STREET BUSINESS SCHOOL: SOCIAL ENTREPRENEURSHIP FOR
WOMEN LIVING IN POVERTY CASE STUDY SOLUTION
e
pl
SYNOPSIS
m
Sa
Street Business School (SBS) employed an innovative social-franchise model aimed at providing
entrepreneurship training to one million impoverished women worldwide. Originating as BeadforLife, a
non-profit organization that connected women in Uganda who produced recycled paper jewellery with
n
international markets, SBS developed a tailored entrepreneurship program while working with small groups
of bead producers. With aspirations to expand globally and impact more women, SBS adopted a social
tio
franchising model and certified other organizations to implement its valuable approach and curriculum.
However, generating earned income proved challenging, and SBS relied heavily on funds raised from
individuals and philanthropic organizations. In addition, the organization faced the dilemma of balancing
lu
its focus on scalability and global expansion with the depth of impact it aimed to achieve. In January 2023,
the chief executive officer (CEO) wondered what she should recommend to the board as the most
So
appropriate business model for scaling SBS’s impact.
OBJECTIVES
• Discuss the different business models that social enterprises can adopt to create both social and
economic value.
• Analyze the challenges of developing sustainable earned income strategies when working with people
living in extreme poverty.
• Discuss the strengths and weaknesses of different methods for scaling social impact.
• Critically assess the limits of alleviating poverty and empowering women through entrepreneurship training.
The Case Solution Starts From page 6
, e
pl
m
Sa
n
ASSIGNMENT QUESTIONS
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1. Why did Street Business School decide to change its business model from that of a market intermediary
to that of a social franchise? What are the strengths and weaknesses of each model?
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2. What are the key opportunities and challenges of adopting a social franchising model?
3. How can social enterprises scale their impact?
So
4. Discuss how entrepreneurship training can be used as a tool for women’s empowerment and poverty
alleviation.
The Case Solution Starts From page 6
,ANALYSIS
1. Why did Street Business School decide to change its business model from that of a market
intermediary to that of a social franchise? What are the strengths and weaknesses of each model?
Most students will probably not have deep knowledge of SBS. However, most students will likely know of
other large non-profit initiatives or organizations in education, such as Teach For All and Education.org,
and famous social enterprises such as Ashoka.1 Accordingly, students’ analyses can be based on previous
knowledge or ideas about social entrepreneurship.
The case invites the students to think about different models that social enterprises can adopt to further a
social mission while also creating economic value.
The transition from BeadforLife to Street Business School implied significant changes in the business model
SBS employed. Atler’s typology of social enterprises2 is a useful resource for classifying the different models.
e
The case shows the organizations transition from a market-intermediary model to a social-franchise model and
draws attention to the strengths and limitations of the different models. To start a classroom debate, it is useful
pl
to begin with a general discussion about social enterprises that aim to tackle grand challenges like poverty.
Students can explore topics such as how to define social entrepreneurship, how social enterprises can scale their
m
activities, and how such enterprises can achieve social and economic impact. Additionally, it is worth
considering how social enterprises can remain viable if their client base is at the bottom of the pyramid. These
Sa
n
tio
lu
So
The Case Solution Starts From page 6
, EXHIBIT -1: STRENGTHS AND WEAKNESSES MATRIX FOR STREET BUSINESS SCHOOL
(SBS)’S BUSINESS MODEL OVER TIME
Bead for Life: Market intermediary Street Business School: Social franchising
• Financial self-sufficiency • Possibility for global expansion
• •
• •
•
•
Strengths
•
e
pl
• Limited and competitive market
m • Dependency on donor funds (SBS
Sa
• and franchisees)
•
•
•
•
n
Weaknesses
•
tio
•
•
•
lu
•
So
The Case Solution Starts From page 6
, e
pl
m
Sa
n
EXHIBIT -5: PERSPECTIVES ON ENTREPRENEURSHIP AND POVERTY ALLEVIATION
tio
Remediation Reform Revolution
Poverty as lack of resources Poverty as a result of social Poverty as a result of
exclusion malfunctioning systems
lu
Poverty will be alleviated Poverty will be alleviated when Poverty will be alleviated by
through provision of resources entrepreneurship facilitates introducing new systems.
So
(typically financing and inclusion.
training).
Unleashing entrepreneurship
among the poor will result in
flourishing markets.
Poverty alleviation should
. result in equality.
Entrepreneurship can be
harmful.
The Case Solution Starts From page 6
WOMEN LIVING IN POVERTY CASE STUDY SOLUTION
e
pl
SYNOPSIS
m
Sa
Street Business School (SBS) employed an innovative social-franchise model aimed at providing
entrepreneurship training to one million impoverished women worldwide. Originating as BeadforLife, a
non-profit organization that connected women in Uganda who produced recycled paper jewellery with
n
international markets, SBS developed a tailored entrepreneurship program while working with small groups
of bead producers. With aspirations to expand globally and impact more women, SBS adopted a social
tio
franchising model and certified other organizations to implement its valuable approach and curriculum.
However, generating earned income proved challenging, and SBS relied heavily on funds raised from
individuals and philanthropic organizations. In addition, the organization faced the dilemma of balancing
lu
its focus on scalability and global expansion with the depth of impact it aimed to achieve. In January 2023,
the chief executive officer (CEO) wondered what she should recommend to the board as the most
So
appropriate business model for scaling SBS’s impact.
OBJECTIVES
• Discuss the different business models that social enterprises can adopt to create both social and
economic value.
• Analyze the challenges of developing sustainable earned income strategies when working with people
living in extreme poverty.
• Discuss the strengths and weaknesses of different methods for scaling social impact.
• Critically assess the limits of alleviating poverty and empowering women through entrepreneurship training.
The Case Solution Starts From page 6
, e
pl
m
Sa
n
ASSIGNMENT QUESTIONS
tio
1. Why did Street Business School decide to change its business model from that of a market intermediary
to that of a social franchise? What are the strengths and weaknesses of each model?
lu
2. What are the key opportunities and challenges of adopting a social franchising model?
3. How can social enterprises scale their impact?
So
4. Discuss how entrepreneurship training can be used as a tool for women’s empowerment and poverty
alleviation.
The Case Solution Starts From page 6
,ANALYSIS
1. Why did Street Business School decide to change its business model from that of a market
intermediary to that of a social franchise? What are the strengths and weaknesses of each model?
Most students will probably not have deep knowledge of SBS. However, most students will likely know of
other large non-profit initiatives or organizations in education, such as Teach For All and Education.org,
and famous social enterprises such as Ashoka.1 Accordingly, students’ analyses can be based on previous
knowledge or ideas about social entrepreneurship.
The case invites the students to think about different models that social enterprises can adopt to further a
social mission while also creating economic value.
The transition from BeadforLife to Street Business School implied significant changes in the business model
SBS employed. Atler’s typology of social enterprises2 is a useful resource for classifying the different models.
e
The case shows the organizations transition from a market-intermediary model to a social-franchise model and
draws attention to the strengths and limitations of the different models. To start a classroom debate, it is useful
pl
to begin with a general discussion about social enterprises that aim to tackle grand challenges like poverty.
Students can explore topics such as how to define social entrepreneurship, how social enterprises can scale their
m
activities, and how such enterprises can achieve social and economic impact. Additionally, it is worth
considering how social enterprises can remain viable if their client base is at the bottom of the pyramid. These
Sa
n
tio
lu
So
The Case Solution Starts From page 6
, EXHIBIT -1: STRENGTHS AND WEAKNESSES MATRIX FOR STREET BUSINESS SCHOOL
(SBS)’S BUSINESS MODEL OVER TIME
Bead for Life: Market intermediary Street Business School: Social franchising
• Financial self-sufficiency • Possibility for global expansion
• •
• •
•
•
Strengths
•
e
pl
• Limited and competitive market
m • Dependency on donor funds (SBS
Sa
• and franchisees)
•
•
•
•
n
Weaknesses
•
tio
•
•
•
lu
•
So
The Case Solution Starts From page 6
, e
pl
m
Sa
n
EXHIBIT -5: PERSPECTIVES ON ENTREPRENEURSHIP AND POVERTY ALLEVIATION
tio
Remediation Reform Revolution
Poverty as lack of resources Poverty as a result of social Poverty as a result of
exclusion malfunctioning systems
lu
Poverty will be alleviated Poverty will be alleviated when Poverty will be alleviated by
through provision of resources entrepreneurship facilitates introducing new systems.
So
(typically financing and inclusion.
training).
Unleashing entrepreneurship
among the poor will result in
flourishing markets.
Poverty alleviation should
. result in equality.
Entrepreneurship can be
harmful.
The Case Solution Starts From page 6
