It can be argued that businesses that have the largest possible market have the greatest potential to make a positive, long-lasting impact in the world. Also, in order to be successful in today’s business world, it is important that students interested in pursuing entrepreneurial ventures (or careers in business) be exposed to cultural practices different from their own.
A SAGE team has many possible people with whom to network:
LINK TO HIGHER EDUCATION university students, LINK TO BUSINESS AND CIVIC LEADERS business and civic leaders, and SAGE students from LINK TO OTHER COUNTRIES other countries. SAGE cuts across boundaries between secondary education and higher education; between education and business; between business and government; and, most importantly, between countries. One of SAGE’s goals is to give all participants a global perspective along with local insight.
Your network is valuable, and provides an important source of “social capital.” Through SAGE all participants can increase the value of their networks.
Have you ever heard of LINK TO METCALFE’S LAW Metcalfe’s law? This law says:
“Take the number of people in your relevant network and square it. This is the value of your network.”
For example, if there are 20 people in your network, its value is 400. If you add one new member, the value doesn’t go to 21 or 401. It goes to 21 * 21, or 421.
For businesses operating in a global economy, it is important that they are aware of key policymaking organizations and trade coalitions, such as the International Monetary Fund, the World Bank, the World Trade Organization, the United Nations, the International Labor Organization, and trade coalitions such as the European Union, NAFTA, CAFTA and ASEAN.
One goal of the SAGE program is to build international linkages between SAGE teams. Specifically, with existing technology SAGE has created a network among domestic business, international business, higher education and teenagers. It is vital for SAGE students to have ample opportunity to learn entrepreneurial skills, while at the same time learn how international trade directly affects many aspects of their lives (e.g., from purchasing decisions to career choices). SAGE judges will rate teams more highly if they can demonstrate positive social impact on the widest possible scale. Teams that incorporate a national or global dimension into existing activities can convince judges that they have acquired a deeper awareness and appreciation for conducting business in a market other than one’s own local market.
Sample Web Sites
Sample Activities
SAGE teams from different states or countries may want to work with each other in determining if there is a potential market for import/export products. Or students may want to devote a couple days to studying how free markets work in an economy other than their own. To connect to SAGE teams in other countries, email cdeberg@csuchico.edu and ask that he subscribe you to a listserv called “SAGEMAIL.””
Another idea for an outstanding global project is to participate in a UN-sponsored program called “The People Speak Global Debates.” Teenagers in more than 80 countries are invited to participate. According to its website (www.thepeoplespeak.org/globaldebates), any U.S. or international high school (grades 9-12, ages 14-19) can participate in the Global Debate. Students who are interested in global issues can use their voice to become involved in critical issues facing our world.
Students may also choose to focus on one or two books which can help them better understand global issues. Once they’ve read the books, they can provide an oral report to fellow SAGE. One outstanding book is The Fortune at the Bottom of the Pyramid: Eradicating Poverty through Profits by C.K. Prahalad (2005). After reading the book, students not only will have new ideas about how to do business in other parts of the world, but they can also learn more about how major corporations can re-think their business models when choosing to do business in developing countries. Another book is by Nobel Peace Prize winner, Muhammad Yunus. His book, Creating a World without Poverty: Social Business and the Future of Capitalism envisions a world where business leaders use their intellectual, financial and social capital to create businesses that solve some of the world’s greatest challenges.
Connecting with Other Countries - SAGE teams from different states or countries may want to work with each other in determining if there is a potential market for import/export products. Or students may want to devote a couple days to studying how free markets work in an economy other than their own. To connect to SAGE teams in other countries, email cdeberg@csuchico.edu and ask that he subscribe you to a .LINK TO SAGE LISTSERV listserv called “SAGEMAIL.” Also, a nice activity would be an in-depth study of the roles and responsibilities of various policymakers in a global economy. The LINK TO SAGE MANUAL FOR WINNING THE WORLD CUP SAGE Manual of Business Ideas and Best Practices can help with ideas.
Students may also choose to focus on one or two books which can help them better understand global issues. An outstanding book is The Fortune at the Bottom of the Pyramid: Eradicating Poverty through Profits by C.K. Prahalad (2005). After reading the book, students not only will have new ideas about how to do business in other parts of the world, but they can also learn more about how major corporations can re-think their business models when choosing to do business in developing countries.
Through voluntary associations such as SAGE, the amount of “social capital” you can add to your communities is based on your networks, and access to resources provided by members of the network. Used effectively, your network can provide a new source of social wealth, and possibly financial wealth, especially in a democratic society.
The eighth goal of the United Nation’s Millennium Development Goals recognizes the importance of cooperation to develop and implement strategies for decent and productive work for youth. Moreover, in his book, The World is Flat, journalist Thomas Friedman (2005) commented on the importance of youth empowerment.
His comments apply to SAGE’s goals:
“Give young people a context where they can translate a positive imagination into reality, give them a context in which someone with a grievance can have it adjudicated in a court of law without having to bribe the judge with a goat, give them a context in which they can pursue an entrepreneurial idea and become the richest or the most creative or most respected people in their own country, no matter what their background, give them a context in which any complaint or idea can be published in the newspaper, give them a context in which anyone can run for office—and guess what? They usually don’t want to blow up the world. They usually want to be part of it.”