Our partner organization, Global Brigades, is an international non-profit that empowers communities to meet their health and economic goals through university volunteers and local teams.

Business and Social Enterprise

Ask us how you and your class can customize this offering to be done in person in one of our program countries.

Learn and apply concepts of entrepreneurship and business planning, including assessment using the Business Model Canvas and SWOT analysis, in the context of microenterprises located in resource-limited rural and urban communities in Honduras.

Students are guided by our local economic development professionals and corporate consultants from leading international consulting firms to build business plans for current and aspiring Honduran entrepreneurs. Working in small teams, students will meet multiple times with their client to assess their business, learn the challenges that entrepreneurs face in Latin America, complete industry research, apply concepts of microfinance to improve their business, and utilize our deliverable templates to create and then present customized business plans to their client.

In addition to our skills-based learning objectives, seeking to build intercultural competence is integrated into the course. English and Spanish versions of the final executive summary presentation and the client business plan will be developed with the assistance of our staff.

 

Business Entrepreneurship Learning Objectives

Students that successfully complete the Business Entrepreneurship Program will be able to:

  • Analyze economic and social issues impacting rural communities in a developing country.
  • Discuss concepts of microfinance utilized in community banking in Central America.
  • Consult with clients from rural communities in a developing country.
  • Analyze a business’s strengths and weaknesses to develop appropriate solutions.
  • Collaborate with student colleagues and a rural-based business client to develop a business plan to successfully bring a product to market in a developing country.

Resources provided in support of the virtual sessions and Modules

  • Bilingual, on-the-ground session facilitators and client liaisons with business backgrounds who will coordinate each virtual session with students.
  • A translator is provided in each virtual session in which students engage with business clients.
  • Corporate consultant drawn from major consulting firms.
  • Full-time local teams that work year-round to support business clients.
  • Electronic support materials in Canvas (LMS) are provided to all students.
  • Session scheduling that coordinates all class meetings and meetings with business clients.
  • Students in each program will work with two business clients in small working groups.

PROGRAM OVERVIEW

There are twelve Modules in the Business Entrepreneurship Program that can be variously assembled to build programs of the appropriate length and focus.


Module 1: Introduction to Kambia/Global Brigades, Economic Context in Honduras, Social Determinants Impacting the Economic Situation, and What Does It Mean to be a Consultant in an International Context? (Contact time: 2 hours est.)

Discuss the mission and vision of Kambia/Global Brigades, the economic context in Honduras, the social determinants affecting the economic situation of rural communities in this country, and key principles of international business consulting.

Module 1 – Self-paced follow-up activities:

Students will reflect on how to achieve a sustainable business when consulting internationally.

Module 2: The challenges of an Entrepreneur in a rural community, Global Brigades role and How to Consult in Rural Communities in Honduras (Contact time: 2 hours est.)

Understand the challenges of an entrepreneur in a rural community and the role of GB to support them. Also, students will understand the key communication skills used in consulting with a rural-based business in Honduras: active listening, empathy, curiosity, being respectful, and being open to feedback; understanding the challenges that rural business owners face; and understanding the challenges that prevent these business owners from being successful.

Module 2 – Self-paced follow-up activities:

Students will complete activities on key communication skills used in the international business consulting process and the cultural factors that are important to keep in mind while consulting with a rural business owner.

Module 3: The Business Model Canvas to get to know your business client (contact time: 2 hours)

Deploy the Business Model Canvas (BMC) to assess business operations during a business consultation session, identify current key business outcomes, and identify potential improvements based on the client’s profile. Student begin to write the questions to be asked to their client on module 4 using the blocks from the BMC.

Module 3 – Self-paced follow-up activities:

Students continue to write questions for their client to create their business model canvas assessment plan. Students will draft a brief statement in Spanish that they will use to introduce themselves to the client.

Module 4: Meeting the Client session 1(Contact time: 2 hours est.)

Introductory meeting between the client (entrepreneur) and each student group. Students will obtain qualitative information from a rural entrepreneur, while using communication skills such as active listening and rapport-building during the business consultation.

Module 4 – Self-paced follow-up activities:

Students will review the details of their client session and summarize their findings.

Module 5: Working Session 1 and SWOT Analysis (Contact time: 2 hours est.)

Students will work in groups to analyze their client’s business based on the client interview to identify challenges. Students will also apply SWOT analysis (strengths, weaknesses, opportunities and threats) to information in every BMC segment. They will begin to identify solutions to meet the market needs of the client’s challenges, prepare new questions to be asked of the client in Module 6 to evaluate the feasibility of the proposed solutions, and present these findings to the session facilitator and client liaisons in the following session to obtain feedback.

Module 5 – Self-paced follow-up activities:

Student groups will continue to work on their materials for the meeting with the session facilitator in Module 5.

Module 6: Working with the Client, Session 2 (Contact time: 2 hours est.)

Student groups will continue to interview their clients to clarify questions about their businesses and to gain input to formulate solutions for client issues.

Module 6 – Self-paced follow-up activities:

Student groups will analyze the results of client interviews to begin to draft client business plans.

Module 7: Working Session 2 (Contact time: 2 hours est.)

Student groups will continue to work on their clients´business plans and continue to develop solutions with the information received in Modules 4 and 6. They prepare a brief presentation of their findings, along with the client business plans, to get feedback from the corporate consultant in Module 8.

Module 7 – Self-paced follow-up activities:

Student groups continue to revise the presentation of their findings and the client business plans for the corporate consultant meeting in Module 8.

Module 8: Presentation to the Corporate Consultant for Feedback (contact time: 2 hours)

Student groups present their findings and the client business plans to the corporate consultant for feedback.

Module 8 – Self-paced follow-up activities:

Student groups continue to revise their presentations and their client business plans.

Module 9: Working Session 3 (Contact time: 2 hours est.)

Students in their groups prepare a Written Report, which consists of the client profile, BMC, SWOT analysis, business plan with solutions to client issues and challenges, timeline for implementation, and explanations of options, solutions identified, and options for implementation.

Students also begin to prepare an Executive Summary Presentation of their Written Report for their student colleagues, faculty, session facilitator, and client liaisons.

Module 9 – Self-paced follow-up activities:

Student groups continue to finalize their Written Report and Executive Summary Presentation.

Module 10: Executive Summary Presentation (Contact time: 2 hours est.)

Student Groups present their Executive Summary for feedback from their student colleagues, faculty, session facilitator, and client liaisons.

Module 10 – Self-paced follow-up activities:

Student Groups continue to revise their Written Report that will be submitted to their faculty member, and the business plans and deliverables for their client presentation.

Module 11: Student Group Presentations to Clients (Contact time: 2 hours est.)

Student Groups present their business plans and deliverables to their clients for feedback.

Module 11 – Self-paced follow-up activities:

Student Groups complete revisions and finalize their Written Report and the client business plans and deliverables.

Module 12: Discussion on Client Consultation Experience and Final Reflection (Contact time: 1-2 hours est.)

Discussion and reflection on the client consultation experience. Student group Written Reports are separately submitted to their faculty, and final business plans and deliverables are submitted for their clients.

SCHEDULE A CALL

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Ask us how you and your class can customize this offering to be done in person in one of our program countries.

Students develop and design marketing initiatives and materials for resource-limited small businesses in rural and urban communities in Honduras to drive business growth. Students work in small groups to consult with an individual business client.

Using the 7 Ps of the Marketing Mix as a framework, students conduct client interviews and industry research to create, design, and present a Marketing Plan and collateral to their business client. Throughout the course, students are guided by our local economic development professionals and corporate consultants from leading consulting firms.

In addition to our skills-based learning objectives, seeking to build intercultural competence is integrated into the course. English and Spanish versions of the final executive summary presentation and the client business plan will be developed with the assistance of our staff.

Marketing Program Learning Objectives

Students that successfully complete this Marketing Program will be able to:

  • Analyze economic issues impacting rural communities in a developing country.
  • Analyze a business’s strengths and weaknesses to develop appropriate marketing solutions.
  • Collaborate in small groups to consult with an urban or rural-based business client to develop a marketing plan and collateral to drive business growth in a developing country.

Resources provided in support of the virtual sessions and Modules

  • Bilingual, on-the-ground session facilitators and client liaisons with business backgrounds who will coordinate each virtual session with students.
  • A translator is provided in each virtual session in which students engage with business clients.
  • Corporate consultant drawn from major consulting firms.
  • Students work in small groups with their individual business clients.
  • Electronic support materials in Canvas (LMS) are provided to all students.
  • Session scheduling that coordinates all class meetings and meetings with business clients.

PROGRAM OVERVIEW

There are ten Modules in the Developing Marketing Plans and Collateral for Resource-limited Small Businesses (Honduras) Program that can be variously assembled to build programs of the appropriate length and focus.

Module 1: Introduction to Kambia/Global Brigades, Economic Environment in Honduras, and What Does It Mean to be a Consultant in an International Context? (Contact time: 2 hours est.)

Discuss the mission and vision of Kambia/Global Brigades, the economic context in Honduras, the economic environment affecting urban and rural communities in this country, and the key principles of international business consulting.

Module 1 – Self-paced follow-up activities: 

Students will complete activities on key skills used in international business consulting processes, and the cultural factors that are important to keep in mind when consulting with business owners in this country.

Module 2: Marketing Challenges of Urban and Rural Microenterprises and Developing Successful Marketing Strategies (Contact time: 2 hours est.)

Understand the marketing challenges faced by business owners in rural and urban areas of Honduras. Students will learn successful marketing strategies that can be  used in developing countries.

Module 2 – Self-paced follow-up activities:

Students review the 7 Ps of the Marketing Mix framework in preparation for their application in Module 3.

Module 3: The 7 Ps of the Marketing Mix and Client Profile (Contact time: 2 hours est.)

How the 7 Ps of the Marketing Mix – product, pricing, place, promotion, physical evidence, people, and processes – are used to analyze a Honduran business owner’s marketing efforts.

Students work in small groups to review their business owner’s (client’s) profile to begin to develop questions for the client meeting in Module 4.

Module 3 – Self-paced follow-up activities:

Students continue to develop their group’s client questions. They also review basic Spanish business terms for the client consultation meeting in Module 4.

Module 4: Group Meetings with Clients – Consultation Meeting 1 (Contact time: 2 hours est.)

Initial meeting between the small student groups and their clients to gain an understanding of the client’s marketing challenges, using questions developed earlier. Students establish a professional relationship with their clients, and begin to understand the economic environment that impacts their client’s business.

Module 4 – Self-paced Activity:

Students review their notes from their client consultation meeting, and begin to analyze the marketing challenges faced by their client.

Module 5: Working Session 1 (Contact time: 2 hours est.)

Students in their groups use the 7 Ps of the Marketing Mix to review their client’s current marketing practices, identify which areas need to be strengthened, and which areas of the Marketing Mix need to be developed. Based on their findings, students begin to develop additional questions for their client meeting in Module 6.

Module 5 – Self-paced Activity:

Students continue to develop their questions for their client meeting in Module 6.

Module 6: Group Meetings with Clients – Consultation Meeting 2 and Working Session 2 (Contact time: 2 hours est.)

Second meeting between the small student groups and their clients to gain additional information to begin to develop a Marketing Plan for their client.

Students will then work in their groups to develop a Marketing Plan and deliverables for their client that will be presented by the group to the corporate consultant in Module 7.

Module 6 – Self-paced Activity:

Students continue to develop a Marketing Plan Marketing Plan and deliverables for their client that will be presented by their group to the corporate consultant in Module 7.

Module 7: Mentoring Session with the Corporate Consultant (Contact time: 2 hours est.)

Student groups will present their Marketing Plan Marketing Plan and deliverables for their client to the corporate consultant for feedback.

Module 7 – Self-paced Activity:

Students revise their group’s Marketing Plan based on feedback received in Module 7.

Module 8: Working Session 3 (Contact time: 2 hours est.)

Students continue working in their groups to revise their Marketing Plan and deliverables for the client.

Module 8 – Self-paced Activity:

Students finalize their group’s Marketing Plan and deliverables for the client for feedback in Module.

Module 9: Group Presentations of their Marketing Plan and Deliverables (Contact time: 2 hours est.)

Each group presents their client’s Marketing Plan and deliverables to the whole class, facilitator, and client liaisons for comment and feedback.

Module 9 – Self-paced Activity:

Students revise their client’s Marketing Plan and deliverables taking into comments and feedback from their peers, facilitator, and client liaisons.

Module 10: Group Presentations of the Marketing Plan and Deliverables to their Clients and Final Reflections (Contact time: 2 hours est.)

Each group presents the Marketing Plan and deliverables individually to their client. Facilitator leads a reflection and discussion on the experience in the program.

Module 10 – Self-paced Activity:

Students complete the evaluation survey.

SCHEDULE A CALL

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Are you a student and not a faculty member? Find a student-led brigade Chapter near you.

Ask us how you and your class can customize this offering to be done in person in one of our program countries.

Learn and apply concepts of accounting and finance and develop accounting management tools for small business owners in rural and urban Honduras.

Students are guided by our local staff and corporate consultants from leading accounting firms to support small businesses in Honduras with business financial management tools, such as balance sheet, cash-flow analysis, profit-and-loss analysis, break-even analysis, and personnel-expense forecast.

In addition to our skill-based learning objectives, building cultural competence is integrated into the course to increase the quality of services and improve outcomes with community partners.

Financial Management Tools Program Learning Objectives

Students that successfully complete the Financial Management Tools Program will be able to:

  • Analyze economic and social issues impacting rural communities in a developing country.
  • Learn concepts and components of accounting in the developing world.
  • Discuss concepts of microfinance utilized in community banking in Honduras.
  • Work with small business clients to develop financial and accounting tools to solve real business challenges.
  • Collaborate with student colleagues in small groups to work with business owners to develop needed financial management tools.
  • Present a workshop with student colleagues to their small business client on the accounting practices and management tools needed for their business.

Resources provided in support of the virtual sessions and Modules

  • Bilingual, on-the-ground session facilitators and client liaisons with business backgrounds who will coordinate each virtual session with students.
  • A translator is provided in each virtual session in which students engage with business clients.
  • Corporate consultant drawn from major consulting firms.
  • Full-time local teams that work year-round to support business clients.
  • Electronic support materials in Canvas (LMS) are provided to all students.
  • Session scheduling that coordinates all class meetings and meetings with business clients.

PROGRAM OVERVIEW

There are 10 Modules in this Financial Management Tools Program that can be variously assembled to build programs of the appropriate length and focus.

Module 1: Introduction to Kambia/Global Brigades, Economic Context in Honduras, Social Determinants Impacting the Economic Situation, and What Does It Mean to be a Consultant in an International Context? (Contact time: 2 hours est.)

Discuss the mission and vision of Kambia/Global Brigades, the economic context in Honduras, the social determinants affecting the economic situation of rural communities in this country, and key principles of international business consulting.

Module 1 – Self-paced follow-up activities

Students will reflect on how to achieve a sustainable business when consulting internationally.

Module 2: 7 Pillars of a successful Business and Community Banks (Caja Rurales) and the use of the Business Model Canvas  (Contact time: 2 hours est.) 

Understand the challenges that prevent Honduran business owners from being successful. Discuss the  Honduran rural community banking model (referred to as a Caja Rural), and how these informal savings and loan groups play a critical role in alleviating poverty. The role of Eskala – Global Brigades in supporting the Cajas Rurales in Honduras. Using the Business Model Canvas (BMC) to assess business operations during a business consultation session.

Module 2 – Self-paced follow-up activities

Students identify parallels between Honduras’s Caja Rural model and early-stage credit unions in the United States.

Module 3:  Financial Analysis of a Business in Spanish; Client Selection Process and Client Profile  (Contact time: 2 hours est.)

Analysis of business financial management tools are conducted in Spanish – such as, balance sheet, cash-flow analysis, profit-and-loss analysis, break-even analysis, and personnel-expense forecast.  Coordinator and client liaisons discuss the client selection process and present Client profiles with which students will support through their working groups.

Module 3 – Self-paced follow-up activities

Students work through the Business Spanish and Equation Package, completing it before Module 4.  Students will also draft a brief introduction in Spanish that they will use with their Client in Module 5.

Module 4: Preparing to Meet the Client; Client Meeting 1  (Contact time: 2 hours est.)

Using the Client profile, student groups will  use the Business Model Canvas Template to become familiar with their Client’s business. Student groups will develop questions to ask their Client to complete the BMC.

In the second hour, student groups interview their Clients using questions developed in the first part of the Module.

Module 4 – Self-paced follow-up activities

Student groups summarize their findings and continue to develop additional questions to identify the financial management tools used by their Clients for the meeting in module 5.

Module 5:  Client Meeting 2 (Contact time: 2 hours est.)

With their Clients, student groups will discuss the financial management tools used in their businesses. Students will also seek data needed to develop any additional financial management tools needed in their Client’s accounting practices.

Module 5 – Self-paced follow-up activities

Student groups begin to develop any additional financial management tools needed by their Clients.

Module 6:  Working session 1  (Contact time: 2 hours est.)

Student groups continue to develop their Client’s financial management tools and develop additional strategies to improve their practice. Student groups will begin to develop recommendations in a Workshop for their Clients that will be initially presented to their Professional Accounting Consultant in Module 7.

Module 6 – Self-paced follow-up activities

Students in their groups continue to revise their Workshops for the Professional Accounting Consultant presentations in Module 7.

Module 7: Workshop Presentations to the Professional Accounting Consultant for Feedback (Contact time: 2 hours) 

Student groups will present their Workshops to the Professional Accounting Consultant for feedback and comment.

Module 7 – Self-paced follow-up activities

Based upon feedback received from the Professional Accounting Consultant, students  continue to revise their Workshops in their groups.

Module 8: Working Session 2 and Executive Workshop presentation (Contact time: 2 hours) 

Student groups finalize their Workshops, and then rehearse their presentations with the Session Facilitator, Client Liaisons, Professor and fellow students to seek additional comments and feedback.

Module 8 – Self-paced follow-up activities

Students in their groups finalize their Workshops for presentation to their Clients in Module 9.

Module 9: Financial Management Tools Workshop with Clients (Contact time: 2 hours) 

Students groups present their Financial Management Tools Workshops to their Clients.

Module 9 Module 9 – Self-paced follow-up activities 

Students in their groups revise their Clients’ Workshop recommendations based upon their meeting with their Client in Module 9. Written versions of the final revised Workshops, with recommendations and any newly-developed financial management tools, will be delivered to their Clients.

Module 10: Final Reflections (Contact time: 2 hours) 

Discussion on Client feedback, and reflection on the program and its experiences.

SCHEDULE A CALL

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Are you a student and not a faculty member? Find a student-led brigade Chapter near you.

Ask us how you and your class can customize this program to be offered in person in one of our program countries.

Learn and apply supply chain strategies to support coffee producers in Honduras.

Students are guided by our local economic development professionals and industry experts to learn about the long coffee supply chains in Honduras and make recommendations to our coffee-producing clients to generate more income. Students will gain exposure to coffee farmers, cooperatives, local buyers, and exporters/importers. Through interviews, industry research, return on investment calculations, and cultural sharing, students make recommendations to the clients to help them decide what additional value-add activities they should adopt and what investments to make to increase profitability.

In addition to our skill-based learning objectives, building cultural competence is integrated into the course to increase the quality of services and improve outcomes with community partners.

LEARNING OBJECTIVES

​​Students that successfully complete the Agricultural Supply Chain (Coffee) will be able to:

  1. Analyze economic issues impacting rural communities in a developing country.
  2. Describe the role and function of each element of their coffee client’s supply chain.
  3. Collaborate in small groups to develop recommendations and collateral materials to improve the supply chain for their coffee client’s business.
  4. Present and explain recommendations and collateral materials to their coffee client farmers.

Resources provided in support of the virtual sessions and Modules

  • Bilingual, on-the-ground session facilitators and client liaisons with business backgrounds who will coordinate each virtual session with students.
  • A translator is provided in each virtual session in which students engage with business clients.
  • Honduran coffee industry expert.
  • Full-time local teams that work year-round to support business clients.
  • Electronic support materials in Canvas (LMS) are provided to all students.
  • Session scheduling that coordinates all class meetings and meetings with business clients.
  • Students in each program will work with a coffee client (coffee farmer or group of farmers) in small working groups.

PROGRAM OVERVIEW

Self-paced activities before Module 1 

Students will read several articles before Module 1 on the process of growing and producing coffee, coffee production in Honduras, adding beekeeping to financially supplement coffee growing cycle downtime , and Spanish vocabulary used in the industry.

Module 1: Introduction to Kambia/Global Brigades, Economic Context in Honduras, Social Determinants Impacting the Economic Situation, and What Does It Mean to be a Consultant in an International Context? And how to Analyze a Business?  (Contact time: 2 hours est.)

Discuss the mission and vision of Kambia/Global Brigades, the economic context in Honduras, the social determinants affecting the economic situation of rural communities in this country, Client selection process  and key principles of international business consulting. Students will review the use of the Business Model Canvas.

Module 1 – Self-paced follow-up activities

Students will read several articles on the agricultural supply chain, coffee production and supply chain in a country that grows similar varieties of coffee to Honduras, and the importance of diversification in coffee farming. Based on their readings, students will prepare questions for the Module 2 discussion with a Honduran coffee industry expert.

Module 2: Introduction to the Coffee Supply and Value Chain  (Contact time: 2 hours est.)

A locally-based industry expert in coffee growing and production explains the coffee supply chain – from growing coffee in rural Honduras to its processing, distribution, and export. Session will explore differences between organic and non-organic coffee production, as well as fair trade, sello de origen del cafe based on its location, rainforest alliance, UTZ (better farming better future) for cooperatives, USDA (organic), and 4C Association designations. Students will discuss with the coffee expert the challenges that Honduran coffee farmers experience during the land preparation, coffee growing, and how to generate income during months between harvests. Students will also compare and contrast the Honduran coffee supply chain with those from other countries.

Module 2 – Self-paced follow-up activities

Students will read articles about coffee agricultural diseases, a profile of a company utilizing coffee production waste to maximize farmer profits, and effects of climate change on coffee production to prepare for a discussion in Module 3.

Module 3: What are the Challenges of a Coffee Farmer? What is a Coffee Cooperative? How Does Global Brigades Support Cooperatives? Coffee Farmer Profile and Meeting Preparation (Contact time: 2 hours est.)

Students will learn about the challenges faced by a farmer producing and selling coffee. Based on these challenges, students draft a non-monetary three-step solution and present it to financial expert for feedback. Global Brigades’ financial division director (Eskala) explains how coffee cooperatives are organized, Global Brigades’ support for cooperatives, benefits for coffee farmers, and how cooperatives support its members.

Students read the client profile and begin drafting questions for their client in module 4.

Module 3 – Self-paced follow-up activities

Students will read an article on cooperatives in Honduras, review their notes from past Modules in preparation for the client meeting, and finalize questions for their client meeting in Module 4.

Module 4: Coffee Client Meeting 1 (Contact time: 2 hours est.)

First meeting between the coffee client and students to gather the information needed to analyze the current client’s supply chain, develop a consultant-client relationship, and have a cultural exchange.

Module 4 – Self-paced follow-up Activity

Students analyze the current coffee supply chain of their client.

Module 5: Working Session 1 (Contact time: 2 hours est.)

Review notes from client meetings and divide into working groups to analyze their client’s coffee supply chain and begin to draft solutions to help the client expand the scope of their business by adding activities in the next level of the supply chain.

Students prepare an initial presentation for feedback from the coffee industry expert in Module 6.

Module 5 – Self-paced follow-up Activity

Students continue to revise their initial presentation for the coffee industry expert in Module 6.

Module 6: Feedback Session with the Coffee Industry Expert and Working Session 2 (Contact time: 2 hours est.)

Students present their group analysis and client solutions to the coffee industry expert for feedback.

In the second part of the session, based upon the feedback received from the coffee industry expert, students prepare questions for their coffee client meeting in Module 7 to seek information to help them finalize their presentation and to collect data to analyze the return on investment.

Module 6 – Self-paced follow-up Activity

Students continue to revise questions for their coffee client meeting in Module 7.

Module 7: Coffee Client Meeting 2 (Contact time: 2 hours est.)

Students meet with their coffee client to seek information needed to help them finalize their presentation and collect data to analyze the return on investment.

Module 7 – Self-paced follow-up Activity

Based upon the meeting with their coffee client, students revise their supply chain recommendations and collateral (including a return on investment projection).

Modules 8: Working Session 3 (Contact time: 2 hours est.)

Students in their groups continue to revise their client supply chain recommendations and collateral (including a return on investment projection) in preparation for their presentation to the coffee industry expert in Module 9.

Module 8 – Self-paced follow-up Activity

Students continue to revise their client supply chain recommendations and collateral.

Module 9:  Presentation and Coffee Industry Expert Feedback (Contact time: 2 hours est.)

Students in their groups present their client supply chain recommendations and collateral (including a return on investment projection) for feedback from the coffee industry expert.

Module 9 – Self-paced follow-up Activity

Based upon the meeting with the coffee industry expert, students revise their presentation and collateral. They also draft a technical Executive Summary of their presentation, following their professors’ guidelines, to be presented to their faculty in Module 10.

Module 10: Executive Summary Presentation to the Faculty (Contact time: 2 hours est.)

Students in their groups present their technical Executive Summary to their faculty for feedback and a grade.

Module 10 – Self-paced follow-up Activity

Based upon faculty feedback, students revise their presentation and collateral for their presentation to their coffee client in Module 11.

Module 11: Final Presentation to Coffee Client (Contact time: 2 hours est.)

Student groups present their recommendations and collateral to their coffee client and receive feedback.

Module 11 – Self-paced follow-up Activity

Based upon the client meeting, students complete final revisions to their recommendations and collateral.

Module 12: Debrief and Final Reflection (Contact time: 2 hours est.)

Debrief with the student groups on their clients’ feedback and reflections on personal and professional development during the program.

SCHEDULE A CALL

Request Information

Are you a student and not a faculty member? Find a student-led brigade Chapter near you.

Ask us how you and your class can customize this program to be offered in person in one of our program countries.

Learn and apply supply chain strategies to support honey producers in Honduras.

Students are guided by our local economic development professionals and industry experts to learn about the short honey supply chains in Honduras and make recommendations to our beekeeping clients to generate more income. Students will gain exposure to beekeepers, associations/cooperatives, local buyers, and exporters/importers. Through interviews, industry research, return on investment calculations, and cultural sharing, students make recommendations to the beekeeping clients to help them decide what additional value-add activities they should adopt and what investments to make to increase profitability.

In addition to our skill-based learning objectives, building cultural competence is integrated into the course to increase the quality of services and improve outcomes with community partners.

LEARNING OBJECTIVES

​​Students that successfully complete the Agricultural Supply Chain (Honey) will be able to:

  1. Analyze economic issues impacting rural communities in a developing country.
  2. Describe the role and function of each element of their beekeeping client’s supply chain.
  3. Collaborate in small groups to develop recommendations and collateral materials to improve the supply chain for their beekeeping client’s business.
  4. Present and explain recommendations and collateral materials to their beekeeping clients.

Resources provided in support of the virtual sessions and Modules

  • Bilingual, on-the-ground session facilitators and client liaisons with business backgrounds who will coordinate each virtual session with students.
  • A translator is provided in each virtual session in which students engage with business clients.
  • Honduran honey industry expert.
  • Full-time local teams that work year-round to support business clients.
  • Electronic support materials in Canvas (LMS) are provided to all students.
  • Session scheduling that coordinates all class meetings and meetings with business clients.
  • Students in each program will work with a coffee client (coffee farmer or group of farmers) in small working groups.

PROGRAM OVERVIEW

Self-paced activities before Module 1 

Students will read several articles before Module 1 on the process of beekeeping and honey production in Honduras, and Spanish vocabulary used in the honey industry.

Module 1: Introduction to Kambia/Global Brigades, Economic Context in Honduras, Social Determinants Impacting the Economic Situation, and What Does It Mean to be a Consultant in an International Context? And how to Analyze a Business?  (Contact time: 2 hours est.)

Discuss the mission and vision of Kambia/Global Brigades, the economic context in Honduras, the social determinants affecting the economic situation of rural communities in this country, Client selection process  and key principles of international business consulting. Students will review the use of the Business Model Canvas.

Module 1 – Self-paced follow-up activities

Students will read several articles on the honey production in Honduras. Based on their readings, students will prepare questions for the Module 2 discussion with a Honduran honey industry expert.

Module 2: Introduction to the Honey Supply and Value Chain  (Contact time: 2 hours est.)

A locally-based industry expert in beekeeping and honey production explains the honey supply chain – from beekeeping in rural Honduras to honey processing, distribution, and export.  Students will discuss the challenges beekeepers experience and how to generate income during months between harvests of honey. Students will compare and contrast honey supply chains in Honduras with those from other countries.

Module 2 – Self-paced follow-up activities

Students will read articles about bee species used in Honduras, honey yield, and the impact of climate change to prepare for a discussion in Module 3.

    1. Analysis of the Hive Yield of Three Species of Bees for Honey Production in Eastern Honduras
    2. Honey Production and Climate Change: Beekeepers’ Perceptions, Farm  Adaptation Strategies, and Information Needs


Module 3: What is the Experience of a Commercial Beekeeper? How Does a Short Supply Chain Work? The rol
e of the Asociaciones / Cooperativas de Productores Apicolas. How Does Global Brigades Support Asociaciones / Cooperativas? Beekeeper Profile and Meeting Preparation (Contact time: 2 hours est.)

Students will learn about the challenges faced by a beekeeper producing and selling honey. Based on these challenges, students draft a non-monetary three-step solution and present it to a financial expert for feedback. Global Brigades’ financial division director (Eskala) explains how honey associations/cooperatives are organized, Global Brigades’ support for them, benefits for beekeepers, and how associations/cooperatives support their members.

Students read the client profile and begin drafting questions for their client in Module 4.

Module 3 – Self-paced follow-up activities

Students review their notes from past Modules in preparation for the client meeting, and finalize questions for their client meeting in Module 4.

Module 4: Beekeeping Client Meeting 1 (Contact time: 2 hours est.)

First meeting between the beekeeping client and students to gather the information needed to analyze the current client’s supply chain, develop a consultant-client relationship, and have a cultural exchange.

Module 4 – Self-paced follow-up Activity

Students analyze the current honey supply chain of their client.

Module 5: Working Session 1 (Contact time: 2 hours est.)

Review notes from client meetings and divide into working groups to analyze their client’s honey supply chain and begin to draft solutions to help the client expand the scope of their business by adding activities in the next level of the supply chain.

Students prepare an initial presentation for feedback from the honey industry expert in Module 6.

Module 5 – Self-paced follow-up Activity

Students continue to revise their initial presentation for the honey industry expert in Module 6.

Module 6: Feedback Session with the Honey Industry Expert and Working Session 2 (Contact time: 2 hours est.)

Students present their group analysis and client solutions to the honey industry expert for feedback.

In the second part of the session, based upon the feedback received from the honey industry expert, students prepare questions for their honey client meeting in Module 7 to seek information to help them finalize their presentation and to collect data to analyze the return on investment.

Module 6 – Self-paced follow-up Activity

Students continue to revise questions for their beekeeping client meeting in Module 7.

Module 7: Beekeeping Client Meeting 2 (Contact time: 2 hours est.)

Students meet with their beekeeping client to seek information needed to help them finalize their presentation and collect data to analyze the return on investment.

Module 7 – Self-paced follow-up Activity

Based upon the meeting with their beekeeping client, students revise their supply chain recommendations and collateral (including a return on investment projection).

Modules 8: Working Session 3 (Contact time: 2 hours est.)

Students in their groups continue to revise their client supply chain recommendations and collateral (including a return on investment projection) in preparation for their presentation to the honey industry expert in Module 9.

Module 8 – Self-paced follow-up Activity

Students continue to revise their client supply chain recommendations and collateral.

Module 9:  Presentation and Honey Industry Expert Feedback (Contact time: 2 hours est.)

Students in their groups present their client supply chain recommendations and collateral (including a return on investment projection) for feedback from the honey industry expert.

Module 9 – Self-paced follow-up Activity

Based upon the meeting with the honey industry expert, students revise their presentation and collateral. They also draft a technical Executive Summary of their presentation, following their professors’ guidelines, to be presented to their faculty in Module 10.

Module 10: Executive Summary Presentation to the Faculty (Contact time: 2 hours est.)

Students in their groups present their technical Executive Summary to their faculty for feedback and a grade.

Module 10 – Self-paced follow-up Activity

Based upon faculty feedback, students revise their presentation and collateral for their presentation to their beekeeping client in Module 11.

Module 11: Final Presentation to Beekeeping Client (Contact time: 2 hours est.)

Student groups present their recommendations and collateral to their beekeeping client and receive feedback.

Module 11 – Self-paced follow-up Activity

Based upon the client meeting, students complete final revisions to their recommendations and collateral.

Module 12: Debrief and Final Reflection (Contact time: 2 hours est.)

Debrief with the student groups on their clients’ feedback and reflections on personal and professional development during the program.

SCHEDULE A CALL

Request Information

Are you a student and not a faculty member? Find a student-led brigade Chapter near you.

Ask us how you and your class can customize this offering to be done in person in one of our program countries.

Implement broad business skills to support refugee & migrant-owned businesses in Athens. Gain an understanding of the effects of the refugee crisis in Europe and apply broad business skills to support refugee & migrant-owned businesses in Athens, Greece.

Students are guided by local staff and business professionals in Athens to learn about economic opportunities for migrants and refugees in the cultural context of Greece. Students work alongside mentors from leading consulting firms to identify growth opportunities or areas of efficiency to help our clients earn more income. Through client interviews, mentorship, cultural sharing, and utilization of our deliverable templates, students create and present their deliverables to the clients for consideration.

In addition to our skill-based learning objectives, building cultural competence is integrated into the course to increase the quality of services and improve outcomes with community partners.


PROGRAM OVERVIEW

Customize your Business TeleBrigade by selecting a set of modules. Explore available modules below:


Module 1:  Introductions and Program Overview

Coordinator and student introductions along with a presentation on Global Brigades (GB) in Greece. Self-paced Activity: Group reviews GB Greece’s economic development program materials in the context of GB’s Holistic Model for community development.

Module 2: The Refugee Crisis

Local refugee expert facilitates discussion on the causes of the crisis and its impact in Greece from a social end economic lens. Self-paced Activity: Group watches a video on the refugee crisis for context. Research on the contribution of refugee and migrant-owned micro-enterprises to economic inclusion, social integration, and the economy of the host country.

Module 3: Economic Opportunities for Refugees and Migrants

GB’s economic development expert provides the context of small businesses in the EU/Greek and the role of refugee- and migrant-owned small businesses. Self-paced Activity: Group reviews program materials and background on SMEs’ operation in the EU/Greek business environment.

Module 4: Client Selection

The group receives three potential client profiles and all the preparation materials via email to choose which clients they will be working with. Self-paced Activity: Group reviews client information and informs staff of client selection.

Module 5: Deliverable Review

Coordinator walks through the sample business deliverables the group may be working on and the common business challenges clients come with.  Self-paced activity: Group reviews business templates and sample deliverable materials.

Module 6: Initial Client Meeting Preparation

Coordinator presents client information, including virtual business tour, loan details/application, and the context of the business beforehand. Self-paced Activity: Group prepares and assigns questions to ask the business client. Volunteers practice introducing themselves in the business client’s mother tongue or Greek.

Module 7: Initial Client Meeting

Introductory meeting between client and group to build relationship and have cultural exchange. Self-paced Activity: Group reviews notes from the client meeting and divides into teams and assigns tasks by business topic/deliverable.

Module 8: Mentor Session with Professional Consultant

Mentor and GB coordinator help prepare the group to ask the most strategic questions during the consultation day. Self-paced Activity: Self-paced Activity: Group prepares and assigns questions to ask business clients based on mentor guidance.

Module 9 and 10: Client Consultation Day

Live virtual session with business clients to answer questions and gather information for final business deliverables. Self-paced Activity: Group begins work in teams to create deliverables.

Module 11 and 12: Deliverable Creation

Two working sessions with coordinators to answer questions and help students create their business deliverables. Self-paced Activity: Group works to finalize deliverables and starts developing the final presentation.

Module 13: Final Mentor Feedback on Deliverables

Group submits presentation and sends final deliverables for Coordinator review. Group gets feedback on the draft of the presentation. Self-paced Activity: Group finalizes the presentation and sends the final deliverables to the coordinator.

Module 14: Presentation to Client

Group presents materials via a video conference to the client with translation by the coordinator and cultural mediator (if needed). Group receives feedback from the client.  Self-paced Activity: Group reflects on the presentation and feedback from the client and makes any edits to deliverables. Procure cooking materials for cultural activity.

Module 15: Cultural Activity and Project Celebration

GB coordinator debriefs with the group and the team celebrates with a traditional dish. Self-paced Activity: Group reflects on the TeleBrigade experience.

Impact Reporting

Students will be included in Global Brigades’ regular newsletters and receive project updates and overall monitoring and evaluation of our programs.

SCHEDULE A CALL

Request Information

Are you a student and not a faculty member? Find a student-led brigade Chapter near you.

Ask us how you and your class can customize this offering to be done in person in one of our program countries.

Learn and apply concepts of entrepreneurship and business planning in the more advanced context of Europe, supporting migrants and refugees trying to earn a living in Greece.

Students are guided by our local staff, Greek business professionals and mentors from leading consulting firms to build business plans (Canvas Model) for aspiring entrepreneurs in Athen’s vast refugee and migrant community. Through client interviews, mentorship, industry research, cultural sharing, and utilization of our deliverable templates, students create and present business plans with our selected clients.

In addition to our skill-based learning objectives, building cultural competence is integrated into the course to increase the quality of services and improve outcomes with community partners.


PROGRAM OVERVIEW

Customize your Business TeleBrigade by selecting a set of modules. Explore available modules below:


Module 1: Introductions and Program Overview

Coordinator and student introductions along with a presentation on Global Brigades (GB) in Greece. Self-paced Activity: Group reviews GB Greece’s business development program in the context of GB’s Holistic Model for community development.

Module 2: The Refugee Crisis

Local refugee expert facilitates discussion on the causes of the crisis and its impact in Greece from a social end economic lens. Self-Paced Activity: Group watches video on the refugee crisis for context. Research on the contribution of refugee and migrant-owned businesses to economic inclusion, social integration, and the economy of the host country.

Module 3: Business Opportunities for Refugees and Migrants

GB’s program manager provides context of small businesses in Greece and opportunities for refugees and migrants. Self-paced Activity: Group reviews program materials and background on SMEs’ operation in the Greek business environment.

Module 4: Entrepreneur Selection

Coordinator presents potential entrepreneurs and supports students to choose which they will work with. Self-paced Activity: Group reviews entrepreneur information and informs staff of selection.

Module 5: Canvas Business Model

Coordinator walks through the Business Model Canvas framework that the group will develop with the entrepreneur. Self-paced Activity: Group reviews Business Model Canvas framework further.

Module 6: Initial Meeting Preparation

Coordinator presents entrepreneur information, including business community tour, and context of the business idea beforehand. Self-paced Activity: Group prepares and assigns questions to ask entrepreneur. Students practice introducing themselves in the business client’s mother tongue or Greek.

Module 7: Initial Meeting with Entrepreneur

Introductory meeting between entrepreneur and group to build relationship and have cultural exchange. Self-paced Activity: Group reviews notes from meeting and divides into teams and assigns tasks by section of the business model.

Module 8: Mentor Session with Professional Consultant

Mentor and GB coordinator help prepare the group to ask most strategic questions during the consultation day. Self-paced Activity: Group prepares and assigns questions to ask business clients based on mentor guidance.

Module 9: Second Meeting with Entrepreneur

Live virtual session with entrepreneur to answer questions and gather information for business modeling. Self-paced Activity: Group begins work to create business model utilizing Canvas framework.

Modules 10 and 11: Business Model Creation

Two working sessions with coordinators to answer questions and help students create their business models. Self-paced Activity: Continuing working in teams to finalize the model.

Module 12: Business Model Submission and Final Mentor Feedback

Group submits final business model and presentations for final feedback from mentors. Self-paced Activity: Make any last edits to the presentation and final business model based on mentor feedback.

Module 13: Presentation to Entrepreneur

Group presents materials via a video conference to the entrepreneur with translation by coordinator and cultural mediator (if needed). Group receives feedback from client. Self-paced Activity: Group reflects about the presentation and feedback from the client and makes any edits to deliverables. Procure cooking materials for cultural activity.

Module 14: Cultural Activity and Project Celebration

GB coordinator debriefs with group and the team celebrates with a traditional dish. Self-paced Activity: Group reflects on the TeleBrigade experience.

Impact Reporting

Students will be included in Global Brigades’ regular newsletters and receive project updates and overall monitoring and evaluation of our programs.

SCHEDULE A CALL

Request Information

Are you a student and not a faculty member? Find a student-led brigade Chapter near you.

Ask us how you and your class can customize this offering to be done in person in one of our program countries.

Learn and apply concepts of entrepreneurship and business planning, including assessment using the Business Model Canvas and SWOT analysis, working with owners of microenterprises located in resource-limited rural communities in Ghana.

Students are guided by our local economic development professionals to work with Ghanaian business owners to discuss, analyze, and develop business plans to address issues and challenges. Working in small teams, students will meet multiple times with their clients to assess their business, learn the challenges that entrepreneurs face in Ghana, complete industry research, apply concepts of microfinance to improve their business, and utilize our deliverable templates to create and then present customized business plans to their clients.

In addition to our skills-based learning objectives, seeking to build intercultural competence is integrated into the course. A final executive summary presentation and the client business plan will be developed with the assistance of our staff.

Business Entrepreneurship Learning Objectives

Students that successfully complete the Business Entrepreneurship Program will be able to

  • Analyze economic and social issues impacting rural communities in a developing country.
  • Discuss concepts of microfinance utilized in community banking in an African country.
  • Consult with clients from rural communities in a developing country.
  • Analyze a business’s strengths and weaknesses to develop appropriate solutions.
  • Collaborate with student colleagues and rural-based business owners to develop business plans to help their clients improve their businesses.
  • Develop and deliver educational services to vocational school students and their teachers.


Resources provided in support of the virtual sessions and Modules

  • Bilingual, on-the-ground session facilitators and client liaisons with business backgrounds who will coordinate each virtual session with students.
  • A translator is provided in each virtual session in which students engage with business clients.
  • Corporate consultant drawn from major consulting firms.
  • Full-time local teams that work year-round to support business clients.
  • Electronic support materials in Canvas (LMS) are provided to all students.
  • Session scheduling that coordinates all class meetings and meetings with business clients.
  • Students in each program will work with two business clients in small working groups.

PROGRAM OVERVIEW

There are twelve Modules in the Business Entrepreneurship Program that can be variously assembled to build programs of the appropriate length and focus.

Module 1: Introduction to Kambia/Global Brigades, Economic Context in Ghana, Social Determinants Impacting the Economic Situation, and What Does It Mean to be a Consultant in an International Context? (Contact time: 2 hours est.)

Discuss the mission and vision of Kambia/Global Brigades, the economic context in Ghana, the social determinants affecting the economic situation of rural communities in this country, and key principles of international business consulting.

Module 1 – Self-paced follow-up activities:

Students will reflect on how to achieve a sustainable business when consulting internationally.

Module 2: The Challenges of an Entrepreneur in a Rural Community, Global Brigades Role, and How to Consult in Rural Communities in Ghana (Contact time: 2 hours est.)

Understand the challenges of an entrepreneur in a rural community and the role of Global Brigades to support them. Also, students will understand the key communication skills used in consulting with a rural-based business in Ghana: active listening, empathy, curiosity, being respectful, and being open to feedback; understanding the challenges that rural business owners face; and understanding the challenges that prevent these business owners from being successful.

Module 2 – Self-paced follow-up activities:

Students will complete activities on key communication skills used in the international business consulting process and the cultural factors that are important to keep in mind while consulting with a rural business owner.

Module 3: The Business Model Canvas to get to know your business client (contact time: 2 hours)

Deploy the Business Model Canvas (BMC) to assess business operations during a business consultation session, identify current key business outcomes, and identify potential improvements based on the client’s profile. Students begin to write the questions to be asked to their client on Module 4 using the blocks from the BMC.

Module 3 – Self-paced follow-up activities:

Students continue to write questions for their client to create their BMC assessment plan. Students will draft a brief statement in Spanish that they will use to introduce themselves to the client.

Module 4: Meeting the Client session 1 (Contact time: 2 hours est.)

Introductory meeting between the client (entrepreneur) and each student group. Students will obtain qualitative information from a rural entrepreneur, while using communication skills such as active listening and rapport-building during the business consultation.

Module 4 – Self-paced follow-up activities:

Students will review the details of their client session and summarize their findings.

Module 5: Working Session 1 and SWOT Analysis (Contact time: 2 hours est.)

Students will work in groups to analyze their client’s business based on the client interview to identify challenges. Students will also apply SWOT analysis (strengths, weaknesses, opportunities and threats) to information in every BMC segment. They will begin to identify solutions to meet the market needs of the client’s challenges, prepare new questions to be asked of the client in Module 6 to evaluate the feasibility of the proposed solutions, and present these findings to the session facilitator and client liaisons in the following session to obtain feedback.

Module 5 – Self-paced follow-up activities:

Students continue to prepare questions to be asked of their client in Module 6

Module 6: Working with the Client, Session 2 (Contact time: 2 hours est.)

Student groups will continue to interview their clients to clarify questions about their businesses and to gain input to formulate solutions for client issues.

Module 6 – Self-paced follow-up activities:

Student groups will analyze the results of client interviews to begin to draft client business plans.

Module 7: Working Session 2 (Contact time: 2 hours est.)

Student groups will continue to work on their clients’ business plans and continue to develop solutions with the information received in Modules 4 and 6. They prepare a brief presentation of their findings, along with the client business plans, to get feedback from the corporate consultant in Module 8.

Module 7 – Self-paced follow-up activities:

Student groups continue to revise the presentation of their findings and the client business plans for the corporate consultant meeting in Module 8.

Module 8: Presentation to the Corporate Consultant for Feedback (contact time: 2 hours) 

Student groups present their findings and the client business plans to the corporate consultant for feedback.

Module 8 – Self-paced follow-up activities:

Student groups continue to revise their presentations and their client business plans.

Module 9: Working Session 3 (Contact time: 2 hours est.) 

Students in their groups prepare a Written Report, which consists of the client profile, BMC, SWOT analysis, business plan with solutions to client issues and challenges, timeline for implementation, and explanations of options, solutions identified, and options for implementation.

Students also begin to prepare an Executive Summary Presentation of their Written Report for their student colleagues, faculty, session facilitator, and client liaisons.

Module 9 – Self-paced follow-up activities:

Student groups continue to finalize their Written Report and Executive Summary Presentation.

Module 10: Executive Summary Presentation (Contact time: 2 hours est.) 

Student Groups present their Executive Summary for feedback from their student colleagues, faculty, session facilitator, and client liaisons.

Module 10 – Self-paced follow-up activities:

Student Groups continue to revise their Written Report that will be submitted to their faculty member, and the business plans and deliverables for their client presentation.

Module 11: Student Group Presentations to Clients (Contact time: 2 hours est.)

Student Groups present their business plans and deliverables to their clients for feedback.

Module 11 – Self-paced follow-up activities:

Student Groups complete revisions and finalize their Written Report and the client business plans and deliverables.

Module 12: Discussion on Client Consultation Experience and Final Reflection (Contact time: 1-2 hours est.)

Discussion and reflection on the client consultation experience. Student group Written Reports are separately submitted to their faculty, and final business plans and deliverables are submitted for their clients.

SCHEDULE A CALL

Request Information

Are you a student and not a faculty member? Find a student-led brigade Chapter near you.

Ask us how you and your class can customize this offering to be done in person in one of our program countries.

Learn and apply online marketing strategies to support small businesses owned by migrants and refugees in Athens, Greece.

Students are guided by our local staff and mentors from leading consulting firms to support small businesses in Athens owned by migrants and refugees fleeing conflict in the Middle East and North Africa. Through client interviews, mentorship, industry research, cultural sharing, and utilization of our deliverable templates, students create online marketing strategies and the corresponding deliverables to help our clients grow their businesses.

In addition to our skill-based learning objectives, building cultural competence is integrated into the course to increase the quality of services and improve outcomes with community partners.


PROGRAM OVERVIEW

Customize your Business TeleBrigade by selecting a set of modules. Explore available modules below:


Module 1: Introductions and Program Overview

Coordinator and student introductions along with a presentation on Global Brigades (GB) in Greece. Self-paced Activity: Group reviews GB Greece’s small business development program in the context of GB’s Holistic Model for community development.

Module 2: The Refugee Crisis

Local refugee expert facilitates discussion on the causes of the crisis and its impact in Greece from a social end economic lens. Self-paced Activity: Group watches a video on the refugee crisis for context. Research on the contribution of refugee and migrant-owned micro-enterprises to economic inclusion, social integration, and the economy of the host country.

Module 3: Business Opportunities for Refugees and Migrants

GB’s program manager provides the context of small businesses in Greece and opportunities for refugees and migrants. Self-paced Activity: Group reviews program materials and background on SMEs’ operation in the Greek business environment.

Module 4: Business Selection

Coordinator presents potential refugee or migrant-owned businesses and supports students to choose which they will work with. Self-paced activity: Group reviews entrepreneur information and informs staff of selection.

Module 5: Initial Meeting Preparation

Coordinator presents business information and current online marketing/media materials of the business (if any). Self-paced Activity: Group prepares and assigns questions to ask the entrepreneur. Students practice introducing themselves in the business client’s mother tongue or Greek.

Module 6: Initial Meeting with Entrepreneur

Introductory meeting between entrepreneur and group to build relationship and have cultural exchange. Self-paced Activity: Group reviews notes from meeting and divides into teams and assigns tasks to create online marketing strategy and deliverables.

Module 7: Mentor Session with Professional Consultant

Mentor and GB coordinator help prepare the group to ask the most strategic questions during the consultation day. Self-paced Activity: Group prepares and assigns questions to ask business clients based on mentor guidance.

Module 8: Second Meeting with Entrepreneur

Live virtual session with the entrepreneur to answer questions and gather information to create their marketing solutions. Self-paced Activity: Group begins work to create marketing solutions.

Module 9, 10 and 11: Working Sessions

Three working sessions with coordinators to answer questions and help students create their online marketing solutions. Self-paced Activity: Continuing working in teams to finalize solutions.

Module 12: Business Plan Submission and Final Mentor Feedback

Group submits final deliverables and presentations for final feedback from mentors. Self-paced Activity: Make any last edits to project deliverables on mentor feedback.

Module 13: Presentation to Entrepreneur

Group presents solutions via a video conference to the entrepreneur with translation by the coordinator and cultural mediator (if needed). Group receives feedback from the client. 2 hrs. Self-paced Activity: Group reflects on the presentation and feedback from the client and makes any edits to deliverables. Procure cooking materials for cultural activity.

Module 14: Cultural Activity and Project Celebration

GB coordinator debriefs with the group and the team celebrates with a traditional dish. Self-paced Activity: Group reflects on the TeleBrigade experience.

Impact Reporting

Students will be included in Global Brigades’ regular newsletters and receive project updates and overall monitoring and evaluation of our programs.

SCHEDULE A CALL

Request Information

Are you a student and not a faculty member? Find a student-led brigade Chapter near you.

Nursing and Public Health Programs

Expanding Nursing Clinical Skills in a Developing Country (In-Person Panama)

This seven day program in Panama for nurses in training engages in a sequence of clinical experiences that deliver health services to resource-limited communities in rural settings in Panama. Students …

Expanding Nursing Clinical Skills in a Developing Country (In-Person Honduras)

This seven day program in Honduras for nurses in training engages in a sequence of clinical experiences that deliver health services to resource-limited communities in   rural settings in Honduras.…

Expanding Nursing Clinical Skills in a Developing Country (In-Person Belize)

This seven day program in Belize for nurses in training engages in a sequence of clinical experiences that deliver health services to resource-limited communities in rural settings in Belize. Students …

Impacting Community Wellness in a Developing Country (In-Person Honduras)

This seven day program in Honduras for nurses in training engages in a sequence of clinical and community nursing experiences that deliver health services to resource-limited communities in rural settings…

Impacting Community Wellness in a Developing Country (In-Person Panama)

This seven day program in Panama for nurses in training engages in a sequence of clinical and community nursing experiences that deliver health services to resource-limited communities in rural settings…
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Virtual Programs Programs

Impacting Community Wellness in a Developing Country (Honduras)

Ask us how you and your class can customize this offering to be done in person in one of our program countries. Nurses will acquire an advanced understanding of the…

Expanding Medical Skills in Urban and Rural Clinics in a Developing Country (Medical - Honduras)

Ask us how you and your class can customize this offering to be done in person in one of our program countries. Doctors in training will acquire an advanced understanding…

Expanding Nursing Clinical Skills in a Developing Country (Honduras)

Ask us how you and your class can customize this offering to be done in person in one of our program countries. Nurses in training engage virtually in a sequence…

Expanding Dental Clinical Skills in a Developing Country (Honduras)

Ask us how you and your class can customize this offering to be done in person in one of our program countries. This program is designed for dental students to…

Expanding Nursing Clinical Skills in a Developing Country (Ghana)

Nurses in training engage virtually in a sequence of clinical experiences that deliver health services to a rural, resource-limited community in Ghana.   Students will engage in real-time with doctors, pharmacists,…

Impacting Community Wellness in a Developing Country (Ghana)

Nurses will acquire an advanced understanding of the issues impacting individual and community health in rural Ghana. They will understand one NGO’s strategies to provide access to healthcare professionals and…

Applied Nursing Studies in Migrant and Refugee Populations (Greece)

Ask us how you and your class can customize this offering to be done in person in one of our program countries. Build medical knowledge while supporting vulnerable populations, refugees,…

Business Entrepreneurship - Entrepreneurs in Emerging Economies (Honduras)

Ask us how you and your class can customize this offering to be done in person in one of our program countries. Learn and apply concepts of entrepreneurship and business…

Impacting Community Public Health in a Developing Country (Honduras)

Ask us how you and your class can customize this offering to be done in person in one of our program countries. Students will acquire an advanced understanding of the…

Developing Marketing Plans and Collateral for Resource-limited Small Businesses (Honduras)

Ask us how you and your class can customize this offering to be done in person in one of our program countries. Students develop and design marketing initiatives and materials…

Community-based Healthcare and Training in a Developing Country (Honduras)

Ask us how you and your class can customize this offering to be done in person in one of our program countries. Public Health students will acquire an advanced understanding…

Financial Management Tools - Accounting & Finance (Honduras)

Ask us how you and your class can customize this offering to be done in person in one of our program countries. Learn and apply concepts of accounting and finance…

Public Health Research: Using a Mixed Method Approach (Honduras)

Ask us how you and your class can customize this offering to be done in person in one of our program countries. Public health students practice a mixed method approach…

Long Supply Chains - Applied Study on the Global Supply Chain of Coffee Producers in Honduras

Ask us how you and your class can customize this program to be offered in person in one of our program countries. Learn and apply supply chain strategies to support…

Short Supply Chains - Applied Study on the Global Supply Chain of Honey Producers in Honduras

Ask us how you and your class can customize this program to be offered in person in one of our program countries. Learn and apply supply chain strategies to support…

International Business II - Migrant and Refugee-Owned Businesses (Greece)

Ask us how you and your class can customize this offering to be done in person in one of our program countries. Implement broad business skills to support refugee &…

Entrepreneurship II - Business Planning for Migrant and Refugee-Owned Enterprises (Greece)

Ask us how you and your class can customize this offering to be done in person in one of our program countries. Learn and apply concepts of entrepreneurship and business…

Business Entrepreneurship in Emerging Economies (Ghana)

Ask us how you and your class can customize this offering to be done in person in one of our program countries. Learn and apply concepts of entrepreneurship and business…

Marketing II - Digital Marketing for Migrant and Refugee-owned Businesses (Greece)

Ask us how you and your class can customize this offering to be done in person in one of our program countries. Learn and apply online marketing strategies to support…

Civil Engineering - Designing Community Water Systems (Honduras)

Ask us how you and your class can customize this offering to be done in person in one of our program countries. Our bilingual on-the-ground civil engineers guide students and…

Community Development Program (Honduras)

Ask us how you and your class can customize this offering to be done in person in one of our program countries. The virtual Community Development Program focuses on how…

Legal Empowerment (Honduras)

Ask us how you and your class can customize this offering to be done in person in one of our program countries. The virtual Legal Empowerment Program provides participants with…
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In-Person Programs Programs

Expanding Nursing Clinical Skills in a Developing Country (In-Person Panama)

This seven day program in Panama for nurses in training engages in a sequence of clinical experiences that deliver health services to resource-limited communities in rural settings in Panama. Students …

Business Entrepreneurship - Entrepreneurs in Emerging Economies (Panama)

Learn and apply concepts of entrepreneurship and business planning, including assessment using the Business Model Canvas and SWOT analysis, working with owners of microenterprises located in resource-limited rural communities in…

Expanding Nursing Clinical Skills in a Developing Country (In-Person Honduras)

This seven day program in Honduras for nurses in training engages in a sequence of clinical experiences that deliver health services to resource-limited communities in   rural settings in Honduras.…

Business Entrepreneurship - Entrepreneurs in Emerging Economies (Honduras)

Learn and apply concepts of entrepreneurship and business planning, including assessment using the Business Model Canvas and SWOT analysis, working with owners of microenterprises located in resource-limited rural communities in…

Expanding Nursing Clinical Skills in a Developing Country (In-Person Belize)

This seven day program in Belize for nurses in training engages in a sequence of clinical experiences that deliver health services to resource-limited communities in rural settings in Belize. Students …

Business Entrepreneurship - Entrepreneurs in Emerging Economies (Ghana)

Learn and apply concepts of entrepreneurship and business planning, including assessment using the Business Model Canvas and SWOT analysis, working with owners of microenterprises located in resource-limited rural communities in…

Impacting Community Wellness in a Developing Country (In-Person Honduras)

This seven day program in Honduras for nurses in training engages in a sequence of clinical and community nursing experiences that deliver health services to resource-limited communities in rural settings…

Impacting Community Wellness in a Developing Country (In-Person Panama)

This seven day program in Panama for nurses in training engages in a sequence of clinical and community nursing experiences that deliver health services to resource-limited communities in rural settings…
Top

Business and Social Enterprise Programs

Business Entrepreneurship - Entrepreneurs in Emerging Economies (Panama)

Learn and apply concepts of entrepreneurship and business planning, including assessment using the Business Model Canvas and SWOT analysis, working with owners of microenterprises located in resource-limited rural communities in…

Business Entrepreneurship - Entrepreneurs in Emerging Economies (Honduras)

Learn and apply concepts of entrepreneurship and business planning, including assessment using the Business Model Canvas and SWOT analysis, working with owners of microenterprises located in resource-limited rural communities in…

Business Entrepreneurship - Entrepreneurs in Emerging Economies (Ghana)

Learn and apply concepts of entrepreneurship and business planning, including assessment using the Business Model Canvas and SWOT analysis, working with owners of microenterprises located in resource-limited rural communities in…
Top

Nursing and Public Health Programs

Impacting Community Wellness in a Developing Country (Honduras)

Ask us how you and your class can customize this offering to be done in person in one of our program countries. Nurses will acquire an advanced understanding of the…

Expanding Nursing Clinical Skills in a Developing Country (Honduras)

Ask us how you and your class can customize this offering to be done in person in one of our program countries. Nurses in training engage virtually in a sequence…

Expanding Nursing Clinical Skills in a Developing Country (Ghana)

Nurses in training engage virtually in a sequence of clinical experiences that deliver health services to a rural, resource-limited community in Ghana.   Students will engage in real-time with doctors, pharmacists,…

Impacting Community Wellness in a Developing Country (Ghana)

Nurses will acquire an advanced understanding of the issues impacting individual and community health in rural Ghana. They will understand one NGO’s strategies to provide access to healthcare professionals and…

Applied Nursing Studies in Migrant and Refugee Populations (Greece)

Ask us how you and your class can customize this offering to be done in person in one of our program countries. Build medical knowledge while supporting vulnerable populations, refugees,…

Impacting Community Public Health in a Developing Country (Honduras)

Ask us how you and your class can customize this offering to be done in person in one of our program countries. Students will acquire an advanced understanding of the…

Community-based Healthcare and Training in a Developing Country (Honduras)

Ask us how you and your class can customize this offering to be done in person in one of our program countries. Public Health students will acquire an advanced understanding…

Public Health Research: Using a Mixed Method Approach (Honduras)

Ask us how you and your class can customize this offering to be done in person in one of our program countries. Public health students practice a mixed method approach…
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Business and Social Enterprise Programs

Business Entrepreneurship - Entrepreneurs in Emerging Economies (Honduras)

Ask us how you and your class can customize this offering to be done in person in one of our program countries. Learn and apply concepts of entrepreneurship and business…

Developing Marketing Plans and Collateral for Resource-limited Small Businesses (Honduras)

Ask us how you and your class can customize this offering to be done in person in one of our program countries. Students develop and design marketing initiatives and materials…

Financial Management Tools - Accounting & Finance (Honduras)

Ask us how you and your class can customize this offering to be done in person in one of our program countries. Learn and apply concepts of accounting and finance…

Long Supply Chains - Applied Study on the Global Supply Chain of Coffee Producers in Honduras

Ask us how you and your class can customize this program to be offered in person in one of our program countries. Learn and apply supply chain strategies to support…

Short Supply Chains - Applied Study on the Global Supply Chain of Honey Producers in Honduras

Ask us how you and your class can customize this program to be offered in person in one of our program countries. Learn and apply supply chain strategies to support…

International Business II - Migrant and Refugee-Owned Businesses (Greece)

Ask us how you and your class can customize this offering to be done in person in one of our program countries. Implement broad business skills to support refugee &…

Entrepreneurship II - Business Planning for Migrant and Refugee-Owned Enterprises (Greece)

Ask us how you and your class can customize this offering to be done in person in one of our program countries. Learn and apply concepts of entrepreneurship and business…

Business Entrepreneurship in Emerging Economies (Ghana)

Ask us how you and your class can customize this offering to be done in person in one of our program countries. Learn and apply concepts of entrepreneurship and business…

Marketing II - Digital Marketing for Migrant and Refugee-owned Businesses (Greece)

Ask us how you and your class can customize this offering to be done in person in one of our program countries. Learn and apply online marketing strategies to support…
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Community Development Programs

Community Development Program (Honduras)

Ask us how you and your class can customize this offering to be done in person in one of our program countries. The virtual Community Development Program focuses on how…

Legal Empowerment (Honduras)

Ask us how you and your class can customize this offering to be done in person in one of our program countries. The virtual Legal Empowerment Program provides participants with…
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Engineering Programs

Civil Engineering - Designing Community Water Systems (Honduras)

Ask us how you and your class can customize this offering to be done in person in one of our program countries. Our bilingual on-the-ground civil engineers guide students and…
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Medical and Dental Programs

Expanding Medical Skills in Urban and Rural Clinics in a Developing Country (Medical - Honduras)

Ask us how you and your class can customize this offering to be done in person in one of our program countries. Doctors in training will acquire an advanced understanding…

Expanding Dental Clinical Skills in a Developing Country (Honduras)

Ask us how you and your class can customize this offering to be done in person in one of our program countries. This program is designed for dental students to…
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