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The Gordon Institute of Business Science (GIBS), a South African based business school and one of the top ranked business schools in Africa, was yet again facing a crisis during the COVID-19 pandemic. Having emerged out of an extraordinary year of strict lockdown regulations and having managed a rapid shift to emergency remote teaching. GIBS had managed to maintain its academic programmes, ensuring the completion of the curriculum within the academic year whilst maintaining the exceptionally high standards and quality learning experience it was known for. As 2020 drew to a close, the academic programmes team and the students looked forward to starting the new year in a more “normal” mode of operation. GIBS closed for Christmas holiday with the intent on returning, in early 2021, in some form of face-to-face teaching. However, on the 27th of December 2020, the President of South Africa announced a return to level-3 lockdown as the second wave of infections swept through the country. Strict measures were once again enforced, significantly impacting GIBS’ possible return to campus in January 2021. Reflecting on the lessons learnt over the past year, the Executive Director: Academic Programmes, Professor Louise Whittaker, yet again faced the challenge of deciding how best to proceed given the circumstances. The case illustrates the need for effective change management through the application of Kotter’s 8 steps to transformation, whilst demonstrating the complexity of change management during a crisis. A particular focus on the importance of communication during a change management process in a crisis is illustrated through this case.

The learning outcomes are as follows: students need to understand that in a crisis, change management will be emergent and requires flexibility and adaptability; students will determine what concrete actions may be required during a change management process in a crisis; students will need to discern that theoretical models do not necessarily fit real world contexts, particularly in a crisis situation; and students will identify aspects that might be missing or inadequately formulated in standard models of change management.

The case is positioned at a post-graduate level and would be ideal as a teaching case for business school students on a Master of Business Administration programme, a specialised business masters programme or selected executive education programmes for general managers or senior executives. The case can be taught in a course in the following fields, namely, change management, leadership or strategy.

Teaching notes are available for educators only.

CSS 11: Strategy.

The purpose of this paper is to explore practitioner and academic conceptualisations about what drives individuals (who are the target of financial inclusion efforts) to adopt and use financial services. It compares this with individual’s personal subjectivities to understand how the similarities and differences might contribute to problems in financial inclusion efforts.

To uncover such conceptualisations, a Foucauldian discourse analysis of three texts is conducted.

The analysis uncovers the ways in which financial subjects are produced. Important points of discontinuity are evident between texts, pointing to potential failures within financial inclusion constructs. Distilling aspects of continuity between texts shows up three kinds of subjects produced predicated on the site of economic engagement as owners of bodies, tangible property and intangible property. These subjects are shown to all share concerns with income and expense management. The analysis shows that subject positions and strategic actions (including the use of financial service providers) are mutually reinforcing, and that therefore financial subjects will engage only to the extent that the product or service enacts their subject position. With the financial subject as the starting point, it is possible to understand the use or rejection of particular financial products and services.

Asset building is proposed as a field of activity not currently considered part of mainstream financial inclusion, questioning the terms on which individuals are to be financially “included”.

Approximately 2 billion people globally, and 66 per cent of adults in sub-Saharan Africa, are excluded from the formal financial system. While financial inclusion is considered beneficial, many projects face significant challenges. This suggests insufficient understanding of what drives individuals to adopt and use financial services. This paper makes a contribution by exploring the gap between academics, practitioners and individuals using a method that has not previously been applied in this field, and uncovering differences in understanding that have not previously been explored. The insights into financial inclusion in provided in this paper are original in the literature.

Learning outcomes are as follows: Students will be able to demonstrate the need to understand the uncertainty faced in a crisis; demonstrate how dynamic capabilities allow an organisation to respond effectively in a time of crisis and deep uncertainty; explore how strong dynamic capabilities are required to maintain continuity of operations by enabling a shift in the current business model; and evaluate methods of mobilising resources to address needs and possible opportunities presented in a crisis.

Gordon Institute of Business Science (GIBS), a South African-based business school and the one of the top ranked business schools in Africa, faced a crisis in the midst of the COVID-19 pandemic. With the announcement of a national lock down, under strict conditions, and the immediate closure of the GIBS campus, the Academic Programmes had to radically shift their mode of delivery to enable students to continue with their respective programmes. When the situation was further exacerbated by the breaking of the undersea cable, the Executive Director of Academic Programmes, Professor Louise Whittaker faced the difficult decision on what to do next. The case illustrates the need for strong dynamic capabilities to foster organisational agility and to respond effectively in times of deep uncertainty or crises.

The case is positioned at a postgraduate level and would be ideal as a teaching case for business students on a Master of Business Administration programme, a specialised Master in Philosophy programme or selected executive education programmes for general managers or senior executives.

Teaching Notes are available for educators only.

CSS: 11 Strategy.

The double challenge of strategic management research is to come up on the one hand with a truthful account of issues relating to the organization itself and on the other hand doing so in a way that is relevant for meeting the challenges of strategic management. To achieve this need for increased rigour and relevance we follow Heidegger's thinking and develop an ontological ascertainment of the organization as being a work. A work in this sense is the kind of entity that is fundamentally characterized by setting up a world for people. We then argue that because an organization is a work, an appropriate way of giving an account of an organization is in the form of strategic narratives: narratives that give a truthful account of the world of an organization as it is and as it could be. Since narratives play a fundamental role in human existence and are a powerful means to shaping peoples thinking and actions, we argue that strategic narrative research and development meet the double challenge of strategic management research and illustrate the application with an account of strategic narrative research and development in an organization.

Welcome to the fourth volume of Research Methodology in Strategy and Management (RMSM). The publication of our fourth volume provides a source of satisfaction because our original contract with Elsevier only guaranteed a three volume run for the series. The popularity of RMSM led our contacts at the publisher to be eager to continue beyond their original commitment. We are excited about the future of the series, and have begun assembling Volume 5.

Much work about health reform and systems improvement in healthcare looks at shortcomings and universal problems facing health systems, but rarely are accomplishments dissected and analyzed internationally. The purpose of this paper is to address this knowledge gap by examining the lessons learned from health system reform and improvement efforts in 60 countries.

In total, 60 low-, middle- and high-income countries provided a case study of successful health reform, which was gathered into a compendium as a recently published book. Here, the extensive source material was re-examined through inductive content analysis to derive broad themes of systems change internationally.

Nine themes were identified: improving policy, coverage and governance; enhancing the quality of care; keeping patients safe; regulating standards and accreditation; organizing care at the macro-level; organizing care at the meso- and micro-level; developing workforces and resources; harnessing technology and IT; and making collaboratives and partnerships work.

These themes provide a model of what constitutes successful systems change across a wide sample of health systems, offering a store of knowledge about how reformers and improvement initiators achieve their goals.

Few comparative international studies of health systems include a sufficiently wide selection of low-, middle- and high-income countries in their analysis. This paper provides a more balanced approach to consider where achievements are being made across healthcare, and what we can do to replicate and spread successful examples of systems change internationally.

The Education Reform Act and, in particular, the Local Management of Schools will demand different skills, understanding and differing roles of senior management in educational establishments. This text draws on written assignments and experience of teachers and headteachers who piloted an MBA programme, designed specifically for senior teachers. Topics such as customers, product, price, promotion and the notion of teachers as a salesforce are unfamiliar to educators. They draw attention to the kind of strategic planning which will take place in schools as they take over responsibility for delegated budgets. All of this is new territory for the majority of state schools and this collection hopefully provides a useful resource.