Case studies

Cutts Floral Distributors, founded in 2004 by Dave Lambe, was a floral wholesaler in Lincoln, Nebraska. The firm became a top wholesaler in the Lincoln area and had expanded its delivery range (all accessed by the company's hand delivery system) up to 100 miles outside of Lincoln. The company credited its success to the expertise of its founder, a professor of horticultural entrepreneurship, and to the company's commitment to customer service. Dave Lambe came to believe that Cutts had exhausted the local market and began looking for growth opportunities within driving distance. Proposed locations for expansion included Kansas City (MO/KS), Denver (CO), and St Joseph (MO). The case provides an in-depth look at Cutts, its competitive advantages, and strategy as the firm faced a critical decision, made more difficult by the uncertainties of the economic recession. This case encourages students to think critically in order to answer the case's central questions: “Should Cutts expand? If so, where?” The complexity of an expansion decision and the multitude of factors that may influence an entrepreneur's decision to expand are illustrated throughout the case.

Dean Adams was given notice to develop an online program with the School of Business Administration as a prototype of online education for the rest of the University. A major task which faced the Dean involved working with University information technology (IT) staff and faculty to choose a learning management system (LMS) to support the online program. After talking with the Chief Information Officer at Seacoast University and appointing a committee made up of IT staff and faculty, the Dean was presented with the committee's recommendation that focussed on two major decisions: first, choosing the LMS product for the University, and second, choosing to locate the LMS product and server either on-campus or off-campus. In the course of considering whether or not to accept the committee's recommendations, Dean Adams weighed the evaluations and justifications as outlined by the committee in the context of Seacoast University's IT situation.

The case presents a financing dilemma at a fast growing, Brazilian construction company. The growing demand for residential and commercial real estate in Brazil, coupled with the capital intensive nature of the industry generates the need for a considerable external financing. The students are invited to take the perspective of the financial manager and evaluate three financing alternatives – an issue of debentures, a seasoned equity offering, and a capital-raising ADR offering. In their evaluation and final recommendation students need to consider the implications of each of the financing alternatives on firm value, equity risk, cost of capital, financial leverage, issuance costs, and ownership structure. The case also presents a valuable opportunity to discuss the interdependence between the institutional development of an economy and the development of its capital markets.

This case describes what happened when three Boston area hotels, the Hyatt Regency Boston, the Hyatt Regency Cambridge, and the Hyatt Harborside, decided, during the 2009 recession, to layoff all their housekeepers and replace them with employees from an outsourcing company headquartered in Atlanta, Georgia. The action created a public relations nightmare for the company. In 2009 many other organizations had implemented layoffs with little reaction from the public. Students are asked to think about why the Hyatt Hotels had been singled out. Was the main problem their decision, or the communication and implementation of their decision, and what could they have done differently?

This case illustrates the tax implications of a movie produced in a foreign country that resulted in a loss. Teaching opportunities include the application of tax rules to a Schedule C business loss and a resulting net operating loss (NOL) deduction, the consideration of hobby and passive activity losses, the tax treatment of funds received in a divorce settlement, and how an individual might handle a possible IRS examination. Students are asked to prepare a revised Form 1040 for the movie business loss and the individual NOL deduction based on evidence provided in the case. Sufficient information is provided in the case to identify audit “red flags” in a tax return. Using the tale of an actual movie production in a foreign country and its consequent tax implications can provide an attractive alternative to teaching tax accounting rules that are often considered by students as “dry”.