A New Generation of Leaders:
The Social Entrepreneur
Fulbright Lecture Series
November 19, 2010
Dayle M. Smith, PhD
Professor of Management
University of San Francisco
Fulbright Visiting Professor of Management,
Hong Kong Baptist University and the HAC
2010-2011

 Introduction
 Fad or Paradigm Shift
 New Generational Values
 A Model for Social Entrepreneurship and
Leadership Development
 Role of Education in Developing the
Social Entrepreneurial Leaders
 Implications and Discussion

QuickTime™ and a
dec ompres sor are needed t o s ee this pic ture.
QuickTime™ and a
dec ompres sor are needed t o s ee this pic ture.
QuickTime™ and a
decompressor are needed to see this picture.
QuickTime™ and a
dec ompres sor are needed t o s ee this pic ture.
QuickTime™ and a
dec ompres sor are needed t o s ee this pic ture.
QuickTime™ and a
decompressor are needed to see this picture.
QuickTime™ and a
decompressor are needed to s ee this pic ture.
Quic kTime™ and a
dec ompres sor are needed to see t his pic ture.
QuickTime™ and a
dec ompres sor are needed t o s ee this pic ture.
Quic kTime™ and a
dec ompres sor are needed to see t his pic ture.
QuickTime™ and a
dec ompres sor are needed t o s ee this pic ture.
QuickTi me™ and a
decompressor are needed to see thi s pi ctur e.
QuickTime™ and a
dec ompres sor are needed t o s ee this pic ture.

 1.2 billion people are drinking unsafe water
 Problem: transport
(retrieval to consumption)
 Seeding innovation in the water sector
 Acumen Fund, IDEO w/backing from Gates
Foundation

 The Kadoorie Story in Hong Kong
 Grameen in India
(http://www.grameen.com/)
 KIVA in the US & Worldwide
QuickTime™ and a
decompressor are needed to see this picture.
QuickTime™ and a
decompressor are needed to see this picture.
QuickTime™ and a
decompressor are needed to see this picture.

QuickTime™ and a
decompressor are needed to see this picture.

 A social entrepreneur is someone who recognizes a social problem and uses entrepreneurial principles to organize, create, and manage a venture to make social change….rather than bringing a concept to market to address a consumer problem, social entrepreneurs attempt to bring a concept to market to address a public problem.
(Alex Nicholls, Oxford University’s Skoll Centre)
 Social entrepreneurship takes many forms, but at it’s core is characterized by a leaders’ sense of social consciousness and a desire to make a positive impact on society

…adapted from an ancient Chinese proverb
 Philanthropy/Charity
“Give a man a fish and you feed him for a day…”
 The NGO/Government Model
“…teach a man to fish and you feed him for a lifetime”
 Social Entrepreneurship
“ Provide him access to capital to create a sustainable fishing business at a fair rate of return and change the world”

 Understanding of Complex Problems
(poverty, access to clean water, healthcare, environmental pollution,sustainability in all its forms)
 Taking a A Different Approach to Business
 Collaborative effort
 Triple Bottom Line Thinking
 Leadership Reframed

What do our students care about?
What inspires this generation?
…the anecdotal evidence


“socially aware, globally engaged…”
-
--Professor Dave Gershon
National Institute for Pharmaco-Economics and
Healthcare Policy Social Venture Incubator


Three most important ‘external’ forces over the next three years
 Globalization
 Environment
 Sustainability
Source: IBM Global Student Study 2010, IBM Global CEO Study 2010





“I’ll consider economic performance and societal/environmental performance as two parts of the same process of wealth creation. We need to rethink what wealth means” (student, France)
“Resources are depleting heavily. Govenrments will now take things into their hands and keep their resources in their country so they will last longer.”
(student, India)
“Natural resources..are becoming more scarce….there will be a need for collaboration among nations to find solutions to these problems, which means that organizations will be more interconnected.” (student, USA)
“Global thinking is a must for leaders, but it must be associated with a focus on sustainability and integrity, otherwise businesses will be shortlived.” (student,
Japan)
Less than 4 in 10 students believe their education has prepared them well to address the new realities of a shared planet


To meet future challenges….
 Rethink Business Value
 Create Stronger Global Connections
 Inspire Creative Leadership
Source: IBM Global Student Study 2010, IBM Global CEO Study 2010

Consider these ideas about
Education…

• “In an engaged institution, an ideal education lies between the two poles of experience and purpose, thought and action, self-realization and social responsibility. An education is meaningful when it liberates the spirit and feeds the soul and at the same time, prepares us to make good decisions, contribute to public life, and live as responsible citizens of our democracy.
To foster a society in which learning has consequences, our colleges and universities must direct themselves to bringing public purposes and private benefits together.”
(--Ramaley, J.A. (2005). Scholarship for the public good: living in Pasteur’s quadrant.
In A.J. Kezar, T.C. Chambers, & J.C. Burkhardt (Eds). Higher education for the Public Good.
(p 180).
San Francisco: Jossey Bass.)


“
At one level, the scholarship of engagement means connecting to our most pressing social,civic and ethical problems. Campuses should be viewed by both students and professors not as isolated islands but as staging grounds for action
…
.
but at a deeper level … what ’ s also needed is is not just more program, but a larger purpose, a larger sense of mission
…
.
… the scholarship of engagement also means creating a special climate in which the academic and civic cultures communicate more continuously and more creatively with each other, helping to enlarge what anthropologist Clifford Geertz describes as
--the universe of human discourse and enriching the quality of life for all of us.
”
(Boyer, 1990. Scholarship Reconsidered: Priorities of the Professoriate. Princeton, NJ: Carnegie Foundation)


“…Collaborative, action-oriented, realworld problem-solving was by far the best strategy to advance knowledge and learning.”
(---reflecting on W. R. Harper ’ s beliefs about higher education in
Benson, et. al. (2005): “ Integrating a commitment to the public good into the institutional fabric.
”

 Teaching Business Valuation from a
“Triple Bottom Line” perspective:
3 Ps + 1
 People
 Planet
 Profit
AND……..Partnerships

Source: Alex Nichols, Oxford University,
Skoll Centre

 Leadership Practices
 Challenge the Process
 Inspire Shared Vision
 Model the Way
 Enable Others to Act
 Encourage the Heart
Source: Kouses & Posner, The Leadership Challenge

 Visioning
 Empowering
 Energizing
 Designing and Aligning
 Rewarding and
Feedback
 Team Building
 Outside Orientation
 Global Mindset
 Tenacity
 Emotional Intelligence
 Life Balance
 Resilience to Stress
Source: DeVries, Global Executive Leadership Inventory

 Education
 Experience
 Practice
 All focused on
• People
• Planet
• Profit
• Partnership

 Experiential Learning: Service Learning and Internships
 An approach to Mission, Purpose and
Making Education Relevant
 A Strategy for Community Engagement

Internships and Service Learning

What is Service Learning?
SL and Social Entrepreneurial Internships provide for experiential learning that engages students in course-relevant, community-focused service/experience that connects the academic discipline to community action and social change
 SL is intentional in meeting the needs of a community partner, as defined by that partner and, engaging the student in well-articulated service and/or internship experiences
 SL and the well-developed internships is built on a reciprocity principle where students learn from their community partners
 SL and Internships from a “ social change ” perspective enables students to take action and reflect; whereby action informs reflection and reflection encourages further action--developing leadership knowledge, skills, abilities
(KSAs) needed by Social Entrepreneurs





Faculty-Community Partner (F-
C)
Faculty-Student (F-S)
Community Partner-Student
(CP-S)
Student-Student (S-S)
Source: Smith, D.
Managing Expectations in
Service Learning, 2010

Developing Social Entrepreneurial Leaders:
Strategic Alliances
Business e.g. VC
S-P
The
Developing
Leader (S)
Global Partners
S-P, S-S, Mentor
(F-S)

S-S, S-F, S-P


Service Learning
Internships

 S-S, S-P, F-P

 Vision : live in a sustainable world of peace and prosperity.
 Example: Funding
Root Capital and the
Starbucks connection
 Mission : drives largescale change by investing in, connecting, and celebrating social entrepreneurs and other innovators dedicated to solving the world’s most pressing problems.
http://www.skollfoundation.org/nyti mes-fixes-filling-the-gap-betweenfarm-an d-fair-trade/#more-3679

“We need new models that blend social and environmental value with economic viability.
The system is broken. Together we can build a better alternative. When faced with a task of this magnitude, why not assemble great talent into a common space? Together, we generate new ideas for change. Then we combine tools and resources to transform our ideas into action. We work collaboratively, sharing best practices to inspire and grow. We build and scale together, forming a values-driven, high-performing system that works toward a better world.”

I
 Good Capital
QuickTime™ and a
decompressor are needed to see this picture.
investment firm that increases the flow of capital to innovative ventures creating market-based solutions to inequality and poverty ….invests in the most promising social enterprises and give them the tools and guidance they need to succeed. In addition,Good Capital actively leads the development of the emerging social capital market .
…shares a deep commitment to the creation of a new, informed, and passionate world of investing that strategically moves more capital to good.

The Experiential Learning Model
Applied to Strategic Alliances in Social Ventures
Testing implications of concepts in new situations
Alliance Relationship
Experiential
Learning
Cycle
Formation of abstract
Concepts and
Generalizations cultivates
Creativity & Innovation
Observations and
Reflections

 Identifying opportunities for innovation that address social concerns
 Enabling a generation to gain experience with social enterprises
 Reframing how we define stakeholder interest and what it takes to maximize shareholder value
 Incremental Change versus Game-Changing--
Need this be an either/or proposition?
 Questions?