field within universities.
Many example learning activities are thus listed in the Individual Program Review section of this
report and others are mentioned throughout the report as appropriate. We recognize that this
collection of examples does not represent an exhaustive scan of all learning activities in social
entrepreneurship, and welcome information regarding other new or existing exemplary learning
activities. Please direct such information to Ashoka Associate, Erin Fornoff at
[email protected].
Business School Involvement
In the business school setting, Ashoka investigated the current state of SE related courses,
extracurricular activities and institutionalized programs/centers at graduate schools of business
the United States and abroad. This inquiry was based on publicly available information
regarding the leading programs in the Americas and Europe, and was completed in early 2005
by Ashoka staff and a team of MBA students from several business schools.
The intention of the inquiry was simply to document the current prevalence of SE activity in
business schools, and as such this report makes no attempt to evaluate or rate individual
programs, courses, content or delivery methods. We do, however, identify distinct involvement
categories of programs, based on the following attributes:
• Number, sequencing and specialization of SE course offerings
• Integration of SE concepts into “toolkit” courses applied across multiple disciplines
• Relationship to extra-curricular activities, e.g. speakers, competitions, clubs, etc.
When programs were evaluated based on these criteria, the involvement categories of ‘Nascent’
‘Evolving’ and ‘Established’ emerged. These categories are described in detail below.
Ashoka Global Academy for Social Entrepreneurship 1
The State of Social Entrepreneurship Learning
Nascent Involvement
Many business schools in the United States are considered nascent, with little evident SE
activity beyond a single SE survey style course. Characteristics of schools with nascent
involvement include:
• Non-precise definition and presentation of SE, i.e. affiliation with traditional non-profit
management, the social sector or corporate social responsibility
• 1-2 SE course offerings, survey in nature
• SE courses often taught by part-time or adjunct faculty
• Little if any integration of SE into standard entrepreneurial courses
• Little if any apparent linkage to other disciplines
• Little if any inclusion of extra-curricular activities such as contests, speakers, clubs, etc.
Evolving Involvement
Due to the quickening emergence of SE as a teachable discipline – an emergence catalyzed by
the work of SE thought-leading academic institutions; publication of books such as David
Bornstein’s How to Change the World; the rising profile of Ashoka; and media coverage by Fast
Company magazine and others – many institutions surveyed in the internet inquiry may be
considered as evolving, characterized by the following:
• At least 1-2 SE survey courses, including specialized surveys such as Social Enterprise,
Social Entrepreneur as Change Agent, etc.
• SE courses taught by permanent faculty
• SE “Toolkit” courses: Entrepreneurial Finance, Management in the Social Sector, etc.
• Formal linkage to standard entrepreneurial courses
• Inclusion of supplementary activities, e.g. contests, competitions, speakers, clubs, etc.
There are several factors that distinguish schools with evolving involvement from the nascent
category, including:
1. The existence of entrepreneurial “toolkit” courses
“Toolkit” courses build upon the context established by SE survey courses to equip students
with an understanding of certain entrepreneurial functional areas in relation to SE. For
example, Columbia’s course Social Entrepreneurship: Financing and Growing Social
Ventures and The Stern School’s Social Venture Capital: Finance with a Double Bottom
Line focus on finance and venture capital in relation to entrepreneurial solutions in various
fields, including education, health, environment, energy and workforce development.
Stanford’s How to Make Ideas Stick, J ohns Hopkins’ Advocacy: Power and Citizen
Participation and multiple schools’ Social Marketing courses focus on specific aspects of
communicating the value of SE endeavors within the organization, site community and
general markets.
These courses begin to prepare students and young professionals for success as social
entrepreneurs within the marketplace. In essence, the most comprehensive approach to the
Toolkit Courses would be represented by the curriculum and institutional orientation of Earth
University.
2. Formal Linkage between SE and Standard Entrepreneurial Courses
In addition to some of the SE-specific Toolkit Courses, many schools surveyed also offer
various standard leadership, law and change-management courses that are cross-listed in
Ashoka Global Academy for Social Entrepreneurship 2
The State of Social Entrepreneurship Learning
SE areas of interest. These courses – valuable Toolkit Courses in their own right – are also
significant as initial institutional links between SE, established Entrepreneurship Institutes
and schools’ traditional core curricula. Such linkage is evident in course cross-listing, jointly-
sponsored events, and increased public coverage of SE activity in within existing
departments (e.g. entrepreneurship, law, policy, etc.).
3. Inclusion of Extracurricular Activities
Virtually all the institutions categorized as Evolving feature extra-curricular activities such as
speakers series, clubs and/or competitions. These activities appear integral to the evolution
of SE within an institution, and consequently are examined in detail in documents prepared
for the Ashoka Pedagogy Team by Mr. Andrew Youn of The Kellogg School.
It is important to note that those programs categorized as Evolving vary widely in
organization, specialization, prominence within the host institution and public presentation.
The operating hypothesis here is that Evolving SE Course Programs may face similar
challenges related to staffing, resource allocation and program focus, and further inquiry
through interviews with selected program directors will be very helpful in establishing a set of
best practices for Nascent and Evolving SE Course Programs.
Established Involvement
Established SE Course Programs vary in organization, specialization and positioning within the
host institution. However, they all exhibit the following characteristics:
• Multiple SE survey courses
• Multiple SE toolkit courses,
• SE Bridge courses, e.g. health care reform, ecotourism, microfinance, environmental
policy, etc.
• Hands-on SE Lab Course
• Formal collaboration with other departments, e.g. co-sponsored events, course cross-
listing, center partnerships, etc.
• SE a prominent focus of entrepreneurial institute or dedicated SE center / institute
• Advanced supplementary activities, e.g. competitions, conferences, publications, clubs,
etc.
• Program serves awareness function, e.g. links, published cases, etc.
• Substantial evidence of linkage to external entities
Several elements distinguishing established involvement would include:
1. Specialized SE “Bridge” Courses
Building upon both the SE Survey and Toolkit Courses, Bridge Courses build conceptual
and practical links between SE and other specialized disciplines, such as finance, health
care, education, tourism, etc. Some of these courses position social entrepreneurs as
change agents within the related disciplines, such as Harvard’s Innovating in Health Care
and Entrepreneurship in Education Reform, the Kenan-Flagler School’s Entrepreneurship
and Minority Economic Development, and Stanford’s Ecotourism and Social
Entrepreneurship.
Ashoka Global Academy for Social Entrepreneurship 3
The State of Social Entrepreneurship Learning
Another approach to the SE Bridge Course enables students to specialize in a particular SE
area, such as the emphasis on microfinance at The Paul H. Nitze School of Advanced
International Studies at J ohns Hopkins, and an emphasis on regional agricultural practices
at Earth University. This specialized approach suggests the efficacy of organizing a SE
Course Program – or an entire institution – around a particular area of interest within SE.
2. SE Lab Courses
Most of the Established SE Course Programs reviewed offer a semester-long, hands-on SE
“Lab” Course in which students are challenged to apply SE concepts to real-world situations.
Notable examples of such Lab Courses would include Columbia’s Social Enterprise Lab,
Fuqua’s Enterprising Leadership, Stanford’s Social Entrepreneurship Collaboratory, The
Stern School’s Social Venture Fund Practicum, and the Kenan-Flagler School’s Launching
the Company. Reflective of continuing definition of SE within business schools – and the
perceived close relation between SE and social ventures – most of these Lab Courses are
related to the design, operation and evaluation of social ventures and/or earned-income
initiatives for NFP organizations, rather than SE per se.
However, at Earth University – where further inquiry may reveal multiple courses that fit the
SE lab Course description – student projects selected for the Entrepreneurial Program have
access to credit through Agrotropical Initiatives, S.A. (IATSA), the most effective means of
financing new projects in Central America, Panama and Belize.
3. Institutionalization of the SE Course Program
Established SE Course Programs exhibit evidence of institutionalization of SE courses. The
nature of this institutionalization varies widely, and may take the form of:
• Interdepartmental Collaboration, cross-listing of courses and co-production of events
between business schools and additional departments/schools (e.g. public policy,
medicine, education, etc.) is common to all SE Course Programs categorized as
Established
• Linkages of Multiple Preexisting Centers and Institutes through SE is common, such
as those between the Social Enterprise Program and Eugene M. Lang Center for
Entrepreneurship at Columbia University; the Center for Responsible Business and
the Lester Center for Entrepreneurship & Innovation at The Haas School of
Business; and The Center for Entrepreneurial Studies and Center for Sustainable
Enterprise at The Kenan-Flagler School
• Dedicated Initiatives or Centers, such as Harvard’s Social Enterprise Initiative,
Stanford’s Center for Social Innovation, Fuqua’s Center for the Advancement of
Social Entrepreneurship, and The Skoll Center for Social Entrepreneurship at Oxford
Ashoka Global Academy for Social Entrepreneurship 4
The State of Social Entrepreneurship Learning
Professional Organizations, Networks and Research Centers
The organizations presented in this section offer a sampling of those currently operating in
support of or affiliation with the field of social entrepreneurship. Through their existence, these
networks provide learning opportunities to their membership and the broader population, and
provide models for the type dedicated organization that appears to be needed to support social
entrepreneurship more directly.
Research Initiative on Social Entrepreneurship (RISE)
RISE was founded in 2002 and operates out of Columbia Business School with a four person
staff, ten person board, and numerous student researchers. The RISE mission is to produce
current research and analysis of social entrepreneurship that describes and guides the
discipline. RISE focuses on three areas of study: 1) the market of early private equity
investment for social ventures, 2) the development of metrics for social impact and 3) leadership
practices.
Net Impact
Net Impact was founded in 1993 and operates as an independent organization with 6 staff
members supporting more than 100 student and professional chapters on 5 continents in 90
cities and 70 graduate schools. Through its membership Net Impact works to advance the
notion that business can both earn a profit and create positive social change. The network of
more than 11,000 new-generation leaders consists of MBAs, graduate students, and young
professionals.
The Social Enterprise Alliance (SEA)
SEA was founded in 1998 and operates as an independent organization with a three person
staff. SEA’s mission is to study and advance earned income strategies within the nonprofits.
Like RISE, SEA offers a research base on a specific part of the social entrepreneurship
discipline.
Idealist.org
Idealist.org was founded in 1995 by Ashoka Fellow Ami Dar, and operates as an independent
organization with a 25 person staff. Idealist.org serves around 260,000 individual registered
users, 45,000 registered organizations and 5,500 registered consultants, providing a centralized
source of information on nonprofit careers.
United Leaders
United Leaders was founded in 2000 and operates as an independent nonprofit with a seven
person staff. The group’s mission is to increase political participation and civic engagement
among those 18 to 24 by growing a campus network through a fellowship program.
Ashoka Global Academy for Social Entrepreneurship 5
The State of Social Entrepreneurship Learning
Competitions and Mentorship in Social Entrepreneurship
Social venture planning competitions and the mentorship that is often provided to their
participants provide valuable learning opportunities for budding social entrepreneurs. Ashoka’s
review of these activities revealed the following different types of competitions:
• Web-based single-submission competitions – Competitions such as these are easy
to focus on particular topics and are ideal for large numbers of teams (90+), as they
require less administrative attention than other types of competitions.
• Web-based multi-submission competitions – A prime example of this type of
competition can be found in the Changemakers Innovation Award. Like single-
submission competitions, these competitions require less administrative attention, but
their multi-submission format allows participants to improve their submission based on
feedback.
• Web-based and in-person multi-round submission – The Global Social Venture
Competition (GSVC) is an example of this type of competition. Under this structure,
initial rounds take place via the web, while later in-person rounds allow for revision,
resubmission and additional learning. Multi-round competitions require more resources,
but generate highly polished final submissions and an exciting competitive atmosphere.
• Multi-round with seminars or conferences: As seen with the Social Entrepreneur
Awards in Brazil, Peru and Colombia, multi-round competitions with seminars offer
ample opportunity for mentorship (in this case an all day seminar with McKinsey
consultants). This type of capacity building is best for teams of entrepreneurs, and is
resource intensive.
• Informal Conference Competitions/Mentoring: This in-person, less formal structure is
used by Harvard in their ‘Pitch for Change’ event at the annual Social Enterprise
Conference, as well as the New Venture Labs in conjunction with the annual Net Impact
conference. These types of competitions are easy to organize and provide an
opportunity for networking.
Ashoka Global Academy for Social Entrepreneurship 6
The State of Social Entrepreneurship Learning
Individual Program Review
Columbia Business School
Social Enterprise Program
Uris Hall
3022 Broadway, Room 725
New York, MY 10027
Phone: 212.854.1801
Fax: 212.854.3778
Website: www.gsb.columbia.edu/socialenterprise
Email: [email protected]
Contact: Carolyn Champ, Associate Director
Overview
The Social Enterprise Program (SEP) aims to inspire and prepare leaders who create social
value in business, nonprofit and government organizations locally, nationally and internationally.
The SEP focuses on four main areas: Public and Nonprofit Management, Social
Entrepreneurship, Corporate Social Responsibility and Sustainability, and International
Development. It supports a broad range of courses and experiential learning activities to expose
students and alumni to the breadth and depth of social enterprise, develop a perspective on
how to apply business skills to social enterprise endeavors and align personal and professional
values to navigate careers that result in social benefits to a broader community.
Faculty members who teach in the Social Enterprise Program include both professors at the
forefront of their academic fields and full-time practitioners in social enterprise who teach as
adjuncts. Both are a vital resource for MBA students and graduates. Social enterprise faculty
members expose students to new ideas, theory and research, offer educational and career
advice, and provide a starting point for networking with organizations relevant to social
enterprise areas in the nonprofit, public and business sectors. Faculty members are involved in
research projects, external working groups, conference and student club activities, and student
organized study trips. See the "Professor Profile" in the social enterprise e-newsletter, and read
about other faculty activities in the news.
Eugene M. Lang Center for Entrepreneurship
Uris Hall
3022 Broadway, Room 317
New York, MY 10027
Phone: (212) 854-3244
Fax: (212) 280-4329
Email: [email protected]
Website: www0.gsb.columbia.edu/entrepreneurship
Overview
The mission of the Lang Center for Entrepreneurship is to instill entrepreneurial thinking in all
Columbia Business School students and to create a community of business practitioners with a
Ashoka Global Academy for Social Entrepreneurship 7
The State of Social Entrepreneurship Learning
lifelong commitment to achieving social and economic progress through entrepreneurship.
Columbia’s approach to developing the entrepreneurial mind-set is both broad and deep.
Entrepreneurship is integrated throughout the core MBA curriculum, crossing all disciplines and
touching all students. For students interested in launching their own ventures, the School offers
a comprehensive program of specialized courses, labs, workshops and funding opportunities.
Social Entrepreneurship Courses
Social Entrepreneurship: Financing and Growing Social Ventures
Social entrepreneurship introduces students to the diverse field of social entrepreneurship, the
practice of growing for profit and nonprofit ventures that aim to achieve social and financial
impact through their products, services and other business practices. This course explores the
activities and lessons from some of the nation's leading financiers (including Henry Kravis,
George Roberts and J ohn Doerr) in applying entrepreneurial solutions to education, health,
environment, energy, workforce development, international development, and other important
societal issues. Lectures, cases, guests and a final course project cover three themes: financing
social ventures, entrepreneurial leadership and strategy, and measurement of social returns.
The course aims to build students' skills and networks as well as provide an opportunity to blend
venture capital and entrepreneurship skills with personal passions into a satisfying career path.
Social Enterprise Lab
This course gives students a chance to learn and practice business skills by applying them to
real projects with a social benefit. In the Lab this Spring, teams of students will work with the
New Century Initiative to develop a management toolbox for the 200 small schools they are
starting up to replace New York City's big factory-like failing public high schools. The toolbox will
include project management, finance and budgeting, operations, marketing and community
relations. A new school is very much like a business startup, and so needs a full range of
business skills to work. We will get help on what to put in the toolbox through guidance and
workshops from New Century, through interviews and surveys at existing small schools and with
education experts -- and by starting a school ourselves. That's how the New Century schools
start, with a non-profit organization in the community taking the lead. The place for us to try first
might be Manhattanville, the neighborhood just north of campus that Columbia will be
expanding to over the next few years.
We will do the toolbox in pieces, over several semesters or even years, so that activity and
trying to set up a school will proceed in tandem. New Century has raised some $100 million so
far, more than half from the Gates Foundation, so its network of funders, board members,
partners and advisors offers multiple resources for students in their future careers. For example,
New Century wants the course to lead to internships and even jobs to teach and provide TA on
the toolbox over the next few years to the 200 small schools that start up. It might take one, two,
or three years to get our own school up and running, or it might never work out. But the real
effort of trying would both enrich the toolbox as nothing else can, and give students a priceless
learning experience.
Related Courses
Introduction to Venturing
Entrepreneurial Finance
Launching New Ventures
Entrepreneurial Greenhouse
Ashoka Global Academy for Social Entrepreneurship 8
The State of Social Entrepreneurship Learning
Entrepreneurship and Private Equity in Emerging Markets
Managing Growth
Venture Capital Seminar
Business Law: Law for Managers and Entrepreneurs
Marketing Plans Workshop
Business Strategies for Emerging Markets
Business in Society: Doing Well by Doing Good?
Finance and Sustainability
Strategic Management in the Social Sector
Education Leadership Consulting Lab
New Challenges in Healthcare Management
Harvard Business School
Social Enterprise Initiative
Loeb House 31
Harvard Business School
Soldiers Field
Boston, MA 02163
Phone: 617.495.6421
Fax: 617.496.7416
Website: www.hbs.edu/socialenterprise/index.html
Email: [email protected]
Contact: Margot Dushin, Director of Programs
Katrina Piehler, Staff Assistant
Overview
The Social Enterprise Initiative at HBS generates and shares knowledge that helps individuals
and organizations create social value in the nonprofit, private, and public sectors. Social
Enterprise plays a critical role in supporting the School's mission to educate leaders who make
a difference in the world by integrating social enterprise-related research, teaching, and
activities into the daily life of HBS. One vitally important way our graduates make a difference in
the world is through their leadership in social enterprise as managers and board members of
nonprofits and as corporate leaders engaging their businesses in social purpose activities. Over
80 percent of HBS graduates are significantly involved with nonprofit organizations; 57 percent
of them serve on nonprofit boards.
Our approach to social enterprise encompasses the contributions any individual or organization
can make toward social improvement, regardless of its legal form (nonprofit, private, or public-
sector). This approach challenges the traditional view of nonprofit organizations and
corporations as largely dichotomous (or even adversarial), focusing instead on the belief that
these organizations individually and collaboratively can generate significant social value.
Engagement with communities and the social sector is viewed as crucial and strategically
important for businesses in order to realize their private goals and their societal role. Nonprofit
organizations, like businesses, are viewed as complex enterprises requiring sophisticated
management and superior leadership.
Ashoka Global Academy for Social Entrepreneurship 9
The State of Social Entrepreneurship Learning
Central to the HBS mission, social enterprise teaching and research have grown since the
Social Enterprise Initiative's inception and become integrated into the mainstream of the
curriculum. For example, the MBA required curriculum now includes one social enterprise
course, elective courses have grown from one to seven since 1994, and MBA elective
enrollment has grown from seventy students in 1994 to 361 in 2003. Social Enterprise's
strategic objectives range from building the world's best faculty dedicated to social enterprise
research and teaching to providing learning experiences that not only increase the effectiveness
of social-sector executives, but also tap into the potential for social value creation among our
entire community of students and alumni
Social Entrepreneurship Courses
Entrepreneurship in the Social Sector (ESS)
Societies are searching for innovative and efficient ways to provide socially important goods in
health, education, social services, environment, and community development. Old approaches
seem to be falling short of expectations, and traditional government and non-profit service
providers are encountering serious financial pressures. This course explores opportunities for
social entrepreneurship via nonprofit, for-profit, and hybrid social purpose organizations, with a
particular emphasis on the benefits and limits of adapting business practices to the distinctive
operating environments of the social sector. It gives special emphasis to cutting edge issues in
the social enterprise arena.
ESS is for students who envision getting involved in the social sector in any capacity: as
volunteer consultants, board members, managers, or entrepreneurs. This includes anyone who
aspires to a position of business leadership. Increasingly, societies are looking to business
leaders for help with the social sector. In addition to MBAs, the course attracts cross-registrants
from throughout the University, thereby providing an even richer cross-disciplinary learning
environment.
ESS focuses on innovative approaches for social enterprise. The central challenge facing any
social entrepreneur is finding a strategy and structure that are appropriate, effective, efficient,
economically sustainable, and politically viable. Cases in ESS explore the unique challenges of
creating and growing social enterprises and examine the strengths and weaknesses of a variety
of social enterprise models. These models range from largely philanthropic donor-funded
organizations at one extreme, to fully commercial market-driven enterprises at the other, with
many creative combinations and variations that fall in between including venture philanthropy.
The course modules encompass the following topics: Undertaking the Social Entrepreneurship
Process; Mobilizing Economic and Human Resources; Achieving Social Objectives with
Commercial Vehicles; Crafting Alliances; Managing Growth; Measuring and Managing
Performance; Governing for Excellence. The course utilizes case studies and readings. There
will also be frequent direct interaction with dynamic social entrepreneurs who will discuss
challenges that they currently face in their organizations and who will share with students their
experiential wisdom. For the course paper, students will carry out field-based research in teams,
analyzing a significant strategic or operational issue of a social enterprise of their choosing. The
course provides a list of organizations that have agreed to work with teams on issues of
strategic importance to them. Students may choose these organizations or others that interest
them. Rather than working with an existing organization, students may also develop a business
plan for a new social enterprise. This field-based applied learning component in lieu of an exam
has proven to be a particular enriching for students with high impact on the organizations.
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Innovating in Health Care
The course examines the unique characteristics of the health care sector to help students
identify opportunities for innovation and management skills needed to design and implement
change. The course addresses the evolving health care environment, including competitive
pressures, regulatory changes and new technologies; the evaluation of organizational strategies
and new business models that respond to intensifying cost and competitive pressure; and the
design, management and improvement of health care processes. As part of the course,
students may develop a business plan for a new health care venture.
Managing Health Care Technology and Operations
The course examines the unique characteristics of the care delivery process in order to help
students identify opportunities for innovation and develop the management skills needed to
design and implement operational and technologic change in health care. The course covers
several major areas: the fundamental nature of the health care process; the design,
management and improvement of health care processes; evaluation of new health care delivery
models; and evaluation of strategies promoting technology adoption in health care. As part of
the course requirement students will be asked to complete a paper describing an important
issue or dilemma faced by a health care manager or entrepreneur and the appropriate response.
The course is intended to complement the other EC health care course, Innovating in Health
Care.
Entrepreneurship in Education Reform
EER is designed for students who have a professional or personal interest in public education.
The course is especially relevant to students who plan to manage or advise public schools,
public school districts, or private organizations (often non-profit companies or foundations)
interested in education policy and reform. The course is also appropriate for students who are
interested generally in the management of non-profit and public sector organizations. The
course studies primarily the management practices of principals in urban public schools,
superintendents in urban school districts, and leaders of private organizations, including
foundations and non-profit operating companies, that seek large-scale reform. The main
objective of the course is for students to evaluate the role of management practices and theory
in the reform of public education. This is an important and current topic. In the last two decades,
management practice and theory have influenced increasingly the public debate over education
reform, the design of reform efforts, and the priorities of districts and schools.
Entrepreneurship and Venture Capital in Health Care
Designed primarily for students who have a career interest in either leading or investing in
health care ventures, Entrepreneurship and Venture Capital in Health Care will also be of
interest to students who plan to work in Business Development functions either in or outside the
health care sector. Because of the role of universities and other research institutions in
producing new intellectual property and because of the financial and distribution power of the
major publicly traded health care companies, new ventures in health care often include licensing
and joint venturing arrangements. The course will focus on: understanding who the major
institutional and strategic investors are in creating new health care ventures and what their
goals and motivations are; learning the basic elements of licensing and joint venture
agreements; understanding what the business development function is in both large and small
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health care companies; and, being able to assess the viability of proposed new health care
ventures.
Related Courses
Effective Leadership of Social Enterprise
Leadership and Corporate Accountability
Strategic Corporate Citizenship
Business and the Environment
Investing and Managing in Emerging Markets
Social Marketing
Field Studies in Social Enterprise
Duke University's Fuqua School of Business
Center for the Advancement of Social Entrepreneurship
Box 90120
Durham, NC 27708-0120
Phone: 919-660-7823
Fax: 919-684-2818
E-mail: [email protected]
Website:http://www.fuqua.duke.edu/centers/case/
Contact: J . Gregory Dees, Faculty Direct
Beth Battle Anderson, Managing Director
Shawn Rubiera, Assistant Director
Overview
The Opportunity -- The social sector has long had powerful entrepreneurial leaders, but the
opportunity to promote cross-sector learning is relatively new. Recent trends in the social sector
have led to a blurring of the distinctions between business, nonprofit and government
organizations. In particular, frustration with traditional governmental and charitable approaches
to social problems has prompted social sector leaders to tap into the strengths of the business
and entrepreneurial world in their search for more sustainable and systemic solutions. Thus,
homeless shelters are starting businesses to train and employ their residents; environmental
organizations are partnering with corporations to find economically sound ways to protect
natural habitats; and arts groups are exploring new ventures that promise stabilizing revenue
and enhance community development. Many philanthropists are increasing their focus on
outcomes and strategies for sustainability. Numerous nonprofits are adopting the language and
tools of business and some are actually converting to for-profit status. At the same time, for-
profit firms are competing directly with nonprofits by moving into social sector arenas, ranging
from education to economic development to environmental conservation. This rash of sector-
blurring activity has created an opportunity for leading business schools to have significant
social impact by constructively exploring the adaptation of business concepts, tools and skills to
the social sector in appropriate, practical and effective ways.
CASE Activities -- CASE’s current programs and activities fall into three broad areas:
Knowledge Development and Dissemination -- CASE conducts its own research and
also supports Fuqua faculty research that aims to adapt business knowledge and tools for the
social sector. CASE disseminates this knowledge through courses, publications, and
presentations.
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MBA Involvement in the Social Sector -- CASE supports a variety of curricular,
extracurricular, and career programs to provide students with the tools and opportunities to
engage effectively with the social sector. CASE is also committed to serving our alumni and
developing a community of Fuqua graduates interested in utilizing their business skills for social
purposes. Through these activities, MBAs can combine theory and practice while learning from
the many social sector practitioners they encounter on campus and in the field.
Increasing Awareness of Social Entrepreneurship -- CASE recognizes that the “field”
of social entrepreneurship is emerging and evolving and seeks to influence and advance the
field in part by increasing awareness of it on a local, national and international level. In addition
to its research and education activities, CASE hosts events, publishes a bi-monthly newsletter,
and honors leading social entrepreneurs with an annual leadership award.
Social Entrepreneurship Courses
Social Entrepreneurship
This course is designed to:
• Introduce you to the concepts, practices, opportunities, and challenges of social
entrepreneurship,
• Provide frameworks and tools that will help you be more effective in this arena, and
• Engage you in a joint learning process, as we develop a deeper understanding of this
changing field.
Because this combination of business-inspired methods and social purposes is relatively new,
the literature is still in early stages of development. We do not yet have a strong base of theory
or empirical research on which to ground the course. As a result, the classes will be heavily
geared towards case discussion. Supplemental reading will provide conceptual frameworks for
the discussions and should be read closely and critically. We will be learning together in class.
We also plan to have several guest speakers who will share their first-hand experiences in this
changing arena. After an introduction to social entrepreneurship, the course is organized
around four modules.
• Module I covers the key steps for creating high-potential social ventures
• Module II explores the challenges of funding social ventures
• Module III examines strategies for assessing social impact
• Module IV addresses challenges and strategies for scaling the impact of successful
ventures.
Working in groups of 3-4, students develop a “business plan” for a new social enterprise of their
own design. The business plan exercise will have two components that will be graded
separately.
Enterprising Leadership (joint course with Public Policy)
This course studies social entrepreneurs and the organizations that they create and lead. The
leadership focus in the course is on the nature of effective leadership in social purpose
organizations. The organizational focus will be on social purpose enterprises that have strong
social and commercial values. Students will study the functions of effective social
entrepreneurship, different types of community enterprises, and other cutting-edge issues in the
social sector. Course objectives are to:
• Understand the meaning of social entrepreneurship, and develop clear and strong
identities as change agents in public policy issues
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• Increase the cognitive understanding of innovation and social enterprise theories and
models, the ability to evaluate their relevance, and the ability to apply them to specific
situations
• Strengthen diagnostic, evaluation, and planning skills concerning social entrepreneurs,
social enterprises, and their roles in addressing important social problems
• Improve practical knowledge and competencies important to personal effectiveness in
social innovation and enterprising leadership
• Contribute value to the Durham and University communities through the enterprising
venture projects and other social entrepreneurship activities
• Develop vibrant relationships with classmates and have fun in the process
Through the Enterprise Project, students will be required to define a promising idea and develop
a compelling plan that addresses a real problem or opportunity in the Duke or Durham
communities, with the objectives of creating meaningful learning experiences for the students
and something of enduring value for the community. The project will begin on an individual basis
and be consolidated into teams once the proposed ideas are evaluated.
Related Courses
Entrepreneurial Execution
Entrepreneurial Strategy
Entrepreneurial Strategy
Market Intelligence
Philanthropy, Voluntarism, and Not-For-Profit Management (through Public Policy)
Stanford Graduate School of Business
Center for Social Innovation
Stanford University
518 Memorial Way
Stanford, CA 94305-5015
Phone: 650.725.5399
Fax: 650.723.0516
Web Site: www.gsb.stanford.edu/csi/
Email: [email protected]
Contact: Dale T. Miller, Faculty Director
Morgridge Professor of Organizational Behavior
J ames A. Phills J r., Faculty Director
Associate Professor of Organizational Behavior
Overview
Stanford Graduate School of Business created the Center for Social Innovation (CSI) to invest
its intellectual resources in a society confronted by profound needs and complex problems.
Building on the Business School's three-decade commitment to public and nonprofit
management, CSI promotes solutions through a unique combination of interdisciplinary
research, teaching that extends beyond the classroom, and efforts to engage with those who
lead social change. The Center dissolves traditional sector boundaries, bringing together
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nonprofit leaders, corporate executives, government officials, and philanthropists to discuss,
debate, analyze, and take action to strengthen our communities. More than 40 scholars from
across Stanford University contribute to CSI programs.
CSI supports three integrated activities -- research, teaching, and engagement -- designed to
enhance the leadership, management, and organizational capacity of individuals and
organizations who strive to create social and environmental value. Our research activities
include support for a broad portfolio of work ranging from basic inquiry to more applied
investigations into practical challenges and issues. Our teaching activities include curricular and
extra-curricular offerings for MBA and other professional degree programs, as well as
undergraduate, graduate and executive education. In addition to the Stanford efforts, CSI also
supports faculty in developing and disseminating innovative teaching materials and curricula to
other educational institutions. We organize conferences, workshops, volunteer consulting,
action research projects, and a host of other initiatives to engage with socially concerned
leaders. These activities are all designed to connect CSI-affiliated Stanford faculty, alumni, and
students with practitioners and communities in the service of integrating theory and practice. By
bringing the university in direct contact with the outside world, Stanford community members
make more direct and immediate contributions to solving social problems.
Social Entrepreneurship Courses
Social Entrepreneurship
This course is about the efforts of private citizens to create effective responses to social needs
and innovative solutions to social problems. History is full of examples of this kind of activity,
though its character continues to evolve. Social entrepreneurs are increasingly blurring the lines
between the sectors, using for-profit and hybrid forms of organization to achieve social
objectives. This creates new opportunities for applying business skills in the social sector.
Despite its prominence and complexity, this combination of private initiative and public purpose
is not well understood. The objectives of this course are: (1) to introduce students to the
concepts, practices, and challenges of social entrepreneurship in the United States and around
the world; (2) to equip students with frameworks and tools that will help them be more effective
in their socially entrepreneurial pursuits, and (3) to engage students in a joint learning process
as a better understanding of this emerging field is developed by all in this class.
Social Innovation and the Social Entrepreneur
This is an informal lecture/discussion series sponsored by the Center for Social Innovation
(Graduate School of Business) in conjunction with the Social Entrepreneurship Program (Public
Policy Department); and organized by students from students from the following areas:
Graduate School of Business, the GSB Social Venture Club (SVC), the Public Policy Program,
and the Future Social Innovators Network (FUSION). The course examines ideas and practices
for addressing social needs in the U.S. and internationally through innovative non-profit, private
sector and non-governmental organizations, and also through public-nonprofit-private sector
partnerships. The series presents practitioners who are invited to share with us not only their
professional ideas, practices, and perspective in their work, but also their personal interest in
this work - how and why they became social innovators and entrepreneurs. The course is
oriented this year to issues related to the creation and development of U.S. and international
social sector initiatives- with an eye towards giving students perspectives on becoming involved
in or starting their own social entrepreneurship projects. The speaker series is organized and
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led by students from the Stanford social entrepreneurship group, FUSION, and the Graduate
School of Business’ Social Venture Club, with faculty guidance.
Social Entrepreneurship Collaboratory
Students apply engineering and business skills to design comprehensive solutions for a
specified challenge faced by the world's poor. Student teams collaboratively design product
prototypes, distribution systems, and business plans for entrepreneurial ventures in developing
countries. J ointly offered by School of Engineering and Graduate School of Business. Topics
include user empathy, appropriate technology design, rapid prototype engineering and testing,
social technology entrepreneurship, detailed business modeling, and project management.
Students work in small teams to brainstorm, research, design, build, and field-test critical
aspects of both the product and the business model. Also listed in School of Engineering as ME
206.
Strategic Management of Nonprofits
This course seeks to provide an overview of the strategic, governance, and management issues
facing nonprofit organizations in the era of venture philanthropy and social entrepreneurship,
including the similarities and differences between the nonprofit and business sectors. After
examining the economic, historic, and legal characteristics of the nonprofit sector, the students
will examine a series of strategic and governance issues representative of those confronting the
individual not-for-profit enterprise and its leadership, from the point of view of both the executive
director/CEO and its board. Specifically, the student will examine the relationship and
implications of mission and strategy and explore the characteristics and implications of board
leadership and its effect on governance. The student will also be introduced to core managerial
issues uniquely defined by this sector such as nonprofit finance, development/fundraising,
investment management, and the management of volunteers and professionals. Cases involve
a range of nonprofits including education, social service, environment, health care, and
performing arts. In exploring these issues, this course builds upon the frameworks and concepts
of strategic management introduced in the first year core courses.
Leading Social Change
The course will equip students with a portfolio of ways to think about, approach, and effect
positive social change. The course is designed to push students to 1) think deeply about the
philosophical, personal, and organizational challenges of being an agent of social change, 2) to
develop concrete strategies for effecting change from a variety of institutional roles, 3) to work
through a technology of self-reflection designed to help them articulate and adhere to their
personal goals. Grounded in interdisciplinary research, including literature on organizational
change, social movements, social entrepreneurship, power and influence, and leadership,
students will examine a variety of strategies with and platforms from which people lead social
change. The course draws on readings, case studies, literature, as well as the experience of an
inspirational group of guest lecturers. Students are expected to engage in structured exercises
designed to help them articulate their own goals and priorities.
Environmental Entrepreneurship
This course will examine how market forces can be harnessed to encourage private solutions to
environmental concerns. It will use case studies to show how innovative contracting must be
combined with entrepreneurial visions if environmental entrepreneurship is to be successful.
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The course will draw on economic theories of principal-agent problems and contracting and on
case studies of "enviro-capitalists." Students will learn how for-profit and not-for-profit
organizations are using market forces by developing innovative contracts that specify the
environmental products that are desired, the mechanisms for payment, and the contributions
from input suppliers. In cases where governmental regulations stand in the way of private
contracting and how these barriers can be overcome will be discussed. The course will also
consider cases dealing with land, water, and wildlife resources and cases dealing with the
tougher problems of air and water quality. Most cases will be from U.S. firms but international
examples will also be considered. Students will hear directly from environmental entrepreneurs
and will have an opportunity to develop their own case studies of enviro-capitalism.
Ecotourism and Social Entrepreneurship
Examines the prospects for a transition in the tourism industry toward environmental and social
objectives. Uses a case study approach to investigate a range of nature-based destinations
around the world and a range of tourism companies and business partnerships with local
communities. Also examines the competitive implications of certification and labeling.
Strategic Issues in Philanthropy
Applying strategic decision-making models as frameworks, students will examine the translation
of philanthropic vision and capital into social action. Students will analyze philanthropic
strategies as they relate to individual objectives; foundation mission, financial management,
infrastructure and social investment processes; domestic grantmaking and global social
investing; and emerging trends such as venture/high-engagement philanthropy. The course
provides an overview of the key operational and strategic distinctions between traditional
philanthropic entities, such as community foundations, private foundations, and corporate
foundations, as well as contemporary models such as funding intermediaries, social venture
partnerships and other high-engagement grantmakers. Additional topics include how strategy
implementation influences the intersection of philanthropy and the political sector; principles and
practices of corporate philanthropy and social responsibility; and the increasing forces for high-
impact innovation in the philanthropic marketplace, such as accountability, social return on
investment, and outcome assessment. Guest speakers will include high profile global
philanthropists and foundation presidents, as well as Silicon Valley business leaders striving to
redefine the philanthropic model. Course work will include readings and case discussions, as
well as role-plays and a group project that explores the grantmaking process, taking students
through an actual real-time evaluation of non-profit organizations and submission of grant
proposals to a local foundation. Students will select local nonprofit organizations and write grant
proposals on their behalf to a Silicon Valley Foundation. Based on student and instructor
recommendation, the grant proposal(s) considered to achieve the greatest social impact will
subsequently be awarded significant funds by the respective foundation. Appropriate for any
student driven to effect positive social change from either the for-profit or nonprofit sector, the
course will challenge students to expand their own strategic thinking about philanthropic giving
and influence.
Related Courses
Startup Globalization Strategies
Emerging Business Opportunities in Education
Managing Talent
Understanding Consumers, Understanding Cultures
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Beyond Self-Interest
How to Make Ideas Stick
Managers and the Legal Environment
Entrepreneurship: Formation of New Ventures
Entrepreneurship and Venture Capital
Evaluating Entrepreneurial Opportunities
NYU Stern School of Business
The Berkley Center for Entrepreneurial Studies
44 West 4th Street
Suite 7-150, KMC
New York, NY 10012
Phone: 212.998.0080
Website:http://w4.stern.nyu.edu/berkley/
Contact: Sarah Kroon Chiles, Director, Social Entrepreneurship Program
Overview
The Berkley Center for Entrepreneurial Studies at New York University's Stern School of
Business is dedicated to the exploration and encouragement of entrepreneurship, new venture
creation and innovation within the business school curriculum and through the support of
entrepreneurship research. The Center underwrites research grants for faculty members and
doctoral students; conducts conferences for scholars and practitioners; engages in specialized
executive education; and produces a variety of publications that contribute to understanding the
entrepreneurial process and public policy and educational issues associated with encouraging
new enterprise development. The Center also offers cocurricular programs that are designed to
complement course-related learning and to encourage the desire among Stern students to
create economic enterprise through new ventures, either in start-up or established businesses.
The Entrepreneurship and Innovation program provides students with the knowledge, skills and
perspectives that will better enable them to capitalize on, and manage, the rapid change that
has become the one constant in the modern economy. Specific courses develop topics ranging
from financing of new ventures to managing growth in embryonic firms, to stimulating innovation
in mature organizations, and the exploration of the burgeoning field of social entrepreneurship.
These courses should be of interest to students wishing to start a new venture, build a company
into a high growth business, manage a new venture within an existing corporation, or provide
services to new ventures.
Social Entrepreneurship Courses
Social Venture Fund Practicum
The Practicum Course gives students the hands on educational experience of making
investments in social ventures and providing management assistance to grantees. Practicum
students will manage their own $100,000 investment fund and also support the related work of
the Satter Fund. Students will conduct due diligence on applicants; evaluate and enhance
applicants’ performance measurement methodologies; work with the prospective grantees to
refine their business plans and presentations; write evaluations of the proposed organizations
and make recommendations on investments; and, provide management assistance to portfolio
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organizations on an ongoing basis. The course involves academic instruction, readings, case
studies and guest lectures.
Social Enterprise Development
As many nonprofits work to become more self-sustaining by diversifying their revenue streams
beyond traditional foundation and government support, organizations are creating business
ventures and corporate partnerships. This course is designed not only to educate students
about the models and practices currently being pursued by these organizations, but also to
provide practical tools that foster new innovations in this area. Guest lecturers have included
Alan Khazei of City Year; J eff Swartz, of Timberland; Charles King of Housing Works; Clara
Miller of Nonprofit Finance Fund; and Ed Skloot of the Surdna Foundation. A leading authority
in the field, Professor Shore is the founder and executive director of Share Our Strength and the
chairman of Community Wealth Ventures. After running Earth Tones - The Environmental
Phone Company, Sarah Chiles initiated and directs NYU Stern's Stewart Satter Program in
Social Entrepreneurship. This course is open to all students who have completed or are
concurrently taking the Foundations of Entrepreneurship course or those with prior permission
from the professor.
Social Venture Capital: Finance with a Double Bottom Line
This course explores a spectrum of financial tools used to create social value. It examines the
social capital markets and financial instruments designed to produce not only financial returns,
but also social returns; these instruments are commonly known as “double bottom line”
investments. The course will explore the structures, social missions and effectives of these
types of investment organizations and also will consider the challenges of quantifying these
social returns. Guest lecturers will likely include executives from the Nonprofit Finance Fund, the
Ford Foundation, Underdog Ventures, and the Rockefeller Foundation. A national speaker and
writer on such investments, Professor Tesdell is the president of the Community Development
Venture Capital Alliance. This course is open to all students who have completed the Social
Enterprise Development course or those with prior permission from the professor.
Foundations of Entrepreneurship - Special Section on Social Entrepreneurship
As part of our ongoing efforts to build out our social entrepreneurship curriculum at NYU Stern,
we have launched a special section of Foundations of Entrepreneurship that will focus on social
entrepreneurship. We define social entrepreneurship as the process of using business skills to
create innovative approaches to societal problems. These nonprofit and for profit ventures have
a social mission and aim to be financially self-sustainable or profitable. This section is designed
to teach students about all aspects of the traditional business planning process, with particular
attention paid to the challenges of social venture creation. Topics will include opportunity
assessment, business models in the social sector, acquiring the necessary resources to grow a
new venture, and the tradeoffs between social and financial returns on investment.
Related Courses
New Venture Creation
Patterns of Entrepreneurship
Entrepreneurial Finance
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Haas School of Business
Center for Responsible Business
University of California, Berkeley
S545 Student Services Bldg., #1900
Berkeley, CA 94720-1900
Phone: 510.642.5581
E mail: [email protected]
Website: www.haas.berkeley.edu/responsiblebusiness/
Contact: Kellie McElhaney, Executive Director
J ohn C. Whitehead Distinguished Faculty Fellow in Corporate Responsibility
J oanna Trammell, Program Manager
Overview
The Center for Responsible Business was launched in J anuary 2003 and its vision is to create a
more sustainable, ethical and socially responsible society by establishing the Haas School of
Business as the preeminent educational institution for research, teaching, experiential learning,
and community outreach in areas of corporate social responsibility. We will accomplish this by
exposing all of our constituents to the complex issues of a corporation's role and responsibility
to society beyond simply maximizing shareholder wealth. Our mission is to educate our
stakeholders on the roles and responsibilities of business in society through research, teaching,
experiential learning, and outreach; to integrate the discipline of corporate responsibility into the
general management core; to act as a catalyst in creating a new generation of business leaders
who are committed to and knowledgeable about corporate responsibility; and to serve as an
educational center that bridges research, theory, and practice of corporate responsibility.
Lester Center for Entrepreneurship & Innovation
Walter A. Haas School of Business #1930
Room F450
Berkeley, CA 94720-1930
Phone: 510.642.4255
Fax: 510.643.4110
E-mail: [email protected]
Website:http://entrepreneurship.berkeley.edu/index.asp#focus
Contact: J erome S. Engel, Executive Director
Stephanie J . Tibbetts, Program Director
Overview
The Lester Center for Entrepreneurship and Innovation was founded in 1991 through a gift from
W. Howard Lester, Chairman of Williams-Sonoma, Inc., and is the primary locus for the study
and promotion of entrepreneurship and innovation in management and new enterprise
development at UC Berkeley. The Lester Center fosters teaching of successful
entrepreneurship and innovation; encourages Berkeley students in the creation of new
businesses; creates and disseminates knowledge on entrepreneurship and entrepreneurial
finance to the business and university communities; and facilitates interaction between the
entrepreneurial community and the university. The center's constituency beyond the university
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consists of the founders, owners, and managers of innovative and high-growth companies, their
investors and advisers, and young entrepreneurs. Within the university, it is an interdisciplinary,
campuswide research center with public programs designed to be a resource to the campus
and beyond. Over the years, students and faculty, especially those in business, engineering,
computer science, law, and the biosciences, have led in developing the center's programs.
Social Entrepreneurship Courses
Social Entrepreneurship
This course introduces students to the field of social enterprise and the practices of growing
mission-driven ventures that are garnering attention around the world by entrepreneurs,
investors, philanthropists, foundations and consulting firms. Social enterprises aim to achieve a
double bottom line – important social returns as well as financial returns --through their products,
services and other business practices. Entrepreneurial solutions to education, health,
environment, workforce development, international development, and other large societal issues
are being addressed through both for-profit and non-profit ventures. The course is relevant to
any business leader or entrepreneur who wants to build or fund a mission-driven nonprofit or
for-profit enterprise, or may want to contribute time and energy to help build the social sector
through strategic philanthropy, social investing, corporate alliances with social sector
organizations, or board representation in social ventures. It is also valuable for any student
preparing to participate in the National Social Venture Competition, as an entrant, team
participant or student organizer.
Introduction to Social Enterprise
This course introduces students to the field of social enterprise and the practices of growing
mission-driven ventures that are garnering attention around the world by entrepreneurs,
investors, philanthropists, foundations and consulting firms. Social enterprises aim to achieve a
double bottom line - important social returns as well as financial returns --through their products,
services and other business practices. Entrepreneurial solutions to education, health,
environment, workforce development, international development, and other large societal issues
are being addressed through both for-profit and non-profit ventures. This course has these
primary objectives:
• ENTERPRISES- To introduce students to the broad range of emerging global social
enterprises through case analyses, guests and a team project
• MARKETS - To introduce students to the emerging capital market for social ventures
and the possible trade-offs in social and financial return expectations from different capital
sources, from venture firms to foundations
• MANAGERS - To introduce students to the challenging and paradoxical management
decisions inherent in growing social enterprises
• METRICS - To help students become oriented in applying and critiquing methods for
measuring and reporting on social impact and social return (including SROI),
The course is relevant to any business leader or entrepreneur who wants to build or fund a
mission-driven nonprofit or for-profit enterprise, or may want to contribute time and energy to
help build the social sector through strategic philanthropy, social investing, corporate alliances
with social sector organizations, or board representation in social ventures. It is also valuable for
any student preparing to participate in the National Social Venture Competition, as an entrant,
team participant or student organizer.
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Related Courses
Entrepreneurship
Entrepreneurship Workshop for Start-ups
New Venture Finance
Life as an Entrepreneur Business Ethics & Corporate Responsibility
Business Strategies for Emerging Markets
Business & Society: Methods of Engagement
Strategic Corporate Social Responsibility
The Three Sectors of a Free Market Economy
Kenan-Flagler Business School
Center for Entrepreneurial Studies
The University of North Carolina at Chapel Hill
Campus Box, 3440, The Kenan Center
Chapel Hill, NC 27599-3440
Phone: 919,843.6458
Fax: 919.962.8202
Email: [email protected]
Website: www.kenan-flagler.unc.edu/Programs/MBA/concentration/entrepreneurial/index.cfm
Contact: Megan Harvey, Program Manager
Overview
Entrepreneurial studies at UNC Kenan-Flagler, ranked No. 4 in Entrepreneur magazine's "Top
Entrepreneurial Colleges for 2004", prepares students for career success with:
• An MBA concentration in entrepreneurship including 35 courses covering a variety of
entrepreneurial topics
• An undergraduate business concentration in entrepreneurship including 15 courses
• A wide range of extracurricular student programs, such as the nationally celebrated
Venture Capital Investment Competition (VCIC), UNC's Stedman Business Plan
competition, the Carolina Launch Program and numerous student organizations
• Renowned speakers from around the globe
• Close affiliation with entrepreneurial organizations, such as the Council for
Entrepreneurial Development (CED), the nation's largest entrepreneurial networking
organization
• Cross-campus entrepreneurial experiences and opportunities through the Carolina
Entrepreneurial Initiative
Center for Sustainable Enterprise
Kenan-Flagler Business School
The University of North Carolina at Chapel Hill
Campus Box 3490
McColl Building
Chapel Hill, NC 27599-3490
Phone: 919.962.8301
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Email: [email protected]
Website: www.kenan-flagler.unc.edu/KI/cse/
Contact: Katie Kross, Executive Director
Albert H. Segars, Director
Ruth Tolman, Program Assistant
Overview
The Center for Sustainable Enterprise (CSE) at UNC's Kenan-Flagler Business School was
established to help executives and future business leaders understand how social and
environmental considerations are changing the competitive landscape of business. The CSE
provides education, research, and outreach to business students, executives, and organizations
to help them benefit from the opportunities inherent in sustainable enterprise. Kenan-Flagler
Business School is ranked one of the top business schools in the world for education in this
arena (Beyond Grey Pinstripes, 2003); the CSE's goal is to continually support and advance this
world-class program.
Social Entrepreneurship Courses
Launching the Company
Launching the Company is designed to help students (graduate & undergraduate), faculty and
staff across the UNC campus launch a real venture, whether it be a commercial business or a
social venture. The course combines lecture, functional workshops, lab sessions and hands-on
expert coaching to assist teams of aspiring entrepreneurs. The entrepreneurial teams can be
made up of any mixture of faculty, graduate and undergraduate students. MBA students who do
not have a new business idea will be available to help non-business-savvy participants develop
their venture plans. While the terms business plan and venture are used in this description, the
course is also designed to help aspiring non-profit or "social" entrepreneurs. Each team will be
assigned at least one expert coach. Coaches will be faculty experts, experienced entrepreneurs,
and other business professionals who have a strong understanding of the entrepreneurial
process and the industry for which the team has an idea. The coaches will work with each team
to determine individual goals, and then monitor and assist the team's progress.
Sustainable Enterprise
As we enter the 21st century, however, the historical separation between competitive strategy
and social contribution is breaking down. Rather than treating social and environmental issues
as expensive luxuries, many companies are now fusing social mission with competitive strategy.
Indeed, a form of "new capitalism" is emerging where environmental and social performance is
embedded in the competitive strategy of the firm. Unlike their predecessors, "sustainable
enterprises" use business as an instrument of social development and environmental
improvement. Environmental thinking and social responsiveness are integrated proactively into
core business processes, systems, and strategies. For a growing number of companies,
competitive advantage is rooted in such new capabilities as pollution prevention, design for
environment, social development, and stakeholder dialogue. This course will explore the nature
of the "triple bottom line"-the simultaneous delivery of financial, social, and environmental
performance-by corporations. Through a combination of cases, readings, lectures, videos, and
simulations, class sessions will engage students in discussions aimed at developing strategy
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models and applying new strategy tools that incorporate principles of environmental
management and social performance.
Entrepreneurship and Minority Economic Development
This course is designed to promote and foster entrepreneurship and economic development in
severely distressed urban communities. The course objectives are twofold. The first is to
broaden your knowledge and understanding of the forces affecting the economic viability of
cities and to equip you with the practical people skills needed to work effectively with minority
entrepreneurs and in economically distressed urban communities. Specific attention will be
devoted to:
• The effects of recent structural transformations in the U.S. economy on the quality of life
in central cities
• The institutional constraints and personal impediments to minority entrepreneurship and
economic development in central city ghetto communities
• Contemporary strategies that seek to promote urban entrepreneurialism and the
revitalization of economically distressed inner city communities.
The second is to give you the opportunity to participate in an on-going research project that
seeks to identify and document innovative entrepreneurial approaches to poverty alleviation, job
creation, and community development in U.S. economically distressed communities. Specifically,
working in teams, you will be asked to identify a "real world" instance in which a U.S. based
civic organization (i.e., a non-profit and/or government agency) is engaging in an
entrepreneurial venture(s) to raise money to sustain its operations and support its social
mission(s); and prepare a case that describes the initiative and evaluate its overall utility as an
entrepreneurial venture.
Related Courses
Financial Analysis: Integrating Sustainability
Community Development and Venture Capital
Business Strategies for the Base of the Pyramid
Marketing for Nonprofits
Earth University
Center for Entrepreneurial Education
P.O. Box 4442-1000
San J osé, Costa Rica
Tel. (506) 713 - 0000
Fax. (506) 713 - 0115
E-mail: [email protected]
Web site: www.earth.ac.cr/index.html
Contact: Gerardo Mirabelli, External Relations
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Overview
EARTH is a private, international, non-profit university offering an education in agricultural
sciences and natural resources in order to contribute to sustainable development in the humid
tropics. The University was created in 1990. One hundred new students from Latin America,
Spain, and Uganda enter its Licentiate program each year. The EARTH educational model is
based on four pillars: social commitment, environmental awareness, an entrepreneurial
mentality, and the development of human values. The EARTH curriculum emphasizes
agriculture as a human activity, and is designed to develop the characteristics demanded of
agricultural professionals, both within the agricultural sector and by society as a whole. The
EARTH graduate has the ability to work at the management, administrative or production level
in the private sector, on his or her own farm or as a farm employee. He or she has the
knowledge and skills needed to start a new business, work in the public sector or join
institutions involved in sustainable development, the environment, natural resources, education
or extension work.
In order to qualify for the Entrepreneurial Program, projects must demonstrate high corporate
vision, positive social impact, and rational use of natural resources. Selected projects will have
access to credit through Agrotropical Initiatives, S.A. (IATSA), the most effective means of
financing new projects in Central America, Panama and Belize.
Social Entrepreneurship Courses
None specified, SE is integrated into three year course map.
Johns Hopkins University
The Paul H. Nitze School of Advanced International Studies
International Development Program
1619 Massachusetts Ave., N.W.
Washington, D.C. 20036
Phone: 202.663.5929
Fax: 202.663.7701
Website:http://www.sais-jhu.edu/programs/i-dev/
Contact: Diana Picón, Program Coordinator
Overview
The SAIS International Development Program offers a comprehensive approach to the
economic, social, political, and environmental aspects of development as they interact within
each nation's particular cultural and historical setting. The program is dedicated to helping
graduate students analyze how macro-economic policies intersect with community-driven
approaches to development, preparing them for careers in both policy formulation and fieldwork.
The I-Dev Program offers a Specialization in Social Change and Development, which
emphasizes participatory development strategies.
The International Development Program (I-Dev) offers a Specialization in Social Change and
Development (SC&D), in which students analyze the role of social change within the
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development process in greater depth than do the general I-Dev students. SC&D students seek
to identify and study the social changes that effective development requires at all levels, from
the village up to the national political and economic elites. Social changes are required in the
areas of: social structure, such as in the distribution of power and wealth; norms, skills, and
expectations; and social practices, such as the treatment of women and the building of patron-
client networks. SC&D analyzes the socio-political process through which such changes occur,
and the institutionalization needed to make the changes sustainable. The program also covers
the social impact of development agencies, and the effectiveness of various types of
development interventions in achieving positive social change. Because SC&D courses are
offered only at the SAIS/Washington, DC campus, SC&D students usually spend both of their
SAIS years in Washington, DC. Two years of development experience working with, and living
among, the local people are required for SC&D.
Social Entrepreneurship Courses:
The Informal Sector, Development and the Global Economy
Members of the informal sector are entrepreneurs who produce legitimate goods and services
without proper permits and legal status because they lack the resources and/or the incentives to
comply with burdensome and excessive rules and regulations necessary to become part of the
formal economy. In this course, Professors J ohn Sullivan and J ean Rogers examine the
diverse causes and consequences of informality including how large informal sectors jeopardize
development and integration into the global economy. The diverse strategies designed to
reduce the size and plight of the informal sector will be analyzed. In particular, the course will
examine the work of Hernando de Soto and others whose insights have helped to redefine
development studies by demonstrating that developing countries need to implement institutional
reforms in order for the poor to gain access to markets and vehicles of wealth creation. Careful
attention will be given to the necessary institutional reforms that are needed in order for
informals to formalize and for growth and development to be sustainable; to the political and
economic challenges of implementing these reforms; and to the impact that these reforms would
have on the economic, political and social structures in a country. Different measurement
techniques and the linkages between the formal and informal sectors will be also discussed.
Through case studies, presentations and readings, students will develop the skills to write policy
proposals designed to reduce barriers to formality, promote quality formal sector employment
and foster lasting economic growth and development in a particular country.
Social Aspects of the Development Encounter: Theory and Practice in Culture and Society
Taught by Professor Ben K. Fred-Mensah, this course will enable students examine the
relationships between a society’s social context and its development. Social context in this case
will be defined as both resources for development, that is, social capability and the impact of
development on a society’s social foundation. The key assumption of the course is that even
though economic growth is the central concern in development, economic features do not exist
and operate in vacuum. Rather, they are linked to distinctive social and cultural features such as
achievement and meritocracy orientedness, work ethic, cooperation and coordination, and
institutions and norms of trust. Thus, the course will particularly benefit from theories and
concepts associated with anthropology and sociology and efforts will be made to rethink such
key concepts as culture, governance, institutions, structure, and organizations and apply them
to the development idea.
Social Capital and Institutional Development
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Strong institutions are now seen as being critical to development. Professor Francis Fukuyama
will look at what institutions are, how they are created, reformed, and strengthened, and how
social and cultural factors help or impede their development. The transition from informal to
formal institutions and the importance of social capital in this transition will be a particular focus.
(An I-Dev Social Foundation course)
Related Courses:
Microenterprise Growth and Business Services
Microfinance and Development
Advanced Topics in Microfinance
Advocacy: Power and Citizen Participation
Assessing the Role of International Financial Institutions: Past, Present and Future
Civil Society in Theory and Practice
Education in Disease Prevention: HIV/AIDS
Education Policy and Practice in the Developing World
Health Problems, Policies and Practices in Developing Countries
Offered Fall 2004.
Not offered 2004-2005.
Social Foundations of Development
Urban Issues in Developing Countries
Kellogg School of Management
Larry and Carol Levy Institute for Entrepreneurial Practice
Entrepreneurship & Innovation Program
Northwestern University
2001 Sheridan Road
Evanston, IL 60208
Phone: 847.491.4907
Fax: 847.491.5632
Website: www.kellogg.northwestern.edu/academic/entrepreneurship/welcome.htm
Contact: Scott Whitaker
Overview
The Kellogg School Entrepreneurship & Innovation Program, managed by the Larry and Carol
Levy Institute for Entrepreneurial Practice, is devoted to developing the next generation of high-
growth entrepreneurs by giving students the theoretical and practical tools, networking
opportunities and hands-on experience necessary to maximize their chances for success. The
ideal by-products of their entrepreneurial ventures are job creation for others and wealth
creation for their employees, investors and themselves. The number of course offerings, course
subjects (29 that qualify for the major) and professors (12) have increased steadily in response
to student interest. More than 75 percent of Kellogg students take at least one entrepreneurship
course and more than 10 percent complete the entrepreneurship major. Our entrepreneurship
classes, usually filled to capacity, are taught by outstanding faculty--former entrepreneurs,
advisers to entrepreneurs and venture capitalists--who combine theory with practical application.
Since 1996, Kauffman Entrepreneur Interns have spent summers working side-by-side with
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successful entrepreneurs. In 2004, a separate private equity internship program was set up. Our
students receive additional experiential learning by working with entrepreneurs to help them
solve problems through our independent study offering and from the Kellogg Entrepreneur
Organization (KEO), a support organization for students who are present or former
entrepreneurs.
Social Entrepreneurship Courses
Social Entrepreneurship
is a new model in the nonprofit sector that helps to generate a vital source of funding and
support for the social missions of many organizations. Broadly defined, it includes for-profit
companies that pursue socially responsible business practices, ventures that create economic
opportunity for others and nonprofit organizations that are founded as an innovative response to
a particular social issue or cause. It also includes for-profit ventures within a nonprofit
organization. This class explores these various organizational options and strategies, especially
how nonprofits can generate sufficient resources to become sustainable organizations.
Entrepreneurial Finance in the Social Sector
Financing in the social sector presents all the challenges that the commercial sector faces plus
a variety of other issues. Social entrepreneurs invest in small businesses and real estate
projects that conventional lenders and investors find too risky or without sufficient upside, and
have found creative and innovative ways to reduce financing risk. This course covers various
types of development finance tools and the organizations that use them. Topics to be
discussed: new markets tax credit; community development finance; development banks;
microfinance/microenterprise; venture capital/venture philanthropy. The course will showcase
weekly guest speakers from the senior management of a variety of these types of organizations
for a first-hand look at the management challenges in development finance.
Social Impact Speaker Series
This noncredit course for first-year students brings to the Evanston campus the leading national
practitioners in social enterprises from nonprofit and for-profit firms. The speaker series
examines current societal issues and problems that span public-private sector issues, such as
innovative approaches for addressing social problems in the United States and abroad. Key
speakers examine how major organizations provide social benefits and deal with social issues
on a neighborhood and national scale.
Related Courses
Entrepreneurial Selling: Skills and Strategies
Intrapreneurship: Entrepreneurial Ventures in a Corporate Setting
Women & Entrepreneurship
Successful Entrepreneurship
Entrepreneurship & New Venture Formulation
Strategic Franchising
Creating an Innovation Mindset
The Management of Product Development
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Yale School of Management
Program on Social Enterprise
PO Box 208200
New Haven, CT 06520-8200
Phone: 203.432.7811
Email: [email protected]
Website:http://pse.som.yale.edu/
Contact: Sharon Oster, Frederic D. Wolfe Professor of Management and Entrepreneurship
Rebecca A. Martin, Administrative Director
Overview
The Program on Social Enterprise (PSE) serves as a forum for scholars, students and alumni
interested in the implications of business activity, and the business of social-purpose
organizations. PSE facilitates research by faculty and students, dissemination of knowledge
through teaching and publishing, and the application of knowledge in real-world problem solving.
Social Entrepreneurship Courses
Workshop on Entrepreneurship in the Nonprofit Sector
This course focuses on helping nonprofit organizations develop for-profit business ventures.
Students will participate in projects within the Yale School of Management/The Goldman Sachs
Partnership on Nonprofit Ventures, an initial project conceived of by the Pew Charitable Trusts
and jointly funded by them. Students will be paired with an external consultant and will work
directly with one of the competition’s finalists to improve upon and finalize their business plan for
submission to the competition. In addition to this hands-on experience, the course will also use
lectures and cases to explore relevant topics.
Microfinance
Microfinance has become one of the key components of the fight against poverty in many
developing countries. This course examines empirical, theoretical and policy issues of this
movement. The course will start by asking why the market on its own fails to satisfy the need for
capital by small entrepreneurs. Empirically, we will examine the evidence supporting different
theories on what makes microcredit for the poor work or fail. We will then turn to perhaps the
most important question, impact: Who benefits from these programs, and how much? Why is it
difficult to measure impact of these programs? Is it worthwhile to subsidize these programs, and
if so, what are some of the consequences of doing so? Does it matter whether the lenders are
for-profit or non-profit? The word “microfinance” for many conjures up ideas of small loans, but
the word “finance” clearly encompasses more than just credit. Thus, we also explore new areas
of innovation, such as microsavings and microinsurance, as well as informal institutions created
long ago, such as savings clubs (ROSCAs). In this section, we will focus on how to design
products, how to test them, and how to think about effective participant targeting.
Related Courses
The Business of Globalism: Managing in a World City
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Program Evaluation
Entrepreneurial Business Planning
Strategic Leadership Across Sectors
Nonprofit Case-Writing Workshop
Community Development Financial Institutions
Business Environment Leadership
Community and Economic Development
Nonprofit Organizations Clinic
Understanding the Financial Statements and Financial Condition of Private Not-for-Profit
Organizations
Public Sector Economics
Endowment Management
Creativity and Innovation
Dilemmas of Leadership
Services Marketing: Strategies for Nonprofits and For-Profits
Philanthropic Foundations
Public Use of the Private Sector
Profits & Principles: Managing Businesses with Multiple Objectives
Tuck School of Business at Dartmouth
James M. Allwin Initiative for Corporate Citizenship
100 Tuck Hall
Hanover, New Hampshire USA 03755-9000
Phone: 603-646-0109
Fax: 603-646-1308
Email: [email protected]
Website:http://www.dartmouth.edu/tuck/mba/allwin/
Contact: Patricia Palmiotto, Director
[email protected]
Robert G. Hansen, Faculty Director
Senior Associate Dean
Norman W. Martin 1925 Professor of Business Administration
J ohn H. Vogel J r., Associate Faculty Director for Corporate Citizenship
Adjunct Professor of Business Administration
Overview
The mission of the J ames M. Allwin Initiative for Corporate Citizenship is to integrate these
concerns into the curriculum and the entire MBA experience. We provide resources and
opportunities to engage students to consider and debate issues, gain career experience, and
learn from role models. We envision every Tuck student graduating with a heightened social
conscience, a strong sense of business ethics, a basic understanding of social enterprise, and a
familiarity with the management tools that facilitate corporate responsibility and community
involvement. Our vision further embraces alumni and business leaders, who will view the
Initiative for Corporate Citizenship as a resource for investigating best practices and current
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thinking on such topics as corporate social responsibility, social entrepreneurship, venture
philanthropy, and community involvement.
Social Entrepreneurship Courses
Entrepreneurship in the Social Sector I
The Non Profit Management Course focuses on how to bring business skills into the non-profit
sector. Increasingly, business leaders are expected to help solve social problems. A powerful
way in which they do this is through their involvement with non-profit organizations as board
members, volunteers and through collaborations. In this course we will explore the unique
culture, values and environments in which non-profit organizations operate and think about how
business skills can be best employed in this unique context. We will look at four critical
management challenges confronted by non-profit organizations, which are also applicable to
most businesses: starting a new organization, obtaining funding, strategic planning and
managing growth. By looking at the management challenges faced by nonprofit organizations,
we hope to broaden and deepen students' understanding of how to manage with limited
resources.
Entrepreneurship in the Social Sector II
The goal of the second half of the Non-Profit Management course is to provide students with an
opportunity to get first hand experience using their MBA skills to help a non-profit organization.
The project should deepen the students' understanding of non-profit management issues.
Related Courses
Introduction to Entrepreneurship
Advanced Entrepreneurship
Leadership Out of the Box
Seminar in Strategy: Managing Corporate Entrepreneurship
Social Capital
University of Michigan Business School
Samuel Zell & Robert H. Lurie Institute for Entrepreneurial Studies
701 Tappan Street, 9th Floor
Ann Arbor, MI 48109-1234
Phone: 734-615-4419
Fax: 734-615-4420
E-mail: [email protected]
Website: www.zli.bus.umich.edu
Contact: Tim Faley, Managing Director
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Overview:
The Samuel Zell & Robert H. Lurie Institute for Entrepreneurial Studies offers courses and
programs that deliver exclusive resources for future entrepreneurs at the Business School—
producing leadership in new business formation by providing world-class education and
experience. Through the Institute, many students have successfully launched their own firms or
have been chosen for employment with venture capital firms nationwide. The Institute brings the
nation’s most successful entrepreneurs to Ann Arbor and offers an outstanding faculty
composed of both academicians and professional practitioners. The Institute also actively
collaborates with other acclaimed University research units, such as the Medical Center and the
College of Engineering, to take world-class research discoveries public through technology
commercialization. Michigan MBA students can take the School’s business management core
excellence and pioneer their own entrepreneurial careers based on the Institute’s innovative
approach to partnering in biotech, high technology and other new ventures.
Nonprofit & Public Management Center at the University of Michigan
2757 School of Social Work Bldg.
1080 South University
Ann Arbor, Michigan. 48109-1106
Phone: 734.763.4214
Fax Number: 734.763.9181
Email Address: [email protected]
Website: www.umich.edu/~nonproft/index.html
Contact: Charlene Fluder, Program Coordinator
Overview:
Welcome to the Nonprofit and Public Management Center (NPM), a collaboration of the
University of Michigan Schools of Business, Public Policy, and Social Work. Our mission is to
advance and promote understanding of the contributions of nonprofit and public organizations
and the challenges of leading them successfully. We develop sophisticated and comprehensive
educational opportunities for professional school students, with a focus on preparing them to
contribute to society through their involvement with the nonprofit and public sectors. Courses,
projects, and extracurricular activities build the skills and understanding to work effectively in
partnership across sectors, and to work effectively as managers, board members, volunteers,
advocates, or advisors.
In addition, we provide a stimulating and supportive research environment for faculty and
doctoral students to advance knowledge in nonprofit and public management. Seminars,
speakers, and conferences make it possible for faculty to learn from their colleagues in other
schools and disciplines, and to develop a broader perspective on the challenges facing
managers in the nonprofit and public sectors. NPM strengthens the linkages between the
University of Michigan and the community of nonprofit organizations, both locally and nationally,
by sponsoring activities that enable researchers and practitioners to explore issues of common
interest.
Social Entrepreneurship Courses
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Urban Entrepreneurship
This course addresses the specific challenges and opportunities to be found in urban areas,
with special focus on entrepreneurship among ethnic-racial minorities and, particularly African
Americans. The lectures, discussion, and presentations by urban and minority entrepreneurs
will address issues of product design, marketing, access to capital, and strategic targeting of
business initiatives. Impacts of public and private policies, such as tax incentives and
franchising methods will be considered.
Social Enterprise: Innovation in the Information Society
Social enterprise roughly means "making the world better" through the efforts of for-profits or
nonprofits and broadly covers problems in the areas of poverty, health, education, the
environment, and other social issues, such as treating women and children better. The course
will pay significant attention to how companies working at the economic "bottom of the pyramid"
can develop successful businesses, though it will focus on other opportunities as well. The
course will examine how many innovations in this area embrace new business approaches
supported by information and communication technology (ICT).
Related Courses
Managing Across Sectors
Nonprofit and Cooperative Enterprises
Information Technology & Social Enterprise
Systems Thinking for Sustainable Development and Enterprise
Oxford University Saïd Business School
Skoll Centre for Social Entrepreneurship
Park End Street
Oxford
Oxfordshire
England
OX11HP
Phone: 44.0.1865.288838
Fax: 44.0.1865.278801
Website: www.sbs.ox.ac.uk/html/faculty_skoll_main.asp
Contact: Kathryn Smyth, Administrator
Rowena Young, Director
Overview
The Skoll Centre aims to be the world’s leading academic institution for social entrepreneurship
in the world and will be innovative and creative as it establishes its role as the premier resource
for change makers in the social sector. By bringing together world-class research, both
theoretical and practical, the Centre will move the agenda for social entrepreneurship forward to
help catalyse and support global social ventures that can bring about real and enduring change
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for communities in need. Furthermore, the Centre will contribute to the education of social
entrepreneurs via its MBA scholarship programme. The aim is that its graduates will
subsequently add value in their individual endeavors in the social sector and help advance
systemic change where existing economic and political structures have failed or are under-
developed. Finally, the Skoll Centre aims to build an international network around its research
and teaching so that its knowledge base can benefit all those for whom social change is a key
objective.
Brigham Young University, Marriott School
Center for Economic Self-Reliance
712A TNRB
Provo, UT 84602
Phone: 801.422.9009
Email: [email protected]
Website:http://marriottschool.byu.edu/selfreliance/
Contact: Todd Manwaring, Managing Director
Warner P. Woodworth
Professor, Organizational Leadership & Strategy
Overview:
The mission of the Center for Economic Self-Reliance is to bring practitioners, researchers, and
the community together to help families throughout the world become economically self-reliant.
We accomplish this through innovative action research and application. In the last few decades,
an increasing number of social entrepreneurs have completely altered the human development
landscape by creating both nonprofit and for-profit businesses specifically aimed at helping
families become economically self-reliant. These social entrepreneurship efforts focus on
improving the attitudes and behaviors, skills and abilities, and the resource availability for these
vulnerable families. The Center for Economic Self-Reliance is:
• An Academic Center that helps economic development and humanitarian organizations
(practitioners). We do not deliver services ourselves, but are involved in delivering
services through our practitioner partners as part of learning and research experiences.
• Led by a Research Agenda. This research agenda provides the scope needed to ensure
that the research and learning opportunities build upon themselves and help us achieve
our goals.
• Multidisciplinary in its approach. We recognize that many disciplines and practices
contribute to economic self-reliance.
• International & Domestic in its geographic scope. We are interested in helping
economically vulnerable families throughout the world.
• Self-Funded. We receive no funds from BYU or the LDS Church. Our operating funds
come entirely from outside donations
Social Entrepreneurship Courses:
Becoming a Social Entrepreneur/Global Change Agent—Professional Development Seminar
The objective of this course is to strengthen one’s capacity to change the world by learning and
then applying OB and social entrepreneurial skills to empower the poor. Emerging conceptual
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constructs that lead to societal change will be utilized such as the following: “Third sector,”
“positive deviance,” the “archeology of social change,” “stewardship,” new “social inventions,”
“bottom-of-the-pyramid” tools, the “tipping point” for making an impact, “social capital,”
appreciative inquiry, social enterprise creation, and building civil society. Innovative methods
and tools will be studied for expanding economic self-reliance in Latin America, Africa, and Asia.
We will explore theories of global change agentry and learn key practices and strategies for
empowering these who are marginalized, whether in local U.S. communities and/or around the
globe. We will assess and/or develop frameworks for organizing, structuring, and managing
effective delivery systems that provide ground-breaking services to those in need. Throughout
the course we will be working in service-learning teams on action research for specific NGO
projects to redesign, strengthen, and build new strategies so that they may achieve
broader/deeper impacts, develop greater capacity, become more sustainable, etc.
Related Courses:
Entrepreneurial Finance
Entrepreneurial Marketing
Entrepreneurial Strategy
Entrepreneurial Perspective
Creative Strategic Thinking
Microfranchising
University of Virginia
Darden Graduate School of Business Administration
The Batten Institute
P.O. Box 6550
Charlottesville, VA 22906-6500
Phone: (434) 924-1335
Fax: (434) 924-7104
E-mail: [email protected]
Website:http://www.darden.virginia.edu/batten/index.asp
Contact: Gayle G. Noble, Administrative Assistant
Gregory Fairchild, Assistant Professor of Business Administration
Overview
The Batten Institute acts as a foundation within the Darden Graduate School of Business
Administration at the University of Virginia. It invests in applied research and knowledge
transfer programs about the frontiers of change in organizations, markets, and
technologies. The Institute is a nexus of practitioners and scholars interested in fostering new
practical knowledge about business innovation and change. As the vehicle for implementing
Darden's interdisciplinary research and programs on major business issues, the Institute
promotes and supports the development of intellectual and social capital through collaborations
within and between Darden, the University, and their respective stakeholders.
Social Entrepreneurship Courses
Ashoka Global Academy for Social Entrepreneurship 35
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Social Entrepreneurship
This course will explore the multiple ways that an individual/company/corporation can participate
in ventures that impact social and/or environmental issues while simultaneously focusing on
financial goals. Some of the various questions and issues that arise from the decision to pursue
more than strictly financial goals will be addressed. Examples of questions that may be
addressed include:
• Can you do 'good' in your business and still make money?
• What did Big Pharma do to participate in the HIV/AIDS crisis and not lose their intellectual
property?
• Why should major corporations partner with CBOs (community based organizations) to
implement economic development programs and ventures in low economic urban or rural
areas?
• Even Non-Profits make money. How can this happen in countries like Uganda and
Zimbabwe?
• What is the role of micro lending in less developed countries? Why should banks and other
investors want to develop this product?
• Why should MNCs (multinational corporations) engage in environmentally sustainable
practices in countries or regions where this is neither required nor desired?
Entrepreneur as Change Agent
We believe that entrepreneurship presents the best contemporary outlet for agents of
revolutionary change, and our course examines the entrepreneur as change agent within the
evolving economy. We build on the premise that although critical factor inputs -- human capital,
natural resources, infrastructure, technology, financial capital markets – foster widespread
economic growth, they are insufficient without the interaction of entrepreneurial change agents.
We examine how enterprising individuals leverage these factors to create value for themselves
and others, across regional, industry and social boundaries. This is a course for those whose
long term goals extend beyond creating personal economic gain and involve creating broad
scale economic value.
Related Courses
Entrepreneurship: An Introduction
Sustainable Innovation & Entrepreneurship
Management of Smaller Enterprises
Corporate Impact Dynamics: Issues and Challenges with Social Enterprise
INSEAD University
Centre for the Management of Environmental and Social Responsibility
77305 Fontainebleau
Cedex, France
Phone: 33.0.160724128
Fax: 33.0.160745564
Website: www.insead.fr/CMER
Contact: Dr. Kai Hockerts, Research Programme Manager
Michèle Duhamel, Administrative Coordinator
Ashoka Global Academy for Social Entrepreneurship 36
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Overview
CMER was established in 1992 as a specialized academic centre at INSEAD. Its charter is to
conduct innovative research and to develop curriculum materials relevant to business and public
sector stewardship of the environment and corporate social responsibility. Over the last years
CMER has undertaken an ambitious agenda for environmental and social sustainability
concentrating on four major areas, namely: Environmental Economics and Policy, Industrial
Ecology, Corporate Strategies for Sustainability and Sustainable Operations Management.
Social Entrepreneurship Courses
Blended Value Strategies -- Transforming the Non-profit Sector
Why study the “not for profit” sector in a (for profit) business school? In short there are three
reasons: non-profits drive innovation, NGOs hold increasing power over for profit firms, and the
social sector has become a motor of growth and job creation. The social sector is changing
from a pure non-profit logic to one of “blended value” generation. Social organizations
increasingly use tools from the for profit world to create social value (i.e. venture philanthropy,
management accounting, joint ventures with for-profit businesses). The elective will study this
transformation of the social sector and equip participants with the tools to create and run
effective non-profit organizations. It will draw on distinguished guest speakers to ground the
class in practical experience.
Related Courses
Environmental Sustainability and Competitive Advantage
Transnational Governance, Business and Society
Stockholm School of Entrepreneurship
Box 6501
SE-113 83
Stockholm, Sweden
Phone: 46.8.7361580
Fax: 8.7361590
E-mail: [email protected]
Website: www.sses.se/public/frameset.asp?section=home
Contact: Michael Schragger, Coordinator
Program on Social Entrepreneurship
Overview
The Stockholm School of Entrepreneurship (SSES) is a joint initiative by; the Royal Institute of
Technology (KTH), the Stockholm School of Economics (SSE), Karolinska Institute (KI) and the
University College of Arts, Crafts and Design (Konstfack), the leading universities in Technology,
Economics, Medicine and Design in Stockholm. The goal of SSES is to promote the Stockholm
Region as one of the leading innovative and entrepreneurial hot-spots in the world. The overall
purpose of SSES is thus to support the development of Stockholm as an economic region for
business creation, through scientific research, academic and practitioner education and
business creation activities in close collaboration with universities, the business community and
public agencies. SSES could be seen as a response to the demand for a more active role for
Ashoka Global Academy for Social Entrepreneurship 37
The State of Social Entrepreneurship Learning
institutions of higher education in industrial and social development (the triple helix model).
Actually, the very foundation of SSES is based on the three core values underlying all of our
activities.
Social Entrepreneurship Courses
Social Innovation and Entrepreneurship
The aim of this course is to introduce students to the context of social innovation and social
entrepreneurship. Through project work students will increase their understanding of various
theories and practices from the field, while being exposed to the action-oriented skills required
for developing and implementing a social innovation and/or creating the social-oriented new
venture. Course topics include (topics are subject to change based on new developments in the
field):
•Placing innovation & entrepreneurship in a social context
•Entrepreneurship and practices of different sectors
•Innovation and creativity
•Organizing and mobilizing people
•Financing and risks
•Indicators for success and accountability
•Surviving and growing, or?
Related Courses:
Ideation: Creating a Business Idea
Wharton School
Social Impact Management Initiative
The Carol and Lawrence Zicklin Center for Business Ethics Research
Jon M. Huntsman Hall
Office 668, 3730 Walnut Street
Philadelphia, PA 19104-6340
Phone:
Fax:
Email: [email protected]
Website:http://www.whartonsim.org/
Overview
The mission of the Social Impact Management Initiative (SIM) is to accelerate positive social
and environmental change by:
• Broadening awareness: Exposing the Wharton and Penn community to the wide variety
of innovative models in social impact management through conferences, speakers,
events, publications and online exchange.
• Advancing knowledge: Furthering the development of curriculum and academic
opportunities to educate and enhance intellectual debate on social impact management
issues and stimulating research that leverages the strengths of Wharton to contribute to
the field of social impact management.
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• Cultivating ethical leaders: Providing academic and professional opportunities, which
instill future leaders with fundamental values for promoting positive social and
environmental change in their professional endeavors as well as presenting the Wharton
community with clear examples of leaders who understand the value of promoting
positive change through organizations.
• Effecting immediate impact: Engaging in strategic partnerships with non-profit and for-
profit organizations to facilitate incorporation of social change principles in organizational
practice and participating in programs and initiatives to have a positive impact on our
local and extended community.
SIM seeks to attain its mission by:
• Serving as the knowledge bank and the integrated communication hub at Wharton and
Penn for socially relevant projects and activities.
• Funding innovative projects at the intersection of business and society through its Social
Venture Project arm.
Social Entrepreneurship Courses
Entrepreneurship and Societal Wealth Generation
For this course societal wealth generation is defined as entrepreneurship used as a market-
based catalyst to profitably confront social problems. This definition views societal
entrepreneurship as a distinct and critically important alternative to public sector initiatives. The
basic thesis is that many social problems, if looked at through an entrepreneurial lens create
opportunity for someone to launch a venture that generates profits by alleviating that social
problem. This sets in motion a virtuous cycle – the entrepreneur is incented to generate more
profits and in so doing, the more profits made, the more the problem is alleviated. In this course
we will begin to demonstrate the validity of this thesis. Student groups will conceive of possible
social wealth generating ventures and then develop a plan to seed the formation of a business
to implement the social solution as a formal experiment.
Related Courses
Entrepreneurship
Innovation, Change and Entrepreneurial Management
Community Reinvestment
Berea College
Entrepreneurship for the Public Good (EPG)
www.berea.edu/epg
Contact: Debbi Brock, J eff Nelson
The program explores the concept of entrepreneurship for the public good in a two-summer
program where students learn about entrepreneurship, leadership and community development
in the context of Appalachian communities.
The first summer is an eight-week Summer Institute, which meets daily and includes several
overnight trips within the Appalachian region. During the second summer, students complete a
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ten-week Entrepreneurial Internship with either a nonprofit or for-profit business. The EPG
program is open to students in all areas of study.
Brigham Young University
Marriott School
www.marriottschool.byu.edu/emp/wpw/socialentrepreneurship.cfm
Contact: Warner Woodworth
The objective is to empower students with a vision of how they can take initiative, address real
societal problems and build civil society. BYU social entrepreneurs are students operating as
consultants/change-agents around the globe helping marginalized people, especially Third
World women, to learn new skills, become empowered and move toward self-reliance. These
individuals are trained in problem solving and participatory evaluation methods to assist
the poorest of the poor in their quest toward a higher quality of life.
University of Navarra
IESE Business School
J ohanna Mair
www.iese.edu/aplicaciones/news/view.asp?id=338&cs=1&lang=en
IESE, which has long emphasized corporate responsibility within its MBA curriculum and
program offerings, is further strengthening this management discipline through a new course on
social entrepreneurship. Social entrepreneurship is understood as a way to combine economic
and social value creation.
New York University
Stewart Satter Program in Social Entrepreneurshiphttp://w4.stern.nyu.edu/berkley/social.cfm?doc_id=1868
Contact: Sarah Kroon Chiles, J effrey Robinson
The new Satter Program expands Stern's current curricular and co-curricular activities to
support new educational and research initiatives and foster social venture creation within the
school's community. The program is dedicated to making the social entrepreneurship movement
a leading force for social improvement by generating interest and expertise in the field among
members of the Stern community. This involves several related activities including teaching
social entrepreneurship skills and thinking, providing opportunities to practice and hone these
skills, supporting research to improve the understanding and practice of social entrepreneurship,
and creating a community of students, scholars and industry leaders devoted to improving the
social sector.
Roberts Wesleyan College
Institute for Social Entrepreneurship
Ashoka Global Academy for Social Entrepreneurship 40
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www.roberts.edu/ise
Contact: David Dey
Promotes and assists innovative solutions to pressing social needs using sound business
principles in the faith community, government and social services. Programs include Students in
Free Enterprise (SIFE), Free Enterprise Cooperative Education Venture, Entrepreneurship
Resource Center, Community Outreach and Service Learning Internship Initiative and
Community Development Institute.
Seattle University
The Center for Nonprofit and Social Enterprise Management
www.seattleu.edu/asbe/ec/
Contact: Harriet Stephenson
Dedicated to encouraging entrepreneurial activities which create jobs and add value to the
community; to encouraging effective triple bottom line measurement of long term organization
impacts on people, profit and the planet; and to supporting entrepreneurial leaders who
embrace the principles of responsible leadership, diversity and positive global impacts.
Sterling University
www.sterling.edu/academics/catalog/current/majors/bu.cfm
Coursework in the business major, social entrepreneurship and business entrepreneurship
minors offers an excellent foundation for students desiring to work in either the for-profit or not-
for-profit sectors and/or complete graduate work in law, business or other related fields.
Ashoka Global Academy for Social Entrepreneurship 41
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Acknowledgements
Ashoka’s Global Academy for Social Entrepreneurship would like to thank the following
members of the team for their important contributions to this research:
Michael Herbst
Ross School of Business
University of Michigan
Vanessa Lipschitz
Sharon Low
National University of Singapore
Andrew Youn
Kellogg School of Management
Northwestern University
Document prepared by:
Andrew Kuper, Managing Director, Global Academy for Social Entrepreneurship, at Ashoka
Angela Hansen, Consultant, Global Academy for Social Entrepreneurship, at Ashoka
For further information, contact:
Erin Fornoff, Associate, Global Academy for Social Entrepreneurship, at Ashoka
[email protected]
Ashoka Global Academy for Social Entrepreneurship 42
doc_730741878.pdf