Index
accounting curriculum. See SEERS accounting curriculum
accounting profession, 121–124
Acid Rain: The Southern Co. (A) case, 155–156
action orientation
in Clorox case, 9–10
context and, 20
finding solutions through, 55
GGV as, 225
projects to teach, 57
traditional case method limiting, 220
for unknowable environments, 13
Adobe Connect, 214
Aéropostale, 151–152
Agassi, Shai, 187
Alessi, Alberto, 66
American Beverage Association, 153
American College and University Presidents’ Climate Commitment (ACUPCC), 97–98
American Express, 151
analytical approach
in analytical industries, 66–68
case study bypassing, 9–10
executives’ use of, 56
limitations of, 13
overriding contextual learning, 189
randomized testing, 64–65
tools, 68–69 See also prediction logic
analytical industries, 66–68
Babson College, ix–x, 10, 97, 99–100, 236
Babson Energy and Environmental Conference, 98
Babson Entrepreneurship Ecosystem Project, 240–241
Babson Executive Education, 57–58, 63–64
BigBelly Solar, 24–26
blended learning, 171–172, 210–211
Boston Advertising, 212–215
Bourdieu, Pierre, 186–187, 188
BPA case study, 104–108
British Petroleum (BP), 94, 108, 125, 157
Brush, Candida, 232
Burford, Ann Gorsuch, 95–96
business management education
core curriculum redesign, 228–230
embracing a SEERS worldview, 131–132
focus on prediction logic, 36–37
launching entrepreneurial leadership education programs, 218–219
principles for, 82–84
ranking sustainability in, 131
self- and social awareness missing in, 13–14, 165–167, 188–189
transforming university management, 235–236 See also curriculum-wide change; MBA programs; pedagogical approaches
Cape Wind Project, 102
carbon credits, 96
case examples
Acid Rain: The Southern Co. (A), 155–156
BigBelly Solar, 24–26
BPA, 104–108
Cape Wind Project, 102
Clorox Green Works, 3–10, 164–165, 205
Eastern Tire, 130–131
FlowDog, 34–35
Maine Lobster Industry, 88–89
MITRE Corporation, 208–210
Seedco, 120
in Venture Growth Strategies course, 70–73
WorldofGood.com, 78–80, 99, 164, 165, 203
case-based teaching, 207–212, 219–221
cash flow, 144–145
Cate, Sumi, 6
cause marketing, 151
CFP (corporate financial performance), 141–142
Chambers, John, 166
Chatwani, Robert, 78–80, 99, 164, 165, 203
Chouinard, Yvon, 27
Cisco, 166
Clinton, Hillary, xi
Clorox Green Works, 3–10, 164–165, 205
coaching managers, 174–175
co-creation
as component of creation logic, 35
deep empathy necessary for, 47
examples of, 202–203
self- and social awareness essential to, 20
social media to facilitate, 206, 209–210
teaching through interdisciplinary teams, 51–52
co-curricular learning opportunities, 232–235
cognitive ambidexterity, 24–41
and curriculum change, 229, 237–241
cycle of, 35–36
in innovation, 43–46
integrating with SSA and SEERS, 12
linking prediction/creation approaches, 26–27
networks and relationships as foundational to, 202–203
overview of, xii, 10–11, 14–16, 25–26, 41
pedagogical approaches to, 36–41, 53, 55, 58
social media and, 204–207, 213
cognitive ambidexterity exercise (jigsaw puzzle/quilt), 27–36
jigsaw puzzle as prediction logic, 29–31
quilt as creation logic, 31–35
cognitive lock, 187–188
company culture, 148–149, 187, 189
context, 12, 20, 185–189, 196–198
Cook, Mary Jo, 4–9
core curriculum redesign, 228–230
corporate financial performance (CFP), 141–142
corporate social performance (CSP), 139
corporate social responsibility. See CSR
cost savings, 146–149
Costco Wholesale, 113–114, 150
courses. See pedagogical approaches
Cranston, Chris, 34
creation logic
to curriculum change, 239–241
in GVV, 221
incorporating social technologies, 204–205
overview of, 15–16
as part of cognitive ambidexterity, 10–11, 26
and prediction logic, 26–27, 64–66
principles of, 33–34 See also cognitive ambidexterity exercise
creation logic in innovation, 43–60
cognitive ambidexterity and, 43–46, 59–60
defining key innovation activities, 46–49
executive education courses, 56–59
undergraduate product design and development courses, 49–55
cross-disciplinary teams, 1–2, 49–53, 100–101, 124–128
crowdsourcing, 206–207
CSP (corporate social performance), 139
CSR (corporate social responsibility)
to attract new customers, 150
defining, 139
greenwashing through, 119
measuring and evaluating, 140–141
overview of, 116–117
problems with voluntarily supplied data, 118–121
ranking companies in terms of, 136–137
and sustainability metrics, 128
curriculum-wide change, 227–241
co-curricular learning opportunities, 232–235
complexity of, 227–228
core curriculum redesign, 228–230
engaging cognitive ambidexterity for, 237–241
signature learning experiences, 230–232
customers
environmental and social concerns of, 150–154
interacting through advergames, 40
social media/networks to involve, 203, 205–207
dashboard techniques, 75
data, relevant and reliable, 122–123
data analysis, 68–69, 74–75, 238–239
Deepwater Horizon disaster, 94, 125, 157
design thinking, 40
development plans, 175–177
direct revenue enhancement, 156
discounted cash flow, 144–145
Dow Jones Sustainability World Index, 119, 122, 143
Dutch Boy, 150–151
Eastern Tire, 130–131
economic gap, x–xi
ecosystem experiments, 240–241
educational programs. See entrepreneurial leadership courses; pedagogical approaches
Elluminate Live!, 209
EMC, 205–206
empathy, 46–47
employees
analytics to gauge performance/motivation, 73
and environmental sustainability, 99, 109
loyalty/retention, 148–149, 169
metrics and compensation of, 113–114
size of firm and use of creation logic, 63–64
as stakeholders, 140
talent management, 169–171
use of social networks, 203, 205–206
employment creation, xi
Eng, Robert, 57
Enlightened Entrepreneur course, 189–190
entrepreneurial leadership courses
Babson Executive Education, 57–58
Enlightened Entrepreneur, 189–190
Entrepreneurship Intensity
Track, 73–75
Environmental Technology, 101–104, 108
FME, 38–40
Principles for Responsible Management Education (PRME), 82–84
Product Design and Development Course, 49–55
SLEs, 230–232
Solving Big Problems, 89–92
Venture Accelerator, 232–234
Venture Growth Strategies, 70–73 See also cognitive ambidexterity exercise; MAD (Managerial Assessment and Development); pedagogical approaches
entrepreneurial leadership principles, 1–21
Clorox case illustrating, 3–10
diagram, 11
modeling through university management, 235–236
self-awareness at core of, 164–165 See also cognitive ambidexterity; SEERS (social, environmental, and economic responsibility and sustainability); SSA (self- and social awareness)
entrepreneurs, stereotypes of, 62–63
Entrepreneurship Intensity Track, 73–75
environmental sustainability, 94–109
BPA case study, 104–108
Environmental Technology course, 101–104, 108
green university initiatives, 97–99
historical context of business and, 95–97
integrating reporting on, 129
interdisciplinary case study example, 104–108
programs in, 99–100
relation to shareholder value, 135–138
Environmental Technology course, 101–104, 108
Esler, John, 72–73
ethics, 13, 106, 127, 128, 131
executive education pedagogies, 56–59
experiential learning, 45–46, 56, 70
external audits, 122
Exxon/Exxon Mobil, 96, 108, 117, 136–137
Fast Track MBA, 239–240
finance, 129–130, 138–143, 158–159. See also SEERS from finance perspective
financial accounting courses, 125–128
financial services industry, 66–67
First Service, 58
FlowDog, 34–35
Flügger Group, 120–121
FME (Foundations of Management and Entrepreneurship), 38–40, 127, 230–231
Ford Motor Corporation, 203
Foundations of Management and Entrepreneurship (FME), 38–40, 127, 230–231
FTSE4Good Index, 143
GAAP (generally accepted accounting principles), 124, 125, 137, 140
General Electric (GE), 166
Ghana social learning program, 184–185, 191–195
Giving Voice to Values (GVV), 218, 221–226
Global Consortium for Entrepreneurship Education (GCEE), 239
global partnerships, 239
Global Reporting Initiative, 118–119
goal establishment, 238
Google Analytics, 69
green living. See environmental sustainability
Green Tower dormitories, 97–98, 235
Green Works (Clorox product line), 3–10, 164–165, 205
Greener U, 98
Greenpeace, 96–97
growth management, 71
GVV (Giving Voice to Values), 218, 221–226
Handicraft, 104–106
hedge funds, 66–67
Hewlett-Packard (HP), 113, 114
holistic viewpoint. See SEERS (social, environmental, and economic responsibility and sustainability)
HSBC, 185
human resource (HR) policies, 149
Huntsman, 136–137
ICTI Care Process (ICP), 81
IDEAS (Innovation, Design, Entrepreneurship, Arts, and Sciences) program, 99–100, 108
Immelt, Jeff, 166
implementation approaches. See pedagogical approaches
implementation-scripting cases, 221–226
individual development plans, 175–177
innovation. See creation logic in innovation
Innovation, Design, Entrepreneurship, Arts, and Sciences (IDEAS) program, 99–100, 108
innovation activities, 46–48, 53–55
intentionality, 179–180
interdisciplinary team approach, 49–53, 100–101, 127–128
Interface Inc., 129
International Accounting Standards (IAS), 123–124, 137, 140
International Financial Reporting Standards conceptual framework (IFRS), 123–124
Internet-based enterprises, 68, 69, 74
Isenberg, Daniel, 240–241
jigsaw puzzle exercise. See cognitive ambidexterity exercise
job-costing, 126–127
Kant, Immanuel, 106
lecturing methodology, 38, 45–46
LEED (Leadership in Energy and Environmental Design) certification, 122, 128
LinkedIn, 213
listening skills, 175, 184–185, 194
living-learning communities, 234–235
MAD (Managerial Assessment and Development), 168–181
aligning core courses with, 230
assessment, 172–174
development plan, 175–177
establishing ownership for self-awareness, 178–181
feedback and developmental coaching, 174–175
focus questions and context, 171–172
Multi-Rater Survey (360-degree), 172–175
objectives and background, 168–171
personal self-reflection, 166–167, 168, 177–180
Maine Lobster Industry case, 88–89
management education. See business management education
managerial accounting courses, 126–127, 128
Managerial Assessment and Development course. See MAD (Managerial Assessment and Development)
manufacturing industry, 80–81
marketing, 8, 151, 203, 205, 206
Matt Coffin (case study), 72, 73
MBA programs
changes among students in, 82
Fast Track, 239–240
lacking in self-awareness development, 167
MBA Oath, 230
redesign of, 229
method approach, 37–38
metrics, 87. See also sustainability metrics
Microsoft Excel, 69
millennial generation, 82, 212
MITRE Corporation, 208–210
mock-trial debate, 105–106
Mount Everest, 57
MSCI World Index, 143
Mulally, Alan, 203
multidisciplinary team approach, 1–2, 49–53, 100–101, 124–128
Multi-Rater Survey (360-degree), 172–175
networks. See social networks/media
new venture development, ix, 232–234
NGOs (nongovernmental organizations), 3, 119–120, 121, 129
nonprofits, 119–120, 121, 129, 148–149, 151
Obama, Barack, xi
Olin College of Engineering, 50, 99–100
opportunity recognition, 46–47
options exploration, 47–49
organizational culture, 148–149, 187, 189
organizational demand for SEERS, 115–116
ownership skills, 179–180
packaging decisions, 147–148
passion
building through social networks, 207, 215
essential to entrepreneurial leadership, 13
informing creative approach, 52–53
leadership’s failure to engage, 166
linked to innovation success, 5–9, 45, 47, 79–80, 164–165, 203
as living-learning communities component, 234
teaching students to focus on, 89, 177, 213
Patio Rooms of America (case study), 72–73
Paulson and Co., 67
pedagogical approaches
blended learning, 171–172, 210–211
blogging, 177–178
case-based teaching, 207–212, 219–221
to cognitive ambidexterity, 36–41, 53, 55, 58
developing a new case approach, 219–221
environmental sustainability, 99–100
innovation in executive education, 56–59
launching entrepreneurial leadership programs, 218–219
moving beyond lecturing methodology, 38, 45–46
prediction logic, 69–70
SEERS from finance perspective, 144–145, 155–158
social media simulations, 212–215
wiki technology, 207–212 See also curriculum-wide change; entrepreneurial leadership courses; SEERS accounting curriculum; SEERS implementation; social awareness; team approach
personal self-reflection, 41, 166–167, 168, 177–180
philanthropic activities, 148–149
planning timelines, 75
prediction logic, 62–76
in analytical industries, 66–68
and creation logic, 26–27, 64–66
decreasing barriers to, 68–69
Entrepreneurship Intensity Track, 73–75
evaluating SEERS with, 145
incorporating social technologies, 204–205
in management education reform, 237–239
as part of cognitive ambidexterity, 10–11, 26
six principles of, 30–31
teaching leaders to engage, 69–75
as traditional focus of management education, 36–37
Venture Growth Strategies course, 70–73 See also cognitive ambidexterity exercise
Principles for Responsible Management Education (PRME), 82–84
Prius, 156–157
process approach, 37
Product Design and Development Course, 49–55
professional aspirations, 168, 171, 175–176, 179, 180
“Project Kermit” team, 6
purpose, examining, 85–86
quilt exercise. See cognitive ambidexterity exercise
randomized testing, 64–65
Rawls, John, 106
reactive analytics, 64–65
Reagan, Ronald, 95
recycling, 148
reflective listening, 194
reflective practice, 41, 166–167, 168, 177–180
Reich, Robert, 154
relationship building, 202–203. See also social networks/media
relevant and reliable data, 122–123
resource identification, 238
responsibility. See SEERS (social, environmental, and economic responsibility and sustainability)
retail industry, 67–68
revenue enhancement, 149–152
risk reduction, 152–155
Sam’s Club, 150
Sarbanes-Oxley Act (SOX), 127–128, 137
Schlesinger, Leonard, ix–xii, 100
Seedco’s Community Childcare Assistance program, 120
SEERS (social, environmental, and economic responsibility and sustainability), 78–92
coexisting with tenets of finance, 158–159
in core curriculum redesign, 229–230
dichotomies that derail, 84–85
financial framing of, 138–143
and GVV, 224–225
integrating with SSA, 12
mandate for, 13, 80–82, 84, 92
and Principles for Responsible Management Education, 82–84
rooting in entrepreneurial leaders, 84–88
universitywide adherence to, 236See also environmental sustainability; sustainability metrics
SEERS accounting curriculum, 124–131
creating new materials for, 129–131
financial accounting, 125–126
managerial accounting, 126–127
multidisciplinary approach, 127–128, 131
SEERS from finance perspective, 135–159
cost savings, 146–149
CSR and, 139–143
reconciling shareholder with social/environmental value, 132–138, 158–159
revenue enhancement, 149–152
risk reduction, 152–155
teaching and evaluating, 144–145, 155–158
SEERS implementation
BPA case study, 104–108
environmental sustainability programs, 99–100
Environmental Technology course, 101–104, 108
example of, 78–80
Maine Lobster Industry Case, 88–89
overview of courses, 88, 100–101
Solving Big Problems course, 89–92
self-awareness, 164–181
coaching others in, 174–175
as core to entrepreneurial leadership, 164–165
and professional aspirations, 168, 171, 175–176, 179, 180
self-assessment activities, 172–174
traditional lack of focus on, 13, 165–167 See also MAD (Managerial Assessment and Development)
self-reflection, 41, 166–167, 168, 177–180
Sengelmann, Suzanne, 4–9
serious gaming, 40–41
shareholder value, 1, 13, 17, 140–141. See also SEERS from finance perspective
Sims, Open for Business (game), 40–41
simulations, 40–41, 57, 59, 71–72, 212–215
SLEs (signature learning experiences), 230–232
social awareness, 184–200
challenges of teaching, 188–191, 199–200
considering social context, 186–188
engaging understanding of, 184–186
Ghana learning program, 184–185, 191–195
traditional lack of focus on, 13
Turkey learning program, 195–199
social class disparity, x–xi
social context, 11–12, 20, 185–189, 196–198
social networks/media, 202–215
case discussions through wikis, 207–212
and cognitive ambidexterity, 204–207, 213
social media simulations, 206, 209–210, 212–215
social responsibility. See SEERS (social, environmental, and economic responsibility and sustainability); social awareness
social structure, 186–188
socially responsible investing (SRI), 141, 142–143
Solving Big Problems course, 89–92
Southern Co. (A) (case study), 155–156
Spaghetti Game, 57–58
SRI (socially responsible investing), 141, 142–143
SSA (self- and social awareness)
curriculum redesign to incorporate, 230
and GVV, 225
management education missing focus on, 13–14, 165–167, 188–189
Venture Accelerator employing, 233 See also self-awareness; social awareness; social networks/media
stakeholders
considering in innovation activities, 46–47, 53
creating real value for, 25
enlisting to achieve business goals, 206
need for SEERS metrics, 115, 117
SEERS consideration of multiple, 86–87, 90–91
testing personal development plans with, 176–177 See also customers
Starbucks, 149
startup development course, 232–234
Statue of Liberty–Ellis Island Foundation, 151
STEP (social, technological, economic, and political), 56
supercapitalism, 154
supply-chain greening, 81
sustainability issues. See SEERS (social, environmental, and economic responsibility and sustainability)
sustainability metrics, 113–132
challenges of, 113–114
demand for, 115–116
drawbacks of voluntary reporting, 118–121
role of accounting profession in, 121–124 See also CSR (corporate social responsibility); SEERS accounting curriculum
Sustainable Living Pledge, 235
SWOT (strengths, weaknesses, opportunities, and threats), 56
systemwide change. See curriculum-wide change
talent management, 169–171
teaching. See pedagogical approaches
team approach
Clorox product launch, 4–8, 10, 164–165
cross-disciplinary instructors, 1–2, 49–53, 100–101, 124–128
executive education, 57–58
GVV cases, 223
management accounting course, 128
product design and development course, 49–55
quilt exercise, 32–33
TechMark, 57
360-degree feedback reports, 172–175
timelines, 75
Treverton, Greg, 36
triple-bottom-line reporting, 122
Turkey social learning program, 195–199
Twitter, 204, 205, 206, 213–214
university green initiatives, 97–99
university management, 235–236
value-based approach, 9–10, 13, 221–226
Venture Accelerator, 232–234
Venture Growth Strategies program, 70–73
video, social media, 212–213, 214
voluntary sustainability metrics, 118–121. See also CSR (corporate social responsibility)
Wal-Mart, 113–114, 144, 148, 152
web-based customer communities, 206
Wellesley College, 99–100
Whole Foods, 136–137
WorldofGood.com, 78–80, 99, 164, 165, 203
worldview, sustainable and responsible. See SEERS (social, environmental, and economic responsibility and sustainability)