NYU Stern School of Business

Undergraduate College


Spring 2011

Instructor Details

Statler, Matthew


by appointment

Tisch Hall, Rm. 608


Course Meetings

TR, 3:30pm to 4:45pm

Tisch T-UC09

Schedule exceptions
    Class will not meet on: Tuesday, 4/12/11


Course Description and Learning Goals

Course Overview

The overall objective of this course is to explore how business can create ‘shared value’ for the world’s ‘bottom billion’.  We will seek that objective in three different ways, by: 

Students will also gain a greater understanding of the history, culture and economics of Peru.  

In general, the course will be organized as a discussion seminar, with students taking responsibility for presenting information and facilitating dialogue.  Specific topics and learning objectives for each class session are outlined below, but whatever the topic, sessions will include analysis of primary readings, discussion of secondary readings, and reflective consideration of the significance of these texts for our service trip.  Some sessions may additionally involve guest participants and/or site visits in the NYC metropolitan area.

Peru Trip 

The weeklong community service trip to Peru will take place from Friday, May 20 through Sunday, May 29, 2011, and will be delivered in partnership with Cross-Cultural Solutions.  The group will leave NYC late Friday night and return early Sunday morning.  Founded in 1995, Cross-Cultural Solutions places more than 4,000 volunteers annually at sites around the world.  Explore Cross-Cultural Solutions at www.crossculturalsolutions.org.  More trip details including flight and local contact information will be available on Blackboard.


Course Outline




Assignments Due


To provide an overview of the course and introduce participants

“The Big Idea:  Creating Shared Value”, Michael Porter & Mark Kramer, Harvard Business Review, 2011. (in e-reader)



To introduce the concept of well-being, and to consider the root causes of poverty from a global perspective.

The Mystery of Capital, Hernando de Soto, pp1-14, 39-68. (in e-reader)

The End of Poverty, Jeffery Sachs, pp74-89.


Additional Readings to be Assigned


Article post on BB (by 5pm the day before class)


To explore the cultural history and contemporary economic situation in Peru

Seven Interpretative Essays on Peruvian Reality, “Essay One:  Outline of the Economic Evolution”, Jose Carlos Mariategui (in e-reader)


The White Man’s Burden, William Easterly, pp3-33.




1491: New Revelations of the Americas Before Columbus, Charles Mann, pp 68-106 & 251-270.


The Fall of Fujimori


Article post on BB (by 5pm the day before class)


To survey the history and contemporary landscape of volunteerism and community service

The following selections can be found on the course Blackboard site:


“Wikipedia Turns 10 – Can Business Volunteerism Work?” - http://www.bnet.com/blog/technology-business/wikipedia-turns-10-8212-can-business-volunteerism-work/7836


“The Benefits of Volunteerism, If the Service is Real” - http://www.nytimes.com/2010/07/31/your-money/31shortcuts.html?_r=1&pagewanted=2


“What is Big Society?” - http://thebigsociety.co.uk/what-is-big-society/


“The Big Society” - http://www.timesonline.co.uk/tol/comment/leading_article/article7096805.ece




Article post on BB (by 5pm the day before class)


To explore concepts and practices associated with the creation of shared value – focus on the bottom of the pyramid


“New Approaches to New Markets: How C.K. Prahalad's Bottom of the Pyramid Strategies Are Paying Off”,

http://knowledge.wharton.upenn.edu/article.cfm?articleid=2356(on Blackboard)


Article post on BB (by 5pm the day before class)


To explore concepts and practices associated with the creation of shared value, cont. – focus on social entrepreneurship


The Blue Sweater, Jacqueline Novogratz, pp213-235 (in e-reader)


“Developing Entrepreneurship Among the World’s Poorest” by Jacqueline Novogratz (from McKinsey Quarterly, March 2009) (on Blackboard)


Article post on BB (by 5pm the day before class)


No class session





To explore concepts and practices associated with the creation of shared value, cont. – focus on microfinance

Banker to the Poor, Muhammad Yunus, pp115-131 (in e-reader)


Article post on BB (by 5pm the day before class)


To explore concepts and practices associated with the creation of shared value, cont. – focus on public-private partnerships

“Mobilizing Corporate Resources to Disasters:  A Comparative Analysis of Major Initiatives”, International Journal of Technology Policy and Management, Statler, Burgi & Raisch, 2008. (on Blackboard)


Article post on BB (by 5pm the day before class)


Site visit TBD




To focus on the specific context and objectives of the Lima service trip

N/A – Guest speaker from CCS



To focus on the specific context and objectives of the Lima service trip, cont.




To reflect on the course and set objectives for the service trip




To plan logistics and prepare for the trip


Research & critical analysis essay




Reflection essay


Required Course Materials

Required Readings

To purchase the e-reader keycode: search online (bookstore.nyu.edu) by your student/net ID or visit the Bookstore.

The actual selections from the required class readings are listed in the table below.  In addition to these required readings, course participants are required to post to Blackboard one article per class session (by 5pm the day before the session) that addresses a topic related to the session objective, and come to class prepared to present that article to the group for consideration. 


Assessment Components

Classroom Norms 

Participation is critical, and it includes being prepared for class discussions, attending every class session (arriving on time and not leaving early), and engaging in all scheduled activities while in Peru.  If you miss class for religious observance or civic obligation, you must inform me no later than the first week of class.  Recruiting activities are not acceptable reasons for absence from class. 

N.B.  Repeated tardiness or more than one absence from the seminar may result in dismissal from the program.

Active discussion is an essential part of learning in this course, and given the shared, experiential aspect of the course, it will be especially important for us to establish and maintain a safe space for reflective dialogue.  The following rubric provides some guidance for the manner in which you can contribute productively: 





A student receiving a 6 comes to class prepared; contributes readily to the conversation but doesn’t dominate it; makes thoughtful contributions that advance the conversation; shows interest in and respect for others’ views; participates actively in small groups.


A student receiving a 5 comes to class prepared; makes thoughtful comments when called upon; contributes occasionally without prompting; shows interest in and respect for other’ views; participates actively in small groups.


A student receiving a 4 comes to class prepared, but does not voluntarily contribute to discussions and gives only minimal answers when called upon.  Such students show interest in the discussion, listening attentively and taking notes.  They may also participate fully in small group discussions.


A student receiving a 3 participates in discussion, but in a problematic way.  Such students may talk too much, make rambling or tangential contributions, interrupt others with digressive questions, or bluff when unprepared.  Such students also participate actively in small groups.


A student receiving a 2 does not come to class prepared; does not contribute to discussion voluntarily or when called upon; and does not participate in small group discussions.  Such students may listen attentively but fail to contribute due to lack of preparation.


A student receiving a 1 disrupts class discussion, whether actively by being negative or rude to others, or passively by appearing distracted, bored or sleepy.

In order to focus our attention collectively on the discussion, no electronic devices will be permitted in class.  

Assignments and grading:

Graded assignments include the following: 

During the application process, each of you demonstrated your interest and dedication to the subject matter as well as your commitment to actively engaging in community service.  Thus, the assignments outlined above have been designed based on the assumption that each of you will put forth your best effort and engage with your fellow participants in good faith.  In that light, your overall performance will be graded on a Pass/Fail basis. 



At NYU Stern we seek to teach challenging courses that allow students to demonstrate their mastery of the subject matter.  In general, students in undergraduate core courses can expect a grading distribution where: 

Note that while the School uses these ranges  as a guide, the actual distribution for this course and your own grade will depend upon how well  you actually perform in this course.



The process of assigning grades is intended to be one of unbiased evaluation. Students are encouraged to respect the integrity and authority of the professor’s grading system and are discouraged from pursuing arbitrary challenges to it.

If you believe an inadvertent error has been made in the grading of an individual assignment or in assessing an overall course grade, a request to have the grade re-evaluated may be submitted. You must submit such requests in writing to me within 7 days of receiving the grade, including a brief written statement of why you believe that an error in grading has been made.


Stern Policies

General Behavior
The School expects that students will conduct themselves with respect and professionalism toward faculty, students, and others present in class and will follow the rules laid down by the instructor for classroom behavior.  Students who fail to do so may be asked to leave the classroom.  

Collaboration on Graded Assignments
Students may not work together on graded assignment unless the instructor gives express permission.  

Course Evaluations
Course evaluations are important to us and to students who come after you.  Please complete them thoughtfully.


Academic Integrity

Integrity is critical to the learning process and to all that we do here at NYU Stern. As members of our community, all students agree to abide by the NYU Stern Student Code of Conduct, which includes a commitment to:

The entire Stern Student Code of Conduct applies to all students enrolled in Stern courses and can be found here:

Undergraduate College: http://www.stern.nyu.edu/uc/codeofconduct
Graduate Programs: http://w4.stern.nyu.edu/studentactivities/involved.cfm?doc_id=102505

To help ensure the integrity of our learning community, prose assignments you submit to Blackboard will be submitted to Turnitin.  Turnitin will compare your submission to a database of prior submissions to Turnitin, current and archived Web pages, periodicals, journals, and publications.  Additionally, your document will become part of the Turnitin database.


Recording of Classes

Your class may be recorded for educational purposes


Students with Disabilities

If you have a qualified disability and will require academic accommodation of any kind during this course, you must notify me at the beginning of the course and provide a letter from the Moses Center for Students with Disabilities (CSD, 998-4980, www.nyu.edu/csd) verifying your registration and outlining the accommodations they recommend.  If you will need to take an exam at the CSD, you must submit a completed Exam Accommodations Form to them at least one week prior to the scheduled exam time to be guaranteed accommodation.


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