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.
Transforming Global Education
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.
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.
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.
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.
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.
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.
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 business planning frameworks and concepts of entrepreneurship in the context of microenterprises in rural West Africa.
Students are guided by our local economic development professionals and mentors from leading consulting firms to build business plans (Canvas Model) for aspiring entrepreneurs in rural resource-limited communities in Ghana. Through client interviews, concepts of microfinance, 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) and our economic development programs in Ghana. Self-paced activity: Group reviews GB Ghana’s economic development program materials in the context of its integrated community development model.
Module 2: Small Businesses in Rural Ghana
Our small business expert in Ghana talks about the culture and business environment of rural agriculture communities. Self-Paced Activity:
Module 3: Microfinance in West Africa
Talk with GB Economic Development Expert to learn about entrepreneurship in Ghana and a look at some of the microfinance organizations in the region that are supporting them. Self-paced activity: The group receives three potential entrepreneur profiles to choose who to work with.
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 virtual community tour, loan details/application, and context of the business idea beforehand. Self-paced Activity: Students consulting template to prepare their initial questions for the entrepreneurs.
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 sections of the business deliverable.
Module 8: Mentor Session with Professional Consultant
Mentor and 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 9: Second Meeting with Entrepreneur
Live virtual session with the entrepreneur to answer questions and gather information for business deliverables. Self-paced Activity: Group begins work to create business deliverables.
Modules 10 and 11: Business Model Creation
Three working sessions with coordinators to answer questions and help students create their business model. 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: Loan Application
Group works to support the development of the loan application for investments in the business for submission to local microfinance organizations. Self-paced Activity: Finalize loan application for entrepreneur review
Module 14: Presentation to Entrepreneur
Group presents via a video conference to the client with the coordinator providing translation. Group receives feedback from the client. Up to 2 hrs. Self-paced Activity: Group decides to make a donation to capitalize any loans needed for the entrepreneur. Students complete the evaluation survey and prepare final reflections. Procure cooking materials and watch the instructional cooking video.
Module 15: Cultural Activity and Project Celebration
Coordinator debriefs group on feedback from the entrepreneur and reflects on personal and professional development. The team celebrates and shows off how their local dish turned out. Self-paced Activity: Group reviews monitoring and evaluation reports
Impact Reporting
Students will be included in Global Brigades’ regular newsletters and receive project updates and overall monitoring and evaluation of our programs.
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 in the context of microenterprises in rural Central America and improve accounting practices for small rural banks in Central America.
Students are guided by our local staff and mentors from leading accounting firms to support microenterprises and farmers in rural Honduras with basic bookkeeping and financial literacy. Through client interviews, concepts of microfinance, and financial literacy workshops, students work with selected clients on setting up their accounting ledgers.
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 Kambia by selecting a set of modules. Explore available modules below:
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.
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 Village Savings and Loans Groups (Caja Rurales) (Contact time: 2 hours est.)
Understand the challenges of an entrepreneur in a rural community and the role of GB to support them. Learn about our rural community banking model (referred to as a caja rural) and how these informal savings and loan groups play a critical role in poverty alleviation
Self-paced Activity: Group reflects on Honduras’ caja rural model and draws parallels to early-stage credit unions in the U.S.
Module 3: Bookkeeping for Village Savings and Loan Groups (Caja Rurales)
Coordinator walks through basic accounting terms and our bookkeeping framework for cajas rurales to generate a profit and loss statement. Group reviews basic financial terms like revenue, expenses, assets and liabilities, along with basic bookkeeping entries.
Coordinator and client liaisons present the client profile that includes all expenditures information. Students begin drafting possible accounting solutions, and prepare questions to obtain missing information.
Self-paced Activity: Students continue to review the Spanish business packet and template to prepare their initial questions for the clients to be asked in module 5.
Module 5: Initial Client Meeting
Introductory meeting between the client and each student group. Students will obtain qualitative and quantitative information from a rural entrepreneur, while using communication skills such as active listening and rapport-building during the business consultation.
Self-paced Activity: Student groups summarize their findings
Module 6. : working session 1 to Accounting Workshops
Group reviews notes from the client meeting and divides them into teams to work on their accounting templates.
Self-paced Activity: Students should be ready to present their accounting templates to the professional accountant in module 7.
Module 7: Presentation to the Professional Accountant for Feedback (contact time: 2 hours)
Live virtual session with professional Accountants to present their accounting templates and receive feedback and suggestions for an accounting workshop.
Self-paced Activity: Group begins to develop the accounting workshop, correct the templates in case is needed.
Modules 8: Working Session 2 and final presentation to the professional Accountant. (2 hours)
Student groups work on the bookkeeping Workshops and final presentation to the professional Accountant.
Self-paced Activity: Give the final touches to your presentation .
Module 9: Bookkeeping Workshop with Client(s) (2 hours)
Group delivers bookkeeping workshops to the client.
Self-paced Activity: Group finalizes a ledger specific to the client.
Module 10: Cultural Activity and Project Celebration
GB coordinator debriefs the group on clients’ feedback and reflects on personal and professional development.
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.
Ask us how you and your class can customize this offering to be done in person in one of our program countries.
Implementing a cloud-based solution to digitize savings and loan portfolios for small rural banks in Central America.
In partnership with Eskala, Inc, students are guided by local microfinance technicians to digitize financial records and processes for community-owned banks in Honduras, Panama, and Nicaragua. Through interviews with bank leaders and reviewing Eskala’s blockchain technology solution, students will work with bank leaders to input historical records, integrate them onto the platform, and conduct workshops to support tech adoption. Students gain exposure in blockchain technology, accounting ledgers, microfinance, data analysis, and the challenges of user adoption in the context of sustainable development. The curriculum culminates in a report to Eskala’s management comparing the loan portfolio performance between various community-owned banks in the different countries of operation.
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 Panama. Self-paced Activity: Group reviews Panama economic development program materials in the context of GB’s Holistic Model for community development.
Module 2: FinTech
Talk with GB Economic Development Expert to learn about rural banks and the technologies that are enabling microfinance in emerging economies. Self-paced Activity: Group reflects on the GB microfinance model and the role of technology as a tool to scale it. Spanish competition: group encouraged to create Duolingo accounts and compete for “rewards” for who gets furthest throughout the class.
Module 3: Presenting the Rural Bank Client (Caja Rural)
Coordinator presents information about the rural bank client that the group is going to support. Self-paced Activity: Group reviews information about the bank’s operations and researches their geographical and cultural context.
Module 4: Cloud-based Solution -LoanDisk
Coordinator presents on LoanDisk, our loan servicing software. Self-paced Activity: Group reviews LoanDisk data fields and relevant financial terms.
Module 5: Introductory Meeting with Rural Bank Leaders
Introductory meeting between rural bank client and group to build relationship and have cultural exchange. Self-paced Activity: Group reviews notes from the client meeting and divides into teams to begin looking at loan applications.
Module 6: Mentor Session with Professional Technology 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 clients based on mentor guidance.
Module 7: Client Consultation Day
Live virtual session with potential bank leaders to gather data on their current systems to start entering data in LoanDisk. Self-paced Activity: Group begins setting up the LoanDisk profile for the bank.
Modules 8 and 9: Data Input and Bookkeeping Workshops
Two working sessions with coordinators to answer questions and help students set up the bank into the software and build out the training workshops. Self-paced Activity: Continuing working in teams to finalize software setup and training workshops.
Module 10: Project Submission and Final Mentor Feedback
Group presents bank profile with their data and the training workshops for the coordinator and mentor to provide feedback. Self-paced Activity: Group refines workshops and data sets based on mentor feedback.
Module 11 and 12: Training Workshops to Bank Leaders
Group delivers two workshops on LoanDisk for the bank leaders to take ownership of the project. Self-paced Activity: Group finalizes ROI analysis specific to the client.
Module 13: Microfinance Activity with Kiva
Group works to support access to small business loans by providing loan updates to Kiva donors. GB is a partner of Kiva (a microloan crowdfunding platform) Self-paced Activity: Review Kiva platform, its place in globalization, and whether your client would be a good candidate for lenders to invest in.
Module 14: Cultural Activity and Project Celebration
GB coordinator debriefs the group on client feedback and reflects on personal and professional development. The team celebrates and shows off how their local dish turned out. Self-paced Activity: Group reviews monitoring and evaluation reports
Impact Reporting
Students will be included in Global Brigades’ regular newsletters and receive project updates and overall monitoring and evaluation of our programs.
Ask us how you and your class can customize this offering to be done in person in one of our program countries.
Identify and develop technology solutions to support small migrant and refugee-owned businesses 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, needs assessments, mentorship, process analysis, and cultural sharing students make technology recommendations and create the corresponding solutions to help our clients grow their small businesses.
Sample deliverables include websites, online stores, inventory systems, customer relationship management software, etc.
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-Guided 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-Guided 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-Guided 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 along with their technology needs. Self-Guided Activity: Group reviews entrepreneur information and informs staff of selection.
Module 5: Initial Meeting Preparation
Coordinator presents business information and details on technology challenges/opportunities of the business. Self-Guided 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-Guided Activity: Group reviews notes from meeting and divides into teams and assigns tasks to develop technology solution.
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-Guided Activity: Group prepares and assigns questions to ask business clients based on mentor guidance.
Module 8: Second Meeting with Entrepreneur
Live virtual session with entrepreneur to answer questions and gather information to create their technology solutions. Self-Guided Activity: Group begins work to create technology solutions.
Module 9, 10 and 11: Working Sessions
Three working sessions with coordinators to answer questions and help students create their technology solutions. Self-Guided 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-Guided Activity: Make any last edits to solutions based 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-Guided 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-Guided 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.
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 supply chain strategies to support coffee or honey producers in Honduras.
Students are guided by our local economic development professionals and mentors from leading consulting firms to learn about the coffee or honey supply chains and make recommendations to our coffee-producing or honey-producing clients to generate more income. Students will gain exposure to coffee or honey 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. The curriculum culminates in students helping to post a loan to Kiva.org to grant access to financing any of the recommendations that the clients would like to take.
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 Honduras. Self-paced Activity: Group reviews Honduras’ economic development program materials in the context of GB’s Holistic Model for community development.
Module 2: Presenting the Coffee or Honey Cooperative
Coordinator presents information about the coffee or honey cooperative that the group is going to support (depending on the season). Self-paced Activity: Group reviews information about the cooperative’s operations and researches their geographical and cultural context.
Module 3: Meeting with Supply Chain Expert
Supply chain expert in either coffee or honey presents to the group. Self-paced Activity: Group reflects on supply chain presentation and which activities the cooperative fills currently.
Module 4: Return on Investment Analysis for Microfinance Loans
Coordinator presents how to do a return on investment analysis as it relates to making small business loans. Self-paced Activity: Group reviews return on investment framework and relevant financial terms.
Module 5: Introductory Meeting with Cooperative Leaders
Introductory meeting between leaders of the cooperative and group to build relationship and have cultural exchange. Self-paced Activity: Group reviews notes from client meeting and divides into teams to begin looking at investments to push client up them up the supply chain.
Module 6: 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 clients based on mentor guidance.
Module 7: Client Consultation Day
Live virtual session with cooperative leaders to understand opportunities they see and collecting data on return on investment analysis. Self-paced Activity: Group begins work to supply chain consultation and create return on investment projections.
Modules 8, 9 and 10: Creating Supply Chain Recommendation
Three working sessions with coordinators to answer questions and help students create return on investment projections and recommendations. Self-paced Activity: Continuing working in teams to finalize recommendations.
Module 11: Project Submission and Final Mentor Feedback
Group submits final recommendation and return on investment calculations for final feedback from mentors. Self-paced Activity: Group refines recommendations and analysis based on mentor feedback.
Module 12: Presentation to Clients
Group presents recommendations to the client and receives their feedback. Self-paced Activity: Group prepares applications for microfinance loans.
Module 13: Recommendations to Microfinance Manager
Group shares their analysis and recommendation to Global Brigades Honduras’ microfinance program manager to help facilitate a possible loan for the cooperative to implement the solution. Self-paced Activity: Group decides to make a donation to capitalize any loans needed for a specific client, or helps create a Kiva profile for them. Students complete evaluation survey and prepare final reflections. Procure cooking materials and watch the instructional cooking video.
Module 14: Cultural Activity and Project Celebration
GB coordinator debriefs the group on clients’ feedback and reflects on personal and professional development. The team celebrates and shows off how their local dish turned out. Self-paced Activity: Group reviews monitoring and evaluation reports
Impact Reporting
Students will be included in Global Brigades’ regular newsletters and receive project updates and overall monitoring and evaluation of our programs.
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 supply chain strategies to support honey producers in Honduras.
Students are guided by our local economic development professionals and mentors from leading consulting firms to learn about the honey supply chain and make recommendations to our honey-producing cooperatives to generate more income. Students will gain exposure to honey 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 investments to make to increase profitability. The curriculum culminates in students helping to post a loan to Kiva.org to grant access to financing any of the recommendations that the clients would like to take.
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.
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…
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 immersed in medical interventions in…
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…
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…
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…
Entrepreneurship III - Business Planning for Microenterprises in West Africa (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 business planning frameworks and concepts…
Accounting & Finance I - Financial Statements of Rural Community Banks (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…
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…
Technology I - Information Systems in Sustainable Development - Digitizing Savings and Loan Portfolios for Small Rural Banks in Central America (Panama)
Ask us how you and your class can customize this offering to be done in person in one of our program countries. Implementing a cloud-based solution to digitize savings and…
Technology II - Web Solutions 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. Identify and develop technology solutions to support small…
Agricultural Supply Chains - Applied Study on the Global Supply Chain of Coffee or Honey Producers in 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 supply chain strategies to support…
Global Supply Chains II - Honey Production in Central America (Available June 2021)
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 supply chain strategies to support…
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…
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…
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…
Structural Engineering - Home Repairs and Household Public Health Infrastructure
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 a multitude of structural engineering…
Structural Engineering - Infrastructure for Sustainable Development
Ask us how you and your class can customize this offering to be done in person in one of our program countries. Go deeper into the concepts of structural engineering…
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…
Social Justice and 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…