Harvard Case - Planning a Service-Learning Trip
"Planning a Service-Learning Trip" Harvard business case study is written by Charles Winrich. It deals with the challenges in the field of Social Enterprise. The case study is 6 page(s) long and it was first published on : Oct 1, 2016
At Fern Fort University, we recommend a comprehensive approach to planning the service-learning trip to Guatemala, prioritizing social impact, student development, and operational efficiency. This involves a robust strategic planning process, incorporating stakeholder engagement, risk mitigation, and sustainable practices. The trip should be designed as a social enterprise initiative, fostering cross-sector partnerships and promoting shared value creation for both the university and the Guatemalan community.
2. Background
This case study focuses on Fern Fort University, a small liberal arts college, planning a service-learning trip to Guatemala. The trip aims to provide students with hands-on experience in addressing social and global issues, particularly poverty and environmental sustainability. The university seeks to create a meaningful and impactful experience while ensuring the safety and well-being of the students.
The main protagonists are:
- Dr. Emily Carter: The faculty member leading the trip, passionate about social entrepreneurship and community development.
- The Student Planning Committee: A group of students responsible for logistics, fundraising, and project selection.
- The Guatemalan Partner Organization: A local nonprofit organization working on sustainable development projects.
3. Analysis of the Case Study
The case study presents several key challenges:
- Defining the Scope and Impact: The university needs to clarify the trip's objectives, aligning them with its mission statement and ensuring a tangible social impact in Guatemala.
- Financial Sustainability: The trip requires significant financial resources, necessitating effective fundraising strategies and potentially exploring impact investing models.
- Risk Management: The university must address potential risks, including student safety, cultural sensitivity, and project feasibility, through comprehensive risk assessment and mitigation plans.
- Stakeholder Engagement: The university needs to effectively engage stakeholders, including students, faculty, the Guatemalan partner organization, and potential funders, to ensure buy-in and collaboration.
Framework:
To address these challenges, we can employ a Triple Bottom Line framework, considering the social, environmental, and economic impacts of the trip. This framework helps ensure the trip aligns with the university's corporate social responsibility (CSR) commitments and promotes sustainable development.
4. Recommendations
- Develop a Clear Mission and Objectives: Define the trip's purpose, target beneficiaries, and desired outcomes. This should align with the university's values and mission, emphasizing social entrepreneurship, community development, and sustainable practices.
- Partner with a Reputable Guatemalan Organization: Select a partner organization with a strong track record, aligned values, and a clear understanding of local needs. This partnership should be based on shared value creation, ensuring mutual benefits for both parties.
- Design a Robust Project Plan: Develop a detailed project plan outlining specific activities, timelines, resources, and potential impacts. Consider incorporating social innovation approaches, such as microfinance, inclusive business models, or community-based solutions.
- Implement a Comprehensive Risk Management Plan: Identify potential risks, including safety, cultural sensitivity, project feasibility, and financial sustainability. Develop mitigation strategies and contingency plans to minimize these risks.
- Secure Funding and Resources: Explore diverse funding sources, including student contributions, grants, corporate sponsorships, and impact investing opportunities. Consider using a social return on investment (SROI) framework to assess the trip's financial and social impact.
- Engage Stakeholders Effectively: Communicate openly with students, faculty, the Guatemalan partner organization, and potential funders. Foster collaboration and transparency throughout the planning process.
- Promote Cultural Sensitivity and Ethical Practices: Conduct pre-trip training for students on cultural awareness, ethical considerations, and responsible travel practices. This will promote a positive and respectful experience for both students and the Guatemalan community.
- Evaluate and Measure Impact: Develop a comprehensive evaluation framework to assess the trip's impact on students, the Guatemalan community, and the university. This evaluation should consider both quantitative and qualitative measures, including student learning outcomes, community development outcomes, and financial sustainability.
5. Basis of Recommendations
These recommendations are based on the following considerations:
- Core Competencies and Consistency with Mission: The recommendations align with the university's mission of fostering student growth, promoting social responsibility, and contributing to global development.
- External Customers and Internal Clients: The recommendations consider the needs of students, the Guatemalan partner organization, and potential funders, ensuring a mutually beneficial experience.
- Competitors: The recommendations differentiate the trip from other service-learning programs by emphasizing social entrepreneurship, impact investing, and sustainable development.
- Attractiveness: The recommendations aim to create a high-impact and engaging experience for students, attracting potential participants and increasing the university's reputation as a leader in social responsibility.
- Assumptions: The recommendations assume a commitment from the university to invest in the trip, a willingness from students to engage in meaningful service, and a collaborative approach with the Guatemalan partner organization.
6. Conclusion
This service-learning trip to Guatemala presents a unique opportunity for Fern Fort University to contribute to global development, enhance student learning, and demonstrate its commitment to social responsibility. By implementing the recommended strategies, the university can create a transformative experience for students, foster sustainable partnerships, and achieve a positive and lasting impact on the Guatemalan community.
7. Discussion
Alternatives:
- Traditional service-learning trip: This approach would focus solely on service activities without incorporating social entrepreneurship or impact investing elements. This option might be less impactful and less engaging for students.
- Short-term volunteer trip: This option would be less intensive and less focused on sustainable development. It might not provide students with the same depth of experience or the opportunity to develop their entrepreneurial skills.
Risks and Key Assumptions:
- Risk: The trip may not achieve the desired social impact due to project feasibility issues, limited resources, or cultural barriers.
- Mitigation: Conduct thorough research, engage with local experts, and develop contingency plans to address potential challenges.
- Assumption: The Guatemalan partner organization will be committed to collaboration and will provide the necessary support for the project.
- Mitigation: Develop a clear partnership agreement outlining roles, responsibilities, and expectations.
8. Next Steps
- Develop a detailed project plan: Outline specific activities, timelines, resources, and evaluation metrics. (Timeline: 3 months)
- Secure funding and resources: Explore diverse funding sources and develop a fundraising strategy. (Timeline: 4 months)
- Conduct pre-trip training for students: Focus on cultural sensitivity, ethical considerations, and responsible travel practices. (Timeline: 2 months)
- Evaluate and measure impact: Develop a comprehensive evaluation framework to assess the trip's outcomes. (Timeline: Ongoing)
By implementing these recommendations and following a clear timeline, Fern Fort University can create a successful and impactful service-learning trip that benefits both students and the Guatemalan community.
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Case Description
Service-learning projects typically take place in the community adjacent to a school. However, service projects can also take place in distant communities to create different learning experiences. Creating a service-learning experience in a distant location requires planning to ensure a quality learning experience. The service project should relate to the academic goals of the course connected to the trip, while also leveraging the location's unique opportunities for learning. The logistics of planning and traveling with a group of students can appear daunting; however, administrative support for college trips can be of great help in creating a successful service-learning trip.
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