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The goal of the Royal Dutch/Shell in Nigeria Stakeholder Simulation is to illustrate the challenges in anticipating points of common interest, and the difficulties of overcoming initial antagonistic conditions in order to work together to develop better positions. The simulation illustrates the tensions, trade-offs, and challenges involved in mapping and addressing competing stakeholder demands in a long-standing conflict where players' positions are highly polarized. The students are organized in six teams and are asked to take on the position of six different organizations, map the interactions between these six players by taking a specific point of view, and publicly state their position before they begin the engagement exercise. The engagement exercise asks students to develop and execute a stakeholder engagement strategy by stepping into one of the six roles. Beyond understanding the specific challenges faced by each of the key players, students are asked to highlight their key strategic priorities, map stakeholders' interests, and anticipate their changes in position. They are asked to revive or break specific relationships as their own interests evolve in ways that best further their own engagement priorities and short- or long-term goals. The simulation also opens up a broader platform for exploring the complex dynamics of stakeholder engagement; the delicate balance of stakeholders' power, urgency, and legitimacy; the influence chains that help alter the positions of specific groups; and the logics that enable or hinder constructive collaboration with diverse and/or emerging stakeholders.

The goal of the Royal Dutch/Shell in Nigeria Stakeholder Simulation is to illustrate the challenges in anticipating points of common interest, and the difficulties of overcoming initial antagonistic conditions in order to work together to develop better positions. The simulation illustrates the tensions, trade-offs, and challenges involved in mapping and addressing competing stakeholder demands in a long-standing conflict where players' positions are highly polarized. The students are organized in six teams and are asked to take on the position of six different organizations, map the interactions between these six players by taking a specific point of view, and publicly state their position before they begin the engagement exercise. The engagement exercise asks students to develop and execute a stakeholder engagement strategy by stepping into one of the six roles. Beyond understanding the specific challenges faced by each of the key players, students are asked to highlight their key strategic priorities, map stakeholders' interests, and anticipate their changes in position. They are asked to revive or break specific relationships as their own interests evolve in ways that best further their own engagement priorities and short- or long-term goals. The simulation also opens up a broader platform for exploring the complex dynamics of stakeholder engagement; the delicate balance of stakeholders' power, urgency, and legitimacy; the influence chains that help alter the positions of specific groups; and the logics that enable or hinder constructive collaboration with diverse and/or emerging stakeholders.

The goal of the Royal Dutch/Shell in Nigeria Stakeholder Simulation is to illustrate the challenges in anticipating points of common interest, and the difficulties of overcoming initial antagonistic conditions in order to work together to develop better positions. The simulation illustrates the tensions, trade-offs, and challenges involved in mapping and addressing competing stakeholder demands in a long-standing conflict where players’ positions are highly polarized. The students are organized in six teams and are asked to take on the position of six different organizations, map the interactions between these six players by taking a specific point of view, and publicly state their position before they begin the engagement exercise. The engagement exercise asks students to develop and execute a stakeholder engagement strategy by stepping into one of the six roles. Beyond understanding the specific challenges faced by each of the key players, students are asked to highlight their key strategic priorities, map stakeholders’ interests, and anticipate their changes in position. They are asked to revive or break specific relationships as their own interests evolve in ways that best further their own engagement priorities and short- or long-term goals. The simulation also opens up a broader platform for exploring the complex dynamics of stakeholder engagement; the delicate balance of stakeholders’ power, urgency, and legitimacy; the influence chains that help alter the positions of specific groups; and the logics that enable or hinder constructive collaboration with diverse and/or emerging stakeholders.

The goal of the Royal Dutch/Shell in Nigeria Stakeholder Simulation is to illustrate the challenges in anticipating points of common interest, and the difficulties of overcoming initial antagonistic conditions in order to work together to develop better positions. The simulation illustrates the tensions, trade-offs, and challenges involved in mapping and addressing competing stakeholder demands in a long-standing conflict where players' positions are highly polarized. The students are organized in six teams and are asked to take on the position of six different organizations, map the interactions between these six players by taking a specific point of view, and publicly state their position before they begin the engagement exercise. The engagement exercise asks students to develop and execute a stakeholder engagement strategy by stepping into one of the six roles. Beyond understanding the specific challenges faced by each of the key players, students are asked to highlight their key strategic priorities, map stakeholders' interests, and anticipate their changes in position. They are asked to revive or break specific relationships as their own interests evolve in ways that best further their own engagement priorities and short- or long-term goals. The simulation also opens up a broader platform for exploring the complex dynamics of stakeholder engagement; the delicate balance of stakeholders' power, urgency, and legitimacy; the influence chains that help alter the positions of specific groups; and the logics that enable or hinder constructive collaboration with diverse and/or emerging stakeholders.

The goal of the Royal Dutch/Shell in Nigeria Stakeholder Simulation is to illustrate the challenges in anticipating points of common interest, and the difficulties of overcoming initial antagonistic conditions in order to work together to develop better positions. The simulation illustrates the tensions, trade-offs, and challenges involved in mapping and addressing competing stakeholder demands in a long-standing conflict where players' positions are highly polarized. The students are organized in six teams and are asked to take on the position of six different organizations, map the interactions between these six players by taking a specific point of view, and publicly state their position before they begin the engagement exercise. The engagement exercise asks students to develop and execute a stakeholder engagement strategy by stepping into one of the six roles. Beyond understanding the specific challenges faced by each of the key players, students are asked to highlight their key strategic priorities, map stakeholders' interests, and anticipate their changes in position. They are asked to revive or break specific relationships as their own interests evolve in ways that best further their own engagement priorities and short- or long-term goals. The simulation also opens up a broader platform for exploring the complex dynamics of stakeholder engagement; the delicate balance of stakeholders' power, urgency, and legitimacy; the influence chains that help alter the positions of specific groups; and the logics that enable or hinder constructive collaboration with diverse and/or emerging stakeholders.

The goal of the Royal Dutch/Shell in Nigeria Stakeholder Simulation is to illustrate the challenges in anticipating points of common interest, and the difficulties of overcoming initial antagonistic conditions in order to work together to develop better positions. The simulation illustrates the tensions, trade-offs, and challenges involved in mapping and addressing competing stakeholder demands in a long-standing conflict where players' positions are highly polarized. The students are organized in six teams and are asked to take on the position of six different organizations, map the interactions between these six players by taking a specific point of view, and publicly state their position before they begin the engagement exercise. The engagement exercise asks students to develop and execute a stakeholder engagement strategy by stepping into one of the six roles. Beyond understanding the specific challenges faced by each of the key players, students are asked to highlight their key strategic priorities, map stakeholders' interests, and anticipate their changes in position. They are asked to revive or break specific relationships as their own interests evolve in ways that best further their own engagement priorities and short- or long-term goals. The simulation also opens up a broader platform for exploring the complex dynamics of stakeholder engagement; the delicate balance of stakeholders' power, urgency, and legitimacy; the influence chains that help alter the positions of specific groups; and the logics that enable or hinder constructive collaboration with diverse and/or emerging stakeholders.

This is an MIT Sloan Management Review article. The authors analyzed 50 cases of successful sustainable enterprise in developing countries and developed a conceptual framework called the Sustainable Local Enterprise Network (SLEN) model. Successful sustainable enterprises in developing countries often involve informal networks that include businesses, not-for-profit organizations, and local communities. These networks can lead to virtuous cycles of reinvestment in an area's financial, social, human, and ecological capital. Successful SLENs require at least one business enterprise to ensure the network's financial sustainability and serve as its anchor; however, a cooperative or a profitable social enterprise launched by a nongovernmental organization may play that anchor role. Although multinational corporations were sometimes part of the SLENs studied, entrepreneurs, nonprofits, and sustainable local businesses were more common. Concludes with recommendations for fostering the development of SLENs, such as setting up training programs in sustainable entrepreneurship in developing countries.