Semester at Sea, Course Syllabus Colorado State University, Academic Partner Voyage: Discipline: Course Number and Title: Division: Faculty Name: Semester Credit Hours: Meeting Day:

Spring 2017 Management MGT 360 Social and Sustainable Venturing Upper Scott Marshall 3 B Days, 12:10-13:30 (Adlon)

Prerequisites: Junior or senior standing COURSE DESCRIPTION Global social and environmental trends represent pressing concerns for the future health of the Earth and its diversity of species. The structure and incentives in the current global political-economic system have yet to mitigate global problems such as inequity, poverty, and disease. Environmentally, we have yet to resolve local and trans-boundary problems of air pollution, water pollution, toxic waste, soil loss and climate change. This course is based on the premise that entrepreneurs are powerful agents of social, environmental and economic change. These entrepreneurs – referred to as ‘social entrepreneurs’ – use for-profit, non-profit and hybrid organizational models and leverage markets to address specific social and/or environmental challenges. This course will use lectures, case studies and group exercises and presentations to gain in-depth understanding of the major issues addressed by social entrepreneurs and the different models used to and challenges confronted when initiating and scaling social enterprises.

LEARNING OBJECTIVES After completing this course, the successful student will be able to: - Understand the social and environmental challenges faced globally and regionally. - Enhance knowledge of what are social enterprises and the unique roles played by social enterprises play in addressing the aforementioned challenges. - Gain applied research and analysis skills focused on social enterprise design, launch and scaling. - Improve both written and oral presentation skills.

REQUIRED TEXTBOOKS AUTHOR: Brooks, Arthur C. TITLE: Social Entrepreneurship: A Modern Approach to Social Value Creation PUBLISHER: Pearson ISBN #: 13: 9780132330763 DATE/EDITION: 2009

ADDITIONAL READING MATERIALS Blom, Esther, Elco van Burg, Petra Verhagen and Mark Hillen. 2014. “Tony’s Chocolonely: How a social enterprise is changing the chocolate industry.” Stichting Social Enterprise NL. Glin, Laurent C., Oosterveer, Peter and Mol, Arthur P.J. 2015. “Governing the organic cocoa network from Ghana: Towards hybrid governance arrangements?” Journal of Agrarian Change, 15 (1): 43-64. Holt, Diane and Littlewood, David. 2015. Identifying, Mapping, and Monitoring the Impact of Hybrid Firms. California Management Review, 57 (3): 107-124. Martin, Roger L. and Osberg, Sally R. 2015. “Two keys to sustainable social enterprise.” Harvard Business Review, May: 86-94. Kang, Mangqi. 2015. “Social entrepreneurship in China: models, dynamics, challenges and opportunities.” Master’s

Thesis, Aalto University, School of Business. Kolavalli, Shashi and Marcella Vigneri. (undated). Chapter 12: Cocoa in Ghana: Shaping the Success of an Economy. Littlewood, David and Diane Holt. 2015. “Social enterprise in South Africa: Exploring the influence of environment.” Business & Society: 1-37. Littlewood, David and Holt, Diane. 2015. Social Entrepreneurship in South Africa: Exploring the Influence of Environment. Business & Society: 1-37. Martin, Roger and Osberg, Sally. 2015. Two Keys to Sustainable Social Enterprise. Harvard Business Review, (May): 86-94. Pham, Thang V., Huyen T. H. Nguyen and Linh Nguyen. 2016. “Social enterprise in Vietnam.” Center for Economic Development Studies, VNU University of Economics and Business. ICSEM Working Papers No. 31. Sakarai, Masanari and Satoru Hashimoto. (undated). “Exploring the distinct features of social enterprise in Japan.” The Tokyo Foundation, Chiikisyakai no Reinvention, working paper, 11. (in Japanese). Smith, William and Darko, Emily. 2014. Social enterprise: constraints and opportunities – evidence from Vietnam and Kenya. Overseas Development Institute (ODI.org). Social Entrepreneurship in India – Unveiling the unlimited opportunities. swissnex India l Consulate General of Switzerland, June 2015. Stecker, M. 2016. Awash in a Sea of Confusion: Benefit Corporations, Social Enterprise, and the Fear of “Greenwashing”. Journal of Economic Issues, 1 (2): 373-381. Tetzell, R. 2016. Great Strides. Fast Company (February): 44-46. Warnecke, T. and Houndonougbo, A. N. 2016. Let There Be Light: Social Enterprise, Solar Power, and Sustainable Development. Journal of Economic Issues, 1 (2): 362-372.

CASE STUDIES (CS) Madecasse: Competing with a 4X fairtrade model. oikos case collection. Resolute Marine Energy: Power in waves. MIT Management/Sloan School. Srinivasan Services Trust: Combating poverty with entrepreneurship. MIT Management/Sloan School. Susan Murcott and Pure Home Water: Building a Sustainable Mission-Driven Enterprise in Northern Ghana.

COURSE SCHEDULE Day

Topics

Reading

Depart Ensenada—Jan 5 B1—Jan 8 Course Overview B2— Jan 10

Intro to Social Entrepreneurship

Honolulu—Jan 12 B3— Jan 13 Ideas and Opportunities

B4— Jan 15 B5— Jan 18

Developing the social enterprise concept Social enterprise business plans

No class Jan 19 B6— Jan 21 CHOCOLATE! Step 1: Structure of Global Cocoa Production B7— Jan 23 Social Entrepreneurship in Japan Kobe – Jan 24-28 B8— Jan 30 Social Entrepreneurship in China Shanghai – Jan 31 – Feb 5 B9—Feb 7 Measuring social value B10— Feb 9 Social Entrepreneurship in Vietnam Ho Chi Minh–Feb 10-14 B11— Feb Earned income 16 Donations and government

 Chapter 1, SE  Stecker, 2016

Deliverables In-Class Short Essay: “Social entrepreneurship is…” In-Class Quiz

 Chapter 2, SE  Warnecke & Houndonougbo, 2016 Chapter 3, SE

In-Class Quiz

 Chapter 4, SE  Martin & Osberg, 2015

In-Class Presentation

No reading Sakari, M.

Team #1 Presentation and Report In-Class Team Presentation

Kang, M. ONLY pp. 50-73

In-Class Quiz

Chapter 5, SE Pham et al. 2016. Smith & Darko, 2014.

No assignment In-Class Team Presentation

Chapters 6 and 7, SE

In-Class Quiz

In-Class Quiz

income No Class – Feb 17 B12— Feb CHOCOLATE! Step 2: Structure of 19 Global Chocolate Supply Chain Yangon – Feb 20-24 B13— Feb Entrepreneurial fundraising and 26 marketing B14— Feb Social Entrepreneurship in India 28 Case Analysis and Discussion Cochin – Mar 1--6 B15— Mar 8 Social Entrepreneurship and Impact B16— Mar CHOCOLATE! Step 3: Structure of 11 Global Chocolate Industry Competition Mauritius – Mar 12 B17— Mar Launch, growth and goal 14 attainment No Class – Mar 15 B18— Mar Social Entrepreneurship in South 17 Africa Case Analysis and Discussion Cape Town— Mar 19-24 B19— Mar Social Impact Assessment 25 B20— Mar 27

CHOCOLATE! Step 4: Marketing and Branding in the Global Chocolate Industry No Class – Mar 29 B21— Mar Preparation for Field Course 30 Tema – Mar 31-Apr 3 Field Course B22—Apr 5 Comparative Contexts of Social Entrepreneurship (IFA) B23— Apr 7 Comparative Contexts of Social Entrepreneurship (IFA) B24— Apr 9 Comparative Contexts of Social Entrepreneurship (IFA) Study Day – Apr 10 Casablanca – Apr 11- 14 B25 Finals – Apr 16 Arrive Hamburg— Apr 1

No reading

Team #2 Presentation and Report

Chapter 8, SE

In-Class Quiz

 SE in India., pp. 4-32.  CS: Srinivasan Services Trust

Case Discussion

CS: Madecasse

Case Discussion Team #3 Presentation and Report

 Chapter 9, SE  Tetzell, 2016.

In-Class Quiz

 Littlewood & Holt, 2015.  CS: Resolute Marine Energy

Case Discussion

 Hold & Littlewood, 2015.  CS: Susan Murcott and Pure Home Water No reading

In-Class Essay Case Discussion Team #4 Presentation and Report

 “Chapter 12 Cocoa in Ghana”  Blom et al, 2014. Presentations and Discussion Leadership Presentations and Discussion Leadership Presentations and Discussion Leadership

ASSIGNMENTS (1) In-Class Assignments. There are twelve (12) In-Class assignments. Essays, quizzes and mini-presentations will be required during certain classes. Each of these in-class assignments is worth 10 points for a total of 120 points. (2) CHOCOLATE! Semester Project Teams work to analyze four different aspects of the global chocolate industry. This project relates directly to the Field Class in Accra, Ghana. Each step entails a team conducting the following tasks: - Thoroughly research the assigned aspect of the global chocolate industry. - Collect data and conduct original analyses of key issues related to the assigned aspect. - Create original visual representations (graphs, tables, pictures, etc.)

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Write a comprehensive research paper on this aspect, incorporating the original analyses and visual representations. The final report will be no longer than 7 pages, excluding appendices and references. The written report is worth a potential of up to 40 points. - Present your research to the class and lead a discussion. The presentation should be at least 20 minutes and the discussion should take another 20 minutes. It will serve the teams well to derive a list of initial questions to guide the discussion. The presentation and discussion leadership is worth a potential of up to 40 points. It is highly recommended that each team divide the responsibilities among ‘sub-teams’ and establish clear expectations on responsibilities, timelines and full team collaboration. The Four Teams: - Team 1: Structure of Global Cocoa Production. Focuses on the farming and processing of cocoa. - Team 2: Structure of Global Chocolate Supply Chain. Focuses on how cocoa is exported and processed and how chocolate is made and distributed. - Team 3: Structure of Global Chocolate Industry Competition. Focuses on the nationality, size and structure of the multi-national and small- and medium-sized companies that compete in the global chocolate industry. - Team 4: Marketing and Branding in the Global Chocolate Industry. Focuses on how multi-national and smalland medium-sized companies market and brand their products in the global chocolate industry We will determine teams during the first day of class, which also determines when each team will complete their work during the semester. (3) Field Class & Assignment Field Class attendance is mandatory for all students enrolled in this course. Do not book individual travel plans or a Semester at Sea sponsored trip on the day of your field class. Field Classes constitute at least 20% of the contact hours for each course, and are developed and led by the instructor. Accra, Ghana The field class is planned for April 4th. The Field Class and Assignment is worth 50 points. Upon completing the field class, each student will write a “Social Entrepreneurs, Stakeholders and Society” Paper. It will be no more than 3 pages long with between 900 to 1200 words. This field class is organized in collaboration with Tony’s Chocolonely® (http://www.tonyschocolonely.com/us/). Tony’s Chocolonely® is committed to “100% Slave Free Chocolate”. As this tagline suggests, there are serious social issues in the sourcing of cocoa, the main ingredient in chocolate. Our field class will include a visit and tour of a cocoa growing region, visits with at least one local NGO working with cocoa farmers and a government agency involved with monitoring the sourcing and exporting of cocoa. Based on your own research prior to and during the Field Class, you will write a paper the fully explores the context for cocoa/chocolate in Ghana. There three outcomes to be achieved by this field class: (1) Gain a deeper understanding of the characteristics of cocoa growing and sourcing in Ghana and its role in the global chocolate industry. (2) Understand the role of private enterprise, NGOs, government agencies, multi-nationals companies and other stakeholders in advancing (or limiting) social and environmental issues in the Ghanian cocoa growing regions. (3) Enhance your knowledge of the challenges faced by social entrepreneurs, such as Tony’s Chocolonely®, when starting and attempting scale social enterprises focused on commodity-based products like cocoa/chocolate. (4) Independent Field Assignment The Comparative Contexts of Social Entrepreneurship: One of the main objectives of this course is to raise your awareness of the global business environment and cultural differences on business practices. The Comparative Contexts of Social Entrepreneurship assignment is designed with that objective in mind. You will

be asked to conduct research on the cultural, political, economic and technological environment of three SAS Spring 2017 countries and discuss the implication of your findings from the viewpoint of social ventures in these countries. The goal of this assignment is to apply the concepts learned in class to a real-life context, stimulate discussion and enrich the class by providing information that is going beyond the material covered by lectures and readings. While you will be asked to answer several specific questions in your report, you are also encouraged to include your own views, reflections and, if applicable, findings based on your own experience. You will be scheduled to present a summary of your findings and observations/reflections in a 10 minute oral report and a five-page write-up (double-spaced, 1 inch margins). This is an individual assignment. In presenting your findings, you are encouraged, but not required, to adopt a creative, multi-media approach (PowerPoint, short audio/video clips, props, cultural artifacts, sample food items, etc.). The evaluation criteria are (1) the degree to which the concepts discussed in class are applied and integrated in the written and oral report, (2) quality of the written report, (3) quality and creativity of the oral report (i.e., engaging delivery and staying within the time limit). Students will be scheduled to present during the last three full class days of the semester. Summary: Assignments and Points In-Class Assignments 10 @ 10 points each CHOCOLATE! Report 1 @ 40 points CHOCOLATE! Presentation 1 @ 40 points Field Class Assignment 1 @ 50 Independent Field Assignment 1 @ 50 Total Points Potentially Earned

120 40 40 50 50 300

GRADING SCALE The following Grading Scale is utilized for student evaluation. Pass/Fail is not an option for Semester at Sea coursework. Note that C-, D+ and D- grades are also not assigned on Semester at Sea in accordance with the grading system at Colorado State University (the SAS partner institution). Pluses and minuses are awarded as follows on a 100% scale: Excellent 97-100%: A+ 93-96%: A 90-92%: A-

Good 87-89%: B+ 83-86%: B 80-82%: B-

Satisfactory/Poor 77-79%: C+ 70-76%: C 60-69%: D

Failing Less than 60%: F

ATTENDANCE/ENGAGEMENT IN THE ACADEMIC PROGRAM Attendance in all Semester at Sea classes, including the Field Class, is mandatory. Students must inform me prior to any unanticipated absence and take the initiative to make up missed work in a timely fashion. I will make reasonable efforts to enable you to make up work which must be accomplished under my supervision. In the event of a conflict in regard to this policy, you may appeal using established CSU procedures. LEARNING ACCOMMODATIONS Semester at Sea provides academic accommodations for students with diagnosed learning disabilities, in accordance with ADA guidelines. Students who will need accommodations in a class, should contact ISE to discuss their individual needs. Any accommodation must be discussed in a timely manner prior to implementation. A memo from the student’s home institution verifying the accommodations received on their home campus is required before any accommodation is provided on the ship. Students must submit this verification of accommodations pre-voyage as soon as possible, but no later than November 19, 2016 to [email protected]. STUDENT CONDUCT CODE The foundation of a university is truth and knowledge, each of which relies in a fundamental manner upon academic integrity and is diminished significantly by academic misconduct. Academic integrity is conceptualized

as doing and taking credit for one’s own work. A pervasive attitude promoting academic integrity enhances the sense of community and adds value to the educational process. All within the University are affected by the cooperative commitment to academic integrity. All Semester at Sea courses adhere to this Academic Integrity Policy and Student Conduct Code.