Enterprising Leadership (PPS144s)
Entrepreneurship in the Social Sector
Fall 2005

Instructor: Tony Brown
Office: Room 149, Sanford Institute
Telephone: (919) 613-7347(O), (919) 419-6141(H)
Email: abrown@ duke.edu
Office Hours: Tuesday, 1:00 – 3:00p.m.
Wednesday, 3:00 – 5:00p.m.
Thursday, 9:00a.m. – 12:00 noon

Teaching Assistant: Logan Leinster
Telephone: (336) 207-8567
Email: lcl2@duke.edu
Office Hours: by appointment

Enterprising Project Coach: Joanne Mazurki
Telephone: (973) 635-2818
Email: jmazurki@aol.com

Enterprising Leadership Incubator Program Coordinator: Teddie Brown
Office: Room 103, Sanford Institute
Telephone: (919) 613-7322
Email: tambrown@duke.edu

Entrepreneur-in-Resident: Daniel Egger
Telephone: (919) 680-4511
Email: degger@enorivercapital.com

Course Overview
The central goal of Enterprising Leadership (PPS144s) is to provide students with the knowledge, analytical perspectives, and skills needed to understand and contribute to social entrepreneurism as a major contemporary force addressing problems in our society. Grounded in the social sciences PPS144s integrates theory and practice. The teaching method is interactive and experiential.

An innovative spirit has always been important to progress in our society, and it is even more so today. Social entrepreneurs demonstrate new ways to create sustainable social benefits by fusing a social mission with innovative business practices. These leaders have a clear and compelling moral purpose, they possess effective leadership skills and business savvy, and they are emotionally engaged in their work. Above all, they embrace innovation as a way of life.

The scope of public policy education is expanding to respond to the growing social and economic importance of social innovation and the need to study, to understand, and to teach about the unique challenges that social entrepreneurs face. Students at a formative period in their lives need to be prepared for this new era in market-based social innovation. To realize their potential as social entrepreneurs, students need courses and experiences that help them learn about and develop their own capacities and inspiration for social purpose innovation.

PPS144s Objectives and Outcomes
1. Understand the meaning of social entrepreneurship, and develop clear and strong identities as change agents in public policy issues.
2. 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.
3. Strengthen diagnostic, evaluation, and planning skills concerning social entrepreneurs, social enterprises, and students’ roles in addressing important social problems.
4. Improve practical knowledge and competencies important to personal effectiveness in social innovation and enterprising leadership.
5. Contribute value to the Durham and University communities through the enterprising venture projects and other social entrepreneurship activities.
6. Develop vibrant relationships with classmates and have fun in the process.

PPS144s Outputs
Enterprising Project
Teams of students will 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 themselves and something of enduring value for the community. Achieving actual results to validate the plan is very important. The project will begin on an individual basis and be consolidated into teams once the proposed ideas are evaluated.

The instructor, teaching assistant, Enterprising Project Coach, Entrepreneur-in-Residence, and Student Affairs staff are all important resources for the students. In addition, one or more alumni will critique students’ plans and support them in other ways.

Papers
1. A short individual paper that defines and makes the case for a promising project idea (one per student, two pages).
2. An enterprising project proposal (one per team, five pages).
3. Project definition, project work plan, and progress report documents that are updated several times during the semester as project management tools (one per team).
4. A one page statement of the enterprising project for key stakeholders (one per team, one page).
5. A business plan and executive summary for the team’s enterprising project (one per team, 25 pages plus appendices).
6. A project assessment paper at the end of the semester that outlines and evaluates the enterprising project outputs, potential outcomes, and learning experience (one per team, 3-10 pages).
7. A personal social entrepreneurship action plan.
8. A minimum of four personal reflection papers that capture important learning experiences and will be shared with the class (two page maximum). There are no specific dates for these papers, but a minimum of one is due each month.
9. A number of short worksheets that integrate the class topics with the enterprising projects (one per team). Submission is optional, but required if the team desires feedback on the given topic.
10. Possibly, an assignment and short paper about connecting PPS144s students with alumni active in innovative community activities.

Expectations and Requirements
As a seminar, Enterprising Leadership is not a course to be "taught.” A learning partnership and the development of a class community are essential to a meaningful experience. This is a course where there is a strong correlation between the level of student engagement and the value of the educational experience.

As PPS144s is an unusual course, it isn’t a great learning experience for everyone. Some students are over-committed in other activities. Others feel that the work in PPS144s is over-whelming. Others think that the students’ accountability for exercising initiative in soliciting clarification and feedback is too difficult. Finally, as a class in social entrepreneurship, the structure of PPS144s is fluid. On the other hand, many students create magnificent educational experiences in PPS144s.

Class Preparation and Discussion
Given the breadth of the subject matter covered in the course, class discussions will necessarily focus on basic principles and will assume knowledge of the assigned reading material. Class Notes for all class topics are posted in Blackboard’s Course Documents section. Students have the responsibility to use the class notes to understand the subject matter in each given topic.

Students will make a number of short, spontaneous oral presentations about their projects, the assignments, and the class topics. Twenty-five minutes will be set aside in most classes for team labs or skill-building workshops.

Syllabus and Assignments
The PPs144s syllabus is a guideline for the course. A folder for each class will be posted on Blackboard Course Documents that contain the assignment, assignment comments and discussion questions, class notes, forms, and external links. The weekly assignments in the Blackboard folder will usually be updated by noon on the previous Saturday and they will always override the assignment in the PPS144s Syllabus.

Reading Assignments and Course Materials
Students will commit to reading a series of articles about important social entrepreneurs and social entrepreneurship during the semester. (The only due date will be at the end of the semester.) The list of articles will be distributed separately. Please read them in order, as we will discuss a number of them during our class dinners.

Most of the reading assignments are on the Internet or distributed in class. Additional web sites and current readings will be assigned during the semester. Students are responsible for acquiring any assigned books.

Class Contribution
As a learning community member, each student is responsible for contributing to the educational experience of the whole class. The class contribution grade will reflect the quality (not quantity) of contributions to class discussions and also other voluntary activities that enhance the course experience for everyone. This includes, but is not limited to Blackboard and discussion group participation.

Guest Speakers
We will invite a number of guest speakers to our classes. It is especially important that students prepare for these sessions and contribute to a vibrant discussion. The schedule of classes in the syllabus may have to be modified to accommodate the schedules of our guest speakers.

I also hope that you will set an example by demonstrating initiative in asking interesting speakers to come to campus for informal conversations under the University’s new Conversations Program.

Activities Outside the Classroom
We will schedule lunches, dinners, a ropes course experience, and a Duke/Durham Partnership field trip during the semester. Participation in these various activities is expected unless there is an important schedule conflict.

Grades
I will distribute a detailed memorandum that defines my grading criteria and processes. The final grade for the course will be based on the following:

30%   Class contribution, team contribution, and attendance
xx2     Promising idea proposal
15      Enterprising project proposal
15      Business plan and project progress
5        Personal reflection papers
10      Business plan (revised) and One Page memo
25      Enterprising project results and project assessment paper,
xx3    Social entrepreneurship action plan
100% Total

2 Graded, but not counted in the final grade.
3 Interim project progress, social change model, business plan detailed outline, and social entrepreneurship behavior (relentless initiative, resilience, and enthusiasm)
3 Not graded if satisfactory.

Class attendance is essential. Additional credit will be given for 100% attendance and penalties will be imposed for more than two absences (and significant penalties are imposed for excessive absences).

While the class will not be graded on a curve, the final grades will take into consideration the Sanford Institute’s guidelines for a class of this type. Hopefully, the personal and community benefits from participating in PPS144s will be as important as the final grades.

Initiative, Evaluation, Feedback, and Coaching
As this is a social entrepreneurship class, it is important that you take the initiative to solicit feedback from Logan, Joanne, or me about your personal development, your PPS144s performance, and ways that you can increase your contribution to the education of your classmates.

I will give you feedback regarding your status at mid semester. Feedback is a two-way street. I will solicit evaluations and suggestions from you during the semester with the idea of enhancing the course. Also, we will have peer feedback in the leadership project teams.

An important part of my role is to be a valuable resource to individual students and to the community leadership project teams. This is also important to Logan and Joanne. I will encourage students to meet with me after fall break to discuss their progress in the class.

Books and Course Materials
Kopp, Wendy. One Day, All Children…The Unlikely Triumph of Teach for America, and What I Learned Along the Way

There will be a $32 student charge for the MBTI report and cases used in class.

PPS144s Course Outline
Introduction: Entrepreneurship in the Social Sector
1) Introduction to PPS144s: creating your own education
2) Entrepreneurship, innovation, and social entrepreneurship
Opportunity identification and idea creation
3) Marketing and communications basics
4) Promising idea presentations

Exploration: From Promising Ideas to Credible Proposals
5) Social entrepreneur case study
6) Duke University
7) Effective social entrepreneurship behavior and team play
8) Social change models and business plans – Dream Corps
9) Social change models and business plans – PPS144s projects
10) Understanding markets, overcoming apathy, creating a buzz, and building a brand identity
11) Selling ideas and engaging stakeholders
12) Credible enterprising project proposals

Validation: From Credible Proposals to Compelling Plans
13) Opportunity analysis and validation
14) Asset inventory, value recognition, and risk management
15) Strategies for finding the “sweet spots,” sustainability, and growth
16) Leadership sustainability, organizations, and budgets
17) Program evaluation and social return on investment (SROI)
18) Enterprising project progress reports

Implementation: From Compelling Plans to Marshalling Resources
19) Funding sources and venture philanthropy
20) Donor fund-raising
21) Grant fund-raising

Entrepreneurship in the Social Sector: Reflection and Action
22) Social enterprises: financial sustainability through commercial revenues
23) Social capitalists and socially responsible businesses
24) Supporting social entrepreneurs and building careers in social entrepreneurship
25) Social entrepreneurship principles and practices that work: learning from experience and from the social sciences literature.
26) Social entrepreneurship action plans and project implementation plans
27) Course evaluation and PPS144s outcomes
28) Project presentations

Specific Schedule and Assignments (Assignments to be turned in are in italics.)
Aug. 31 Introduction to PPS144s

Assignment
Dees, “The Meaning of Social Entrepreneurship” (Blackboard)
Complete the PPS144s Personal Questionnaire (Blackboard) and email it to Logan (lcl2@duke.edu)
Register for the ELI web site (www.enterprisingleadership.org) and review the success story projects, extracurricular projects, and spring 2005 PPS144s projects
Read the draft of the PPS144s syllabus and the draft of the Evaluation and Grade memorandum

Sept. 2 Entrepreneurship, innovation, and social entrepreneurship
Opportunity identification and idea creation

Assignment
Draft #1 of promising idea proposal (one per student)
PPS144s Syllabus Survey (Zoomerang)
Guclu, Dees, and Anderson. “The Process of Social Entrepreneurship: Creating Opportunities Worthy of Serious Pursuit.” (Blackboard)

Guest
Daniel Eggar, Entrepreneur-in-Residence

Sept. 3 Pancakes at Teddie and Tony’s house from 11:00am – 1:00pm
(Saturday)

Sept. 7 Marketing and communications basics

Assignment
Draft #2 of promising idea proposal (one per student)
Another assignment to be announced (TBA)

Guest
Joanne Mazurki
Marketing Consultant

Sept. 8 Promising idea memos due at 6:00pm
(Thursday)

Sept. 9 Promising idea proposals

Assignment
Read the promising idea proposals posted on Blackboard
Prepare promising idea presentations

Project assessments and personal assignment preferences due by midnight.

Sept. 12 Enterprising project teams announced
(Monday)

Sept. 14 Social entrepreneur case study

Assignment
Initial project team meetings
Web site: www.plowsharesinstitute.org
Register on the Innonet web site (www.innonet.org) and learn about its tools
Kopp, One Day, All Children…The Unlikely Triumph of Teach for America, and What I Learned Along the Way
Blackboard class notes

Guest
Bob Evans, Executive Director
The Plowshares Institute

Sept. 15 Dinner with Larry Moneta
(Thursday)

Sept. 16 Duke University

Assignment
MBTI bubble sheet
Web site: Student Organization Advising Services (SOAR)
http://osa.studentaffairs.duke.edu/soar/
Web site: Community Service Center
http://csc.studentaffairs.duke.edu/
Blackboard class notes

Guest
Larry Moneta, Vice President
Student Affairs

Sept. 21 Effective social entrepreneurial behavior and team play

Assignment
First draft of “one page” project definition (one per team)
Project work plan (one per team)
Review MBTI report
Excerpts from Butler and Waldroop. Discovering Your Career in Business (distributed in class)
Blackboard class notes

Sept. 23 Social change models and business plans – Dream Corps

Assignment
Project progress report (one per team)
Dream Corps business plan (including its executive summary and social change model) Public Allies social change model
Echoing Green Theory of Change http://www.echoinggreen.org/index.cfm?fuseaction=Page.viewPage&pageId=55
Blackboard class notes

Guest
Xing Hu, President
Dream Corps

Sept. 28 Social change models and business plans – PPS144s projects

Assignment
Draft of enterprising project social change model (one per team)
Project progress report (one per team)
Sample PPS144s business plans (Blackboard)
Blackboard class notes

Sept. 30 Understanding markets, overcoming apathy, creating a buzz, and building a brand identity

Assignment
Final date for the September reflection paper
Stakeholder analysis form (one per team)
Blackboard class notes

Sept. 30/ ELI Homecoming program
Oct. 1

Oct. 5 Selling ideas and engaging stakeholders

Assignment
Tipping point form (one per team)
Notes from Gladwell. The Tipping Point (Blackboard)
Blackboard class notes

Oct. 6 Enterprising project proposal memos due at 6:00pm (one per team)
(Thursday) “One page” enterprising project definitions due at 6:00pm (one per team)

Oct. 7 Credible enterprising project proposals

Assignment
Read all enterprising project proposal memos
Enterprising project presentations
Asset inventory, value recognition, and risk management

Fall break

Oct. 12 Opportunity analysis and validation

Assignment
Draft #2 of social change model (one per team)
Business plan outline (one per team)
Team member assessment forms (one per student) – shared with teammates, but not turned in
Mid-semester Zoomerang survey and results
Mid-semester evaluations
Market analysis and opportunity validation form (one per team)
Blackboard class notes

Oct. 14 Asset inventory, value recognition, and risk management
Assignment
Asset inventory form (one per team)
Risk management form (one per team)

Oct. 19 Strategies for finding the “sweet spots,” sustainability, and growth

Assignment
Strategy form (one per team)
Scaling form (one per team)
Case: KaBoom!
Harvard Business School Publishing (#9-303-025)
Blackboard class notes

Oct. 21 Sustaining leadership, organization, and budgets

Assignment
Project progress report (one per team)
Project budget form (one per team)
Leadership, organization, and governance form (one per team)
Case: The Mongol Grill
Harvard Business School Publishing
Blackboard class notes

Oct. 26 Program evaluation and social return on investment (SROI)

Assignment
Program evaluation form (one per team)
Program Evaluation Tool on Innonet.org web site
Blackboard class notes

Oct. 27 “One page” project definition updated due by 6:00pm (one per team)
(Thursday)

Oct. 28 Enterprising project progress reports

Assignment
Final date for the October reflection paper
Project evaluation report (one per team)
Read the “one page” project definitions
Project progress presentations

Nov. 2 Funding sources and venture philanthropy

Assignment
Business plan and executive summary (one per team)
Funding strategy form (one per team)
Web sites: New Profit, Inc and Acumen Fund
Blackboard class notes

Nov. 4 Donor fund-raising

Assignment
Project progress report (one per team)
Donor strategy form (one per team)
Blackboard class notes

Nov. 9 Grant fund-raising

Assignment
Grant strategy form
Blackboard class notes

Nov. 11 Social enterprises: financial sustainability through commercial revenues

Assignment
Web sites: TROSA, Ten Thousand Villages, Self Help Credit Union
Blackboard class notes

Guest
Kevin McDonald, President
TROSA

Nov. 16 Social capitalists and socially responsible businesses

Assignment
Case: Timberland and Community Involvement
Harvard Business School Publishing (#9-304-086)
Friedman, Milton. “The Responsibility of Business is to Maximize its Profits.” (distributed in class)
Web sites: The Redwoods Group, Timberland Company, CityYear

Guest
Kevin Trapani, President and CEO
The Redwoods Group

Nov. 18 Supporting social entrepreneurs and building careers in social entrepreneurship

Assignment
Business plan and executive summary (revised)
Web sites: Ashoka, Echoing Green, Public Allies, CityYear
Blackboard class notes

Nov. 23 & No classes -Thanksgiving break
Nov. 25

Nov. 30 Social entrepreneurship principles and practices that work: learning from experience and from the social sciences literature

Assignment
“What works” form (one per team)
Final date for the November reflection paper
The list of social entrepreneurship articles distributed at the beginning of the semester
Blackboard class notes

Dec. 2 Social entrepreneurship action plans and project implementation plans

Assignment
Social entrepreneurship action plan (one per student)
Project implementation plan (one per team)
Review your MBTI report
Blackboard class notes

Dec. 7 Course evaluation and PPS144s outcomes

Assignment
Class contribution form
Personal development suggestion form
Year end Zoomerang survey (and review results)

Dec. 9 Enterprising project presentations (extended class)

Assignment
Final draft of the “One Page” enterprising project definitions

Dec. 12 Enterprising project outputs
(Monday) Enterprising project assessment paper (one per team)

Dec. 13 Team member assessment form (one per student)
(Tuesday)

Dec. 14 Stakeholder project evaluation forms
(Wednesday) Final date for the December reflection paper

January 1 Post-semester reflection paper (optional)