Schools and teachers are invited to contribute relevant teaching material within any of the listed subject areas. Teaching material may include modules (of any length) or case studies. In all cases, the module or case outline ("syllabus") is to be completed with title, subject area, key words, descriptions, learning objectives, prior knowledge requirements and duration. Documentation may include lecture presentation material (in any form), handouts, or project work (accessible to all, including students), as well as teaching notes, evaluations and exam questions (accessible only to registered teachers). In addition, reading material (required and optional) can be contributed.
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Given the importance of agriculture for economies and societies, the impact and implications of transnational corporation (TNC) participation in the industry, especially in developing countries, are of considerable significance. This impact varies, depending partly on the nature of TNC participation, in particular whether the mode of involvement is FDI or a non-equity form such as contract farming. FDI in farming may have a positive effect on agricultural production and the host economy by providing financial resources, introducing new technologies, training workers, creating linkages with local input suppliers and encouraging – through example – the entry of other firms into the industry. Negative effects may result from TNC-run operations driving farmers out of business, for instance, with adverse consequences for employment and rural society. TNC involvement through contract farming can affect domestic agriculture via different channels, among others by providing local farmers with inputs such as seeds and fertilizers, and linking them to the global marketplace through their international supply chains. On the other hand, these links run the risk, for instance, of making farmers highly dependent on large and powerful companies.
Development of Social Enterprise I (DSE I) is a foundation course for would-be social entrepreneurs/intrapreneurs in the setting of a 16-month Master in Business Administration (MBA) program. It is given in the second term of the MBA Program to introduce students to the basic concepts of Social Enterprise Development and to apply them through various exercises and projects.
This class surveys developmental entrepreneurship via case examples of both successful and failed businesses and generally grapples with deploying and diffusing products and services through entrepreneurial action. By drawing on live and historical cases, especially from South Asia, Africa, Latin America as well as Eastern Europe, China, and other developing regions, we seek to cover the broad spectrum of challenges and opportunities facing developmental entrepreneurs. Finally, we explore a range of established and emerging business models as well as new business opportunities enabled by developmental technologies developed in MIT labs and beyond.
Digital Divide Data grew from a small IT outsourcing company in Cambodia to an internationally recognized social enterprise. In 2009, the company weighed its options to expand yet it also opted to maintain its social mission, which is to offer training and employment to disadvantaged youth. This study tracks its journey.
This three part case series deals with the distribution of FMCG (fast moving consumer goods) to low income areas in Kenya.
This course provides an overview of globalization for firms and their countries, and the range of opportunities it opens up to create value. It is rooted in the reality of the Indian economy and Indian firms, and examine India in the context of a global world.
The case study combines questions of healthcare challenges in Brazil, making business with the Base of the Pyramid (BoP) and possibilities for Impact Investing.
Este artigo apresenta uma perspectiva ampla do campo do empreendedorismo social no Brasil, contextualizando o seu processo de formação e descrevendo as relações entre os principais atores do ecossistema. O artigo se desdobra em seis partes. Na primeira, é apresentado o debate atual sobre a definição de empreendedorismo social.
This course clarifies key marketing concepts, methods, and strategic issues relevant for start-up and early-stage entrepreneurs. At this course, there are two major questions: 1) Marketing Question: What and how am I selling to whom? 2) New Venture Question: How do I best leverage my limited marketing resources? Specifically, this course is designed to give students a broad and deep understanding of such topics as: --What are major strategic constraints and issues confronted by entrepreneurs today? --How can one identify and evaluate marketing opportunities? --How do entrepreneurs achieve competitive advantages given limited marketing resources? --What major marketing/sales tools are most useful in an entrepreneurial setting?
UNCTAD’s Entrepreneurship Policy Framework aims to support developing-country policymakers and those from economies in transition in the design of initiatives, measures and institutions to promote entrepreneurship. It sets out a structured framework of relevant policy areas, embedded in an overall entrepreneurship strategy that helps guide policymakers through the process of creating an environment that facilitates the emergence of entrepreneurs and start-ups, as well as the growth and expansion of new enterprises.
Protecting the environment is sometimes viewed as a luxury -- something people care about only when they have plenty of leisure time and disposable income. In practice, low-income communities and minority ethnic groups often bear the most severe consequences of environmental degradation and pollution. In this module, we explore questions related to the distribution of pollution and other forms of environmental degradation. Our discussion is centered on environmental justice: the recognition that minority and low-income communities often bear a disproportionate share of environmental costs – and the perception that this is unjust.
This course aims to: 1. Expose students to strategies companies use to reduce costs, minimize risk, create value, expand markets, innovate, and build competitive advantage; 2. Familiarize them with significant historical milestones which have influenced the relationship between business, society, and the environment; 3. Give them practice using quantitative tools to evaluate alternative business strategies with environmental implications; and 4. Challenge them to think critically about the environmental and societal consequences of business decisions and how business leaders can incorporate consideration of these consequences into their decision making.
In 1994, the Central Bank of Kenya (CBK) found Equity Building Society (later renamed Equity Bank) to be technically insolvent with poor management and inadequate board supervision. Equity officials agreed to overhaul the firm's strategy and operations in exchange for avoiding dissolution. In 1995, Mwangi decided to get personally involved in turning Equity around. During his time at Equity, he oversaw its massive transformation from a small insolvent mortgage lending company to a fast growing internationally-recognized financial services bank. Throughout the organization's evolution, it had focused exclusively on Kenya's economically marginalized citizens, the so-called "unbankable" population.
The Diploma in Sustainable Business is a joint degree by University of St. Gallen, Business School Lausanne and the World Business Council for Sustainable Development. This innovative executive education program is designed for engaged future leaders in business and beyond - starting every fall.
REM is a compact yet comprehensive management education program, focusing on renewable energies. As such, the curriculum covers the subjects and areas relevant for executives and future leaders in industries and businesses in renewable energy and related markets. The modules provide both solid foundation in all aspects of the socio-economic framework and the management and functional skills of renewable energy management:
This note describes the coffee industry, the rise of the fair trade movement, and if and how fair trade coffee can be scaled up without compromising the economic and social standards that are at the heart of fair trade.
This module is an intensive introduction to the preparation and interpretation of financial information for investors (external users) and managers (internal users) and to the use of financial instruments to support system and project creation. The course adopts a decision-maker perspective on accounting and finance with the goal of helping students develop a framework for understanding financial, managerial, and tax reports.
The World Bank Group is launching a Financing for Development Massive Open Online Course (MOOC) on November 16 (available at https://www.coursera.org/course/fin4devmooc). The objective is to familiarize more people with the new development agenda, the critical role of the private sector and the use of finance, including innovative solutions, to fund the sustainable development goals (SDGs) and meet the goal of ending poverty and boosting shared prosperity by 2030.