ADVANCE Guatemala: Case Study on Social Responsibility, Service Learning, and Business Education

1
ADVANCE Guatemala Case Study on Social
Responsibility, Service Learning, and Business
Education
Updated 22 Sep 2006 Pictures Joe Walenciak

• Joe F. Walenciak, Ph.D.
• IACBE European Conference
• Paris, France
• September 2006

2
Agenda

• Personal background
• Opening thoughts
• Identifying a need in the world
• Connecting students to the need
• Outcomes and other lessons
• Implementing and sustaining
• Questions

3
Personal Background

• John Brown University
• Chairman of Business Programs
• Director of Graduate Business Programs
• Sam M. Walton Free Enterprise Fellow (SIFE)
• IACBE
• Charter member
• Past Member/Chair, Board of Commissioners
• Current Member/Chair, Board of Trustees
• 26 years in university business education
• Current international projects in Guatemala
  addressing
• The plight of the campesino
• The plight of the indigenous
• The plight of the street youth

4
Opening Thoughts
I want great learning experiences for my
students, but for me, this is just as much
about Dinora.
5
(No Transcript)
6
If our students can have a great learning
experience that also makes the world a better
place, then we all win.
7
The Multidimensional Businessperson is GLOBAL
You cannot be a well-educated person in the 21st
century without having a global perspective. You
dont get that by sitting in the U.S. Sally
Blount-Lyon, Ph.D., Dean New York Universitys
Stern School of Business
8
The Multidimensional Businessperson has
CRITICAL BUSINESS SKILLS
Traditional frameworks of business as strictly a
source of revenue creation are no longer aligned
with the larger role that business is now playing
on a world stage. How do I factor my business
decisions impacts on community, employees, and
stockholdersthe so-called triple-bottom line?
Myron Roomkin, Ph.D., Dean Case Western Reserve
Universitys Weatherhead School of Management
9
The Multidimensional Businessperson is BROAD
Our students will be solving the next big set of
problems in our century, and they have to think
about problems from multiple angles, multiple
levels, and in varying degrees of complexity.
There are all kinds of ways to understand.
Metaphorical thinking is one way, but you cant
think in metaphors if you havent been exposed to
visual imaging. Looking at the arts highlights
complexity and point of view. Sally
Blount-Lyon, Ph.D., Dean New York Universitys
Stern School of Business
10
The Multidimensional Businessperson
GLOBAL ORIENTATION BUSINESS SKILL SETS BROAD
LIFE PERSPECTIVES PASSION
THE MULTIDIMENSIONAL BUSINESSPERSON
11
The Multidimensional Businessperson
You need to be an interesting person to have
dinner with. Like it or not, business is the
dominant social institution of our age. The need
to graduate interesting and aware people becomes
very clear when we talk to recruiters. Sally
Blount-Lyon, Ph.D., Dean New York Universitys
Stern School of Business
12
If you want to build a ship, dont drum up
people together to collect wood and dont assign
them tasks and work, but rather teach them to
long for the endless immensity of the sea.
--Antoine De Saint-Exupery
Question How do we give our business students
the taste of salt??
13
Service-learning is a teaching method that
enriches learning by engaging students in
meaningful service to their schools and
communities. Young people apply academic skills
to solving real-world issues, linking established
learning objectives with genuine needs. They lead
the process, with adults as partners, applying
critical thinking and problem-solving skills to
concerns such as hunger, pollution, and
diversity. --National Youth Leadership Council
14
Our goal is to ADVANCE Guatemala! A Address the
pressing needs of the people D Develop the
fragile economy V Validate marginalized
people A Activate minds through education N
Nourish discouraged hearts and depressed
spirits C Cultivate local ownership E Exit
the process, eventually, but not the relationship
15
Students in Free Enterprise (SIFE)

• 2000 teams in 50 countries
• Education programs dealing with
• Market dynamics
• Entrepreneurial success
• Critical success skills
• Financial literacy
• Ethics
• CAN BE a great educational and career opportunity

16
Identifying a Need in the World
17
Location 1
18
Santa Cruz, Baja Verapaz, Guatemala
19
LOCATION About four hours by car from Guatemala
City in the cloud forests of Baja Verapaz. Near
the cities of Cobán, Salamá, and San Jerónimo.
20
Some images from 2003
21
Issues relating to general welfare
22
Infrastructure and safety
23
Infrastructure and safety
24
Education environment
25
Poor availability of most public services
26
Some images from 2004
27
The first JBU SIFE effort in Santa Cruz was
focused on meeting needs and developing
relationships
28
(No Transcript)
29
Cleaner classrooms and some new equipment and
supplies motivated better use of the school
30
Medical neglect
31
Medical neglect
32
Education and creative stimulation
33
Some images from 2005
34
First dental services many of these people have
ever had
35
Over 300 teeth pulled in 3 days
36
We found Nemo
37
A community starting to take interest in itself
38
(No Transcript)
39
(No Transcript)
40
(No Transcript)
41
(No Transcript)
42
(No Transcript)
43
(No Transcript)
44
(No Transcript)
45
(No Transcript)
46
(No Transcript)
47
(No Transcript)
48
(No Transcript)
49
(No Transcript)
50
The Problem

• Safety Children are badly burned when they fall
  into the fire
• Health Respiratory infections from smoke
  neck/back problems and hernias from carrying
  heavy wood bundles
• Ecological Deforestation from cutting so much
  wood for fires
• Economic All time is spent in destructive
  survival, not producing

51
The Santa Cruz Stove Project
52
The Strategy

• Partnering with Helps International
• The ONIL or plancha stove and the Nixtamal
  or large pot stove
• Benefits
• Safe fire is off the floor
• Healthy less smoke, less carrying
• Ecology less deforestation
• Economy more time for other work
• Basis for community development project

53
The Product
54
(No Transcript)
55
The Introduction
56
(No Transcript)
57
(No Transcript)
58
(No Transcript)
59
(No Transcript)
60
(No Transcript)
61
The Process

• JBU finds donor support in the United States
• Participating families agree to accept two
  stoves one plancha stove and one Nixtamal stove
• The family pays Q150 (20 or 15.8), in multiple
  payments if necessary
• Community members agree to be trained and then to
  train others to install and maintain
• All money goes into a community fund for
  community development

62
The Delivery
63
(No Transcript)
64
(No Transcript)
65
(No Transcript)
66
(No Transcript)
67
(No Transcript)
68
(No Transcript)
69
(No Transcript)
70
(No Transcript)
71
BEFORE AFTER
72
(No Transcript)
73
Stove Project - Timeline
74
Stove Results

• 350 stoves in Santa Cruz and San Antonio AC
• Saving 4,200 trees per year
• Saving 45 man-hours per dwelling per month (45
  12 350 189,000)
• Indoor air pollution (carbon particles and CO)
  reduced 99
• Greenhouse gases from chimney reduced by 30
• ANDsignificant financial impact on families

75
Families report saving Q6/day, or somewhere
between Q120 and Q180 each month (16 to 24 or
12.6 to 19). This may be one-fourth to
one-half of a months income. This is wealth
that now stays in the families and in the
community.
76
New Businesses in Santa Cruz
Have also assisted the expansion of a small
pharmacy and a carpentry shop
77
Location 2
78
Coop Ixel San Antonio Aguas Calientes Sacatapequez
, Guatemala
79
LOCATION Just south and east of Guatemala City,
about an hour by car. Located between the Vulcan
de Agua and the Vulcan de Fuego, near Antigua.
80
The Place
81
The People
82
The Product
83
The Problem

• Culture and tradition
• Saturated market
• Limited options
• Discrimination and exploitation

84
The Fight

• Education of the children
• Rights of indigenous women and girls
• Preservation of the culture

85
San Antonio Aguas Calientes Moving Forward
86
San Antonio AC Medical
87
San Antonio AC Medical
88
San Antonio AC Beds
89
San Antonio AC Microenterprise
90
San Antonio AC Stoves
91
San Antonio AC Education
92
Connecting Students to the Need
93
ADVANCE Guatemala PartnersSo Far!
ADVANCE Guatemala
Soderquist Family Foundation
Intl Studies Programs
Better Futures
Roberts Wesleyan College
Roberts Wesleyan College School of Nursing
Helps International Guatemala
94
Nature of the Partnership

• SIFE Teams from JBU, RWC, and UFM actively
  participating in communities
• Self-funded
• Medical teams from RWC Nursing
• Self-funded
• JBU Engineering appropriate technology design
  projects
• Grant funded
• JBU Gateway/Intl Studies
• Built into curriculum
• Soderquist Center, Soderquist Family Foundation,
  Guatemala Próspera
• Major donor partners

95
Take JBU To Guatemala
96
and Bring Guatemala to JBU
97
ADVANCE Guatemala
98
Outcomes and Other Lessons
99
Major Student Learning Outcomes

• Improved understanding of business concepts
  related to microenterprise
• Improved understanding of community development
  principles
• Improved ability to work with systems
• Experience working with teams in
  intercultural/global context
• Greater motivation resulting from purposeful
  education
• Improved capacity for leadership

100
Assessments

• ETS Major Field Test
• Direct evidences on the field
• Fast-track leadership development

101
Major Lessons

• This is hard work!!!
• It is a process and takes time
• These people have a lot of problems, and we can
  expect to see a little bit of everything
• It is extremely important to stay committed to
  guiding principles
• If it is good and commands attention, people
  start asking to get involved

102
Implementing and Sustaining
103
Key Steps of Implementation

• Establish guiding principles

104
Guiding Principles Transformational Development
in Santa Cruz Baja Verapaz1/3

• One voice the development team may have
  different perspectives, but once decisions are
  made, we speak with one voice
• Inclusion all of the people of the community
  need a voice in the process, and those voices
  should be equal

105
Guiding Principles Transformational Development
in Santa Cruz Baja Verapaz 2/3

• Ownership local residents must own the process,
  both physically and psychologically
• Viability new businesses should be started at a
  minimum level of viability
• Responsibility the community should demonstrate
  responsible involvement, commitment, and
  appropriate sacrifice

106
Guiding Principles Transformational Development
in Santa Cruz Baja Verapaz 3/3

• Self-sufficiency all practices should attempt
  to foster self-sufficiency and diminish external
  dependency
• Finish line every developmental effort needs an
  exit strategy
• Accountability responsibility should be
  achieved through checks and balances, not trust

107
Key Steps of Implementation

• Establish guiding principles
• Build relationships and trust on site by meeting
  pressing needs
• Development momentum at home
• Develop on-ground leadership that serves the
  community
• Many partners with open communication to avoid
  confusion

108
Sustaining the Program

• Major funding sources for key project elements
  (e.g., stoves)
• Commitment from multiple directions
• Unified leadership
• Involved community
• Build around strengths/passions of people
• And

109
Supportive university administration
110
Sustaining the Program
2004-2006 ADVANCE Guatemala
2007 ADVANCE Guatemala ADVANCE Honduras ADVANCE
Mexico ADVANCE Nicaragua ADVANCE Panama 1 ADVANCE
Panama 2
111
Resources

• Students in Free Enterprise (SIFE)
• www.sife.org
• Helps International
• www.helpsinternational.org
• Soderquist Center for Leadership and Ethics
• www.soderquist.org
• Guatemala Próspera
• www.guatemalaprospera.com

112
(No Transcript)
113
ADVANCE Guatemala Case Study on Social
Responsibility, Service Learning, and Business
Education

• Joe F. Walenciak, Ph.D.
• IACBE European Conference
• Paris, France
• September 2006