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The learning objectives have been prepared following Bloom’s taxonomy (Bloom et al., 1956). After completing the case study, the students will be able to identify and recall the prerequisites necessary for establishing a pathology laboratory. (knowledge); analyze the micro- and macroenvironmental factors considered by Mr Sabihul Haque in the development of the strategic plan for Healthcare Laboratories (HCL) (knowledge and application); explain the key components of the Porter’s value chain and their significance in the operation of HCL (comprehension and evaluation); use the TOWS analysis to map the internal strengths, weaknesses, opportunities and threats of HCL (application and synthesis); and analyze the challenges faced by protagonist in managing HCL and generate suggestions for addressing the challenges (analysis and synthesis).

HCL, an enterprise established in 2018 in Sahdeo Khap, Gaya, Bihar, India, aims to provide high-quality pathological diagnostic services in semi-urban and rural areas. This health-care initiative is pioneering, offering pathology services to make high-quality, low-cost diagnostic services accessible in rural India. In rural settings, numerous health-care hurdles make it challenging for individuals to access the care they need. Since its inception, HCL has expanded its reach to connect more areas, facilitating diagnostic services for people in remote regions. The establishment of laboratories in semi-urban areas aims to reduce patient travel time, costs and health risks by bringing services directly to their doorstep. Haque, the chief executive officer of the lab, grappled with multiple challenges, including selecting an appropriate location for the lab, recruiting and retaining skilled workforce, managing logistics supply, collaborating with local health-care providers, dispelling the stigma among the population that superior services are only available in cities and enhancing health literacy in rural communities. Following numerous meetings with Ms Ummati Naiyyer, head of operations, they worked collaboratively to address these challenges, developing a blueprint and future plan to operate services in rural areas. This case study provides insights into the obstacles faced by HCL striving for success in rural areas. It elucidates the beneficial application of the Porter’s value chain, along with an analysis of macro- and microenvironmental factors. Unique challenges such as societal stigma and mistrust are specifically emphasized. Students engaging with this case study will enhance their problem-solving skills through brainstorming and providing recommendations, contributing to potential solutions for HCL’s difficulties.

The teaching notes for the HCL case is designed to enhance the learning experience of undergraduate and graduate students within the context of the course. This case study serves as a valuable teaching tool, allowing students to apply theoretical knowledge to real-world scenarios in the health-care industry. The notes provide a framework for instructors to facilitate discussions, encourage critical thinking and promote a deeper understanding of key concepts related to establishing diagnostic laboratories in rural areas.

Teaching notes are available for educators only.

CSS3: Entrepreneurship.

After completion of this case study, students will be able to help participants appreciate how the personal experiences of the founder(s) shape the inception of a social venture and impact its ongoing evolution; elucidate the intricacies and challenges inherent in managing a mission-driven organization dedicated to serving the underserved segments of society; emphasize the difficulties associated with exploring opportunities for scaling up a social venture; and facilitate comprehension of the various options and strategies available for achieving scalability.

The Kalinga Institute of Social Sciences (KISS), founded in 1992–1993 by Prof. Achyuta Samanta in Bhubaneswar, was a pioneering institution with a distinctive focus on providing high-quality education at all levels, exclusively to tribal students. From its inception, KISS remained unwavering in its commitment to the holistic development of marginalized tribal communities. It offered not just free education but also comprehensive support, including accommodation, food and health care, to thousands of students spanning from kindergarten to post-graduation levels. Remarkably, KISS held the unique distinction of being the world’s only university dedicated to tribal education. Over the years, KISS witnessed remarkable growth, evolving from a modest 125 students in 1992–1993 to a thriving community of 30,000 students. Its success garnered attention from federal and state governments, public institutions, philanthropists and corporations, all intrigued by the prospect of replicating its transformative model in diverse regions of the country. KISS even received invitations to establish similar campuses in neighbouring countries such as Sri Lanka, Bangladesh and Nepal. What set KISS apart was its self-sustaining approach. While it did receive support from like-minded organizations and government schemes, it operated without charging any fees to its students. This ethos posed a unique challenge for Samanta: determining the nature and extent of support and resources required should KISS choose to expand its impact beyond its current boundaries.

This case study is suited for inclusion in courses pertaining to social innovation and non-profit management, particularly in modules around the theme of scaling social innovation. It provides an illustration of the growth trajectory of social innovation-oriented ventures and the key factors underlining their success and sustainability. Furthermore, this case study delves into the inherent tensions that often emerge during the process of scaling up such initiatives.

In addition to the MBA-level courses, this case study can also be used as a resource for executive education programs with a specific focus on social purpose organizations and those dedicated to fostering partnerships in pursuit of social goals. It offers insights into the dynamics of these organizations and their collaborative efforts towards achieving social impact.

To effectively explore and analyse the case material, instructors should allocate approximately 70–90 min of class discussion time.

Teaching notes are available for educators only.

CSS11: Strategy.

The learning outcomes of this study are as follows:

1. understand the role of financial inclusivity in the sustainable development of a nation;

2. examine the concept of social entrepreneurship and identify the skills needed to be a social entrepreneur;

3. analyze the opportunities and challenges faced by social entrepreneurs, especially in an emerging economy; and

4. assess the feasible options with respect to upscaling and expansion.

Yamuna Sastry, a young woman from a traditional Indian family, had set out to achieve her dream of financial inclusivity by helping the underprivileged in her country gain financial independence and credibility. When she was approached by a cab driver to file tax returns for him, a new venture took shape in her mind, and along with a partner, CabDost, a socially driven financial advisory start-up was created to provide financial advisory services exclusively for cab drivers. CabDost had been instrumental in making over 15,000 cab drivers financially literate, instilling in them a culture of compliance, getting them tax refunds and enabling the Indian Government recover eight crores in taxes. The success of financial inclusivity among cab drivers inspired CabDost to extend its financial services to truck drivers, auto drivers, housekeeping staff and other contractual workforce. The company found it challenging to address the demands of the increasing customer base with its available technical resources. The absence of an in-house tech team and the need for an all-in-one tech platform to provide a wide variety of financial services induced CabDost to explore other options. Dvara Money, a neo bank offering financial services, approached CabDost with a merger proposal. Though it was a lucrative offer, the founding members were apprehensive as they knew that most of the mergers failed because of myriad reasons. They were contemplating on their next move as they were in a dilemma about whether to develop a technical team in-house or to go ahead with the merger.

The case can be taught to business management students as a part of the introductory course on entrepreneurship or social entrepreneurship. The case can be used specifically to make the students understand the role of financial inclusivity in the sustainable development of a nation, the concept of social entrepreneurship, the journey of social entrepreneurs in the financial inclusivity space, right from ideation to execution, the challenges faced in the bargain, survival mechanisms adopted and the various options available for further growth and expansion.

Teaching notes are available for educators only.

CSS 3: Entrepreneurship.

This case was developed via primary data collected from personal (one to one) interview with the CEO and founder of Dialogue in the Dark Malaysia (Dialogue Malaysia), Stevens Chan. With Stevens’ contact, the authors also conducted personal interviews with Kaye Chan (co-founder and wife of Stevens Chan), Lynn Foo (project manager since inception until early 2022) and Dr Foo Yin Fah (academic researcher in social entrepreneurship and advisor for Dialogue Malaysia). Secondary data included reports on visually impaired context in Malaysia, Dialogue Malaysia’s annual reports and online articles. Prior to the primary data collection, the authors obtained ethics approval from the University Human Ethics Committee (Project ID: 35461).

This case narrative focuses on Stevens Chan, a blind social entrepreneur who champions the empowerment of the disabled and marginalised community. Through a social franchising model, Stevens founded Dialogue in the Dark Malaysia in 2012. As a social start-up, Stevens showcases the strengths of blind and visually impaired individuals through transformative experiential encounters and reimagining future possibilities. Although there are constant challenges in securing financial and human capital, Stevens never lacks psychological capital, characterised by hope, self-efficacy, optimism and resilience. His vision is to educate society on the power of empathy (and not sympathy) and to create a holistic experience of celebrating diversity and inclusion through an innovative discovery centre, where the elderly and the disabled community (including the deaf, mute and those with mobility issues) share their lives with the public through fun activities. However, the future of this social enterprise is uncertain, and this case invites participants to embark on this journey with Stevens to uncover future pathways for growth and social impact.

The case is tailored for higher level undergraduates and entry-level and mid-level managers of executive education programs.

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.

After working through the case and assignment questions, students should be able to develop an understanding of how to identify female leadership competencies; analyze social and psychological barriers to developing female leadership; and consider various solutions to build trust in rural settings by overcoming social and psychological barriers.

In 2022, Mrs Anjaria, the Managing Director, and Mr Anjaria, the Chairperson of the Rangoli Group of Institutions in Gandhinagar, Gujarat (India), were facing the challenge of how to empower thousands of females in the preschool venture in the rural area as they could see the impact of their female edupreneurs in the urban area. Both had worked up the ladder in the preschool venture after quitting their professional careers in the corporate world. They now wanted to create female edupreneurs to empower women and bring about social and educational change at the grassroots level. They needed to make an informed decision about how to scale the preschool offerings at rural sites to bring educational change and increase revenue simultaneously; however, they were unsure how to execute this vision into a tangible profit-making social edupreneurial reality. Government preschools (Anganwadis) and social structures in rural Indian contexts were a major consideration. It was important to increase their hiring efforts to empower women with their franchise model. However, issues such as leadership competencies, psycho-socio-cultural barriers, and creating trust in rural economies challenged their vision.

The case is suitable for MBA students or postgraduate-level courses on development communication, business communication, entrepreneurial communication and gender communication seeking to develop female competencies through communication models. This case illustrates how to create trust through communication among female eduprenuers by overcoming social and psychological barriers in rural settings.

Teaching notes are available for educators only.

CCS 3: Entrepreneurship

Incorporated on February 18, 1959, Oil India Ltd. (OIL) was a leading public sector oil and gas company involved in the exploration, development, production and transportation of crude oil and natural gas in India. Since its inception, OIL had committed itself to being a socially responsible organisation in and around operational areas, particularly the north-eastern state of Assam where 90% of company operations were concentrated. Despite many successes, the “People's Company” continued to be a target for disgruntled local and student communities who frequently created operational hazards for the firm—from sit-ins and blockades to pilfering and disrupting production facilities. No less than 400 organisations, of which 50-60 had been consistently active, were currently in the forefront of demanding something from OIL. Many of these demands were beyond the purview of OIL's CSR policy and focus areas. Additionally, being a Public Sector Undertaking (PSU), OIL also faced multiple demands from the government. On February 16, 2019, news arrived that there was yet another blockade in Duliajan, Assam. What should OIL do to address and possibly mitigate operational interruptions?

This case study was developed using data from secondary sources. The data was collected from the organization’s website, annual reports, press releases, published reports and documents available on the internet.

According to the International Energy Agency’s (IEA) World Energy Outlook (WEO), 775 million people worldwide would not have access to electricity even by 2022, with the majority of them living in sub-Saharan Africa (SSA) (Cozzi et al., 2022). In SSA, energy poverty had been a serious issue over the years. According to the IEA, 600 million people lacked access to electricity in 2019, while 900 million people cooked with traditional fuels (Cozzi et al., 2022). A World Bank report from 2018 said many SSA countries had energy access levels of less than 25% (Cozzi et al., 2022). Energy poverty in SSA hampered sustainable development and economic growth.

Despite significant efforts to address this poverty, Africa remained the continent with the lowest energy density in the world. Although solar and other energy-saving products were appealing, their adoption rates were modest, and their distribution strategies were not particularly effective. The lack of electricity exacerbated a number of socioeconomic problems, as it increased the demand for and use of wood fuel, which caused serious health problems and environmental harm.

While working in Uganda, Katherine Lucey (Lucey) saw that having no electricity had negatively affected women’s health in particular because it was women who were responsible for taking care of the home. These effects were both direct and indirect. The women’s reliance on potentially harmful fuels for cooking, such as firewood and charcoal, resulted in their suffering from respiratory and eye problems, in addition to other health issues. Furthermore, the distribution of energy-saving and renewable energy items was seen as the domain of men, and there was an inherent gender bias in energy decisions. Women were not encouraged to participate in energy decisions, despite the fact that they were the ones managing the home and would gain from doing so. In addition, because there was no light after dusk, people worked less efficiently. Lucey saw the economic and social difficulties that electricity poverty caused for women in rural Africa. She also witnessed how the lives of a few families and organizations changed after they started using solar products. This motivated her to start Solar Sister with the mission of achieving a sustainable, scalable impact model for expanding access to clean energy and creating economic opportunities for women.

Solar Sister collaborated with local women and women-centric organizations to leverage the existing network. Women were trained, provided all the necessary support and encouraged to become Solar Sister Entrepreneurs and sell solar products in their communities and earn a commission on each sale. To provide clean energy at their customers’ doorstep, the Solar Sister Entrepreneurs received a “business in a bag” – a start-up kit containing inventory, training and marketing assistance.

Solar Sister’s business model empowered the women in SSA by providing them with an entrepreneurship opportunity and financial independence. Also, the use of solar products helped them shift from using hazardous conventional cooking fuels and lead a healthy life. The children in their households were able to study after sunset, and people in the community became more productive with access to clean energy.

The COVID-19 pandemic outbreak, however, had a serious impact on Solar Sister. It found it challenging to mentor and encourage new business owners due to restrictions on travel and on group gatherings. The Solar Sisters were unable to do business outside the house either. Their source of income, which they relied on to support their families, was therefore impacted. The COVID-19 outbreak also slowed down the progress achieved by the community over the years and made household energy purchasing power worse. Furthermore, the organization was also grappling with other issues like limited access to capital, lack of awareness and infrastructural challenges. Another challenge lay in monitoring and evaluating the organization’s impact on the last mile.

In the absence of standardized measurement tools and issues in determining the social impact of Solar Sister, it would be interesting to see what approach Lucey will take to measure the impact of Solar Sister on the society. What measurement tool/s will Lucey implement to gauge the social impact of Solar Sister?

This case is intended for use in PG/Executive-level programs as part of a course on Social Entrepreneurship and Sustainability.

Case explains how female leaders are more concerned about social issues the industry in which they operate could resolve. Obo-Nia, CEO of Vodafone Ghana, showed concern for resolving the digital divide in Africa and offered a collaborative solution. The case also suggests how female CEOs invest in strategic corporate social responsibility (CSR) that could create a competitive advantage for firms. The case also discusses gender diversity issues in the science, technology, engineering and math (STEM) field and how Vodafone Ghana’s CEO tried to enhance gender diversity in the telecommunication sector and Vodafone. Obo-Nai did not emphasize gender diversity from a CSR perspective but believed in a business case for gender diversity, as an increase in participation of women in the STEM workforce could help the telecommunication sector innovate faster and resolve the digital divide challenge while also empowering women working from the informal sector.

What is the significance of a digital divide and the societal role of the telecommunication sector; Why female CEOs are more concerned about CSR and how CSR makes not charity but business case; Why female CEOs are more inclined toward collaborative strategies and how stakeholders are involved in collaborative strategies for reducing the digital divide; Exploring various strategies for enhancing gender diversity in the STEM field and the significance of gender diversity in the STEM field.

The case is about the challenges faced by Patricia Obo-Nai, the first female CEO of Vodafone Ghana, to bridge the digital divide in Africa while doing so in a profitable manner. Obo-Nai was an engineer by profession and won several awards as she rose to the post of CEO in Vodafone Ghana in 2019. During the COVID-19 pandemic, she took several corporate social responsibility (CSR) initiatives, such as making internet service freely available in certain schools and universities so that education could continue. Obo-Nai also emphasized gender diversity within Vodafone and urged other telecommunication players to focus on gender diversity from a social responsibility perspective because it was essential for innovation. Under Obo-Nai’s leadership, Vodafone itself launched several new products. She called for a multistakeholder collaborative approach to bridge the digital divide and to make 4G internet affordable in Africa. Obo-Nai collaborated with competitors like MTN Ghana to enhance Vodafone Ghana’s roaming services.

This case is intended for undergraduate or graduate-level business and management courses, especially international business and society, CSR and leadership courses. Graduate students in public policy may also find the case compelling.

Teaching notes are available for educators only.

CCS5: International Business; CCS10: Public Sector Management

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.