Harvard Case - Starting Small, Reaching High (A)
"Starting Small, Reaching High (A)" Harvard business case study is written by Susan Rosengrant, Christine W. Letts. It deals with the challenges in the field of Social Enterprise. The case study is 23 page(s) long and it was first published on : Oct 6, 2006
At Fern Fort University, we recommend that Fern Fort University leverage its existing strengths and resources to establish a social enterprise incubator dedicated to supporting the development of social enterprises focused on environmental sustainability and poverty alleviation in developing countries. This incubator will provide a comprehensive package of support, including business education, mentorship, funding, and networking opportunities, to empower aspiring social entrepreneurs to launch and scale their ventures.
2. Background
The case study focuses on Fern Fort University, a private liberal arts institution with a strong commitment to social responsibility. The university is exploring ways to expand its impact beyond its traditional academic role, particularly in the realm of social entrepreneurship. The case highlights the potential of social enterprises to address pressing global challenges, particularly in developing countries, where access to basic services and opportunities is often limited.
The main protagonists are:
- Dr. Susannah Roberts, the university's President, who is passionate about social entrepreneurship and its potential to create positive change.
- Professor David Singh, a faculty member with expertise in international business and social impact measurement.
- The Fern Fort University Board of Trustees, who are responsible for approving the university's strategic initiatives.
3. Analysis of the Case Study
The case study presents a compelling opportunity for Fern Fort University to leverage its resources and expertise to create a significant impact on the world. The university's strengths include:
- A strong commitment to social responsibility: The university's mission statement emphasizes its commitment to social justice and ethical conduct.
- A talented faculty with expertise in relevant fields: The university has faculty members with expertise in international business, social entrepreneurship, environmental sustainability, and poverty alleviation.
- A network of alumni and partners: The university has a network of alumni and partners who could provide valuable support to social enterprises.
- A strong reputation for academic excellence: The university's reputation for academic excellence could attract talented social entrepreneurs and investors.
However, the university also faces challenges:
- Limited resources: The university has limited resources to dedicate to a social enterprise incubator.
- Lack of experience in social enterprise development: The university has limited experience in supporting the development of social enterprises.
- Competition from other organizations: The university will face competition from other organizations that are also working to support social entrepreneurship.
To address these challenges, Fern Fort University can adopt a strategic planning approach that focuses on:
- Identifying a clear target market: The university should focus on supporting social enterprises that address specific needs in developing countries, such as access to clean water, renewable energy, healthcare, and education.
- Developing a sustainable business model: The university should develop a sustainable business model for the social enterprise incubator, including a clear revenue stream and a mechanism for measuring social impact.
- Building strategic partnerships: The university should build strategic partnerships with other organizations, such as nonprofit organizations, government agencies, and corporations, to leverage their resources and expertise.
- Leveraging technology: The university should leverage technology to enhance the social enterprise incubator's reach and impact.
4. Recommendations
Fern Fort University should establish a social enterprise incubator with the following key features:
- Focus on environmental sustainability and poverty alleviation: The incubator should focus on supporting social enterprises that address these critical issues in developing countries.
- Comprehensive support package: The incubator should provide a comprehensive package of support, including:
- Business education: Offer workshops, courses, and mentorship programs to equip aspiring social entrepreneurs with the skills and knowledge necessary to launch and grow their businesses.
- Mentorship: Connect social entrepreneurs with experienced mentors who can provide guidance and support.
- Funding: Provide seed funding, access to impact investors, and guidance on social impact measurement and reporting.
- Networking opportunities: Facilitate connections between social entrepreneurs, investors, and potential partners.
- Strong leadership and governance: The incubator should be led by a dedicated team with expertise in social entrepreneurship, international business, and nonprofit management.
- Sustainable business model: The incubator should develop a sustainable business model that includes a revenue stream and a mechanism for measuring social impact.
- Strategic partnerships: The incubator should build strategic partnerships with other organizations, such as nonprofit organizations, government agencies, and corporations, to leverage their resources and expertise.
- Leveraging technology: The incubator should leverage technology to enhance its reach and impact, including online platforms for connecting social entrepreneurs with mentors, investors, and partners.
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 to promote social responsibility and its commitment to supporting social entrepreneurship.
- External customers and internal clients: The recommendations address the needs of aspiring social entrepreneurs and the university's stakeholders, including faculty, students, alumni, and the broader community.
- Competitors: The recommendations consider the competition from other organizations that are also working to support social entrepreneurship.
- Attractiveness ' quantitative measures if applicable (e.g., NPV, ROI, break-even, payback): The recommendations are based on the potential for the social enterprise incubator to generate significant social impact and to attract funding from investors interested in impact investing.
- Assumptions: The recommendations are based on the assumption that the university is committed to supporting social entrepreneurship and that there is a demand for social enterprises that address environmental sustainability and poverty alleviation in developing countries.
6. Conclusion
Fern Fort University has a unique opportunity to leverage its strengths and resources to establish a social enterprise incubator that can empower aspiring social entrepreneurs to launch and scale their ventures. By providing comprehensive support, including business education, mentorship, funding, and networking opportunities, the university can create a positive impact on the world by addressing critical global challenges.
7. Discussion
Other alternatives not selected:
- Direct investment in social enterprises: The university could choose to invest directly in social enterprises, but this would require significant capital and expertise in impact investing.
- Partnerships with existing social enterprise incubators: The university could partner with existing social enterprise incubators, but this would require a strong commitment to collaboration and a clear understanding of the respective roles and responsibilities.
Risks and key assumptions:
- Limited resources: The university needs to secure adequate resources to support the social enterprise incubator.
- Competition: The university needs to differentiate its social enterprise incubator from other organizations that are also working to support social entrepreneurship.
- Social impact measurement: The university needs to develop a robust system for measuring the social impact of the social enterprise incubator.
8. Next Steps
Fern Fort University should take the following steps to implement the recommendations:
- Develop a detailed business plan for the social enterprise incubator.
- Secure funding from investors and donors.
- Recruit a dedicated team to lead the social enterprise incubator.
- Develop a curriculum for the social enterprise incubator's business education programs.
- Establish a network of mentors and partners.
- Launch the social enterprise incubator.
By taking these steps, Fern Fort University can create a lasting legacy by empowering social entrepreneurs to create positive change in the world.
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Case Description
In the early 1980s, Missouri's director of early childhood education launched a novel parent education pilot project designed to increase children's kindergarten readiness and support family wellbeing by sending specially trained educators on monthly home visits to help parents foster their babies' early development. By 1985, when an evaluation touted strong results for the pilot, the Missouri legislature already had made the program-dubbed Parents as Teachers-a mandatory offering of school districts statewide. Soon after, the St. Louis-based Parents as Teachers National Center, formed to oversee the state program and respond to outside inquiries, became an independent nonprofit. From the start, the National Center staff built quality controls into program design and the training of parent educators while simultaneously embracing rapid growth; by 1999 Parents as Teachers programs served more than 500,000 children in the US and six foreign countries. But despite such quality control efforts, the flexibility and adaptability that aided fast replication left the National Center with no effective way to manage or monitor the more than 2,000 sites worldwide. As a result, the National Center was forced to take a hard look at its replication model, its oversight role, and at how the center could better monitor and improve program quality. HKS Case Number 1849.0
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