mat927’s Site

Group: Angelina Penza, Ranni, Maaz, Fiaz, Mahir, Nancy

PART 1:

In a certain region of East Africa, the growth of ~35% of the children is stunted due to poor nutrition. Traditionally, maize and bananas are the items most commonly made into a gruel and fed to infants beginning at ~2 months of age. The gruel is integrated into a child’s diet to complement breastfeeding until they are ~24 months of age. Mothers in the area firmly believe that the gruel is highly beneficial for their children, but scientific research has shown that it does not provide some key nutrients. HIV/AIDS is very prevalent in this region. The World Health Organization recommends exclusive breastfeeding until an infant is six months of age, but the longer a child nurses when the mother is HIV+, the greater the chance that the virus will be transmitted to the child. 

You have received a grant to establish a women’s cooperative in this region. The donor’s intent is to simultaneously improve the nutritional status of children and improve the livelihoods of rural households. The grant for the women’s cooperative has sufficient funds for the women’s group to process and market a nutritious, shelf-stable porridge made from a large mix of locally grown produce. The nutritious porridge is intended to wean children off of breast milk at about 6 months of age. 

Approximately 500 women from three contiguous sub-locations have indicated their interest in joining the cooperative, in hopes of improving their livelihoods. However, they are skeptical of the porridge and its use as an early weaning food. Cash crops as well as subsistence crops are grown in the area, including maize, sorghum, cassava, several varieties of legumes (dried beans), French beans, coffee, pineapple, bananas, pumpkins, tomatoes, carrots, kale, white (Irish) potatoes, and sweet potatoes. Pesticides are typically used in growing some of these crops and can result in adverse health implications for infants. 

How would you address the ethical health issues associated with prolonged breastfeeding in an area where there is a high prevalence of HIV/AIDS and few women are tested for the virus, very early introduction of supplemental foods to the diets of infants, and the possibility of pesticide residues in foods developed for infants and young children.  

Step 1: Determine the facts in the situation – obtain all of the unbiased facts possible. Clearly state the ethical issue.

• In the region ~35% of children have stunted growth due to poor nutrition
• Maize and bananas are commonly made into a gruel and fed to infants beginning at 2 months old
• Mothers in the area believe the gruel is beneficial to the children
• Scientific research shows the gruel does not provide key nutrients
• HIV/AIDS is prevalent in this area
• WHO suggests breastfeeding until 6 months of age, but the longer a child is breastfed, the greater the chance they can contract HIV/AIDS if the mother is HIV+
• A grant is given to begin a women’s cooperative in this region, with the intention of helping improve children’s nutritional intake and improve life in rural households
• The grant will allow a porridge that is nutritious and shelf-stable to be marketable
• This porridge will help wean children off of breastmilk at around 6 months old
• About 500 women are interested
• The crops that would be used are exposed to pesticides that are dangerous for infants

 

Step 2: Define the Stakeholders – those with a vested interest in the outcome.

• Women and mothers in relevant communities
• At-risk infants and young children who will be consuming the product
• Women’s Cooperative that will be manufacturing the porridge
• Local farmers
• Kenyan Ministry of Agriculture and Livestock
• WHO
• Local Government and healthcare organizations in the region
• Potential Donors

 

Step 3: Assess the motivations of the Stakeholders

• Women and mothers in relevant communities: Ensure their children’s health and growth,  follow traditional practices around breastfeeding and weaning, seek reliable information and resources for making decisions.
• At-risk infants and young children who will be consuming the product: depend on adequate nutrition and protection from HIV transmission.
• Women’s Cooperative that will be manufacturing the porridge: improve livelihoods through porridge production, create a product that mothers will accept and purchase, ensure the porridge is nutritious and safe.
• Local farmers: earn income from selling crops, gain access to a reliable buyer in the cooperative, adopt safer farming methods if economically viable.
• Kenyan Ministry of Agriculture and Livestock: ensure safe agricultural practices and food production, promote rural economic development.
• WHO: improve infant nutrition and reduce child mortality, balance HIV risks with infant nutritional needs, promote scientifically-backed recommendations.
• Local Government and healthcare organizations in the region: reduce malnutrition and prevent HIV transmission, follow WHO and national guidelines for health interventions (if available).
• Potential Donors: Ensure funds lead to measurable improvements in health and livelihoods, support initiatives that provide long-term benefits.

 

Step 4: Formulate at least three alternative solutions – based on information available, using basic ethical core values as guide Approaches [1/2/3: repeat for every action] • Potential solution • Ethical Principle or code • Pros • Cons

Approach 1: Education and Empowerment Campaign

Potential Solution: Launch a community-wide education campaign on nutrition, HIV transmission risks, safe breastfeeding practices, and the benefits of the porridge.

• Ethical Principle or Code: Autonomy and Beneficence – Empowering mothers with knowledge allows them to make informed choices about their children’s health while promoting their well-being.
• Pros:
  • Informed decision-making enhances trust in the porridge and reduces skepticism.
  • Reduces HIV transmission through better education on safe breastfeeding and early weaning.
  • Promotes acceptance of nutritionally balanced alternatives like the porridge.
• Cons:
  • Cultural resistance may persist despite education efforts.
  • Requires ongoing resources for training and communication.
  • Some mothers may still lack access to healthcare, and in general HIV testing is not widely available.

Approach 2: Pesticide-Free Crop Initiative

Potential Solution: Implement a program to promote organic, pesticide-free farming practices among local farmers, ensuring that ingredients used in the porridge are safe for infants.

• Ethical Principle or Code: Non-Maleficence and Justice – Avoiding harm to infants by reducing pesticide residues in the food and ensuring safe, healthy ingredients.
• Pros:
  • Improves food safety and protects infants from harmful chemicals.
  • Aligns with environmental sustainability and promotes healthier farming practices.
  • Could open new markets for farmers through demand for organic products.
• Cons:
  • Transitioning to pesticide-free farming may be costly and time-consuming for farmers.
  • Organic crops may have lower yields, affecting farmer income in the short term.
  • The program would require significant investment in training and resources for farmers.

Approach 3: Locally Sourced Porridge 

Potential Solution: The women’s cooperative could be trained to produce and market a nutrient-rich, pesticide-free porridge using local ingredients. This porridge would serve as an early weaning food at six months to reduce HIV transmission risk and improve child nutrition. This approach betters child nutrition and reduces HIV transmission while ensuring that the food is free from harmful substances such as pesticides.

Pros:

• The porridge offers a high-nutrient alternative to traditional gruel, which lacks the required nutrients.
• Promoting locally sourced and pesticide-free ingredients means safer food for infants.
• Beneficial for women financially by giving them ownership of the production process, bettering their livelihoods.

Cons:

• Mothers are traditionally skeptical of new products, and resistance to adopting the porridge may slow its effect.

• The costs of training and making sure that the porridge is pesticide-free might increase the product’s price, making it less affordable for some families.
• Changing cultural beliefs around breastfeeding practices and weaning may take time and effort.

 

Step 5: Seek additional assistance, as appropriate – engineering codes of ethics, previous cases, peers, reliance on personal experience, inner reflection

The two main ethical issues to address here is that, on one hand, promoting exclusive breastfeeding until the age of 6 months old in a high HIV/AIDS risk area could have a harmful impact on the children of the area, because they are being exposed to the diseases if their mothers are HIV+. On the other hand, there is a high percentage of stunted growth in the area derived from malnutrition, and the porridge currently made by the mothers lacks key nutrients, but the proposed new porridge will be manufactured using crops that have pesticides and could cause health problems for children. Additionally, the grant given to build the cooperative has the aim of improving the nutritional status of children and improving the livelihoods of rural households. I think that the first fact we have to realize is that we cannot solve all the problems through just one solution. In this case, I think building up the cooperative is ethical as it addresses one of the problems in the area. The HIV problem is prevalent but we are not experts on this and currently there are very low resources in the area (like testing options). This does not mean that in the future we could not work on it, but the most immediate approach would be to focus on malnutrition. Even though the crops might use pesticides, the current maize and bananas used are also locally sourced, and therefore they are very likely to also have pesticides. In this sense, we are not providing “the best” solution, but it is just providing another option for mothers in the area to consider for their children, while creating a community and work opportunity for local women. Local educational campaigns could be organized to sensitize farmers on safe use of pesticides or on natural alternatives, but this would take a long time to start having an effect, especially if the cooperative is not financially able to provide the farmers with the proposed natural pesticides. (But the option should not be discarded for the future).

 

Step 6: Select the best course of action – that solves the problem, saves face, and has the best short-term and long-term implications for your relationship and venture. Explain reasoning and discuss your solution vis-a-vis other approaches discussed in class.

The best course of action is Approach 3: Locally Sourced Porridge while using elements of Approach 1: Education and Empowerment Campaign. This strategy addresses both malnutrition and the cultural resistance to new foods while offering a safer and more nutrient-dense alternative to the traditional gruel. By sourcing locally grown ingredients and ensuring the porridge is pesticide-free, this approach promotes both child health and community economic growth.

Although the HIV/AIDS transmission issue cannot be solved immediately, the cooperative should focus on what is immediately actionable—improving children’s nutrition—while educating mothers on safe breastfeeding and the benefits of early weaning with the porridge. Ensuring the food is pesticide-free through farmer education can be a gradual but necessary part of the process, thus promoting longer-term environmental and health improvements. Additionally, it would be important to keep open communication with healthcare providers to ensure HIV testing and prevention education are integrated into the community outreach.

This course of action balances the immediate need to combat malnutrition with long-term goals of sustainability and health. It also acknowledges that while the HIV/AIDS issue is significant, improving food security through the porridge project will be more feasible in the short term.

Step 7: List the sequence of actions you will take to implement your solution.

• Community Education Campaign: Begin by launching educational programs that inform mothers about the health benefits of the porridge and the risks of prolonged breastfeeding in the context of HIV/AIDS.
• Establish the Women’s Cooperative: Form the cooperative, train women in processing and marketing the nutritious porridge, and promote pesticide-free practices among farmers supplying the cooperative.
• Source Pesticide-Free Ingredients: Work with local farmers to gradually adopt pesticide-free farming practices, offering incentives or education about the long-term benefits for both their crops and the community.
• Porridge Production: Begin producing the nutrient-dense, locally sourced porridge and market it as a safer and healthier alternative to the traditional gruel.
• Engage Local Healthcare Providers: Collaborate with healthcare providers to continue HIV testing and education efforts as part of the community outreach, integrating information about safe breastfeeding and weaning practices.
• Monitor and Evaluate: Track the health outcomes of infants and young children in the community and assess how well the porridge is being adopted. Collect feedback from mothers and healthcare professionals to guide further improvement.
• Expand Awareness: Once successful, expand the reach of the cooperative to include more sub-locations and consider scaling up pesticide-free farming efforts to improve overall agricultural sustainability in the region.

 

PART 2:

Six months after launch, the efforts of the women working in the cooperative you established are paying off, and business is thriving. The women work for about nine hours every day and earn KES 300 (about $3). Besides the wages earned, they have the opportunity to sell the produce grown on their small farms to the cooperative. This transaction is done at the prevailing market rate and helps the women make a little money on the side. The women like this arrangement because it saves them a trip (time + money) to the village market to sell their produce. The women enjoy working with each other and are happy with the cooperative; they have a strong sense of community and identity. However, there is one big problem. When a woman brings her hard earned money home, she has no choice but to turn it over to her husband, father, or brothers. Rather than using the money to support their families, the men waste it on alcohol and frivolous things. Though the cooperative is thriving, it is not achieving the twin social outcomes of improving the nutritional status of children and the livelihoods of rural households.  As the entrepreneur who helped establish the cooperative, you are pained about the situation. Though you are loved and respected by the entire community, you do not have a direct say in the cooperative’s functioning. You are one of the seven members of the leadership committee that oversees all operations. The committee is elected on an annual basis and you have six months left on the committee, after which you will practically leave the cooperative completely. The other six members of this committee are local women who understand the problems and want things to change. They are not necessarily opposed to the men taking away their money but are upset that their hard-earned money is not used to feed their children. They are convinced that nothing can be done about it because that’s just the way it works in their community.  

Step 1: Determine the Facts

• Six months after the launch, the cooperative is operational.
• Women work 9 hours per day and earn KES 300 (~$3).
• Women are required to give their earnings to male family members, who waste the money on alcohol and frivolities.
• Women are upset that the money is not being used to feed their children but feel that they cannot change the situation.

Step 2: Define the Problem and Stakeholders

Problem: The cooperative is not meeting its intended social outcomes. Though women are earning money, it is being misused by male family members instead of improving child nutrition and household well-being.

Stakeholders:

• Women in the cooperative: Desire to use their income for family and children’s well-being.
• Men in households: Seek control over financial decisions but misuse money on non-essentials.
• Children and families: Need proper nutrition and improved living conditions.
• Leadership committee: Want the cooperative to succeed but are constrained by cultural norms.
• Grant donor: Interested in measurable social improvements in nutrition and livelihoods.

Step 3: Stakeholder Motivations

• Women: Improve children’s health and have more control over their earnings.
• Men: Maintain traditional financial control; influenced by social pressures and a lack of financial literacy.
• Children and families: Need better nutrition and living standards.
• Leadership committee: Balance community traditions with the need to improve social outcomes.
• Grant donor: Ensure success in improving child nutrition and household livelihoods.

Step 4: Alternative Solutions

Approach 1: Introduce a Savings System for Women’s Earnings

• Solution: Create cooperative-controlled savings accounts where women’s wages can be deposited and accessed only for essential needs like food or healthcare.
• Ethical Principle: Autonomy and justice—allowing women to control their income while respecting cultural norms.
• Pros:
  • Women retain control over how their money is spent.
  • Aligns with the cooperative’s goals of improving household welfare.
• Cons:
  • May face resistance from men who feel their authority is being challenged.
  • Requires logistical effort to set up and manage accounts.

Approach 2: Direct Food Distribution Program

• Solution: Instead of cash wages, distribute food or vouchers for essential items.
• Ethical Principle: Beneficence and non-maleficence—ensuring the cooperative’s earnings directly improve child nutrition and prevent financial misuse.
• Pros:
  • Guarantees that earnings are spent on essentials.
  • Improves nutrition for children directly.
• Cons:
  • Women may feel autonomy is limited.
  • Some men may still find ways to misuse or sell goods.
  • Logistically complex.

Approach 3: Incentivize the Use of Earnings on Essential Goods

• Solution: Provide incentives like discounts for using earnings on essential goods such as food, healthcare, or education.
• Ethical Principle: Non-maleficence—encouraging healthy spending habits without conflict.
• Pros:
  • Men and women benefit from incentives, encouraging spending on essentials.
  • Strengthens the cooperative’s market by promoting internal spending.
• Cons:
  • Men may still demand earnings for non-essentials.
  • Requires tracking systems for purchases and incentives.

Step 5: Seek Additional Assistance

This issue is deeply rooted in local cultural norms that are challenging to change. While we cannot impose a complete shift in household dynamics, we can make small adjustments within the cooperative to promote financial responsibility and child welfare. The savings system seems viable because it gives women more control over their earnings in a culturally sensitive way, while also incentivizing responsible spending.

Step 6: Select the Best Course of Action

The best solution is Approach 1: Introduce a Savings System for Women’s Earnings, with a combination of Approach 3: Incentivize Spending on Essentials. By setting up savings accounts that allow women to save and use their earnings for essential needs like food and healthcare, we can empower them financially while respecting cultural norms. This solution directs the earnings toward family welfare without overtly challenging men’s control of household finances.

Incorporating incentives for spending on essentials will further encourage both men and women to prioritize the well-being of the family. This approach is less confrontational than direct cash or goods distribution and will lead to long-term benefits like improved financial literacy and better household management.

Step 7: Sequence of Actions to Implement the Solution

1. Partner with Financial Institutions: Establish relationships with local banks or microfinance institutions to set up savings accounts for cooperative members.
2. Educate Women: Provide training sessions for cooperative members on how the savings program works and its benefits for the family.
3. Engage Men: Hold community discussions, framing the savings program as a way to improve family stability and well-being, ensuring men do not feel undermined.
4. Launch the Incentives Program: Introduce discounts or bonuses for purchasing essential goods like food, healthcare, or education directly from the cooperative.
5. Monitor and Adjust: Regularly evaluate the program’s effectiveness in improving household spending and nutrition. Gather feedback from the community and make necessary adjustments.
6. Expand: If successful, consider expanding the savings and incentive program to other regions or cooperatives to further promote financial responsibility and child welfare across the community.

 

Group: Angelina Penza, Ranni, Maaz, Fiaz, Mahir, Nancy

You are the Executive Director of Sustainable Lehigh 2030, an ambitious program aimed at transforming Lehigh University into a low-carbon circular economy that espouses triple bottom line sustainability as a core value. In this capacity, you are working with ten different student groups which are addressing various food, energy, plastics pollution, water, and health related challenges with a common theme of effecting sustainable behavior change amongst all campus stakeholders. While all these initiatives are organized under the Sustainable Lehigh 2030 banner, the student organizations championing them are independent in their philosophies and operations.

As the launch date approaches, your attention turns to promoting these initiatives to the campus community. There is broad consensus amongst the student groups that they want to distribute T-shirts promoting their individual initiatives to as many students, faculty, and staff members across campus. After reading articles such as this , this, and this, you are skeptical about the idea of distributing T-shirts but are unable to persuade the student organizations otherwise. 

Putting your qualms aside, you manage to secure a $5,000 grant from an alumnus, specifically to purchase and distribute T-shirts promoting the various programs. These funds are supposed to be uniformly distributed to each of the ten student groups. The alumnus is a diehard champion for sustainability AND for buying products manufactured in the USA. They have promised a follow-on gift of $100,000 if the pilot phase of the larger initiative is successful. This larger gift could be truly transformative for the Sustainable Lehigh 2030 program. 

As the person entrusted with the grant funds, you have the power to formulate rules for procuring and distributing the T-shirts. You scour the T-shirt marketplace and identify three options. The first option is to procure $2 T-shirts made in a certified garment factory in Cambodia that pays workers above the prevailing local wage. The second option is to procure $10 T-shirts made at a garment factory in Los Angeles, where the vast majority of the employees are undocumented immigrants and wage violations, and abuse are rife. The third option is to procure $25 organic T-shirts made at a garment factory in Lehigh Valley where the employees are paid a fair wage. There might be other options as well, but you are already confused on how to proceed. 

 

Step 1: Determine the facts in the situation – obtain all of the unbiased facts possible. Clearly state the ethical issue.

• Sustainable Lehigh 2030 has secured a $5,000 grant to purchase and distribute T-shirts from the ten student groups.
• The groups want to distribute as many T-shirts as possible.
• The alumnus that gave the grant is an advocate for sustainability and for buying products made in the USA. Additionally, they have promised a $100,000 grant if the pilot phase of the initiative is successful.
• Identified T-shirt options:
  1. $2 each, made in Cambodia, workers are paid above the prevailing local wage.
  2. $10 each, made in Los Angeles, workers are undocumented immigrants and they experience wage violations.
  3. $25 each, made in Lehigh Valley, workers are paid a fair wage.

Ethical Issues: The funds have to be used in a way that meets the needs of the organizations and the expectations of the alumnus who gave the money, which seem to be conflicting in terms of labor practices and sustainability. Meeting the donor’s expectations could result in a greater monetary benefit in the long run.

Step 2: Define the Stakeholders – those with a vested interest in the outcome.

• Executive director
• 10 student groups working with Sustainable Lehigh 2030
• Alumnus donor
• Sustainable Lehigh 2030 program
• Garment workers

Step 3: Determine and distinguish between the personal and professional motivations of the stakeholders. 

Executive Director:

• Personal: Committed to ethical standards and sustainability. Has some personal concerns regarding fast fashion.
• Professional: Aiming for program success, compliance with donor expectations, and maximizing funding.

Student Groups:

• Personal: Passionate about their causes and want visibility and engagement through T-shirts for their individual organizations.
• Professional: Desire to effect change and build support for their initiatives. Each organization holds to their own philosophies and operations independent of the Sustainable Lehigh 2030 program.

Alumnus Donor:

• Personal: Passionate about sustainability and buying products made in the USA. Wants to see his alma mater supporting the same kind of initiatives that are of importance to them.
• Professional: Wants to see their donation used effectively to promote the program and influence future support.

Sustainable Lehigh 2030 Program:

• Personal: None
• Professional: Aims to promote sustainability and ethical practices across campus.

Garment Workers:

• Personal: Seeking fair wages and safe working conditions.
• Professional: Depend on factories for employment and livelihood.

Step 4: Formulate at least three alternative solutions – based on information available, using basic ethical core values as guide Approaches [1/2/3: repeat for every action] • Potential solution • Ethical Principle or code • Pros • Cons

Alternative 1: Buy $2 T-Shirts from Cambodia

• Ethical Principle: Choosing the option that benefits the most people by staying within budget and providing maximum visibility for all groups.
• Pros:
  • Allows for the maximum number of T-shirts to be distributed.
  • Supports a factory with ethical practices relative to local standards.
  • Stays within the $5,000 budget while satisfying all ten groups.
• Cons:
  • Not American-made, potentially disappointing the donor.
  • Higher carbon footprint due to shipping.
  • Questionable alignment with sustainability principles.

Alternative 2: Buy $10 T-Shirts from Los Angeles

• Ethical Principle: Adhering to rules (buying American-made) but considering the means and conditions.
• Pros:
  • Made in the USA, aligning with donor preference.
  • Provides more T-shirts than the third option.
• Cons:
  • Supports a factory with documented labor violations, compromising ethical standards.
  • Potential backlash from stakeholders aware of labor issues.
  • Contradicts the sustainability and ethical values of the program.

Alternative 3: Buy $25 Organic T-Shirts from Lehigh Valley

• Ethical Principle: Promoting fairness, sustainability, and integrity.
• Pros:
  • Strong alignment with sustainability and fair labor practices.
  • Supports local economy and provides organic, eco-friendly products.
  • May create a strong positive image for the program.
• Cons:
  • Least number of T-shirts distributed (200), limiting visibility.
  • Higher cost may not fulfill student groups’ expectations for broad distribution.
  • Risks displeasing the donor due to fewer tangible outcomes.

Step 5: Seek additional assistance, as appropriate – engineering codes of ethics, previous cases, peers, reliance on personal experience, inner reflection

Before making a decision from the current options, we have to note that none of these options will satisfy the requirements from all the parties involved. While we can see this issue from the perspective of choosing the option that will eventually lead to a major economic advantage (that is, choosing the option that aligns more with the donor’s motivations to try to secure the $100,000 gift), I think that it is more important to adhere to the values and mission of the Sustainability Lehigh 2030 organization, because after all the 10 student groups are working with the program because they share some common ideas on sustainability, but they still hold to their own philosophical ideas. Additionally, with respect to the donor, I think it would be of greater impact to be clear with the actions that the program takes and for them to see the coherence between what we advocate for and what we do in practice. Even if the donor decides to not give the next big gift because of not a big amount of tangible outcomes, it will still set a criterion and basis of how the program operates, showing that before any monetary benefit, the holding of their own values is more important.

Step 6: Select the best course of action – that which satisfies the highest core ethical values. Explain reasoning and justify. Discuss your stance vis-a-vis other approaches discussed in the class.

The best decision is to purchase the $25 organic T-shirts made locally in Lehigh Valley. While this option distributes fewer T-shirts, it aligns with the core values of the Sustainable Lehigh 2030 initiative—supporting fair wages, ethical labor practices, and eco-friendly production. This choice reflects a genuine commitment to sustainability, making a stronger statement than simply distributing more T-shirts. The donor, who champions both sustainability and American-made products, will likely appreciate this thoughtful decision. Even though fewer shirts will be distributed, the quality and ethical sourcing will build credibility, setting a strong precedent for future actions and funding.

Step 7: List the sequence of actions you will take to implement your solution.

1. Communicate the Decision: Inform the student groups and the donor, explaining how the choice aligns with sustainability and ethical labor values.
2. Secure Donor Buy-In: Emphasize the alignment with the donor’s values of sustainability and local production.
3. Place the Order: Procure the T-shirts from the Lehigh Valley factory, ensuring adherence to sustainability standards.
4. Promote the Initiative: Highlight the ethical sourcing in promotional efforts, emphasizing the program’s commitment to sustainability.
5. Distribute the T-Shirts: Organize distribution while spreading awareness of the initiative’s sustainability focus.
6. Evaluate Impact: Gather feedback from the campus community and stakeholders to assess the campaign’s success.
7. Report to the Donor: Provide a detailed report on how the funds were used and the positive feedback from the initiative.

Jack is an American student who lived at a youth center in Kenya while working on a social venture. In this role, he lived and interacted with the children at the center and worked closely with the staff. One Saturday evening, kids under the age of 14 years were to receive presents that were sent by an international donor organization. A staff member at the youth center had picked up all the gifts the previous weekend and they were finally going to be distributed this Saturday. When it came time to give the gifts out after dinner, the staff members called Jack up to the front – as he was a guest – to assist in the gift-giving ceremony. The staff members had allocated the gifts for the children and labeled them – Jack’s job was to hand out the gifts to the kids. The only problem was that four children did not receive gifts and the staff members did not appear to be concerned about the four forgotten children. As kids began leaving the hall, they thanked Jack for the gifts. The kids were convinced that Jack had gotten the gifts for them. Jack felt a little awkward but at the same time reflected that a good relationship with the kids would help him in several ways during his five-month stay at the center.  At the bottom of the boxes containing the gifts, there were a few black hats. The kids that did not get a present were brought over to the box and given a hat. However, they were upset about the fact that they were not given the hat as ceremoniously as the other kids. The staff gave them their hat and shooed them on their way as if they had some fault in this situation. As one of the little boys who did not receive a gift left the hall, he walked past Jack holding his black hat, and gave him a stare that clearly indicated that he blamed Jack for not receiving a gift. Jack met with the staff and discussed how the four kids were very upset and felt ‘left out’ after the incident. The staff did not acknowledge the problem and were a little piqued that they were being blamed for such a trivial matter. They were convinced that Jack was making a big deal out of the situation and were concerned that Jack would become a ‘children’s rights activist’ and create unnecessary problems for them. The only response they gave Jack was – “If you think there is a problem, then you go ahead and solve it”. 

If you were Jack, how would you proceed?  

 

Step 1: Determine the facts in the situation – obtain all of the unbiased facts possible. 

• Jack is an American student living in a youth center in Kenya during a social venture (5 months)
• He lives and interacts with children and staff at the center
• An international donor organization sent presents to kids at the center under the age of 14
• Jack’s job was to hand out the gifts to the kids
• Four children did not receive gifts
• Staff members were not concerned
• The kids that got gifts thanked Jack for the gifts, as they were convinced Jack was the one who got gifts for them
• Jack needed to have a good rel with the kids as it would help his five month stay at the center
• There were a few black hats  included in the box of presents that were given to the four children who did not receive gifts
• Kids were still upset
• It was made clear that the kids who did not receive gifts had blamed Jack for the situation
• Staff did not acknowledge this as an issue that requires further engagement
• Jack would have to deal with the problem on his own as the staff was not going to deal with it
• There is a cultural difference that affects the staff’s perspective of the problem and Jack’s perspective of it.
• Jack needs to have a good relationship with the staff.

 

Step 2: Define the problem and the stakeholders – those with a vested interest in the outcome

The Problem: The four children that did not receive a gift blame Jack, but Jack needs to maintain a good relationship with these kids, as well as the staff, as he will be staying at the center with them for five months. The staff seems to be unconcerned.

Stakeholders: Jack, the children that got gifts, the 4 kids that didn’t get gifts, the staff at the center, the international donor

 

Step 3: Determine and distinguish between the personal and professional motivations of the stakeholders. 

Jack: 

• Personal
  • Feels responsible for the situation, wants to be seen as fair and caring
• Professional:
  • Reputation and integrity
  • Want to have success in his project, so he has to maintain good relationships

The children that got gifts: 

• Personal
  • Happy because they received gifts
• Professional
  • None

The 4 children that did not get gifts: 

• Personal
  • Feel excluded and upset because of their perceived unfair treatment
• Professional
  • None

Staff at the center: 

• Personal
  • Efficiency and resource management
  • Do not want to take responsibility for their way of handling the situation
• Professional

• • Care for the well being of the kids under their responsibility
  • Reputation
  • Practicality
  • Want to maintain authority and not have their actions questioned

International donor: 

• Professional
  • Impact
  • Want their donation to be seen positively

 

Step 4: Formulate (at least three) alternative solutions

Approach 1: 

Potential solution: Jack could individually apologize to the four children and give them personalized gifts as a gesture of goodwill.

How does it solve the problem?

Pros: Directly addresses the children’s feelings of exclusion. Demonstrates Jack’s empathy for the children. Can strengthen Jack’s bond with these children.

Cons: Might create an impression that Jack is bypassing the staff’s authority. The staff might feel undermined or excluded from the resolution process. Could set a precedent that Jack will personally resolve issues independently, which might not always be feasible.

How does it save face for those involved? The staff is not publicly criticized or blamed on the situation, instead, Jack takes personal responsibility for addressing the issue with the children.

Implications on relationships and venture

Short term: The 4 children will likely appreciate the personal attention, improving their relationship with Jack, but the other children might feel left out now.

Long term: If not managed carefully, this approach could create tension with the staff, possibly leading to strained relationships in the future.

 

Approach 2: 

Potential solution: Organize a fun group activity, like a game or a craft project, where all the children, including the four who were left out, can participate equally and receive small rewards at the end (like candy or something inexpensive).

How does it solve the problem?

Pros: Encourages group unity and helps the four children feel included without singling them out. The focus shifts from the missed gifts to a positive, shared experience. Engages the entire group, minimizing any feelings of exclusion.

Cons: Doesn’t directly address the gift-giving ceremony issue. Might not fully satisfy the four children’s need for ceremonial recognition. Requires planning and resources, which could be seen as additional work by the staff.

How does it save face for those involved? The staff can present the activity as a planned event rather than a response to a mistake, avoiding any public acknowledgment of an error. By setting Jack as the main promoter of the event, kids could take some of the blame off him.

Implications on relationships and venture

Short term: Creates a positive and inclusive atmosphere, reinforcing the sense of community.

Long term: Helps build a cooperative relationship with the staff, as the activity can be seen as a collaborative effort.

 

Approach 3: 

Potential solution: Plan a small “Thank You” event where the children can create thank-you cards or perform a song/dance to express gratitude to the donors. Use this event as an opportunity to ceremonially distribute additional gifts to the four children who were missed.

How does it solve the problem?

Pros: Provides an additional ceremonial occasion to distribute gifts, addressing the initial oversight. Involves the entire group, ensuring the four children are included in a positive, public event. Strengthens the relationship with the donor organization by showing appreciation.

Cons: Requires time and effort to organize. The staff might view it as unnecessary work if they don’t see the importance of the gesture.

How does it save face for those involved? The event can be framed as a positive, planned gesture of gratitude rather than a corrective action, helping both the staff and Jack maintain their authority and reputation.

Implications on relationships and venture

Short term: Enhances the children’s experience and strengthens their connection to both Jack and the staff.

Long term: Builds goodwill with the donor organization and reinforces a culture of gratitude and inclusivity at the center.

 

Step 5: Seek additional assistance, as appropriate – previous cases, peers, reliance on personal experience, inner reflection.

• Jack can discuss the situation with peers who have experience in similar environments. They might offer valuable perspectives or strategies that Jack hasn’t considered.
• From my personal experience: After going on fieldwork in Sierra Leone, I have noticed that this kind of incident does not have the same impact as it would in the US. From my perspective, the children might get upset because they did not receive the same as everyone else, but after some time they will probably forget about it. Additionally, in this situation it is more important for Jack to keep a good relationship with the staff rather than with the kids, not because the feelings of the kids are not important, but because for his social venture, the staff of the center are a major stakeholder. I noticed during fieldwork that adults would sometimes feel bad for children asking for things/food/money from us foreigners, but I understand that as a lot of human-subject research is being conducted in these African countries, kids might get used to just receiving without actually knowing the whole context of the situation taking place. From this, we can also say that the staff in the center have more experience in managing this type of situation from previous international collaborations (if they had an international donor willing to give gifts, they probably have had others before), so Jack should also trust their way of handling the conflict taking into consideration their cultural norms.

 

Step 6: Select the best course of action – that solves the problem, saves face and has the best short term and long-term implications for your relationship and venture. Explain reasoning and discuss your solution vis-a-vis other approaches discussed in class.

The best course of action is for Jack to handle the situation is by organizing a fun group activity where all the kids, including the four who were left out, can participate and receive small rewards. This shifts the focus away from the gift-giving issue and creates a positive, inclusive atmosphere, helping the kids feel involved without making a big deal out of the earlier mistake. It also keeps things smooth with the staff, as the event can be seen as something planned rather than a fix for a problem.

This approach helps both Jack and the staff save face, as the issue gets solved without anyone having to admit fault. In the short term, it helps Jack build better relationships with the children and the staff, making his stay easier. In the long term, it shows Jack as a team player who respects the staff’s authority while still addressing the children’s feelings in a meaningful way. This way is the right balance between keeping peace and making everyone feel included.

 

Step 7: List the sequence of actions you will take to implement your solution.

1. Jack should have a private conversation with the staff to suggest the group activity. He can position it as a fun way to boost morale and unify the children, rather than directly addressing the gift-giving mishap. This will help ensure that the staff feel included and don’t view Jack’s initiative as undermining their authority.
2. Select a game or activity that will engage everyone and does not require a lot of resources, where all the kids participate equally and have a chance to win small, meaningful, and inexpensive rewards.
3. During the activity, the children should be encouraged to eagerly participate. The focus should be on simply having fun together, with the four children who felt excluded receiving positive attention in a natural way
4. In the end, Jack can give out small awards to all the children. This is so that the four children who missed out during the gift distribution feel acknowledged in a celebratory way without making it obvious that this is to make up for the earlier problem.
5. Thank the staff and express gratitude for allowing the event so that Jack can viewed as a helpful partner instead of an obstacle.
6. Jack should continue building healthy relationships with both the staff and the children, making sure that no lingering resentment remains and that the children’s feelings of exclusion have been addressed.

Group: Angelina Penza, Ranni, Maaz, Fiaz, Mahir, Nancy

Lesotho is a small developing country contained within South Africa. You and your team of academic researchers (10 in all) are spending the next two weeks traveling to different communities throughout Lesotho to test water sources for disease-causing pathogens. The testing you need to do is simple but requires significant assistance from the community – showing your team all the different locations where individuals get their water from, and places/methods for storing the water. You do not see the need to pay the community members, considering if someone asked you about your water source, you would not mind driving them up to the lake! The ultimate goal of the project is to understand the lifecycle and characteristics of a specific pathogen, which is found only in this region of Lesotho. Several publications are expected from this research study. A comprehensive profile of this pathogen can help in many ways including development of chemical additives to make the water safe to drink.

Is it ethical to conduct this research study?:

Step 1: Determine the facts in the situation – obtain all of the unbiased facts possible. Clearly state the ethical issue.

• Lesotho is a small developing country in South Africa.
• The team of 10 researchers will be testing water sources for disease-causing pathogens.
  • Purpose is to learn the lifecycle for the Lesotho based pathogen.
• Assistance from the community is needed to identify water sources and storage methods.
  • Researchers plan to not compensate community members for their help.
• The information gained will be used for several publications.
• A detailed investigation of the development of chemical additives to make water safe to drink could be developed based on the data collected.

Ethical issue: As this is not a human subject research (the objective of the study is the pathogen found in the area), the fact that the community is not going to be paid does not entail an ethical issue. Nevertheless, the researchers plan to gain academic and potentially commercial benefits from the study that relied heavily on community assistance without any compensation or at least recognition.

What will you do next?:

Step 2: Define the Stakeholders – those with a vested interest in the outcome.

• Research team
• Funding bodies and sponsors of the study
• Local communities in Lesotho
• Local guides from the communities
• Local government and health authorities
• Environmental and water safety organizations (local and international)
• Journal publishers and the scientific community
• Companies/manufacturers that might develop water treatment products
• Future researchers and students
• Future water users that may benefit from improved water safety

Step 3: Assess the motivations of the Stakeholders 

• Research team: Advance scientific knowledge, publish high-impact papers, gain recognition in the field, contribute to public health improvements, potentially secure funding for the continuity of the research.
• Funding bodies and sponsors of the study: Help in gaining valuable research outcomes, enhance their reputation for supporting impactful research, potentially develop intellectual property .
• Local communities in Lesotho: having an improved water safety, bring attention from bigger organizations to solve their current water problems, potentially have some economic opportunities (during the research or after).
• Local guides from the communities: earn income or other benefits from helping the team, build connections with international researchers, have a higher recognition within the community, contribute to improving the local community’s wellbeing.
• Local government and health authorities: improve public health outcomes, gain the attention of other international researchers and potential funding organizations, gain information to improve the current policies regarding water safety in the country (show a proactive approach to the general population, which gives them a better political image), build relationships with international entities.
• Environmental and water safety organizations (local and international): gather data to support their vision, identify potential areas of intervention and potential implementation partners, fulfill their mission.
• Journal publishers and the scientific community: publish impactful research findings, advance the fields of water safety and pathogen research, contribute to the body of knowledge of this issue in Lesotho.
• Companies/manufacturers that might develop water treatment products: identify a new market opportunity, use the research findings for product development, expand their product portfolio, enhance their reputation as a company that cares about impactful solutions.
• Future researchers and students: build on previous findings to continue research in other related areas of study, access data and methodology for comparative research, potentially find opportunities to do fieldwork in Lesotho and gain more first-hand experience.
• Future water users that may benefit from improved water safety: access safer drinking water, potentially reduce healthcare costs related to diseases coming from the pathogen of study (and reduce mortality if its fatal), gain knowledge of safe water practices.

Step 4: Formulate at least three alternative solutions – based on information available, using basic ethical core values as guide Approaches [1/2/3: repeat for every action] • Potential solution • Ethical Principle or code • Pros • Cons

1. Engage the community with voluntary participation and educational workshops
   1. Ethical principle: Fairness and justice
   2. Pros: Acknowledge the value of community contribution, increase the research’s effectiveness (the team would not have to waste time on finding every water source), build trust and positive relationships with the communities which leaves the doors open for further intervention, increase the knowledge of the local community on the issue.
   3. Cons: may not have a short term outcome and may delay the rest of the research, it could distort the community’s view of the purpose of the study.
2. Work with another organization in the country (NGOs or universities)
   1. Ethical principle: collaboration and local empowerment
   2. Pros: increase the local knowledge and expertise, give the local organizations ownership of the issue, build credibility for the project, potentially reduce costs and logistical challenges.
   3. Cons: may complicate decision making due to conflicts of interests, which could also introduce conflicting priorities and methodologies that could cause a delay in research outputs.
3. Find any individual that is already working on the problem (water quality is a common problem that is being researched as it is the SDG#6) and partner with them to develop a better designed project and also to find out what you will face with your project.
   1. Ethical principle: Efficiency and recognition/respect for existing efforts
   2. Pros: build on existing knowledge and experience, avoid duplication of work already done, increase the chance of producing valuable results and gaining valuable relationships for the venture.
   3. Cons: could introduce biases from previous works, could limit the research to the scope of the work from the other individuals.

Step 5: Seek additional assistance, as appropriate – engineering codes of ethics, previous cases, peers, reliance on personal experience, inner reflection

• It would be beneficial to consult with the local ethics boards or community leaders in Lesotho to determine the best practices for conducting the study, especially concerning the involvement of the community.
• Looking at previous research and case studies done in the area would also be beneficial, such as the study led by the Department of Environmental Health at the University of Lesotho in 2011 that examined the mycobacterial contaminants in the drinking water of the Maseru district. Another related project is the Lesotho Lowlands Water Development Project – Phase II, which is developing a comprehensive strategic sanitation plan.
• Another good guide is looking at the UN Sustainable Development Goal 6 (Clean Water and Sanitation) guidelines for ethical research practices.

Step 6: Select the best course of action – that which satisfies the highest core ethical values. Explain reasoning and justify. Discuss your stance vis-a-vis other approaches discussed in the class.

After all these considerations, I think the best course of action will be partnering with individuals or organizations already working on water quality issues in Lesotho. The team of just 10 researchers that will spend 2 weeks in Lesotho will hardly achieve any big impact, both regarding their own research or proposing solutions to the community. By partnering with experienced individuals, the team will leverage existing knowledge and relationships, ensure the project is culturally sensitive and relevant, avoid duplication of efforts, and gain insight on local best practices for community engagement. Following this course of action will satisfy various core ethical values such as respect for local expertise, efficiency, collaboration, and community empowerment. Other approaches could also be implemented, such as engaging the community in educational workshops, which will not have a direct outcome for the academic research (related to the understanding the pathogen), but will have an impact on the local community’s awareness of the pathogen and best practices, possibly providing more immediate benefits from changes on daily practices. Also partnering with an NGO or university that may not be working on the issue currently but could be interested in the project will enhance local capacity and ensure a long-term sustainability of the project. Compared to the original proposal, this action plan is more ethical as it prioritizes collaboration and respect for local efforts, it will be more cost-effective and efficient as it is building on existing work, and has a higher potential for long-term systemic sustainability.

Step 7: (If applicable) What are the implications of your solution on the venture. Explain the impact of your proposed solution on the venture’s technology, economic, social and environmental aspects.

• Technology: Individuals may already be working with specific technological methodologies for data collection, which will be more suitable for the venture. In the future, there is a possibility of developing more innovative and locally-appropriate technological solutions based on the joint experience.
• Economical aspects: Possible reduction in overall costs through shared resources and knowledge, increased chances for more sustainable funding coming from the different partnerships.
• Social aspects: Increase trust and cooperation from local communities, build credibility, potential more greater social impact through aligned efforts.
• Environmental aspects: Have a more comprehensive understanding of local environmental factors that are affecting the water quality, which is useful information for the future publications and solutions proposed by the venture. 

What specific challenges might arise when navigating legal and regulatory frameworks for your project, and might you proactively address these challenges while staying compliant with the laws?

 

One challenge we may encounter is navigating the complex legal and regulatory landscape surrounding healthcare education in Sierra Leone. This could involve ensuring compliance with local laws governing education, healthcare, and technology, as well as adhering to international standards and guidelines. To proactively address these challenges, we will engage legal experts with expertise in both healthcare and technology law to provide guidance and ensure that our project remains compliant at all stages of development and implementation. Additionally, we will establish clear processes for reviewing and updating our practices to reflect any changes in regulations or legal requirements.

 

How might you strike a balance between complying with local laws and regulations and upholding high ethical standards, especially when faced with situations where the two may come into conflict? Give specific examples.

 

 Striking a balance between complying with local laws and upholding high ethical standards is paramount to our project’s success. For example, if local regulations require certain data protection measures that conflict with our ethical principles of transparency and user privacy, we will work to find solutions that meet both legal and ethical requirements. This might involve implementing additional safeguards to protect user data while still maintaining transparency about how their information is used. By prioritizing open communication, stakeholder engagement, and a commitment to ethical decision-making, we can navigate these challenges with integrity and accountability.

 

As you reflect on the workshop discussions and insights gained, what specific actions or adjustments will you make in your stakeholder engagement and decision-making processes to align more closely with ethical principles and legal requirements?

– Building on insights gained from workshop discussions, we will make specific adjustments to our stakeholder engagement and decision-making processes to better align with ethical principles and legal requirements. This includes:

     – Implementing regular ethics training for team members to ensure a shared understanding of ethical considerations and responsibilities.

     – Strengthening transparency and accountability measures, such as publicly documenting our adherence to ethical guidelines and legal requirements in project reports and communications.

 

Write 3 elevator speeches about your project:

 

For a professor/advisor

• “Our project aims to revolutionize healthcare education in Sierra Leone by leveraging artificial intelligence to deliver tailored training content through Amazon Alexa. We’re addressing the critical need for accessible and relevant education for healthcare workers in primary healthcare units, empowering them with the knowledge and skills to improve healthcare outcomes in their communities.”

For an interviewer for a summer internship

• “I’m excited to share our project, which focuses on using AI technology to transform healthcare education in Sierra Leone. Through our Amazon Alexa skill, we’re providing healthcare workers with convenient access to training on a range of essential topics, from maternal health to infectious diseases. It’s a unique opportunity to make a tangible impact on healthcare delivery in underserved communities.”

For a roommate asking about your project

• “Hey! So, I’m working on this cool project that’s all about using Alexa to teach healthcare workers in Sierra Leone. We’re basically creating this voice-activated learning tool that covers everything from first aid to vaccinations, tailored specifically for their needs. It’s pretty neat to see how technology can make such a big difference in healthcare, you know?”

 

Develop a budget that captures all the non-recurring (one-time / capital) expenses to get your venture up and running.

ALEXA Devices	15	$30.00	$450.00
Solar Power batteries	15	$20.00	$300.00
Mifi (gb)	15	$5.00	$75.00

 

Develop pessimistic, optimistic, and realistic sales projections for your venture over three years (at six month intervals).  &  Develop a detailed income statement for your venture for three years (at six month intervals). Explicitly state the assumptions that underlie your financial model.     

At our current stage of the project, creating detailed sales projections and income statements spanning three years with six-month intervals poses a challenge. As we are still in the early phases of development and implementation, our focus is primarily on laying the groundwork for the project, refining our product, and establishing partnerships and collaborations. We are actively engaged in conducting fieldwork, gathering data, and iterating on our approach based on feedback and insights gained from stakeholders and pilot studies. Given the dynamic and evolving nature of the project, attempting to forecast sales and revenue with a high degree of accuracy over a multi-year period would be speculative and potentially misleading. Instead, our priority is on building a strong foundation, validating our assumptions, and demonstrating the value and feasibility of our solution before embarking on detailed financial projections. As we progress and achieve key milestones, we will be better positioned to develop more robust financial models that accurately reflect the growth and scalability of our venture.

Create three alternate business models for your venture.

 

1. Subscription-Based Model 

• Description

• • AISHA offers subscription-based access to its comprehensive healthcare education platform, providing healthcare workers with essential knowledge, resources, and support to improve patient care and outcomes.
• Customer Segments:
  • Healthcare Facilities: Targeting primary healthcare units, clinics, and hospitals in underserved communities, where healthcare workers require access to quality education and training.
  • Healthcare Workers: Including nurses, clinical officers, and community health workers who seek ongoing professional development and support in their roles.
• Key Partners:
  • Nonprofit Organizations: Collaborating with local and international nonprofits working in healthcare, education, and technology sectors to amplify reach and impact.
  • Government Health Ministries: Partnering with government agencies to align initiatives with national healthcare priorities and regulations.
• Revenue Streams:
  • Subscription Fees: Generating revenue through recurring subscription fees paid by healthcare facilities or individual healthcare workers for access to AISHA’s platform.
  • Tiered Pricing: Offering different subscription tiers with varying levels of access and features to cater to the diverse needs and budgets of customers.
• Customer Relationship:
  • Continuous Support: Providing ongoing customer support, training, and updates to ensure that subscribers maximize the value of their subscription.
  • Community Engagement: Fostering a community of practice among subscribers, facilitating knowledge sharing, collaboration, and peer support.
• Channels:
  • Direct Sales: Utilizing direct sales channels to reach healthcare facilities and individual healthcare workers, offering personalized consultations and demonstrations to showcase the value of the subscription.
  • Online Platform: Leveraging AISHA’s website and digital marketing channels to promote subscription offerings and facilitate online sign-ups.
• Key Activities:
  • Content Development: Continuously curating and creating high-quality educational content, including lessons, tutorials, case studies, and reference materials, to enrich the subscription platform.
  • Platform Maintenance: Regularly updating and maintaining the subscription platform to ensure optimal performance, security, and user experience.
• Cost Structure:
  • Content Creation Costs: Investments in content development, including salaries for content creators, licensing fees for third-party resources, and production expenses.
  • Technology Infrastructure: Costs associated with maintaining and scaling the subscription platform, including hosting fees, software licenses, and IT support.
• Value Proposition:
  • Access to Comprehensive Education: Subscribers gain access to a comprehensive library of healthcare education resources, covering a wide range of topics and specialties, to enhance their knowledge and skills.
  • Convenience and Flexibility: Subscribers can access educational content anytime, anywhere, on any device, providing flexibility to fit learning into their busy schedules.
  • Professional Development Support: AISHA’s subscription service offers ongoing support and resources to help healthcare workers stay up-to-date with the latest developments in their field and advance their careers.

 

2. Social Impact Model:

• Description 
  • AISHA operates as a nonprofit social enterprise focused on leveraging technology to improve healthcare outcomes and access in underserved communities, particularly in Sierra Leone.
• Key Partners:
  • Nonprofit Organizations: Collaborates with local and international nonprofits working in healthcare, education, and technology sectors.
  • Government Agencies: Partners with government health ministries and agencies to implement programs and initiatives.
  • Technology Partners: Collaborates with technology companies to develop and deploy innovative solutions.
• Activities:
  • Technology Development: Designs and develops AISHA’s health education platform, including content creation, software development, and user experience design
  • Program Implementation: Executes projects and initiatives to deploy AISHA in primary healthcare units (PHUs) and train healthcare workers on its use.
  • Capacity Building: Provides training and support to healthcare workers and community members to enhance their digital literacy and healthcare knowledge.
• Resources
  • Technology Expertise: Employs a team of technologists, software developers, and healthcare experts to develop and maintain the AISHA platform.
  • Funding: Relies on grants, donations, and philanthropic support to finance its operations and programs.
  • Partnerships: Leverages partnerships with nonprofits, government agencies, and technology firms to amplify its impact and reach.
• Value Proposition:
  • Accessible Healthcare Education: Provides healthcare workers in PHUs with access to a digital health education platform, enabling them to improve their knowledge and skills.
  • Improved Health Outcomes: AISHA’s platform equips healthcare workers with evidence-based information and resources to deliver better care, leading to improved health outcomes for communities.
  • Scalable and Sustainable Solution: AISHA’s technology-driven approach allows for scalability and long-term sustainability, reaching remote and underserved areas with limited resources.
• Customer Relationship:
  • Collaborative Partnerships: Engages with partners and stakeholders in collaborative relationships to co-create and implement projects.
  • Community Engagement: Builds relationships with healthcare workers, community leaders, and beneficiaries to understand their needs and involve them in program design and implementation.
• Channels
  • Direct Outreach: Engages directly with healthcare facilities, government agencies, and community organizations through outreach efforts, events, and partnerships.
  • Digital Platforms: Utilizes its website, social media channels, and digital communication tools to disseminate information, share resources, and connect with stakeholders.
• Customer Segments:
  • Healthcare Workers: Targets frontline healthcare workers in PHUs, including nurses, clinical officers, and community health workers.
  • Community Members: Also targets community members who benefit indirectly from improved healthcare services and education provided by AISHA.
• Cost Structure:
  • Technology Development: Investments in software development, content creation, and platform maintenance.
  • Personnel Expenses: Costs associated with hiring and retaining skilled staff, including salaries, benefits, and training.
  • Overhead and Administrative Costs: Expenses related to office space, utilities, and administrative support.
• Revenue Streams:
  • Grants and Donations: Secures funding from foundations, governments, and individual donors to support its programs and operations.
  • Fee-for-Service Contracts: Generates revenue through fee-for-service contracts with healthcare organizations or government agencies for training and implementation services.
  • Partnerships and Collaborations: Explores opportunities for revenue-sharing partnerships with technology providers or healthcare organizations leveraging the AISHA platform.

 

3. White glove Service (Commission) 

• Description
  • AISHA offers a personalized, high-touch service to healthcare facilities, providing tailored healthcare education solutions to meet their specific needs and challenges.
• Customer Segments
  • Healthcare Facilities: Targeting hospitals, clinics, and primary healthcare units seeking customized healthcare education and training solutions for their staff.
  • Healthcare Workers: Including nurses, clinical officers, and community health workers who require personalized support and guidance in their professional development.
• Key Partners
  • Healthcare Associations: Partnering with local and national healthcare associations to access their member networks and offer exclusive benefits and discounts.
  • Medical Equipment Suppliers: Collaborating with suppliers of medical equipment and supplies to offer bundled packages that include AISHA’s education services.
• Revenue Streams:
  • Commission Fees: Generating revenue through commissions earned on the sale of AISHA’s education services to healthcare facilities, based on a percentage of the total transaction value.
  • Subscription Upgrades: Offering premium subscription packages with additional features and support services, which command higher commission rates.
• Customer Relationship:
  • Personalized Consultations: Providing one-on-one consultations with healthcare facility administrators to assess their needs, customize education solutions, and address any concerns.
  • Ongoing Support: Offering dedicated customer support and account management services to ensure that healthcare facilities receive the highest level of service throughout their engagement with AISHA.
• Channels:
  • Direct Sales Team: Deploying a dedicated sales team to engage directly with healthcare facilities, build relationships, and pitch AISHA’s education services.
  • Referral Program: Implementing a referral program that incentivizes existing customers, partners, and satisfied users to refer new healthcare facilities to AISHA’s white glove service.
• Key Activities:
  • Needs Assessment: Conducting thorough needs assessments with healthcare facilities to identify gaps in education and training, as well as opportunities for improvement.
  • Solution Design: Collaborating with healthcare facility administrators to design customized education solutions that align with their goals, budget, and resources.
• Cost Structure:
  • Sales and Marketing Expenses: Investments in sales team salaries, commissions, marketing campaigns, and promotional materials to acquire new customers and drive revenue growth.
  • Customer Support: Allocating resources to customer support staff, training programs, and helpdesk infrastructure to deliver exceptional service to healthcare facility clients.
• Value Proposition:
  • Tailored Solutions: AISHA’s white glove service offers healthcare facilities personalized solutions that address their specific education and training needs, ensuring maximum impact and effectiveness.
  • Expert Guidance: Healthcare facilities benefit from expert guidance and support throughout the implementation process, from needs assessment to solution design and ongoing support.
  • Partnership Opportunities: AISHA’s commission-based model incentivizes healthcare facilities to partner with AISHA, fostering long-term relationships and mutual success.

 

Complete the table comparing the three models and discussing differences on the basis of:

• Revenue Model; Cost Structure; Clearer Path to Next Steps; Clear First Customer; Risk Profile; Partnerships; Ability to Execute

 

	Subscription-Based Model	Social Impact Model	White Glove Service (Commission)
Revenue Model	Subscription Fees	Grants and Donations	Commission Fees
Cost Structure	Content Creation Costs, Technology Infrastructure	Technology Development, Personnel Expenses, Overhead and Administrative Costs	Sales and Marketing Expenses, Customer Support
Clearer Path to Next Steps	Clear path through subscription tiers and value-added features	Programmatic approach with defined milestones and outcomes	Direct engagement with sales team and referral program
Clear First Customer	Healthcare facilities or individual healthcare workers seeking quality education and training	Healthcare facilities in underserved communities seeking tailored solutions	Healthcare facilities seeking personalized education solutions
Risk Profile	Moderate	Moderate	Moderate-High
Partnerships	Nonprofit Organizations, Government Health Ministries	Nonprofit Organizations, Government Agencies, Technology Partners	Healthcare Associations, Medical Equipment Suppliers
Ability to Execute	Moderate	Moderate	Not really feasible

 

Identify two SPECIFIC funding sources for the design phase of your project and two SPECIFIC funding sources for the dissemination (implementation / distribution / commercialization) phase of your project. For each funding source, explain why this is a good fit for your project, and what SPECIFIC aspect of your project might the funding source support.

• Design
  •  IEEE – the world’s largest technical professional organization dedicated to advancing technology for the benefit of humanity.
    • Software Development and funding for buying resources 
  • USNSF (SCH) – Smart health and biomedical research in the era of artificial intelligence and advanced data science 
    • Software development 
• Dissemination
  • GAVI 
    • Use of the AISHA platform 
  • Health Tech without Borders 
    • Use of the AISHA platform, to reach a larger audience 
  • Project Hope 
    • Use of the AISHA platform 

 

Identify five specific partnerships that you need to forge to advance your project forward with the ultimate goal of positively impacting at least one million people. Describe exactly how that partnership might help you achieve scale and why that entity might be willing to work with you.

• Government Health Ministries:
  • Partnership Description: Collaborating with government health ministries in target countries to integrate the AISHA platform into existing healthcare systems.
  • How it Helps Achieve Scale: Government endorsement and integration can provide widespread access to AISHA across public healthcare facilities, reaching millions of healthcare workers and patients.
  • Why They Might Work with You: Governments aim to improve healthcare delivery and outcomes for their citizens. By partnering with AISHA, they can leverage innovative technology to enhance the capacity of their healthcare workforce and improve overall healthcare quality.
• Global Health Organizations (e.g., WHO, UNICEF):
  • Partnership Description: Forming partnerships with global health organizations to advocate for the adoption of AISHA as a standardized healthcare education platform.
  • How it Helps Achieve Scale: Global health organizations have extensive networks and influence in the healthcare sector, which can facilitate the widespread adoption and implementation of AISHA in multiple countries.
  • Why They Might Work with You: These organizations are committed to improving global health outcomes and are always seeking innovative solutions to address healthcare challenges. By partnering with AISHA, they can support capacity-building efforts and contribute to better healthcare delivery.
  • Telecommunication Companies:
  • Partnership Description: Partnering with telecommunication companies to provide subsidized or free access to the AISHA platform via mobile networks.
  • How it Helps Achieve Scale: Leveraging mobile networks enables AISHA to reach remote and underserved areas where internet access may be limited. This expands the reach of the platform to millions of healthcare workers and communities.
  • Why They Might Work with You: Telecommunication companies are increasingly investing in initiatives that promote social impact and digital inclusion. Partnering with AISHA aligns with their corporate social responsibility goals and allows them to contribute to improving healthcare access and outcomes.
• Technology Companies (e.g., Amazon, Google):
  • Partnership Description: Collaborating with technology companies to enhance the functionality and accessibility of the AISHA platform, leveraging their expertise in AI, cloud computing, and digital solutions.
  • How it Helps Achieve Scale: Integrating advanced technologies can enhance the effectiveness and scalability of the AISHA platform, making it more attractive to users and facilitating its adoption on a larger scale.
  • Why They Might Work with You: Technology companies are interested in initiatives that leverage their technology for social good. Partnering with AISHA allows them to showcase the potential impact of their technology in improving healthcare outcomes and supporting community development.
• Local Healthcare NGOs and Community Organizations:
  • Partnership Description: Collaborating with local healthcare NGOs and community organizations to facilitate the implementation and adoption of AISHA at the grassroots level.
  • How it Helps Achieve Scale: Local organizations have deep knowledge of community needs and dynamics, enabling targeted outreach and engagement to ensure the effective deployment of AISHA in diverse settings.
  • Why They Might Work with You: Local organizations are committed to addressing healthcare disparities and empowering communities. Partnering with AISHA provides them with a valuable tool to enhance healthcare delivery and education, aligning with their mission to improve health outcomes at the local level. 

From the social enterprises we reviewed today, or others you have studied, identify ten extremely specific strategies that you can leverage for your project. The strategies can be about the technology, the business model, access to capital, customer education, messaging, thought leadership, etc.

• Partnership with Local NGOs and Community Organizations
  • Collaborate with local nonprofits and community organizations to gain insights into community needs, access to target beneficiaries, and credibility within the local context.
• Technology Adaptation for Low-Connectivity Environments
  • Develop technology solutions optimized for low-connectivity settings, ensuring that users in remote or underserved areas can access and benefit from the platform even with limited internet access.
• Community-Based Training and Capacity Building:
  • Implement community-based training programs to empower local healthcare workers and community members with the skills and knowledge needed to utilize the AISHA platform effectively and sustainably.
• User-Centric Design and Iterative Feedback Loops:
  • Employ user-centric design principles and iterate based on feedback from end-users, continuously improving the platform’s usability, relevance, and effectiveness in addressing user needs.
• Localized Content and Culturally Relevant Messaging:
  • Develop localized content and messaging tailored to the cultural, linguistic, and contextual nuances of the target communities, ensuring that the platform resonates with and meets the specific needs of diverse user groups.
  • In the case of community health workers in Sierra Leone, making it more conversational/ being able to talk in Krio would allow us to be able to better cater towards the target audience 
• Hybrid Business Model with Diverse Revenue Streams:
  • Adopt a hybrid business model that combines nonprofit and for-profit elements, leveraging diverse revenue streams such as grants, donations, fee-for-service contracts, and partnerships to ensure financial sustainability and scalability.
• Impact Measurement and Reporting Framework:
  • Establish robust impact measurement and reporting frameworks to track key performance indicators, demonstrate social impact, and communicate outcomes effectively to stakeholders, donors, and investors.
• Strategic Thought Leadership and Advocacy:
  • Position the organization as a thought leader in the intersection of technology and social impact, advocating for policy changes, resource allocation, and systemic reforms to address healthcare disparities and promote equitable access to healthcare services.
• Access to Impact Investment and Social Venture Capital:
  • Explore opportunities to access impact investment and social venture capital funding from mission-aligned investors who prioritize both financial returns and social impact, enabling the organization to scale its operations and reach.
• Community-Led Marketing and Awareness Campaigns:
  • Launch community-led marketing and awareness campaigns to promote the platform, build trust, and drive adoption among target communities, leveraging local influencers, community leaders, and grassroots networks to amplify messaging and engagement.

 

Create a first draft of your business model using the business model canvas. Please be as specific as possible and explain why you picked those specific approaches for each of the building blocks.

 

1. Key Partnerships: NGOs, government branches, local community organizations, and distribution partners were chosen as key partners because they have existing networks, resources, and influence in Sierra Leone. Partnering with them allows access to a wider audience, facilitates community outreach, and enhances credibility and trust in the project.
2. Key Activities: Developing and updating the AISHA platform, creating educational content, conducting training sessions, and advertising were chosen as key activities because they directly contribute to the core objectives of the project. These activities focus on building and improving the platform, educating healthcare workers, and promoting awareness and adoption of the service.
3. Key Resources: Developers, content creators, data, brand reputation, and distribution channels were identified as key resources because they are essential for the successful implementation and operation of the project. These resources provide the necessary expertise, content, infrastructure, and reach to deliver the service effectively.
4. Value Propositions: Quick and accurate medical responses, an expansive collection of medical knowledge, enhanced medical capabilities, and early illness recognition were chosen as value propositions because they address critical needs and pain points in the healthcare system in Sierra Leone. These value propositions offer tangible benefits and outcomes that resonate with the target audience.
5. Customer Relationships: Collaboration with larger organizations, local partnerships, and social media engagement were selected to build and maintain customer relationships. These approaches enable ongoing communication, support, and engagement with stakeholders, fostering trust, loyalty, and community involvement.
6. Channels: Workshops, local partnerships, and social media were chosen as channels to reach and engage with the target audience because they provide effective means of communication, education, and promotion. These channels leverage existing networks, local knowledge, and digital platforms to maximize outreach and impact.
7. Customer Segments: Healthcare workers, government officials, NGOs, and potential investors were identified as key customer segments based on their roles, influence, and involvement in the healthcare sector in Sierra Leone. Targeting these segments allows for tailored solutions and effective engagement with stakeholders.
8. Cost Structure: Costs associated with internet access, marketing, distribution, device procurement, and staff hiring were considered based on their relevance and necessity for project implementation. These costs reflect the operational and investment requirements of the project while ensuring financial sustainability and resource allocation.
9. Revenue Streams: Government subsidies, donations, and fee-for-service consultations were chosen as revenue streams based on their alignment with the project’s goals, local context, and potential sources of funding. These revenue streams provide diverse income sources while maintaining affordability and accessibility for the target population. 

Create a set of 2-4 slides to articulate your business model in a presentation. Come prepared to describe your business model in the next class.

https://docs.google.com/presentation/d/1us9yNJk8qXhFMCGhFOhIKfPLr079ZwKDUunJd-lq5wE/edit?usp=sharing

Develop a slide deck (using the template provided on Coursesite) to describe the purpose, operations, and business model of the assigned social venture, which you presented in class.

https://docs.google.com/presentation/d/1niVcnUnLBO6w0TbZQPOiHmGUay34Pij5MiJg97bV8QQ/edit?usp=sharing