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Operations and Logistics.

Senior undergraduate students and postgraduate students specialising in agricultural economics/agribusiness/supply chain management and can also be used for executive training for supply chain managers and corporate social responsibility (CSR) managers of food companies.

This case presents an industry leading company – Nestlé’s sustainable initiative in its dairy supply chain in China. The case begins with the background of China’s dairy industry, followed by an introduction of the case company. The case then moves on to the comparison of Nestlé’s fresh milk supply chain operation before and after 2008 and different approaches to help the dairy suppliers’ transformation. The focus is on Nestlé’s innovative industry collaboration platform, the Dairy Farming Institute.

This case allows students to explore the following theoretical frameworks: sustainable supply chain management; supply chain leadership, supply chain learning and supply chain structure. By analysing this case, students should be able to gain an understanding of how multinational corporations (MNCs) play a supply chain leadership role in supply chain learning of sustainable supply chain initiatives.

Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.

CSS 9: Operations and Logistics.

As an Internet fashion brand, HSTYLE has developed into an Internet enterprise with annual sales of 1.5 billion RMB within 10 years, establishing its position as the top industry performer in China. This case studies HSTYLES' innovation in business model and organizational management. HSTYLE's workgroups have achieved the balance of responsibilities and rights in a small team of three members at minimum, while mobilizing the enthusiasm and initiative of the line managers with the support of public service sector. At the same time, HSTYLE enriches its brand style, establishes a fashion cloud platform, and integrates individual and organizational consumers into its existing fashion design, manufacturing and sales system.

Leadership.

The case is suitable for MBA, Executive level courses.

Yongye Group is a biotechnological enterprise in Inner Mongolia, China. In China, people lack trust in economic transactions due to the transitional state of the economy, especially regarding food safety. To respond to this situation, Wu Zishen, the chairman of the Board of Directors of Yongye Group, was determined to build trust among employees, distributors, farmers, and consumers towards the company. To this end, he started using a creative incentive system with employees and stakeholders: the pay-before-performance incentive system. According to this system, the reward is delivered in advance, contrary to be paid after the fulfillment of the task. This practice is meant to transform employees' work attitude from a passive “being told to work” to a more proactive “I want to work” mentality. When such an incentive system is practiced with customers and external distributors, it sends a message that the company is “treating customers as company employees”, which means that they are trusted as if they were part of the company itself. Wu Zishen also introduced a coherent series of leadership practices that generate a truly proactive culture in the organization.

From this case, students will learn how to create a proactive culture in business organizations and the effect of pay-before-performance on employees' work motivation.

Teaching notes and an exercise for class-based discussion are available.

The tech giants Alibaba and Tencent compete on many fronts. This case focuses on three areas where they have competed very hard: new retailing, mobile payment, and ride-hailing. At the beginning of 2018, Alibaba and Tencent were gathering retail investments in bids to battle each other for shoppers' digital wallets. Key to the battle is China's mobile payment market, worth more than 200 trillion RMB, where Alibaba and Tencent are going head to head. The giants are not only directly competing in the payment platform area but also extensively fighting in other areas, such as ride-hailing, where they invested in and supported Didi and Kuaidi, respectively. To enhance understanding, this case also briefly goes through the history of the two giants. The purposes, methods, and consequences of their platform competition deserve an in-depth discussion

After working through the case and assignment questions, the learning outcomes of this study are to understand the dividend policy of a company; compare different types of dividends that a company may give; assess the impact of stock splits and the issue of bonus shares (stock dividends); compare cash dividend and buy-backs as methods of cash distribution to shareholders; evaluate the methods of cash distribution that may be appropriate for the company; and assess the trade-off between long-term value creation and shareholder expectations.

This case study presents the dilemma faced by Partha DeSarkar, the executive director and global CEO of Hinduja Global Solutions (HGS) Limited, a leading business process management (BPM) company. The company would have surplus cash of about US$1.2bn from the selling of its health-care service businesses. The company planned to invest a part of this cashflow into the company’s future growth, with some of it distributed among its shareholders. This case study provides an excellent opportunity for students to determine the best method for rewarding the shareholders. It allows students to compare various cash distribution methods. Students can examine in detail the process involved, the quantum of distribution, tax implications, financial implications, fundraising flexibility and valuation impact of available options.

This case study is best suited for senior undergraduate- and graduate-level business school students in courses focusing on corporate finance, financial management, strategic management and investment banking.

Teaching notes are available for educators only.

CSS: 1 Accounting and Finance

After completion of the case study, students will be able to identify the strategic key components of the Woolah tea brand through the business model canvas framework, to evaluate the major challenges faced by different stakeholders, to analyse the potential effects of bagless tea dip innovation and understand the principles of design thinking and its application in developing innovative solutions, to assess the strategic framework of Woolah tea brand to scale up its business and operations and to align the Woolah tea brand’s sustainability practices with a triple bottom line approach and contribution to UN Sustainable Development Goals.

Upamanyu Borkakoty and Anshuman Bharali, the founder duo of Woolah tea, began their entrepreneurial journey on a noble note. They recognised that plastic tea bags, which customers worldwide consume, create harmful health effects in the form of microplastic. They aimed to provide an authentic and sustainable tea experience while making it microplastic-free. When the world is heading towards securing a sustainable future, they envisioned adding a feather to it by proposing their Truedips. The USP of their product is Truedips – a tea ball they prepare by compressing one bud and two premier leaves. The founders were convinced that their innovative idea of tea consumption would provide customers with an authentic and exhilarating experience. However, there were dilemmas and roadblocks. They faced roadblocks related to the farmer’s traditional approach to growing tea, untrained tea growers, lack of financial assistance and customer readiness for a bagless tea experience. The dilemmas they faced related to their customer acceptance of their idea and the price affordability of the product. The big question hovering around was the customer’s feedback and acceptance of the product.

This case study suits graduate and postgraduate business administration students and other management programmes. The case study can also be used for business, marketing, design thinking, innovation and and social entrepreneurship courses.

Teaching notes are available for educators only.

CSS 3: Entrepreneurship.