Syllabus

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

Instructor: Tony Brown
Office: Room 149, Sanford Institute
Telephone: (919) 613-7347(O), (919) 419-6141(H)
Email: abrown@ duke.edu
Office Hours: TBA

Teaching Assistant: Loren Becker
Telephone: (202) 494-1378
Email: loren.becker@duke.edu

Enterprising Project Consultants: Ryan Kennedy, Yoav Lurie, and Justin Segall
Ryan
Telephone: (919) 423-5343
Email: rak4@duke.edu

Yoav
Telephone: (646) 354-3493
Email: yl20@duke.edu

Justin
Telephone: (303) 918-9085
Email: jis2@duke.edu

Enterprising Leadership Incubator Program Coordinator: Teddie Brown
Office: Room 202, 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
Enterprising Leadership (PPS144s) is designed to provide students with the skills, analytical perspectives, and knowledge needed to deal effectively with social entrepreneurism as a major contemporary force addressing problems in our society.

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 must expand 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, they need courses and experiences that help them to learn about and develop their own capacities for social purpose innovation and that inspire them to action.

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
The enterprising project challenge will be 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.

Papers
1. A short individual paper that defines and makes the case for your enterprising 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 your enterprising project for key stakeholders. (One per team, one page)
5. A business plan and executive summary for your team’s enterprising project. (One per team, 25 pages plus appendices)
6. An assessment paper at the end of the semester that defines and evaluates your enterprising project outputs, potential outcomes, and learning experience. (One per team, 3-10 pages)
7. A personal social entrepreneurship action plan.
8. Five personal reflection papers that capture important learning experiences will be written during the semester and shared with the class. (Two page maximum)
9. A number of short forms that integrate the class topics with the enterprising projects (one per team). They will not be graded if they are satisfactory. If completing the forms on the assigned date does not fit with the status of the enterprising project, they can be submitted at a mutually agreed upon date.
10. Possibly, an assignment connecting PPS144s students with alumni active in innovative community activities and a short paper.

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.

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. Most of the assigned books will be discussed in “book clubs.”

Assignments
A folder for each class will be posted on Blackboard course documents. The folder will contain the assignment, assignment comments and discussion questions, class notes, forms, and external links. The assignment in the Blackboard folder will always override the assignment in the PPS144s Syllabus.

Reading Assignments and Course Materials
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 the 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.

Roles and Initiative
An important part of my role is to be a valued resource to individual students and the enterprising project teams. This is also important to Loren. As this is a leadership class, students are responsible for taking the initiative to meet with Loren or me if they have questions or concerns about the course or just so that we can get to know each other. I will encourage students to meet with me after spring break to discuss their progress in the class.

Activities Outside the Classroom
We will schedule lunches, dinners, and field trips during the semester. Participation in these various activities is expected unless there is an important schedule conflict.

Grades, Evaluation, and Feedback
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, attendance, and citizenship
  5% Promising idea proposal
  5% Enterprising project proposal
  5% Enterprising project interim report
10% Personal reflection papers
20% Enterprising project business plan, executive summary, and presentation
25% Enterprising project results, and project assessment paper,

100% Total

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).

We will compare notes regarding how you are doing in the course at mid-semester. While the class will not be graded on a curve, the standards and final grades will take into consideration the normal distribution for a class of this type. Hopefully, the outcomes of this course will be more important than reported grades.

Feedback is a two-way street. I will solicit evaluations and suggestions from you during the semester with the idea of enhancing the course.

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

There will be a $28 student charge for the MBTI report and cases used in class.

PPS144s Course Outline

Introduction: Entrepreneurism in the Social Sector and Exploration: From Ideas to Promising Proposals
1) Introduction to PPS144s
2) Getting to know each other and opportunity identification #1
3) Getting to know each other and opportunity identification #2
4) Promising idea proposals and presentations
5) National social entrepreneurship
6) Entrepreneurship and innovation
7) Duke University and the Duke-Durham Partnership
8) Global social entrepreneurship
9) Great plans, great oral and written communications, project management 101, and other practical skills for social entrepreneurs
10) Enterprising project proposals and presentations
11) Effective social entrepreneurial behavior and team play #1
12) Social entrepreneurship meaning, characteristics, and behaviors
13) Developing and supporting social entrepreneurs

Validation: From Promising Proposals to Compelling Plans
14) Social change models and business plans
15) Credible market analysis, stakeholder analysis, and opportunity validation
16) Asset inventory, value recognition, and risk management
17) Strategies for finding the “sweet spots,” sustainability, and growth
18) Enterprising project progress reports
19) Effective social entrepreneurial behavior and team play #2
20) Budgets, accounting, and financial management
21) Program evaluation and social return on investment (SROI)

Implementation: From Compelling Plans to Marshalling Resources
22) Selling ideas, creating a buzz, and marshalling stakeholders
23) Funding sources, strategic philanthropy, and venture philanthropy
24) Fund-raising

The Final Chapter
25) Developing and supporting social entrepreneurs at Duke and in Durham
26) What works: enterprising leadership theories, principles, models, and lessons
27) Social entrepreneurship action plans and project implementation plans
28) Final class and PPS144s outcomes

Specific Schedule and Assignments (Assignments to be turned in are in italics.)

Jan. 14 Introduction to PPS144s

Assignment
Complete the PPS144s Personal Questionnaire (Blackboard) and email it to Tony (abrown@duke.edu)
Register for the ELI web site (www.enterprisingleadership.org) and review the success story projects, extracurricular projects, and fall 2004 PPS144s projects
Read the draft of the PPS144s syllabus and the draft of the Evaluation and Grade memorandum

Jan. 19 Getting to know each other: interests, experiences, and talents

Assignment
Dees, “The Meaning of Social Entrepreneurship” (External links)
PPS144s Syllabus Survey (Zoomerang)

Jan. 19 Session with former PPS144s students at 7:00pm
(Wednesday)

Jan. 21 Opportunity identification and idea creation

Assignment
Draft of Promising Idea proposal (one per student)
Read the PPS144s Personal Questionnaires
Read PPS144s syllabus and Evaluation Methods and Grades memorandum
Begin reading Wendy Kopps’ book (complete it by January 28)

January 23 Pancakes at Teddie and Tony’s house from noon – 2:00pm
(Sunday)

Jan. 25 Promising idea memos due at 6:00pm
(Tuesday)

Jan. 26 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.

Jan. 27 Enterprising project teams announced
(Thursday)

Jan. 28 National social entrepreneurship

Assignment
MBTI bubble sheet (distributed in class on Wednesday)
Kopp, One Day, All Children…The Unlikely Triumph of Teach for America, and What I learned Along the Way
Schedule enterprising project team meeting ASAP

Guest
Jerry Hauser, Chief Operating Officer
Teach for America

Jan. 29 Career Center entrepreneurship panels at 11:00am and 2:15pm (optional)
(Saturday)

Feb. 2 Entrepreneurship and innovation

Assignment
Work on your project proposals
Guclu, Dees, and Anderson. “The Process of Social Entrepreneurship: Creating Opportunities Worthy of Serious Pursuit.” http://www.fuqua.duke.edu/centers/case/documents/SEProcessDraft_FINAL.pdf
Register on the Innonet web site (www.innonet.org). Read The Logic Model Workbook (Home page...Tools...Logic Model Builder...Logic Model Workbook)
Blackboard class notes

Feb. 3 First draft of “one page” project definition draft due by noon (one per team)
(Thursday) Dinner at 6:15pm to discuss Wendy Kopp’s book and Teach for America (optional)

Feb. 4 Duke University and the Duke/Durham Partnership

Assignment
MBTI bubble sheet (if not already turned in)
Work on your project proposals
Article: http://www.ashoka.org/news/04december/fastcompany.html
Web site: Student Organization Advising Services (SOAR)
http://osa.studentaffairs.duke.edu/soar/
Web site: Duke/Durham Partnership
http://community.duke.edu/
Web site: Community Service Center
http://csc.studentaffairs.duke.edu/

Guest
Larry Moneta, Vice President
Student Affairs

Feb. 9 Global social entrepreneurship

Assignment
Work on your project proposals
Web site: Giving Global (www.givingglobal.org)
Excerpts from Bornstein. How To Change The World (distributed in class)
Drayton. “The Citizen Sector Transformed.” (distributed in class)
Blackboard class notes

Guest
Pamela Hawley, Founder and CEO
Giving Global

Feb. 11 Great plans, great oral and written communications, project management, and other practical skills for social entrepreneurs

Assignment
Sample PPS144s business plans (Blackboard)
Article: http://www.l2li.org/leaderbooks/l2l/fall2004/gardner.html
Blackboard class notes

Feb. 15 Enterprising project proposal memos due at 6:00pm (one per team)
(Tuesday) “One page” enterprising project definitions due at noon (one per team)

Feb. 16 Enterprising project proposals

Assignment
Read all enterprising project proposal memos
Enterprising project presentations

Feb. 18 Effective social entrepreneurial behavior and team play #1

Assignment
Project critiques and suggestions (one per team)
Review MBTI report
Article: http://www.fastcompany.com/social/
Excerpts from Butler and Waldroop. Discovering Your Career in Business (distributed in class)

Feb. 23 Social entrepreneurship meaning, characteristics, and behaviors

Assignment
Project work plan due (one per team)
“One page” project definition update due (one per team) Review MBTI report
Excerpts from Brush. Clearing The Hurdles: Women Building High Performance Businesses (distributed in class)
Article: Echoing Green Traits of Successful Entrepreneurs
http://www.echoinggreen.org/index.cfm?fuseaction=Page.viewPage&pageId=162

Feb. 24 Malcolm Gladwell, author of The Tipping Point, at 7:00pm
(Thursday)

Feb. 25 Developing and supporting social entrepreneurs

Assignment
Social entrepreneurship action plan
Web sites: Ashoka, Echoing Green, Public Allies, CityYear

March 2 Social change model and business plans

Assignment
Project progress report (one per team)
Draft of enterprising project social change model (one per team)
Use the Innonet Program Logic Tool to develop your social change model
Review Public Allies social change model
Echoing Green Theory of Change http://www.echoinggreen.org/index.cfm?fuseaction=Page.viewPage&pageId=55
Blackboard class notes

March 4 Credible market analysis, opportunity validation, and stakeholder analysis

Assignment
Social change model (one per team)
Business plan outline (one per team)
Draft of stakeholder analysis form (one per team)
Draft of market analysis and opportunity validation form (one per team)
Article: www.fastcompany.com/magazine/17/genius.html
Blackboard class notes

March 9 Asset inventory, value recognition, and risk management

Assignment
Draft of asset inventory form (one per team)
Draft of risk management form (one per team)
Web site: Community Wealth Ventures Seekers Guide
Article: www.nytimes.com/library/national/111200edlife-kopp-edu.html
Blackboard class notes

March 10 “One page” project definition updated due by 6:00pm (one per team)
(Thursday)

March 11 Enterprising project progress reports

Assignment
Project evaluation report (one per team)
Read the “one page” project definitions
Project progress presentations
Mid-semester Zoomerang survey and results

March 12 - 20 Spring break

March 23 Effective social entrepreneurship and behavior #2

Assignment
Asset inventory form (one per team)
Risk management form (one per team)
Web site: Stone Circles (www.stonecircles.org)
Article: TBA

Guest
Claudia Horwitz, Director
Stone Circles

March 25 Strategies for sustainability and growth: finding the “sweet spots”

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

March 30 Budgets, accounting, and financial management

Assignment
Project progress report (one per team)
Draft of project budget form – draft (one per team)
Team member assessment form (one per student)
Article: TBA
Blackboard class notes

April 1 Program evaluation and social return on investment (SROI)

Assignment
Draft of business plan and project budget (one per team)
Project definition update (one per team)
Project progress report (one per team)
Program evaluation form – draft (one per team)
Blackboard class notes
Program Evaluation Tool on Innonet.org web site

April 6 Selling ideas, creating a buzz, and marshaling stakeholders

Assignment
Tipping point form (one per team)
Excerpts form Gladwell. The Tipping Point (distributed in class)
Excerpts from Godin. Unleashing The IdeaVirus (distributed in class)
Web site: The Redwoods Group
Blackboard class notes

Guest
Kevin Trapani, President and CEO
The Redwoods Group

April 8 Fund-raising

Assignment
Business plan critique (one per team)
Article: TBA

Guest
Susan Ross, Director of Financial Aid Development
Duke University Development Office

April 13 Funding sources, strategic philanthropy, and venture philanthropy

Assignment
Leadership, organization, and governance form (one per team)
Funding strategy form – draft (one per team)
Web sites: New Profit, Inc and Acumen Fund
Article: www.fastcompany.com/online/30/khazei.html
Blackboard class notes

April 15 Developing and supporting social entrepreneurs at Duke and in Durham

Assignment
Business plan and executive summary (one per team)
Web sites: revisit Ashoka, Echoing Green, Public Allies, and CityYear
Video: http://www.kenan-flagler.unc.edu/News/Events/speakervideo/index.cfm

Guest
Jason Scott, Director
Generation Investment Management, LLP

April 16 Open house with alumni (4:00 – 6:00pm)
(Saturday)

April 20 What works: enterprising leadership theories, principles, and models

Assignment
“What works” form (one per team)
Blackboard class notes

April 22 Social entrepreneurship action plans

Assignment
Review MBTI report
Review social entrepreneurship action plan
Blackboard class notes

April 27 Final class and PPS144s outcomes

Assignment
Class contribution form
Personal development suggestion form
Year end Zoomerang survey

April 29 Enterprising project presentations (9:45am – noon)
(Friday)

May 2 Enterprising project outputs
(Monday) Enterprising project assessment paper (one per team)

May 3 Team member assessment form (one per student)
(Tuesday)

May 4 Stakeholder project evaluation forms
(Wednesday)

May 15 Final personal reflection paper (two page maximum)