The best Business Schools are responding to the global poverty crisis by opening themselves up to helping those with fewer opportunities. Will Dawes reports on BGA’s exclusive new research into the topic
The United Nations reports that 783 million people live below the international poverty line of $1.90USD a day. This means that more than one in every 10 people on this planet struggle to access the most basic human needs such as clean water, healthcare and education.
Many millions more live just above this ‘line’, struggling to make ends meet, but without hope of building a more prosperous future.
For these individuals, upward social mobility is not a realistic aspiration. Instead, excessively poor working conditions and anxiety around surviving on their limited resources dictate their lives. They cannot afford to invest
money or time to obtain the skills they need to exploit opportunities that may arise, and even when they can, their local economy does not enable them to prosper.
As a global Business School community, we should reach out beyond the walls of our institutions and address the most important issues facing our society, especially when these relate so closely to why we do business: to provide a living for ourselves and those around us in a global marketplace.
The economy is not serving the poorest people, so Business Schools have a duty to understand how business can work for society and influence those who can implement management changes for the better. In this same respect, Business Schools have a duty to also train and teach those who cannot afford to enrol onto their programmes.
The most progressive Business Schools are responding to this challenge by opening themselves up to helping those with fewer opportunities and researching ways in which doing business can help those with less.
As part of BGA’s mission, we want to highlight how Business Schools around the world are working to alleviate poverty, conducting research that covers case studies of three Business Schools initially, and highlights their work – and its impact – to boost opportunities to some of the poorest in society.
This work does not come without tangible challenges, such as financial capacity, the School’s scope of influence, and systematic barriers within the economy. But our case studies highlight the progress these projects have made in helping those who are disadvantaged work towards a more prosperous future.
This BGA research is just the start of the Business Graduates Association’s goal to understand the Business School’s contribution to society.
AMBA and CLADEA are conducting more research into how Business Schools address poverty in their teaching and faculties, both in terms of further case studies and through a short survey of Business School professionals and MBAs. If you would like to participate in this study get in touch with me (Will Dawes) regarding the work of your Business School (firstname.lastname@example.org).
Local community of social entrepreneurs
Ndileka Zantsi, Programme Co-ordinator at the University of Cape Town Graduate School of Business (UCT GSB) outlines its work in the community to produce social entrepreneurs of the future.
The UCT GSB opened a new teaching and research site – the Solution Space Hub – in Philippi, an impoverished community, located in the heart of Cape Town, South Africa, in 2016. The hub is an ecosystem for early-stage startups and a research and development platform for corporates to experiment with emerging business models, with a tangible connection to the wider community.
This year, the GSB Solution Space, in partnership with the Bertha Centre for Social Innovation and Entrepreneurship, has incubated two cohorts of 10 entrepreneurs enrolled on the Impact Venture Incubation Programme (IVIP) for a three-month period to help them build viable and scalable innovation-driven companies. We emphasise social impact when selecting projects to support, ranging from personal and industry training to products and services, which are accessible and affordable to those in less affluent neighbourhoods in and around Cape Town. Examples of current projects of entrepreneurs enrolled onto the programme include initiatives setting up a low-cost open-air cinema; designing an intuitive learning app for secondary school children, and training young people to narrate and edit their own stories.
The first month typically consists of exploring the customer base for the entrepreneur’s products or services, the second month is about developing the products or services to make them desirable to the consumer, and the third teaches the entrepreneur about making the products or services viable. After the three months, we provide post-programme support to ensure that entrepreneurs can continue to have access to a range of resources such as the co-working space, advisory services, practical learning clinics, weekly check-ins, staff advisors, and a community of peers who can learn and grow together.
Programme facilitators include current MBA students and UCT GSB alumni who teach on a pro bono basis.
The programme also pairs entrepreneurs with mentors, who are relevant industry experts, including our alumni. We have learnt from experience that the best time for the pairings is during months two or three. We are mindful of the entrepreneur’s background, and flexible around the timeframes for integrating entrepreneurs with their mentors.
In addition to providing education, advice and guidance, the programme also assists entrepreneurs with physical resources, where possible, to get their enterprise off the ground. This includes free access to a computer lab, office space, meeting rooms and a conferencing venue for running workshops or events. There have been substantial challenges we have had to overcome along the way, including issues we were not able to anticipate. Something we did not foresee was the emotional support we would need to
provide entrepreneurs. Entrepreneurs here often experience tough situations in their personal lives, which, along with starting a business, can lead to mental health issues.
As a programme, we did not have the means to provide this support, but have been able to reach out to the university’s psychology department which now provides the support and advice pro bono.
We also provide food and transport for those entrepreneurs who may not have the financial means to afford these in order to attend the requisite sessions and spend time during the day interacting and learning from one another. This is something we did not budget for initially, but we deemed it necessary in order to guarantee the presence of the entrepreneurs for the
full three-month period.
The benefits of the programme are wide-ranging. Perhaps most
importantly, it has made being an entrepreneur desirable for a lot more people in the community.
It is seen as a pathway that is achievable, one in which people can be successful and do good for others in society. As such, it has increased the reputation of entrepreneurship.
In the most recent cohort there were 61 applications for 15 spaces. But the areas of personal development are also significant. People have been able to develop transferable skills, scale their businesses, and provide employment for others in the community.
ESPAE’s academic research into how supply chains can be improved in Ecuadorian farming
Jorge Rodriguez, Assistant Professor at ESPAE Graduate School of Management, describes how his research into training smallholder farmers and urban micro-retailers about how they can operate more efficiently could benefit both low-income producers and consumers.
Companies across the globe want to increase sales in developing markets – including Ecuador and other countries in Latin America – but they face problems in doing this effectively due to high transaction costs, poor infrastructure and institutional voids such as appropriate financial systems. In Ecuador, for example, 80% of farmers are small scale. This means they often do not have the economies of scale to invest in efficient technology, are physically and digitally distant from both the manufacturers and consumers, and do not have access to the latest training methods to improve their production and distribution potential.
As part of my research role at ESPAE, which focuses on CSR, sustainability and stakeholder management, I am evaluating how a particular education training programme, funded by the Ecuadorian Agriculture Ministry, can make a measurable difference to the ways in which low-production farmers distribute their profits.
We are hoping that this training programme will benefit the farmers and their families. The research project tests whether the training programmes enhance farmers’ productivity and multi-dimensional poverty. The evaluation finds that training programmes enhance the productivity and reduce poverty of smallholder farmers, yet the scale of the programme is low. In this regard, the research informs policymakers on the appropriate mechanism to foster agricultural development.
The training covers a broad spectrum of issues, including informing farmers about ways in which they can overcome crop-yield problems, integrate better with suppliers and ensure they connect better and become more responsive to market demands. It is hard for these farmers to be better integrated into value chains, however, because they lack access to the formal economy, banking and medical services, education, and technology such as the internet or mobile phones. So, as a Business School, we see helping these farmers as a strategic priority. It is the right thing to do for these producers, who are currently on the fringes of economic innovation, yet are central to the workings of a large sector of the economy and low-income consumers.
My research project does not come without substantial challenges. For example, I am unable to identify participating farmers, meaning that I need to control for areas which do and do not receive the training, rather than specific farms.
There are also wider challenges around how we can get governments and firms to work better together to ensure that the training, if deemed successful, is rolled out more widely. As such, there are communication issues associated with ensuring that the findings of my
research are exposed to influential individuals, and that these findings are
In this respect, as a Business School community, we require greater collaboration both in terms of how we explore and evaluate business solutions, and how we communicate our findings to legislators and the marketplace.
Business Schools need to approach local media in order to shout about the importance of our findings. We need to engage local authorities, stakeholders, and invite firms to talk about the topic, in order to have further tangible impact. A central issue we have is that Business School staff are incentivised in terms of teaching objectives, faculty goals and
cohort intakes, but are not challenged enough to help and support organisations and people directly.
The sector needs to rise to this by up-skilling academics to become mainstream communicators of their work.
In the future, there also needs to be an increase in engagement between
professors and students on this topic, because together we can make an
impact around reducing poverty in our world. Farmers need to form co-operatives to consolidate its integration into value chains. Yet, there are few
people with administrative skills in rural areas.
I think Business School can contribute to changing this reality. We can work
with students on live cases to enhance the administrative skills of farmers’ co-operatives, and rural organisations.
Leadership and Management Programme for future leaders
Dr Ijeoma Nwagwu, Manager of the Sustainability Centre at Lagos Business School, talks about her School’s programme to enhance the management skills of future leaders working in NGOs.
I work as part of the management faculty in the areas of strategy and sustainability, so I am interested in engaging on topics of responsible management and economic development. I manage Lagos Business School’s Sustainability centre.
The activity areas for the centre include research, capacity building and stakeholder engagement. Our activities focus on the themes of corporate sustainability (helping businesses become a force for good), social entrepreneurship and sustainable infrastructure.
We deliver a leadership and management programme that we co-created with the Ford Foundation to develop a pipeline of young leaders. The programme aims to bring young leaders from the NGO and social enterprise ecosystem into the Business School to work out innovative ways to tackle poverty through their work. We enrol up to 100 leaders annually and they come from organisations that focus on a range of sustainable development issues such as gender, agriculture, health and children, and the environment. This programme focuses on equipping young leaders with practical knowledge of business fundamentals, social innovation and leadership effectiveness in an increasingly complex world.
The whole idea behind the programme is leadership development for young people in NGOs, who have an opportunity to put those skills into practice to advance impact in the social sector. Our purpose is to develop 100 leaders a year, providing them with a platform to hone their leadership skills through experiential learning and to develop networks with others in the space to facilitate peer-to-peer learning. I believe this engagement in the journey of learning to be invaluable, as at the heart of poverty is a lack of knowledge.
The role of the Business School is to contribute to knowledge generation and community building on issues around poverty.
From the teaching perspective, we need to make sure that young leaders understand their roles and are appropriately equipped to solve social problems. On the research and documentation side, our faculty is developing a handbook on NGO leadership and management in Africa.
The scope of the Lagos Business School’s work reaches beyond this programme. We are beginning to make a substantial impact with our work. What we know is that more than 40% of local adults are operating outside the formal financial system with negative consequences in their ability to save, manage life’s shocks through insurance, debt and other modern financial services. Therefore, the School has run a project on sustainable and inclusive digital financial services which, through research and advocacy, supports the financial sector with the necessary knowledge to build financial products that mirror the life experience of the poor. The ultimate aim is to provide poor people with greater access to improved financial services so they can thrive.
Although Business Schools can be seen as part of the establishment, we are not bound by stereotypes. Our vision of a Business School is one that is inclusive, that connects people from different sectors and backgrounds, to develop socially responsible leaders to solve the most pressing social and economic problems.
The reality of our Business School is that we bring people together from a range of industries, linking them to learn and grow for a better society.