Case studies

Teaching cases offers students the opportunity to explore real world challenges in the classroom environment, allowing them to test their assumptions and decision-making skills before taking their knowledge into the workplace.

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Case study
Publication date: 26 November 2024

Stephen T. Homer

The learning outcomes are as follows: to analyse the issue(s) presented within specific case study context (C4); to formulate solutions to identified issue(s) within specific case…

Abstract

Learning outcomes

The learning outcomes are as follows: to analyse the issue(s) presented within specific case study context (C4); to formulate solutions to identified issue(s) within specific case study context (C5); and to synthesise a group plan to solve issue(s) within specific case study context (A4).

Case overview/synopsis

In 2017, China proclaimed that it would no longer accept plastic waste for recycling, this was in-line with China’s Operation “National Sword” to review the quality of these plastic imports to ensure their recyclability. This sent shock waves through a now globalised recycling network, with China previously having imported 95% of the EUs and 70% of US plastics that had been collected for recycling. This plastic backlog was then diverted to South-East Asian nations, particularly Malaysia, which this case focuses the discussion upon. While the potential for significant economic benefits drew the attention of illegitimate and unscrupulous businessmen alike, the environmental degradation from the often, low technological recycling processes and even burning of low-grade plastics brought profound negative impacts. This case focuses upon, then Minister, Yeo Bee Yin who led the Ministry of Energy, Science, Technology, Environment and Climate Change, in which she took an active and aggressive stance in attempt to stop Malaysia becoming the dumping ground for the global plastic crisis.

Complexity academic level

This case is appropriate for final year undergraduate and any postgraduate degrees in Business.

Supplementary material

Teaching notes are available for educators only.

Subject code

CSS 4: Environmental Management.

Details

Emerald Emerging Markets Case Studies, vol. 14 no. 4
Type: Case Study
ISSN: 2045-0621

Keywords

Case study
Publication date: 10 October 2024

Sunil Kumar and Ravindra Shrivastava

Risk identification and qualitative assessment are the learning outcomes.

Abstract

Learning outcomes

Risk identification and qualitative assessment are the learning outcomes.

Case overview/synopsis

The Bharat Bijlee Construction Limited (BBCL) was one of the largest construction companies operating in the power sector in India. After successfully completing a few projects in the Middle East, BBCL decided to expand its presence into African region. The BBCL was awarded a $85m contract for three sub-station projects to modernise Algeria’s power grid system by the “Shariket Karhaba Koudiet Eddraouch Spa”, a state-owned company in charge of power generation, transmission and distribution in Algeria.

The project, which is the first of BBCL in Saharan region in Algeria’s, presents many unique situations that company had never encountered before, including sand dunes, severe weather, remote locations, supply chain & logistics, strict contractual deadlines and a high level of construction risk. The project manager for BBCL was sceptic about how well his company would perform under the present project circumstances. How could he better align himself with the client, the various on-site local contractors and the numerous suppliers spread around the world?

The case emphasises the identification of various project risks that the project manager might encounter in the project. What do the PESTLE and ASCE frameworks for risk identification each represent, and how are they helpful for the project team in understanding various risks? How should the project’s qualitative risk assessment be conducted? And how can a heat map be a better tool for comprehending the criticality of each risk in the project?

Complexity academic level

Undergraduate and post graduate courses in project management, civil engineering and architecture domain.

Supplementary material

Teaching notes are available for educators only.

Subject code

CSS 2: Built Environment.

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