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.
Material must be accredited and taught by the school to which the contributor is affiliated. Material submitted will be verified by the subject area owner. Verification may require contact between the contributor and the subject area owner. The subject area owner will ultimately publish the material on the platform. The contributor and his or her school will remain associated with the module or case, and may specify use restrictions:
Contributors can either upload teaching material physically on the platform, or provide links to other locations where material can be retrieved. Contributors are responsible for respecting copyrights on any material uploaded. Where material is physically uploaded, access and usage is free, subject to the restrictions listed above. Where material is retrievable at other locations (e.g. online case study providers, online courses, or online libraries) access and usage will be subject to the conditions of the relevant provider (including possible fees).
Contributors or their schools may request subject area owners to withdraw or replace previously contributed material at any time.
Tapping into a unique value proposition to build a socially and environmentally sustainable coffee business.
The case describes the main elements of the M-Pesa system in Kenya, placing special emphasis on its design and implementation. It focus on how business model innovation must be clearly aligned with operations and technology. It also discusses which marketing and operational aspects are key for the successful implementation of a business model in an emerging economy in which most of the population is at the "bottom of the pyramid."
With the increasing need to recognize issues of ecological and social sustainability, many economists have in recent decades examined the question of how national accounting--and macroeconomic analysis based on such accounts--can be improved. As economist William D. Nordhaus, chair of a blue-ribbon National Research Council panel, put it in a 1999 report to the U.S. Bureau of Economic Analysis: "Over the last quarter century, we have become increasingly aware of the interactions between human societies and the natural environment in which they thrive and upon which they depend…The idea of including environmental assets and services in the national economic accounts is part of a larger movement to develop broader social and environmental indicators. This movement reflects the reality that economic and social welfare does not stop at the market’s border, but extends to many nonmarket activities."
This guide is intended both for those with no experience in complex environments, and for those with some experience looking to improve their leadership in these contexts. For those of you who are new, and who need help transiting to a complex operating environment, this guide can help you expand your vision beyond traditional business models and lead with integrity and humbleness. For those of you with more experience, this guide can help you handle complexity with more confidence. It is built on robust research and interviews with over 100 leaders with extensive experience in such environments.
This course discusses the basics every manager needs to organize successful technology-driven innovation in both entrepreneurial and established firms. We start by examining innovation-based strategies as a source of competitive advantage and then examine how to build organizations that excel at identifying, building and commercializing technological innovations. Major topics include how the innovation process works; creating an organizational environment that rewards innovation and entrepreneurship; designing appropriate innovation processes (e.g. stage-gate, portfolio management); organizing to take advantage of internal and external sources of innovation; and structuring entrepreneurial and established organizations for effective innovation.
The Master in Entrepreneurship - Social Enterprise Development track is a comprehensive learning-by-doing program for social entrepreneurs (SEs) who aim to attain sustainability and achieve high operational efficiency for their social enterprises.
Educating management students on the connections between business and climate change is essential both to their careers and to society’s ability to solve the climate challenge. To impart deep and lasting learning on this topic, the authors developed a multischool negotiation simulation that is unique in its intensiveness, cross-sector design, and transdisciplinary nature. This article explains their objectives, connects the choice of a role-play format to past literature, describes the curriculum they designed, and evaluates the results of its first and second teachings. Evaluation is based on the extent to which the course met their specific objectives, how individual elements contributed to overall learning, and the overlap between this curriculum and established precepts of good sustainability teaching. In addition, they draw lessons from their experience to guide others wishing to teach on this or on related topics.
This case discusses the situation at Ndlovu Care Group (NCG) in July 2008. The group, founded by Dutch social entrepreneur Dr. Hugo Tempelman, has been running a very successful health care facility – Ndlovu Medical Center (NMC) – in the township of Elandsdoorn in rural South Africa. The case discusses NCG’s plans to expand that success to other locations in the country.
The purpose of this training module is to strengthen the capacity of managers and employees/workers in negotiation. At the end of the training, participants will have better understanding on what negotiation is and how the negotiation process can be transformed into better relationships with different stakeholders of business.
Negotiation and Conflict Management presents negotiation theory – strategies and styles – within an employment context. In addition to the theory and exercises presented in class, students practice negotiating with role-playing simulations that cover a range of topics. Students also learn how to negotiate in difficult situations, which include abrasiveness, racism, sexism, whistle-blowing, and emergencies. The course covers conflict management as a first party and as a third party: third-party skills include helping others deal directly with their conflicts, mediation, investigation, arbitration, and helping the system change as a result of a dispute.
In today’s world, policies aimed at improving the integration of developing economies into global value chains must look beyond FDI and trade. Policymakers need to consider non-equity modes (NEMs) of international production, such as contract manufacturing, services outsourcing, contract farming, franchising, licensing and management contracts. Cross-border NEM activity worldwide is signi"cant and particularly important in developing economies. It is estimated to have generated over $2 trillion of sales in 2010. Contract manufacturing and services outsourcing accounted for $1.1–1.3 trillion, franchising $330–350 billion, licensing $340–360 billion, and management contracts around $100 billion. In most cases, NEMs are growing more rapidly than the industries in which they operate.
The PRME Anti-Corruption Toolkit was designed to provide comprehensive anti-corruption guidelines for curriculum change in business schools and management-related academic institutions around the world. Its modules, which can be used individually or as a stand-alone course, aim to address the ethical, moral, and practical challenges that students will face in the marketplace.
Since co-founding Pandama Retreat, Winery and the Centre for Creative Arts five years ago with her husband, Warren, Tracy Douglas enjoys the kind of success that many enterprises only dream of. While operating her lucrative wine and creative arts business, Tracy met many aspiring young entrepreneurs who were not pursuing their goals in large part because of their attitudes. Realizing that aspiring young entrepreneurs in Guyana focused on obstacles rather than the opportunities around them, Tracy was inspired to help young people to pursue their goals. In 2014, Tracy received the United Nations Conference on Trade and Development’s (UNCTAD) Empretec Women in Business Award for creating employment for women while operating a sustainable business.
A North Start Foundation-led health programme for the protecting of truck drivers against HIV/Aids, serves as case study on the challenges in scaling up innovative ideas in the humanitarian sector.
The case examines the development of a tuberculosis treatment program in Bangladesh by an NGO and how the program was expanded to cover 80 million people, using community health workers to perform most of its essential functions including case finding, directly-observed therapy and record keeping.
iTEACH is an HIV/AIDS and TB prevention and treatment program in KwaZulu-Natal, South Africa. High infection rates had overwhelmed medical facilities in their local region. Many individuals were reluctant to come forward for testing, given the stigma around the disease and the differences between HIV/AIDS and the model of disease used by traditional healers. Finally, the government’s hostility to the diagnosis and treatment complicated all efforts to address the disease.
The case study, which focuses on Aurora’s strategy to tackle El Salvador’s solid waste challenges through recycling, is designed to help students gain an understanding about how the social enterprise addressed environmental challenges while creating employment for individuals from disadvantaged backgrounds and earning revenues.
The case study presents the cooperative business model with social objectives, notably for the creation of job opportunities for women. Using the example of the Renas Women’s Cooperative Association, the case study is designed to illustrate how social goals can be realized while operating a commercially successful business in a competitive market. The case study also tracks Renas’ success in growing market share through targeted product development in line with changing customer tastes in the highly dynamic market for processed vegetables.