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Making Leadership Great Again: Breakthrough Educational Models

Forging Common Ground – Series of Oxford Student Insights to the Skoll World Forum 2017.

Gillian Benjamin, Oxford MBA at the Saïd Business School, shares key takeaways from the  Skoll World Forum session “Making Leadership Great Again: Breakthrough Educational Models”.

In the lunchtime session directly prior to this panel, Bill Drayton, Founder and CEO of Ashoka, implored audience members to help others understand the implications of the new world order in which the repetitive actions of a machinist on a factory floor, or a line manager in a multi-national company, were fast becoming redundant. He highlighted the need for a radically different skill-set and ‘growing up system’ to give young people the competencies needed to thrive in environments of constant and rapid change.

During the panel on ‘Breakthrough Educational Models’ the founders of two innovative institutions, both based in the global South, shared key ingredients of their success.

Fig 1 - Making Leadership Great Again

Jose Zaglul, Co-Founder and former President of EARTH University shared the story of the establishment of the institution he helped set up. The campus, based in Costa Rica, offers an innovative four-year undergraduate programme in agricultural sciences and natural resources management with one crucial difference from ordinary degree programmes – the technical and scientific knowledge gleaned on the course is just one of the four pillars that make up the curriculum. The other three pillars ensure that students leave with a deep social and environmental awareness, the attitudes and values needed to drive change and the lived experience of having set up their own entrepreneurial venture. EARTH has 430 students from 41 countries, 83% of whom are from rural communities.

Hopping across continents to South Africa, co-founded and CEO Chris Bradford shared the story of the African Leadership Academy (ALA), ALA is a two-year pre-university programme based on the UK A-Level system, combined with unique curricula in Entrepreneurial Leadership, African Studies and Writing and Rhetoric. ALA currently has 264 students drawn from 47 African countries, with many graduates going on to study at some of the most prestigious universities around the world before coming back to the continent to drive growth and development. One such example is Moroccan panelist Jihad Hajjouji who is an ALA alumn currently pursuing her MBA at the Stanford Business School.

When discussing the ALA curriculum Bradford stated with respectful veneration that Zaglul was his personal hero and had been a huge inspiration to ALA as they crafted their programme two decades after the formation of EARTH.

Fig 2 - Making Leadership Great Again

Three key lessons can be drawn from the success of these two institutions:

1) Create opportunities for youth leadership

Recruiting students from underserved communities can be challenging as prior academic performance can be a poor shorthand for future potential. Zaglul shared how a track-record of civic action in teenage years helped EARTH identify and recruit the most promising students, many of whom lacked the top grades of their peers from more privileged contexts, but who made up for this through exhibiting tangible leadership capabilities. Such leadership skills, developed through implementing projects to improve their immediate contexts, point to an understanding of their personal agency and a world-view that sees the status quo as malleable and open to improvement through personal action.

Youth social action projects therefore play an important role in the development of young change-makers, and serve as important identifiers to institutions who are driven to recruit talented students from underserved contexts where quality primary and secondary school instruction may be lacking.

2) Put the emphasis on learning, not teaching

Bradford shared a word association game he has tested the world-over: To begin, think of words associated with ‘school’. Then follow the same process for ‘learning’. Having played this game with educators and students from all corners of the globe the results are resoundingly similar:

When asked to think about ‘school’ people mention nouns such as headmaster, teacher, bell and test. ‘Learning’ rarely appears in the top five most-mentioned associations.

When asked about ‘learning’ people talk about things like discovering new skills through stretch experiences and the value of engaging with inspirational mentors to guide them on their journey.

The contrast in the associations is stark and points to the need to explicitly redesign our education apparatus in a way that fosters experiential learning. Bradford calls for a radical re-organisation of how we deliver the educational experience through two key shifts:

  • Educators need to shift from thinking about learning as the delivery of content towards the learning as nurturing the key skills students need to hone.
  • The learning environment needs to shift from a space where the teacher is seen as an imparter of knowledge to a peer-learning space where students learn from one another and the teacher through experiential projects.

Fig 3 - Making Leadership Great Again

3) Inspire teachers to rethink their positions  

Passionate teachers strive to replicate the best classroom experience they had as students and in many contexts this means replicating the best lecturer who had the clearest notes on the board.

To shift to a new norm that truly serves students, institutions need to expose their faculty to radically different versions of best-practice to support them in refashioning outdated ideals they may be striving towards. This involves exposure to new teaching practices to support them re-imagine their roles.

In this regard, moderator Debora Dunn, co-founder of FEED collaborative at Stanford University pointed to the work of The Stanford d.school’s K12 Lab Network which achieves this goal by supporting educators think beyond current school models while concurrently building a community of practitioners to share the best practices that emerge.

She commented, “To tackle the many challenges that stand between us and a just and sustainable world we need a global army of young leaders who combine character, confidence and capability.” The lessons extracted from the work of EARTH and ALA highlight exciting leverage points to help transform education systems from those that merely equip students for repetitive work to those that foster the competencies, care and concern needed in our current socio-economic context.

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A Work Landscape in Flux for Young People

Forging Common Ground – Series of Oxford Student Insights to the Skoll World Forum 2017 MBA candidate 2017, Ahmed Abu Bakr gives his perspective on the Skoll World Forum session ‘A Work Landscape in Flux for Young People’

We all know that the world is changing at an unprecedented rate, but I regularly feel that we forget, often far too easily, that these changes aren’t entirely new. Marina Gorbis, executive director at the Institute for the future, reminds us that the technological disruptions we are witnessing today, aren’t really as rapid as we make them out to be.

The internet, the proliferation of mobile technology and sensors, and the big data revolution are a result of over thirty years of consistent investment and prioritisation in the space of communication technologies. She refers to the outcome of these technologies as greater “digital coordination”; and through this, she provides a broader definition for technology. If the internet and big data allow for coordination, then institutions and organised systems (for business, government, and otherwise) are also technologies in their own right- technologies for the coordination and allocation of resources.

'A Work Landscape in Flux for Young People' panel.

‘A Work Landscape in Flux for Young People’ panel.

And it is important to keep in mind that organised systems that are being disrupted today- financial markets, healthcare systems, the transportation sector, etc.- were actually major innovations in their own time that disrupted the status quo back in their day.

There is no doubt that the nature of work is being radically transformed by what Marina calls “digital coordination” technologies. But is it really a source of disruption for the nature of work?

The remaining panellists attested that young people in Egypt and Africa were choosing to delve into entrepreneurship and the growing start up culture because of two primary reasons. Firstly, there is an undoubted frustration within the youth populations where they are dissatisfied with the available economic opportunities. Fhazhil Wamalwa, managing director at Disa Energy Management, recalled how he was led to believe that a good education would result in a decent job, and how his inability to get on after his master’s degrees was a painful but necessary disillusionment.

The second factor is a deliberate and concerted effort by many to promote entrepreneurship and entrepreneurial activities as a response to the failure of the existing systems. Dina El Mofty (Injaz Egypt), and Marwa Moaz (Bamyan Media) both talked about their sustained efforts within Egypt to inspire and develop an entrepreneurial mind set.

With this context, it becomes evident that the changing nature of work, the rise of gig jobs, and the proliferation of self-employment and entrepreneurship is a response to the failure of the existing econo-political system where digital technology is less of a cause and more of an enabler.

One thing remains uncontested- the old institutions have to be reformed, and in some cases completely revised. For me personally, the key question is around the evolution of these new systems. The topic of the day seems to be around growing wealth inequality. But wealth inequality is a result of inequalities in the distribution of power- social and politcal. What’s even more troubling is the feedback effect on power from the accumulation of wealth. The 21st century has seen tremendous concentration of wealth because of a tremendous concentration in power. What can we learn from history to design new social and political institutions that distribute power rather than concentrate it?

Ahmed Abu Bakr is an MBA 2016-17, Skoll Scholar at the Saïd Business School, University of Oxford, and Co-founder of Jeeon

 

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Lessons of the Refugee Crisis from Alexander Betts

On a cold night in November, Alexander Betts gave his guest lecture at the Saïd Business School entitled “Transforming a Broken Refugee System”. Audience member and Oxford MBA student, Sagar Doshi, shares the key takeaways from the talk.

When Professor Alexander Betts takes the stage at the grand Nelson Mandela Lecture Theatre at the Saïd Business School, he doesn’t waste time. He just smiles at the audience and lays out his argument. His first point is a shot across the bow to the mostly European audience before him.

“Europe is not the centre of the refugee crisis today,” he asserts.

What? Really? A casual consumer of recent news might find this suspect. But Betts backs up his statement. Yes, Europe has significant problems of migration, he says, but these are primarily political and social problems. The actual challenge of dealing with refugees in Europe, while difficult, is nowhere near as acute as elsewhere.

50% of the world’s refugees orginate from Syria, Afghanistan, and Sudan. Where do these refugees end up? Do they all end up in Germany and Sweden? No, Betts says. It is low – or middle-income countries that accept the majority of refugees. Turkey is – by far – the leader, followed by Pakistan, Lebanon, Iran, Ethiopia, and Jordan.

Map of asylum claims in Europe in 2015

Map of asylum claims in Europe in 2015

Imagine you’re a Syrian refugee, fleeing Homs or Damascus or some other place of conflict in the civil war. Generally speaking, you have three choices:

  1. First, you could bring your family to a refugee camp, expecting stigma and stagnation.
  2. Second, since you are likely an urbanite yourself, you could move to another city, facing limited rights to work and a potential life of destitution.
  3. Third, you could commit to a dangerous journey over Turkey or across the Aegean Sea into Europe.

For years, many refugees—especially from Syria—opted for the third choice. Unfortunately, this occurre just as Europe’s political situation became increasingly delicate. As nationalism and xenophobia increased among European populations, refugee policies followed suit.

Famously, Germany, took a different path. But the environment, even for Germany, was caustic. By the time Angela Merkel gave her “Wir Schaffen Das” speech, she had to make her bold stand in a very muted way: “Germany will manage,” she announced to her people and to the world. She hoped, of course, that other countries would follow suit.

They didn’t. “There was collective action failure,” notes Betts. The UK, Denmark, Austria, and Europe as a whole took pains to limit refugees, so much so that by 2016, Merkel had to make an about face. Betts reminds us that although the door to Europe hasn’t completely closed today, “it’s very difficult to cross Turkey without the right documentation.”

So far, Betts is sharing a known story. It’s a sad and unfortunate story, but it is known.

But then Betts reaches the predicate to his lecture: “We need moral clarity about who we protect and how” he says.  In other words, we need to understand what refugees really, actually need and provide that.

“I would argue that there is no moral right to migrate,” says Betts. “What’s needed isn’t migration per se, but rather a safe haven, where they can get access to their most fundamental rights.”

So what provides that safe haven, and what do refugees need? For Betts, those needs come in three categories:

  1. Rescue – safe havens in host states, basic assistance
  2. Autonomy – jobs, education, socio-economic freedoms
  3. A route out of limbo – reimagined resettlement policies, updated visa systems, spontaneous arrival as last resort

Consider where refugees get to live. Today, many refugee aid regimes conceive of refugees as living in camps. Camps can provide rescue—though those on the Turkish side of the Syrian border might contest even that point—but they typically do not offer refugees autonomy or a route out of limbo. It’s not surprising that today’s refugees often opt to avoid encampment.

Office of the United Nations High Commissioner for Refugees —the international organisation meant to focus directly on this population—is struggling to adapt to this new paradigm. UNHCR is not present in urban areas, even though that’s where many refugees are . Take Turkey, which is host to more refugees than any other country in the world. UNHCR supports only about 10% of refugees in Turkey. Why? Simply because UNHCR is set up to support camps, whereas most refugees in Turkey are in what Betts calls “urban or peri-urban areas.”

So what are we to do? What can governments and aid organisations change to make these situations better? For one thing, all our assumptions should be checked. For instance, many refugees aren’t necessarily looking for permanent resettlement. A large number of Syrian refugees, for example, have tried to return to areas of conflict when their home regions appeared to quiet down. Indeed, when Canand’s Justin Trudeau offered a hand of welcome to refugees in the Gulf, his government targeted those in Lebanon and Jordan. Refugees were contacted by phone and SMS to ask if they wanted to resettle to Canada. 70% of those contacted declined. They preferred to stay close to their region of origin.

The refugees of today’s conflicts are distinct from those of the past. There’s a political implication here. Today, most countries have complex and differing notions of what separates a refugee from a voluntary migrant. The 1951 Refugee Convention that gave UNHCR its mandate doesn’t provide all the answers to today’s challenges. This could be updated to reflect more modern realities of the refugee experience.

And clarifying that refugee experience is critical. Sitting with many of these refugees, Betts found that a very small number are unemployed. Many, in fact, are self-employed. They have built their own forms of autonomy and have contributed to their host country’s economy at the same time. Even governments who are wary of allowing rights to work for refugees en masse might see the benefit of taking advantage of a skilled, available population of idle workers.

Could host country governments “help refugees help themselves”? By making the refugee environment as human as possible, governments can think of refugees as a resource, rather than as a burden. If host country governments are going to organise camps for refugees, and if many refugees do live in those camps, then at least governments should provide some physical connection to the rest of society. Some properly human, interactive environment for a micro-economy to thrive. That means offering rights to work when possible, even if only on a limited basis.

This is a complex problem, and Betts doesn’t claim to offer any simple solutions. Nor is he blind to the lessons of modern geopolitics that underscore the fact that the refugee crisis and the west’s new nationalism are intertwined. But that doesn’t mean that progress isn’t possible. The 65 million forcibly displaced people—and our own consciences—demand it.

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To find out more about Alexander Betts research and other publications head to www.alexanderbetts.com

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Back on the other side of the classroom

Alex Shapland-Howes is a 2016-17 Skoll Scholar and is leading the way for social mobility within the UK’s deprived communities.  After his early career as a teacher, he discovers what it’s like to be on the other side of the classroom again at Saïd Business School!

It’s been almost ten years since I was last a full-time student. Having worked in education ever since, it felt a bit odd to go back to the other side of the classroom in our first week.

We are working towards a day where a child’s background doesn’t limit their future options

I’ve spent the last five years leading the expansion of the education charity – Future First. We are working towards a day where a child’s background doesn’t limit their future options. In the UK, we have one of the lowest levels of social mobility in the developed world. The correlation between parents’ earnings and those of their children remains stubbornly close.

Alex being interviewed on UK channel, ITV News.

Alex being interviewed on UK channel, ITV News.

The problem is incredibly complex, but one key challenge is that young people from less advantaged backgrounds are less likely to have positive role models in the world of work. Half don’t know anyone with a job they’d like to do themselves and a quarter goes as far as to say that ‘people like them’ don’t succeed in life.

By helping state secondary schools reconnect with their alumni, Future First is changing those statistics.

Having grown up in the same place and had some of the same teachers, former students can have a transformative effect on the lives of today’s young people – volunteering to deliver careers talks, act as a mentor, or support the teaching of a lesson related to their job.

Over the last five years, we’ve expanded the organisation to work with more than 10% of all secondary schools across the country. Even more excitingly, we’re starting to see the growth of alumni networks beyond our own work.

Our aim is to lead the creation of a genuinely national culture of alumni engagement. Every young person deserves a role model they can relate to, regardless of their background.

I started to look for opportunities for professional development…I wanted to learn what the textbook says about leading teams, developing long-term strategies and running efficient organisations.

Whilst we’ve had great success in growing the organisation and its impact, I started to look for opportunities for professional development about 18 months ago. Perhaps inevitably, we didn’t get everything right, but having moved straight from being a secondary school teacher myself to leading an organisation like Future First, I wanted to learn what the textbook says about leading teams, developing long-term strategies and running efficient organisations.

I came across the Skoll Scholarship by luck, but as soon as I saw it I knew I wanted to apply. I feel incredibly privileged to have the chance to spend a year learning from the world-class experts, reflecting on my own leadership journey and working with amazing people from all over the world. (And they really have been amazing and from all over the world!). There’s not a chance I’d have had been able to do this without the support of the Skoll Centre.

It’s clear from the first few weeks that it’s going to be hard work, but I feel unbelievably lucky to have this opportunity and I can’t wait to carry on making the most of it.

For more information about the Skoll Scholarship, visit skollscholarship.org.

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The Story of Emerge 2016

The Skoll Centre held its eighth annual Emerge Conference from 12-13 November – a highlight in our annual social impact calendar.  Almost 500 attendees were present, including 65 speakers, and over 20 sessions were held ranging from workshops, to conversations, to speaker hosted lunches, and even an Oxford style debate. Emerge 2016 highlighted critical social and environmental issues, as well as cutting edge solutions. Its aim was simple – to inspire delegates and develop their understanding of global challenges.

With all the joy, inspiration, and excitement of Emerge 2016, there was an element of sadness to this year’s conference.  We were missing Emerge’s inspirational founder and late Director of the Skoll Centre, Pamela Hartigan, who passed away this summer. She designed much of the programme for 2016, and it was her wish that Emerge continue to highlight key trends within the social impact space.

go positively, she believed in you, and people like you. Her spirit lives on in this room and beyond

It was clear by the number of mentions, by both speakers and delegates, and tributes dotted around the conference, that Pamela touched the lives of so many. The opening plenary speaker, co-author, and friend to Pamela, John Elkington, made reference to the current social-climate, “in these tough times what would Pamela say? She would urge us to continue, to get on with it and make it work”. He closed his opening speech “go positively, she believed in you, and people like you. Her spirit lives on in this room and beyond”.

From left to right: Daniela Papi-Thornton, Ola Suliman, Baljeet Sandhu, Alexander Betts Photo by www.fisherstudios.co.uk

From left to right: Daniela Papi-Thornton, Ola Suliman, Baljeet Sandhu, Alexander Betts. Photo by www.fisherstudios.co.uk

And indeed her spirit did live on throughout the weekend’s sessions.  Some highlights of the programme included a session on Using Social Impact Media to Alleviate Conflict, which focused on how social impact media can be used to promote peacebuilding in conflict areas around the world; Using the Impact Gaps Canvas, which explored how this model can be used to understand the challenges and the solutions that have sprung up to address it; and One Year On: Revisiting the Refugee Crisis¸ which examined how the issue of forced migration has developed since Emerge 2015. This panel, in particular, was rich with content and well-received, bringing the perspective of migrants, grassroots activists and policy influencers to the table.

The opposition argued that there are issues which are simply too large and complex for private and social sector organisations to tackle alone

Left to right: Hangwi Muambadzi, Liam Black, Colleen Ebbitt, Kieron Boyle, Dr Shelly Batra, Allegra Day, Julian Coyne Photo by www.fisherstudios.co.uk

Left to right: Hangwi Muambadzi, Liam Black, Colleen Ebbitt, Kieron Boyle, Dr Shelly Batra, Allegra Day, Julian Coyne
Photo by www.fisherstudios.co.uk

This year’s Emerge Debate was held at the Blavatnik School of Government and was aptly titled: “This house believes government involvement constrains social innovation”. Dr Shelly Batra of Operation ASHA brought a touch of wit and charm in her speech for the proposition, jokingly questioning: “apathy, wastefulness and sloth, were these words created keeping govts in mind?” succinctly making her point that “social innovations have been strangled by governments in India”. However, Liam Black of Wavelength, dealt a knock out speech, noting that it’s “fashionable to kick government” and that we seem to take government policies for granted, even those laws that have made our lives safer. The opposition also argued that there are issues (like climate change) which are simply too large and complex for private and social sector organisations to tackle alone, and that policy is a necessity to tackling these effectively. Kieron Boyle, a first-time debater, closed with a strong argument, putting forward that “we need to help government be more socially innovative”. After an audience vote, the motion was rejected – in the eyes of our Emerge delegates; government involvement does not constrain social innovation.

Crisis Cafe - Performance by Oxford Imps Photo by www.fisherstudios.co.uk

Crisis Cafe – Performance by Oxford Imps
Photo by www.fisherstudios.co.uk

To wind down the first day, delegates and speakers alike headed to Crisis Café for dinner, networking, and Emerge Spotlight entertainment. This year’s Emerge Spotlight was super-charged! Post-supper energy from the Oxford Imps, an improv troop, had the crowd roaring with laughter at their spontaneous scenes. The Imps were followed by impromptu performances from Emerge delegates themselves, and Oxford MBA graduate, Denise Hearn, closed the night with an intimate set of rock and country covers.

The sun was finally shining on Sunday morning, and as in years past, the second day of Emerge opened with the Mustard Seed Pitch Competition. Eight social start-ups pitched to win investment from Tribe Impact Capital. There was stiff competition, but ultimately diabetes prevention start-up Our Path came out on top, and were offered a £5000 prize, which is convertible to equity by Tribe Impact Capital if they raise further funding. Our Emerge delegates gave  the audience choice award to BubbleNutWash, who produce and sell fairly traded, environmentally friendly soap nuts. Both companies will have the opportunity to meet mentors and investors from Mustard Seed’s network in a greenhouse day in London.

Pail Lindley, Founder of Ella's Kitchen Photo by www.fisherstudios.co.uk

Pail Lindley, Founder of Ella’s Kitchen
Photo by www.fisherstudios.co.uk

The Sunday keynote was delivered by entrepreneur Paul Lindley, founder of Ella’s Kitchen and Paddy’s Bathroom. Paul, proudly wearing his B-Corp UK t-shirt, talked about values and people in business. Ella’s Kitchen currently turns over €100M a year, and he put that success down to four key factors:

  1. Values based business
  2. Consumer focused
  3. An awesome team
  4. Actively finding ways to deepen consumer’s trust

Paul is an advocate for business as a force for good, and he believes profit making businesses can change the world. We should also mention that Paul should probably win the award for most endearing and creative PowerPoint; he engaged the audience through his entire 90 slide presentation, and had them laughing at video clips from his playful campaigns. His speech affirmed that we all, as individuals, have the power to make small changes each and every day in the way we choose to consume. #Bethechange!

The final keynote was delivered by founder of MyBnk, Lily Lapenna. MyBnk is a financial education initiative designed to equip young people with the knowledge they need to be in control of their money. Lily took us through her impact journey, and where she is headed next. Her charismatic approach had the audience shouting out their very own tagline after she disclosed her own as “Nigel Farage, Donald Trump, I don’t want to run away from you, I don’t want to move to Canada. I want to coach you!”

Lily Lapenna - Founder and Chair of MyBnk Photo by www.fisherstudios.co.uk

Lily Lapenna – Founder and Chair of MyBnk
Photo by www.fisherstudios.co.uk

Daniela Papi-Thornton (with newborn baby Skye Thornton strapped to her torso) closed the weekend with some parting words of wisdom and top tips for the audience:

  • Work for an organisation where there are people who will mentor you and where they take staff learning opportunities seriously.
  • Find problems to care about. You won’t find your calling by looking for “solutions” – first you need to find a problem you really care about, and as you begin to understand it, you will start to gain the perspective from which solutions can emerge.
  • Connect and network! Don’t just walk out of here asking for help from someone – instead offer your help TO someone. Connect them with someone you know who might help them get them on their impact journey, share resources, or give other support! (Check out our Collaboration Clothesline for connections)
  • Gain skills! Ask yourself “What can I learn from those around me, from my bosses, from our organisational systems?” Even if you don’t think your current job is high impact, there are certainly things you can learn!
  • Join us at Emerge next year!

And with that, it was all over; inspiration, challenge, and rejuvenation to last until Emerge 2017.

We’ll see you next time!

Feature image by www.fisherstudios.co.uk

To see more photos from Emerge 2016, head to our Flickr account!

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The next generation of Impact Business Leaders

For the fourth year, check the Skoll Centre will host the IBL@Oxford Programme at the Saïd Business School in the bridging week between two academic years. With scholarships open to graduating Oxford MBA students, the Impact Business Leaders team reflect on the stories of previous fellows and how the programme launched their careers in social enterprise.

How can an MBA help you land a career in social enterprise? At Impact Business Leaders (IBL), we are asked this question a lot. We work with talented professionals who are often either considering an MBA or in an MBA programme. If your professional ambition is to work in a big corporation, it’s easy to see why an MBA makes sense. It’s a clear market signal that you are ready to take on management roles and MBA programmes are often direct talent pipelines to these companies.

But what about if you’re on a different path?

IBL has worked with 189 professionals over the last three years. Many have had MBAs and many have not. While we believe there is no substitute for professional experience in demonstrating your ability to excel in a social enterprise, our work with the Skoll Centre for Social Entrepreneurship to match Oxford Saïd MBAs with social enterprise careers has shown us how an MBA degree can position professionals for success in social enterprise. When combined with IBL’s practical, career focused programming and extensive network of social enterprise hiring managers, we believe that Oxford Saïd MBAs are highly competitive in the social enterprise job market.

On a recent trip to India, we reconnected with several Oxford alumni who we worked with during our annual IBL@Oxford programme. Their stories demonstrate what’s possible when MBA students combine their experience at the Saïd Business School with involvement in the IBL programme.

DSC_0025Making Connection, Finding Pathways 

Amol Mishra MBA’14 was interested in sustainability but he did not know what to do with it. During his time with the Skoll Centre, he was introduced to Dhruv Lakra, founder of the social enterprise Mirakle Couriers and Skoll Scholar Oxford MBA’08. Lakra described how his MBA experience was the beginning of his journey as a social entrepreneur. With this one conversation, Amol’s interest in sustainability took shape as a viable career opportunity in social enterprise. This led him to enroll in the IBL@Oxford programme at the end of his MBA to pursue a full-time role in social enterprise. Through the IBL programme, Amol landed a job at CottonConnect – a social enterprise developing sustainable supply chain solutions for retail brands – as a Commercial Development Manager.

Inspiration and Incubation

Nidhi Thachankary MBA’15 had always been interested in the education space, but viewed it as an after-work activity. The Skoll Centre changed that by motivating her to develop a start-up social enterprise that would provide workforce training and development for the hospitality industry in India. When Nidhi joined IBL@Oxford, the programme pushed her to develop her model even further and also re-position her experience in a way that would catch the attention of education NGOs like Pratham – the largest education NGO in India. With this angle, Nidhi landed a full-time role at Pratham to lead its first initiative to incubate workforce development ventures within the hospitality industry.

IMG_5597Building Skills, Gaining Experience

Sudhanshu Malani MBA’14 had a formative experience as a Teach for India Fellow, but lacked the hard finance experience he needed to build the career in impact investing he wanted. Through the Skoll Centre, Sudhanshu landed internships with Acumen and ClearlySo, two leading international impact investors. IBL@Oxford helped Sudhanshu communicate his experience to potential employers. With IBL’s support, Sudhanshu landed an investment associate role at Villgro – an early-stage impact investor in India.

These are just three inspiring examples of the dozens of students who combine their Oxford Saïd MBA with the IBL@Oxford programme to build a career in social enterprise. At this year’s IBL@Oxford for Global Social Enterprise programme, IBL will bring Oxford Saïd MBAs and other talented professionals committed to transitioning into social enterprise together for a practitioner-led workshop on social enterprise careers followed by executive mentoring and job matching services. For Oxford Saïd MBAs this practical, career-focused programme is an excellent complement to all that Saïd Business School and the Skoll Centre for Social Entrepreneurship has to offer.

If you are interested, applications for IBL@Oxford are open until the 1st September 2016. Full Scholarships are available for current Oxford Saïd MBA students.

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