Case studies

This case is based on primary and secondary data collection. ABCo’s Founder, Jocelyn Sheppard, sat down with the author for a 75-min recorded interview in July 2022, and she provided follow-up information via email. Interview data was supplemented with secondary data from publicly available sources to fill in portions on the founder, the company’s history and its location; and triangulate the collected interview data (Creswell and Poth, 2018). There are no conflicts of interest that the author needs to disclose related to the founder or company.

The case was piloted at one institution in the Fall 2022, Spring 2023 and Fall 2023 semesters, with 59 undergraduates in an in-person social entrepreneurship course and 165 undergraduates and 33 graduate students in an online asynchronous social entrepreneurship course. All students worked through the case in groups, and as a requirement of their corresponding assignment submission, they provided feedback that was de-identified. In total, 60 groups reported their feedback, which was considered during the subsequent drafts of the case and instructors’ manual IM.

According to the anonymized feedback, the protagonist, product line, desired social impact and experienced challenges of ABCo were all said to be interesting, approachable and relatable for students, and the case piqued the interest of students coming from different majors (e.g. business, environmental issues, human services and criminal justice). Students from rural areas, or those who have family in rural areas, felt the case was particularly interesting; a handful of the students in the asynchronous online class who were unfamiliar with such settings suggested providing students with some additional contextualization of rural environments, either through class discussion with other students who had experience in those environments or additional media or text-based supports. Further adjustments also included removing a reading and a corresponding question and revising elements within the Teaching Approaches section of the IM to support the additions they suggested within the feedback (i.e. spending time to define and walk through the provided model and highlight the differences of rural entrepreneurship and entrepreneurship in the rural as a class before engaging in the related write-ups for that question).

Jocelyn Sheppard, Founder of Appalachian Botanical Company (“ABCo”), had built her company not just on a vision of revitalizing reclaimed coal mine land through planting and producing products with lavender, but also to have a social impact on the rural town of Ashford and its greater region of Boone County in West Virginia, USA. While she understood that hiring workers in need of a second chance would present its challenges, she was shocked by the depth of social need her new employees presented, which contributed to many employees’ disruptive behaviors and turnover. To approach the problem at hand, Sheppard needed to reflect on the resources around her, namely, other entities and organizations who might be able to support her efforts to improve how ABCo delivers on its social mission and, thus, helps to improve the local community and its economy. The case draws upon literature and models within rural entrepreneurship and community development to have students advise Sheppard on what she should do next to improve the social outcomes for ABCo and its employees.

This case is geared for both upper-level undergraduate and graduate courses in entrepreneurship, including in social, environmental and rural entrepreneurship courses and course modules. The case introduces students to a social enterprise struggling to get its footing in a rural context. The case would be suitable for both introductory and advanced courses, especially when placemaking/place-based entrepreneurship or ecosystem building are discussed.

Information was obtained in interviews with Richard Nagel in Winter/Spring 2022. This information was supplemented by material from secondary sources. The only information that was disguised were the real names for Bob Crater, Tim Landy, Jane Tolley and Mary Nagel.

The case was classroom tested in Summer 2022. The responses from students helped to shape the writing of the case.

Richard Nagel, the owner of the RE/MAX Elite real estate agency in Monmouth Beach, New Jersey, has just learned that one of his agents, Tim Landy, quit and left the industry. Tim was a young real estate agent and Richard had spent considerable time training him. Tim was motivated and he worked hard to prospect for business, but he showed that he was experiencing difficulty closing on his sales. Richard decided to recommend that Tim work with another agent, Bob Crater, as Bob was an experienced salesman but was not doing the up-front prospecting that Tim was doing. Richard suggested two different strategies to the two agents – a pairing up arrangement and peer-to-peer learning. The outcome that Richard envisioned was that both of the struggling salesmen would benefit from either of these strategies, but Bob refused to collaborate.

Tim’s quitting was characteristic of an ongoing problem with employee retention that Richard had been experiencing as a manager in recent years. This problem caused Richard to think about how he recruited his real estate agents, how he developed them through coaching and how he motivated them so that they would stay happy in their job and not leave. He recognized the importance of thoroughly examining his retention strategy within the next 12 months so that he could better manage the problem and strengthen the productivity of his real estate agency.

The case is intended for an undergraduate course in human resources management, as it deals directly with recruiting, coaching and retaining employees.

For the design of this case study, the authors used primary sources of information from the shops visited by them in preparation of the case and website of Fred Perry and secondary sources of information from both academic and journalistic publications.

Fred Perry is a premium clothing brand, well-known for its polo shirts. It was created by Mr Fred Perry, a British tennis player. The brand’s stated values are integrity, personality and individuality. Throughout its history, the brand has been adopted by different British subcultures but recently it has faced a challenge because of the brand appropriation by the Proud Boys, a US far-right white supremacy group and other extremist groups as Antifa and hooligans. The nature and actions of the group mean that Fred Perry runs the risk of losing control over its brand equity. This brand hijack means that Fred Perry risks alienating some of its customers by openly opposing the group but also by embracing this subculture’s appropriation. Practically, the brand opposed the appropriation in a press release and by putting an end to the sale of the black and yellow polo shirts in the USA and Canada. Fred Perry has also made a lot of efforts to reposition the brand away from extremist groups while maintaining its strong historical and cultural roots. Through this case study, students will have the opportunity to discuss this topic and explore solutions for brands that face this type of dilemma.

This case is designed to be used in a marketing management, brand strategy or consumer behavior/culture course, especially in the subfield of market segmentation in the telecommunications sector. Specifically, this case is designed for college seniors or master students with basic strategic marketing training. This case will help students understand the difference between the brand identity that the brand owners intend and the brand image that consumers actually perceive. It provides the basis of discussions on the topics of brand management, consumer culture, consumers-brands relationships, brand architecture, brand equity, brand appropriation and repositioning strategy.

The case was devised using both primary and secondary data sources. Primary sources of data consisted of in-depth interviews with individuals using the cycle hire project. The researcher also had first-hand experiences of using the cycles. The case study has been tested with undergraduate and graduate students taking management information systems courses.

This teaching case study charts the London cycle hire project, mostly from its first inception in July 2010, right through to the planned expansion of electric cycles from Summer 2022. The main aim of the case is to introduce students to project management challenges which are part of the London cycle hire project. While the project was filled with enthusiasm from its early beginnings, various challenges were encountered including issues associated with the project procurement/sourcing process, software and technical problems, as well as other project management issues. Problems became so severe in 2011 that the service provider was hit with a penalty and had to make critical project improvements. Would these accountability measures prompt the service provider to resolve these issues? How would the service provider go about undertaking a fact-finding exercise to verify the existence of the challenges and address them to ensure renewed project success?

The case was written for classes at both the undergraduate and graduate levels. The focus of the case is particularly well suited for exploring topics and issues relating to types of information systems, project management and accountability, multiple global supplier procurement, as well as challenges associated with hardware integration and software design. While the case was targeted at MIS students, the case study would also be effective for an introductory level project management course or a general management course. The subject of the case, the bicycle rental program, is likely to appeal to students, and the basic underlying business issues, processes and objectives of the project are easily understood.

This case was developed from the author’s personal experience as a participant in one of the health taskforce subcommittees. The author also sought the inputs of the Vice President of Health and Medical Education, the Dean of the Health Sciences College, the Student Affairs Assistant Dean of the Pharmacy College and the previous Vice President of Health and Medical Education. Moreover, secondary data were obtained from the office of the Vice President of Health and Medical Education at Qatar University (QU).

The government of Qatar has consistently provided generous funding for QU over the years. However, recent economic challenges, such as drops in oil prices, have had a negative impact on the country’s GDP and export revenue. In response, QU began to implement a new organizational structure. Specifically, the university proposed merging the three health-related colleges (health sciences, medicine and pharmacy) into a single cluster called the health education cluster. This decision was supported by a broad benchmark of approximately 40 universities worldwide, as well as input from various stakeholders within the university. Forming a cluster was expected to benefit the organization as a whole. However, the decision faced resistance and challenges that required investigation by top management. Would the new organizational structure be accepted by all? Was it feasible to have a single cluster that encompassed three distinct departments within the organization? These are examples of the questions that this case study addresses.

This compact case is suitable for a case study in basic undergraduate, postgraduate and advanced courses in Strategic Management at a business school. The case highlights the need to restructure an organization and the use of strategy formulation and implementation in the framework of management.

The writing of this case study was triggered by the numerous media reports in 2020 that talked about the EU nations losing its solidarity. EU being a very appropriate example of economic, monetary and customs union while teaching theories of economic integration and international relations, the post-pandemic approach of EU leadership to rebuild the crisis-ridden member nations seemed an excellent material for developing a teaching case study.

The case study was written based on secondary data and published information available. Enough desk research was undertaken to build the characterisation of the protagonists and due diligence done to chronologically report all facts of the case as the story developed. It was decided to build the epilogue into the case study so that the case analysis had enough depth.

The case is set in 2020 when the global economy was reeling under the massive impact of a lockdown and the aftermath. The case study examines the model of economic union in international business and the various challenges that governance of an association of nations such as the 27 member EU can throw up. It examines the conflict of interest that can arise among member nations during critical circumstances such as the pandemic and its massive tolls.

EU had established itself as a critical international trade player and had already proven their might as a united entity to the world trade partners, given the fact that they were not only a customs union but also a monetary union. In this scenario when the pandemic threw them into the whirlwind of lockdown-induced crisis, the united front of the mighty EU all but crumbled. As the worst-hit economies of Italy and Spain struggled to pull themselves back to normalcy, EU experienced one of its worst solidarity crises.

EU’s president Angela Merkel and ally French President Emmanuel Macron with support from the EU Council’s President Charles Michel stepped forward to resurrect the badly hit economies. They viewed this as the best opportunity to bring about a united front by coming together at Brussels for a summit when lockdown eased up in July 2020. It was to be a show of unity to jointly bail out the severely affected member nations by grants rather than loans. The summit, however, snowballed into bitter arguments and open bickering between the wealthy and not-so-wealthy members, and they could not agree upon the issue of debt vs aid. The fact that the EU was an agglomeration of 27 nations, which were far from homogenous in socioeconomic status, not to speak of divided political ideologies, only added dimensions to the dispute. Negotiations repeatedly hit roadblocks. Can the EU leaders lead their bitterly divided house to a consensus?

The case is suitable for graduate and post-graduate levels. Management courses where international business studies, international trade blocs and global leadership are part of curriculum can use the case to teach concepts of “Regional economic integration”, “Economic and Political union” and theories of “International relations” and “Negotiation”. It can also be ideally used in an executive management programme on “Global Leadership” to highlight the complexities of “governance of international associations” and “consensus building amidst diversity”.

Data from HCL company and their corporate entrepreneurship activities were sourced using interviews and discussions. Secondary data was collected from the company website and other information available in the public domain.

This case narrates activities undertaken by the Enterprise Technology Office (ETO) of HCL Technologies Infrastructure Service Division to build the Corporate Entrepreneurship function. Around 2015–2016, the ETO started engaging with multiple people and organizations associated with the technology ecosystem outside the firm boundary for novel technologies and solutions. These entities included venture capitalists and start-ups. The ETO also began engaging with internal teams and existing customers to promote the identified novel technologies and innovative solutions. The ETO function grew organically by hiring resources from internal and external pools. ETO also undertook specific programs to increase the involvement of internal teams in their initiatives, like the Joint Exploration Program. ETO explored several options to further the ecosystem innovation strategy and institutionalize corporate entrepreneurship activities. The ETO team deliberated on ways to align the stakeholder goals and evaluate if technology could play a role.

This case can be used in any course on “Managing Corporate Entrepreneurship and Innovation,” “Strategic Management of Technology Enterprises” or any course focused on managing technology and innovation for graduate (MBA) or executive participants.

This case study has been developed based on the primary data obtained through a series of interviews held with the senior management of Cargills, and the secondary data obtained from the company’s corporate website www.cargillsceylon.com/,annual reports and publicly available sources of information such as newspaper articles.

This case study focuses on the strategic responses employed by Cargills (Ceylon) PLC – a leading business conglomerate in Sri Lanka – in response to the challenges posed by the COVID-19 pandemic. The duration of this case study is from January 2020 to September 2021. The case study particularly examines the key business sectors of Cargills (Ceylon) PLC – retail, food manufacturing and quick service restaurants – which elaborate on the change management practices and strategies deployed by the company in each of these sectors during this challenging period. This study is based on the primary data gathered from the interviews held with the Cargills (Ceylon) PLC team, and the secondary data obtained from the corporate website of Cargills (Ceylon) PLC. This case study is most suitable to be taught in academic courses related to strategic change management.

The case is most suited to be discussed with undergraduates (3rd year and 4th year) following business and management studies related disciplines. While the pivotal area around which the case has been developed is strategic change management, covering environmental analysis, strategic analysis and process of change management, the case could also be used in strategic management classes, to discuss environmental analysis, strategic planning approaches and business and corporate level strategies.

CSS 11: Strategy.

In writing this case, the research team used secondary resources such as academic journals, trade magazines and websites to inform and verify the information.

January 7, 2021, was not a good day for Goya Foods CEO Robert Bob Unanue, who has been at the helm of Goya since 2004. On that day, the nine-member board of directors of Goya censured Unanue for publicly questioning the legitimacy of the 2021 United States Presidential election. A day before, on January 6, a mob “trapped lawmakers and vandalized the home of Congress in the worst desecration of the complex since British forces burned it in 1814” (Hockstein, 2021).

Unanue was considered a follower of former president Trump and has expressed that “the country was […] blessed to have a leader like President Trump, who is a builder” (Hawkins, 2020). In January 2021, Unanue appeared on Fox News and said a “ war was coming,” as Joe Biden’s election was “unverified.” These, among other words, motivated the censured by the board of Goya Foods, Inc. (Santana and Isidore, 2021).

Students are asked the following questions for discussion: Did the board of directors of Goya Foods carry its role too far by openly censuring Unanue? Did Unanue go too far by openly expressing subjective opinions and thus influencing how people view the election results? Should he have remained as CEO of Goya Foods after his words on Joe Biden’s election?

One of the authors has taught the case in the Strategic Management course for MBA students. In addition, graduate students of corporate governance, business ethics, social responsibility and leadership, among other classes, will be the target segments for the case.

1. Recognize the effects on brand image and sales when CEOs participate in political arenas and publicly discuss social issues.

2. Understand the dynamics behind ethnic family businesses, such as their governance and conflict resolution approach.

3. Assess the value of the corporate board’s management of corporations.

CCS11: Strategy

The case was developed from both primary and secondary sources. The secondary data was sourced from annual reports, industry reports, company websites and news articles. Primary sources included visiting the Club Mahindra Resorts located at different places, interacting with staff and local people, visiting their corporate office to interact with the CEO. The case has also been tested in a classroom.

This case deals with challenges faced by a vacation ownership (VO) company, Mahindra Holidays Resorts India Ltd in articulating the organizational culture of its flagship brand “Club Mahindra.” Club Mahindra had emerged as the major VO company in India in the past two decades on the back of its core product – a 25-year membership plan. The company was growing its offerings to its customers in an environment of changing customer preferences.

This case provides the students an opportunity to learn the organizational culture model. The students are expected to use the information provided in the case and exhibits to support their analysis with the primary objective to extract lessons about organization culture to leverage it as a tool to enhance customer satisfaction. Other objectives include understanding the changing business environment and modeling employee behavior during a crisis. Furthermore, the students are expected to validate the model using the artifacts from the crisis management at the Club Mahindra Resorts at Madikeri and Ashtamudi to understand the dynamics of change and the role of culture in organizational success.

At the MBA level, the case can be used to teach the topic of Organization Culture in the core course, Organization Behavior in the first-year curriculum, which is at the macro-level, with “organization” as the unit of analysis. It can also be used to teach the same topic with a stronger application orientation in the One Year Executive Education Program for middle-to-senior managers or short-term Executive Education Modules designed for a similar cohort.