Academic literature on the topic 'Harvard Business School. Social Enterprise Initiative'

Purpose This paper aims to reflect on 25 years of the social enterprise initiative at the Harvard Business School, examining the processes and thinking involved at key stages of this pioneering Initiative’s implementation and institutionalization. Design/methodology/approach The authors adopt an auto-ethnographical approach, reflexively considering the impact of our actions at key stages. Findings Reflecting on the experiences, the authors offer their thoughts on the challenges involved in establishing an educational program. They consider that there were give stages in the development of the program, which ensured its longevity, institutionalization and success: giving birth; starting an experiment; gaining acceptability; being embraced and achieving irreversibility. Practical implications The multiple challenges faced, as well as the successes that the authors had over the years, are set out. Awareness of the challenges that the authors faced will support educators to be prepared to overcome the same or similar challenges to implementing and embedding a social enterprise program. Originality/value This is the first time that the authors’ reflections on the history of the Social Enterprise Initiative have been brought together. As well as distinctive in their own right, the authors consider that the lessons learned from the work over such a long period could provide valuable insights to those who wish to integrate social enterprise teaching into their settings.

Subject area This case focusses on social innovation and social entrepreneurship in Africa, specifically looking at behavioural characteristics of social entrepreneurs, their motivations to create social value and the application of personal initiative theory. The case discusses the self-starting proactiveness and innovation traits of the social entrepreneur. The social business model canvas will be used to analyse the social enterprise’s business model. Study level/applicability Students of social entrepreneurship, development studies, sustainable livelihoods and asset-based development. It is useful for customised or short programmes on social entrepreneurship or for students with a background in business wanting to understand social enterprise as a vehicle for social and economic change. As such, this case is written for Business Management and Entrepreneurship undergraduates or students of elective courses in social entrepreneurship (“understanding” and “remembering” learning activities under Bloom’s taxonomy). When personal initiative theory is used, the case provides an initial understanding of social entrepreneurship in a less developed context for post-graduate students and may be used for higher-order learning activities (“analysing” and “applying”). Case overview The case tells the story of Dr Engr Moses Musaazi, who is a Social Entrepreneur and Managing Director of Technology for Tomorrow (T4T). Troubled with the persistent social problems in his country. Musaazi, through T4T, strived for social innovations to reduce school dropouts of Ugandan girls. While exploring Moses’ journey for solving persistent social problems through social innovations, students will be able to understand, remember, analyse and apply Dees’ (2001) social entrepreneurial behaviours and Santos’ (2012) theory of social entrepreneurship. The case discusses what motivates African social entrepreneurs to start a social venture (Ghalwash, Tolba, & Ismail, 2017). Students will apply personal initiative theory to identify the social entrepreneurial behaviours displayed in the creation of social ventures. To exemplify and analyse the different components of social ventures’ business model, the social business model canvas by Sparviero (2019) will be introduced. Expected learning outcomes The teaching objectives are Objective 1. Students are able to remember, understand, identify and apply the social entrepreneurial behaviours as defined by Dees (2001) and the elements of Santos’ (2012) theory of social entrepreneurship to Dr Moses Musaazi’s case as a social entrepreneur. Objective 2. Students remember, understand and identify what motivates social entrepreneurs in less developed economies to create social value (Ghalwash et al., 2017). Objective 3. Early-stage postgraduate students are able to apply and analyse (also evaluate and create for higher-level post-graduates) personal initiative theory to explain the emergence of social entrepreneurial behaviour and especially how innovation, self-starting and proactiveness may lead to social entrepreneurial venture start-up (Frese, Kring, Soose, & Zempel, 1996). Objective 4. Students use the social business model canvas (Sparviero, 2019) as a tool to understand, analyse and improve a social-enterprise business model. Supplementary materials Supplementary learning materials are provided in the Teaching Note (Table 1). Table1, which includes videos and their description. Also, a link to Uganda’s sustainable development index is provided (the focus is sustainable development goals [SDGs] 3: Good health and well-being, SDG 4: Quality Education, SDG 5: Gender equality, SDG 10: Reduced inequalities). Subject code CSS 3: Entrepreneurship.

This paper describes the educational relationships that have been established between three keyeducational institutions within the regional city of Whyalla in South Australia. Edward John Eyre High School, Spencer Institute of TAFE and the Whyalla Campus of the University of South Australia have formed a partnership to promote the educational pathways available in the area of Business Studies. The regional educational opportunities created will assist in retaining young people who wish to study in the business field as well as encourage graduates to remain within their local communities. This important initiative embraces the rationale ofsuccessful learning communities and aims to develop skilled professional business people who will become future leaders in business and enterprise and contribute to the economic and social success of regional South Australia.

In a developing country like India, village-centric development is very critical for improving Human Development Index of the country. In this direction, corporate contribution assumes significance for rehabilitation and resettlement of project affected people and overall intervention under its corporate social responsibility (CSR) initiative. Since India is a country of villages, CSR has to be more sensitive towards the economic, social and cultural needs of rural society of the country. In this paper, it is proposed to gear all interventions for promoting model villages. Model village presents a credible vehicle for bringing about sustainability of a village community unit. A model village must have three significant components of infrastructure development, livelihood promotion and provision of services. Infrastructure development must cater to creating basic physical as well as social infrastructure like approach road, school building, community centre and social capital. Promotion of livelihood includes skill training, self-employment, employment opportunities and village enterprise development, while provision for services for the villagers includes health care, education, sanitation, recreational and other community services. Model village plan envisages a self-contained village community at the apex of all the pillars of sustainability, namely, livelihood, infrastructure and services. The future of Indian economy and the prospect of industry are going to depend largely on building sustainable and self-maintained smallest self-governing units called model villages.

Subject area This case was developed to explore what social entrepreneurship looks like in an emerging market context. It tells the story of Neil Campher, a self-identified social entrepreneur working in South Africa, a country that has recently been awarded middle income status by the World Bank despite sharing a ranking with Syria on the Human Development Index. In environments of deep market failure, what does social enterprise look like? and can you sustain change in communities of extreme poverty? The case looks at the academic characteristics of social entrepreneurs and applies them to Neil to see if he “qualifies”. It has a particular focus on the bricoleur social entrepreneur. It explores concepts of poverty, and looks at sustainability, achieved through asset-based community development. It explores the need for organisations to transition in response to the environment and provides a tool to assess sustainability. The value of the paper is in exploring what social entrepreneurship looks like in an emerging market context. It also raises important questions on sustainability in environments which are inherently constrained. Study level/applicability This case study is aimed at students of social entrepreneurship, development studies, sustainable livelihoods and asset-based development. It is written at an Honours level and is therefore appropriate for use in customised or short programmes. The case study is a good introduction for students with a background in business (e.g. Diploma in Business Administration/MBA/custom programmes) who are wanting to understand social enterprise and blended theories of social and economic change. Case overview The case study follows self-identified social entrepreneur Neil Campher in the grime and crime-ridden township of Helenvale, outside Port Elizabeth, in South Africa. Campher has given up his glitzy career as a financier in the economic hub of Johannesburg and returned to his home town, drawn by a need to give back. Helenvale used to be where he and his school friends would hide from the apartheid police, but as an adult, his friends are focused on strengthening and progressing the community. Campher’s entry point to change is a small waste recycling project, and the case study looks at how he uses this as a lever to achieve deeper structural change in the community. The teaching case exposes several questions around social entrepreneurship and change: what is social entrepreneurship in an emerging context and is Campher a social entrepreneur? What is community led change and can it be sustainable? Campher’s dilemma is around sustainability – has his extensive involvement of the community been enough to achieve progress in Helenvale? Expected learning outcomes The case study gives insight into social entrepreneurship in a developing country context. It highlights the nuances in definition and introduces the importance of context in shaping the social entrepreneur. The case is an opportunity for students to interrogate ideas on poverty and classical interpretations of social entrepreneurship and relate them to a small community that mirrors the macro country context in South Africa. The case study shows how asset-based approaches to development are interlinked with basic principles of social entrepreneurship. It shows that sustainability is more than a secure and predictable income stream and the need for community engagement and commitment to the solution. In tackling these issues, the case questions sustainability potential and the need for the organisation to transition to respond to opportunity and the changing environment. Supplementary materials Video X1 5minute video interview with Neil Campher 5min: YouTube Video of Campher from Interview 1 www.leadingchange.co.za (live from 01 April 2016) Video News report of gang violence in Helenvale 3min: YouTube. This is a quick visual introduction to Helenvale. It is a news clip, so is particularly focused on the angle of the story. It includes interviews with residents. The site www.youtube.com/watch?v=TluLpTuEq8I Northern Areas burning 2min: YouTube is a collection of video footage from a local reporter which shows Helenvale and its surroundings. The site www.youtube.com/watch?v=NCW-Hp24vMI shows the Text Global Competitiveness Report: South Africa; the first page gives additional information on social and economic development in South Africa, highlighting developed/developing country attributes. It also highlights how Helenvale is a microcosm of the negative social development indicators in South Africa (http://reports.weforum.org/global-competitiveness-report-2014-2015/economies/#economy=ZAF). Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 3: Entrepreneurship.

Binus University, with its mission of "empowering society," successfully implemented an MSME empowerment program focusing on businesses utilizing water hyacinth as a raw material. This program, led by two faculty members from Binus Business School, operated from April to September 2023 and had a profound impact on Ratu Eceng, owned by Mrs. Eiko Darmayanti.The program's digital marketing content training played a pivotal role in transforming Ratu Eceng's business. Equipped with newfound social media skills, she created compelling promotional content, increasing brand visibility and engaging with customers online. Binus University's contribution extended further with the procurement of live marketing studio equipment. This allowed Ratu Eceng to create captivating live streaming content, fostering direct customer interactions and presenting her products in a more personal manner. In summary, Binus University's MSME empowerment program focused on water hyacinth-based businesses has yielded remarkable results for Ratu Eceng. These outcomes encompass improved digital marketing capabilities, enhanced product design, and successful international expansion. This initiative exemplifies how higher education institutions can empower communities by enhancing skills and creating opportunities for MSMEs. Future program recommendations include fostering greater collaboration among MSMEs, maintaining a sustainable international expansion focus, and enhancing impact measurement for continued success in community empowerment initiatives.

AbstractA recent Wall Street Journal investigation revealed that TikTok floods child and adolescent users with videos of rapid weight loss methods, including tips on how to consume less than 300 calories a day and promoting a “corpse bride diet,” showing emaciated girls with protruding bones. The investigation involved the creation of a dozen automated accounts registered as 13-year-olds and revealed that TikTok algorithms fed adolescents tens of thousands of weight-loss videos within just a few weeks of joining the platform. Emerging research indicates that these practices extend well beyond TikTok to other social media platforms that engage millions of U.S. youth on a daily basis.Social media algorithms that push extreme content to vulnerable youth are linked to an increase in mental health problems for adolescents, including poor body image, eating disorders, and suicidality. Policy measures must be taken to curb this harmful practice. The Strategic Training Initiative for the Prevention of Eating Disorders (STRIPED), a research program based at the Harvard T.H. Chan School of Public Health and Boston Children’s Hospital, has assembled a diverse team of scholars, including experts in public health, neuroscience, health economics, and law with specialization in First Amendment law, to study the harmful effects of social media algorithms, identify the economic incentives that drive social media companies to use them, and develop strategies that can be pursued to regulate social media platforms’ use of algorithms. For our study, we have examined a critical mass of public health and neuroscience research demonstrating mental health harms to youth. We have conducted a groundbreaking economic study showing nearly $11 billion in advertising revenue is generated annually by social media platforms through advertisements targeted at users 0 to 17 years old, thus incentivizing platforms to continue their harmful practices. We have also examined legal strategies to address the regulation of social media platforms by conducting reviews of federal and state legal precedent and consulting with stakeholders in business regulation, technology, and federal and state government.While nationally the issue is being scrutinized by Congress and the Federal Trade Commission, quicker and more effective legal strategies that would survive constitutional scrutiny may be implemented by states, such as the Age Appropriate Design Code Act recently adopted in California, which sets standards that online services likely to be accessed by children must follow. Another avenue for regulation may be through states mandating that social media platforms submit to algorithm risk audits conducted by independent third parties and publicly disclose the results. Furthermore, Section 230 of the federal Communications Decency Act, which has long shielded social media platforms from liability for wrongful acts, may be circumvented if it is proven that social media companies share advertising revenues with content providers posting illegal or harmful content.Our research team’s public health and economic findings combined with our legal analysis and resulting recommendations, provide innovative and viable policy actions that state lawmakers and attorneys general can take to protect youth from the harms of dangerous social media algorithms.

Over the past few years, energy security and sustainable development have moved up the global agenda. Energy is what makes an economy run. There is a strong correlation between economic development and energy consumption. Energy security plays an important role in all economic sectors in attaining the long-term vision of inclusive economic growth and development of the economy. The attainment of this vision is difficult as it is challenged by the need to build energy infrastructures that are not only responsive to the growing demand but can withstand the maximum credible natural disaster. One of the primary objectives of sustainable development is to make people without access to enough energy be able to meet their needs through the provision of stable, reliable, clean, safe, and affordable energy services. This research will use the Granger Causality test to analyze the causal relationship among the endogenous variables among (1) GNI per capita; (2) GHG Emissions; and (3) Herfindahl-Hirschman Index (HHI) between energy-economic development and the influencing factors of power supply security indicators. In the end, this paper expects to suggest that the paper electric power development plans in the country also have implications for the path that would lead the country to what is known as a green economy. It is in this background that energy security and economic growth development are intertwined by public policy. In a broader development sense, public policy draws in the active involvement of the community in identifying problems. Anchored deeply in the national development agenda, the local community develops its own sets of development goals and pushes itself towards realizing this long-range vision. Hence, the output of public policy supported by strategic planning will require effective monitoring and evaluation of programs. This remains to be both a challenge and priority for both the national and local governments.ReferencesAstana, K. (2011). Greening the economy: mainstreaming the environment into economic development. https://sustainabledevelopment .un.org/content/documents/796unece2.pdfAslan, T., Ayşe, A., & Fatma, Z. (2013). The Impact of Electricity Consumption on Economic Development in. Istanbul University School of Economics.Edomah, N. (2018). Economics of Energy Supply. DOI: 10.1016/B978-0-12-409548-9.11713-0..Elahee, K. (2004). Access to Energy: The Key to Poverty Alleviation. Retrieved March 06, 2015, from International Research Foundation for Development Research: http://irfd.org/events/wfsids/virtual/papers/sids_kelahee.pdfEnergy Policy and Planning Bureau - Department of Energy Philippines. (2014). Philippine Energy Plan 2012-2030. Department of Energy.Gradl, C., & Knobloch, C. (2011). Energize the BoP! Energy Business Model Generator for Low-Income Markets (A Practitioners Guide). Enterprise Solutions for Development (ENDEVA).Gujarati, D. (2003). Basic Econometrics (4th Ed.). McGraw-Hill.Hamilton, C., Kellett, J. & Moore, T. (2021). Resourcing A Low Carbon Future.Hossain, Mondal et al. (2018). The Philippines energy future and lowcarbon development strategies. https://www.sciencedirect.com/science/article/pii/S0360544218300458International Atomic Energy Agency. (2005). IAEA.( 2005). Energy Indicators for Sustainable Development: Guidelines and Methodologies. IAEA.International Energy Agency. (2013). World Energy Outlook 2010. Paris. IEA.Kanchana, K. & Unesaki, H. (2014). ASEAN Energy Security: An Indicator-based Assessment. Energy Procedia. 56. 163–171. DOI: 10.1016/j.egypro.2014.07.145.Leuschner, P. (2014). The Effect of GDP per capita on Renewable Energy Production in China. University of Colorado Boulder.Mendoza Jr, C. B., Cayonte, D. D. D., Leabres, M. S., & Manaligod, L. R. A. (2019). Understanding multidimensional energy poverty in the Philippines. Energy Policy, 133, 110886.Modi, V., McDade, S., Lallement, D., & Saghir, J. (2005). Energy Services for the Millennium Development Goals. The International Bank for Reconstruction and Development/TheWorld Bank/ESMAP.Modi, V., McDade, S., Lallement, D., & Saghir, J. (2005). Energy Services for the Millennium Development Goals. United Nations Development Programme.Navarro, A., Sambodo, M. T., & Todoc, J. L. (October 2013). Energy Market Integration and Energy Poverty in the ASEAN. PIDS Discussion Paper Series.Pasternak, A. D. (October 2000). Global Energy Futures and Human Development: A Framework for Analysis. Department of Energy.Phillips, M. (n.d.). Why electricity demand is linked to GDP.Söderholm, P. (2020). The green economy transition: the challenges of technological change for sustainability. https://sustainableearth.biomedcentral.com/articles/10.1186/s42055-020-00029-yStern, D.I. (2004). Environmental Kuznets Curve: Encyclopedia of Energy. https://www.sciencedirect.com/topics/earth-andplanetary-sciences/environmental-kuznets-curveStiglitz, J. E., Sen, A., & Fitoussi, J.-P. (2009). Report by the Commission on the Measurement of Economic Performance and Social Progress. Institut national de la statistique et des études économiques (INSEE).University Corporation for Atmospheric Research (UCAR), https://scied.ucar.edu/learning-zone/how-climateworks/greenhouse-effect.U.S. Energy Information Association. (2013, March 22). Today in Energy. Retrieved February 28, 2014, from U.S. Energy Information Association - Independent Statistics and Analysis: http://www.eia.gov/todayinenergy/detail.cfm?id=10491Wen Center for Social Research Method. (n.d.). Research Methods Knowledge Base. Retrieved March 15, 2015, from http://www.socialresearchmethods.net/kb/convdisc.phpWorld Business Council for Sustainable Development. (2012). Business solutions to enable energy access for all (The WBCSD Access to Energy Initiative ). WBCSD publications.Zou,Xiaohua (2018). VECM Model Analysis of Carbon Emissions, GDP, and International Crude Oil Prices. https://doi.org/10.1155/2018/5350308

Sustainable development as a concept is a significant landmark in the environmental theory because it hypothesizes on how society itself should be organized, and not merely on why certain environmental safeguards should be embraced or how they can be best applied. Our study determined the sustainability reporting of selected leading global universities in Asia, Europe, and the USA. Using the descriptive and comparative research designs, fifteen higher educational institutions from leading global universities with business schools and institutional sustainability development programs were used as sample cases. Based on the universities’ published Sustainability Reports, several patterns of sustainability reporting practices appeared to be being used. Results revealed that all the sampled universities in Asia, Europe, and USA publish their Stand-Alone Sustainability Reports annually, as well as publish parts of their sustainability performance in their Annual Reports at the end of every academic year. These reports are made available in their websites year-round. Findings also showed that in terms of reporting framework, the universally recognized Global Reporting Initiative is predominantly used by universities in Asia and Europe, followed by the Environmental Management System certifiable under ISO 14001 standards. USA universities, however, use a combination of standards, some not formal, but patterned it after the models such as the UN Global Standards, Corporate Knights, International Sustainability Campus Network/GULF Framework, and People and Planet Green League. Among the four priority concerns on sustainability reporting, environmental indicators obtained the highest average frequency; followed by governance, social, and economic indicators among the three regions, led by Europe and US universities. Overall, the level of sustainability disclosure is high in all the four indicators, and it is highest among European universities, followed by US universities, and then by Asian universities. We recommend that Philippine universities benchmark their sustainability reporting practices in the manner by which leading global universities practice them. ReferencesBlessing, L. (2009). The changing tole of universities in the knowledge. In The knowledge triangle shaping the future of Europe: Summary report from the conference (pp.19-21) Göteborg, Sweden: Högskoleverket (Swedish National Agency for Higher Education).Carayannis, E., Barth, T., & Campbell, D. (2012). The Quintuple Helix innovation model: global warming as a challenge and driver for innovation. Journal of Innovation and Entrepreneurship, 1(1), 2. doi:10.1186/2192-5372-1-2Commission on Higher Education (2014). Handbook on Institutional Sustainability Assessment, Philippines. Retrieved from https://ched.gov.ph/programs-and-projects/Commission on Higher Education (2012). Policies, standards and guidelines on outcomes-based education and typology-based Quality Assurance System for Philippine Higher Education Institutions (Commission on Higher Education Memorandum Order 46, Series 2012). Retrieved from https://ched.gov.ph/programs-and-projects/Commission of the European Communities. (2006). Delivering on the modernisation agenda for universities: Education, research and innovation. Communication from the commission to the council and the European Parliament. COM(2006) 208 final, 10 May. Brussels: European Union.COPERNICUS Alliance. (2012). Rio +20 people’s sustainability treaty on higher education. Retrieved from https://www.iucn.org/content/rio20-peoples-sustainabilitytreaty-higher-educationElkington, J. (2018, June 25). 25 years ago, I coined the phrase “triple bottom line.” Here’s why it’s time to rethink it. Harvard Business Review. Retrieved from https://hbr.org/2018/06/25-years-ago-i-coined-the-phrase-triple-bottom-line-heres-whyim-giving-up-on-it.Ercoskun, O. (2005). Sustainable city plans against development plans. Journal of Science, 18(3). Retrieved from https://www.gujs.gazi.edu.tr/articleview.Flodström, A. (2009). The knowledge triangle shaping the future of Europe – Conference Conclusions. In The knowledge triangle shaping the future of Europe: Summary report from the conference (pp.7-9) Göteborg, Sweden: Högskoleverket (Swedish National Agency for Higher Education).Global Reporting Initiative (GRI) (2013a). G4 sustainability reporting guidelines: Reporting principles and standard disclosures. Retrieved from https://www.globalreporting.org/Holmberg, J. (2014). Transformative learning and leadership for a sustainable future: Challenge Lab at Chalmers University of Technology. In P. B. Corcoran, B. P. Hollingshead, H. Lotz-Sisitka, A. E. J. Wals, & J. P. Weakland (Eds.), Intergenerational learning and transformative leadership for sustainable futures (pp. 91–102). The Netherlands: Wageningen Academic Publishers. Retrieved fromhttp://www.wageningenacademic.com/doi/pdf/10.3920/978-90-8686-802-5_4Kolukisa, A. & Ugurlu, N. (2019). The importance of sustainable development in the field of education introduction. Research Gate. Retrieved from https://www.researchgate.net/publication/265030253.Lappalainen, P., & Markkula, M. (Eds.). (2013). The knowledge triangle: Re-inventing the future. Finland: European Society for Engineering Education (SEFI), Aalto University, & Universitat Politecnica de Valencia.Loh, L., Thao, N.T.P., Sim, I., Thomas, T., & Yu, W. (2016). Sustainability reporting in ASEAN: State of progress in Indonesia, Malaysia, Singapore and Thailand 2015. Singapore: ASEAN CSR Network.Mendoza, D. and Terpous, K. (2014). Sustainability reporting in universities [Blue Paper Report]. Sweden: Chalmers-Innovationskontor VAST. Retrieved from https://innovationskontor.chalmers.se/sites/innovationskontoret.cms.chalmers.se/files/BURR-1.0-2014.pdfSaunders, M., Lewis, P., & Thornhill, A. (2015). Research methods for business students (7th Ed.), Harlow, UK: Pearson Education Ltd.Schruumanns, M. (2009). In The knowledge triangle shaping the future of Europe: Summary report from the conference (pp. 15-16) Göteborg, Sweden: Högskoleverket (Swedish National Agency for Higher Education).Sorlin, S. (2009). How universities can take on increasing societal demands and remain powerhouses of intellectual freedom. In The knowledge triangle shaping the future of Europe: Summary report from the conference (pp.24-30) Göteborg, Sweden: Högskoleverket (Swedish National Agency for Higher Education).Taylor, J. R. (2002). Conceptual approaches v: Concepts and domains. In A. D. Cruse, F. Hundsnurscher, M. Job, & P. R. Lutzeier (Eds.), Lexikologie - Lexicology. An international handbook on the nature and structure of words and vocabularies, Vol. 1 (pp. 296-303). Berlin and New York: Walter de Gruyter. Retrieved from https://www.academia.edu/6098913/Taylor_2002_Concepts_and_domainsUnited Nations Educational Scientific and Cultural Organization (UNESCO). (2005). UN Decade of Education for Sustainable Development 2005 - 2014. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000141629Vitalis, V. (2003). Sustainable Development. Keynote Paper presented to the Research School for the Socio-Economic and Natural Sciences of the Environment (SENSE) Summer Symposium 19-20 June 2003, Amsterdam, Netherlands. Organisation de Coopération et de Développement Economiques.World Commission on Environment and Development / Brundtland Commission (1987). Report of the World Commission on Environment and Development: Our common future. Oxford: Oxford University Press.

In a developing country like India, village-centric development is very critical for improving Human Development Index of the country. In this direction, corporate contribution assumes significance for rehabilitation and resettlement of project affected people and overall intervention under its corporate social responsibility (CSR) initiative. Since India is a country of villages, CSR has to be more sensitive towards the economic, social and cultural needs of rural society of the country. In this paper, it is proposed to gear all interventions for promoting model villages. Model village presents a credible vehicle for bringing about sustainability of a village community unit. A model village must have three significant components of infrastructure development, livelihood promotion and provision of services. Infrastructure development must cater to creating basic physical as well as social infrastructure like approach road, school building, community centre and social capital. Promotion of livelihood includes skill training, self-employment, employment opportunities and village enterprise development, while provision for services for the villagers includes health care, education, sanitation, recreational and other community services. Model village plan envisages a self-contained village community at the apex of all the pillars of sustainability, namely, livelihood, infrastructure and services. The future of Indian economy and the prospect of industry are going to depend largely on building sustainable and self-maintained smallest self-governing units called model villages.

Abstract The practice of social entrepreneurship may be quite old, but as a distinct field of academic inquiry, it is still in its infancy. It appears that the first dedicated course in this arena was launched at Harvard Business School (HBS) in Spring 1995 as part of the new Initiative on Social Enterprise. Since then, numerous other schools have launched similar courses, initiatives, and centres. This dramatic increase in activity at academic institutions represents tremendous progress in a relatively short time frame. However, a review of the top programmes reveals a potentially damaging weakness. Many of the new courses are staffed by practitioners who bring an invaluable depth of experience to this work, but who have limited research experience and are not on the regular tenure track at their institution where rigorous research is required. As a result, relative to other academic fields, social entrepreneurship is not yet blessed with a wealth of serious researchers.

Competition is what keeps organizations and industries alive. Harvard Business School Professor, Michael Porter, was keen to understand the drivers of success in commercial organizations. His research indicated that industry structure mattered more than individual firm behaviour and his Five Forces model (1979) offers his explanation of the sources of competition at industry level. The model is based on the theory of determining the competitive intensity and attractiveness of a market. The five forces within the model include: competitive rivalry, threat of new entry, supplier power, buyer power, and threat of substitution. The model has been widely used by firms to analyse the external environment and specific external forces like competition, government policies, and social and cultural forces (Vining, 2011). Furthermore, to overcome such fierce competition created by the Five Forces model, and to ensure successful survival, Porter (1985) also introduced competitive strategies to gain a competitive advantage. By combining price and market type, Porter suggests these competitive strategies: cost leadership, differentiation, and market segmentation (or focus) to enable a competitive environment to prosper. This chapter concentrates on establishing and understanding the Five Forces model and the generic strategies.