In times of rapidly worsening global climate conditions, leadership is well advised to take climate change into account and to foster capabilities to counteract the climate crisis. It also seems obvious that behavior and actions of a couple hundred MNCs are changed faster and more easily than the mindset of millions of people.

The central objectives of this course are to understand the underlying principles of the circular economy model, to identify the levers for change, and to redesign and incorporate them into more ecologically, socially yet also economically viable international business models.

To do so, this course is based on case-study research, where corporate strategy and operating models of internationally active firms are screened and the potential for change towards a more circular economy is identified and benchmarked. The business model of the multinational corporation with the highest rank (i.e. the highest potential for change) is then redesigned and implied into a circular model.

The take-aways for students are threefold, first to gain a better understanding of the theories of circular economy as well as systems design, and international circular economies. Second, to comparatively analyze and benchmark the potential for economic, ecological and social change, and third to apply theoretic knowledge to real business models.

Students will learn:

• To understand the underlying principles of circular economy and how to incorporate circular strategies into international business models
• To assess international business strategies and operating models based on case-study research
• To develop a circular business model in internationally challenging economic environments

Simple attendance is a basic requirement for continuous assessment courses (PI-LV)
Should there be an important reason for absence, then a maximum of 10% of the entire course duration can be missed. In case of more than 10% absence, the course must be repeated. For absenteeism, confirmation (for example a medical certificate) must be submitted.
Important reasons are, according to the examination regulations of the WU, any that are beyond the disposition of the student (illness, accident, death of a close relative). Vocational obligations are not considered an important reason in the sense of the examination regulations, since these are at the disposition of the students.

• Case studies
• Research exercises
• Interactive in-class discussion accompanied by readings, videos and presentations

1. Overall participation (20%)
2. Benchmarking & identifying the potential for change (20%)
3. Feedback Round (5%)
4. Team presentation (20%)
5. Circular business model redesign (25%)
6. Peer review (10%)

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julia@circular-cocreation.com