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Wockhardt Ltd. is a global, research-based pharmaceuticals and biotechnology company headquartered in India. The company went through an ambitious period of growth, mainly using acquisitions as its primary inorganic growth strategy until the 2008 financial crisis. This period saw Wockhardt struggling to meet its financial obligations while at the same time confronting legal and regulatory challenges. Post this period, the company executed several strategic changes to its businesses to facilitate a recovery. The case asks students to assess Wockhardt’s strategic response to the crisis and its future success as a pharmaceutical company in an industry marked by intense competition.

The case is based on secondary data sources and publicly available information. The company’s data and its history over the past six decades have been examined. Newspaper articles, journal articles, company annual reports and analyst firm reports have been used to gather information and have been cited accordingly. Financial data have been obtained from the Centre for Monitoring Indian Economy (CMIE) Prowess database.

The case highlights some interesting findings from Wockhardt’s handling of its financial problems and subsequent recovery process. Key insights come from its multi-pronged strategy to first stabilize and then continue to expand its core pharmaceuticals business by identifying new markets for its products and alternate channels for growth.

Previous cases on Wockhardt have focused on the financial aspects of the crises, particularly the corporate debt restructuring (CDR) process that was undertaken, the challenges of hedging foreign currency risk and the drawbacks of using foreign currency convertible bonds (FCCBs). In this case, we emphasize the unique aspects of Wockhardt’s business strategy, from its initial acquisition-based inorganic growth, its crisis response and management and finally the strategic execution of its recovery and continued expansion.

Online learning has come to stay in a technologically advancing world with increasing populations. The search for ways to make online learning more efficient and effective in some developing countries continues as the accompanying issues in developing country contexts abound. This paper explores the issues that underlie online learning management in a developing country context, focusing on the Moodle, Sakai and Zoom platforms used in some selected public universities in Ghana.

The study relied on the qualitative approach to data collection and a descriptive design for analysis. Using the social constructivism theory, the paper discussed the critical issues students, and to a lesser extent, instructors encounter in their engagement on these platforms for academic learning.

The study found that the inefficient use of these platforms is due to several factors including the high cost of data, poor perception of the quality of online learning compared to traditional in-person contacts, poor attitude of students, low participation in online learning, lack of computers and poor internet connectivity among others.

It is important to mention that this study was limited to some selected public universities in Ghana. Data could have been collected from a wider sample including other Ghanaian tertiary institutions or some other developing countries. The similarity of study outcomes in other developing countries, however, suggests that similar results would have been obtained in an international sample.

Despite the robustness of the Learning Management systems in place, the evidence suggests that their utilisation is far less than optimal. However, with relevant policies and the provision of needed technical support, training, provision of equipment like computers for use by both students and instructors and efficient internet connectivity, the LMS platforms could be more efficient for online learning.

The authors conducted this research using original data from interviews in the selected public universities in Ghana. The data was meant to inform the discussion on some of the critical issues that underlie online learning in a developing country context. Although the study relied on data from selected public universities in a single country, its outcomes reflect fundamental issues of online learning in a developing country context which find relevance in available study outcomes.