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This case is appropriate for the following courses in undergraduate, graduate or executive programs.

Sustainability, strategy, inclusive business, environmental sustainability and women in leadership. Upon completion of the case study discussion successful students will be able to:

Bilikiss Adebiyi-Abiola brought to life Wecyclers, an urban waste management company in Nigeria that started as an idea during her MBA programme at MIT. Bilikiss served as its CEO from 2012 and mobilized efforts to sign up thousands of individuals, corporate bodies and agents who turn in waste to recycle. While waste management already had a lot of private sector participants (PSPs), there was no recycling company with a focus on community engagement as at the time Wecyclers came on board. The company went through several iterations to arrive at business model, develop its peculiar infrastructure, build partnerships and raise funds. The case study documents Wecyclers roll-out under the leadership of Bilikiss, whose work with Wecyclers has been shaped by her evolution as a professional woman with a background, education and network that has enabled her excel in the face of social norms which emphasize men as leaders. The case dilemma involves strategy cross-roads Bilikiss faced in mid-2017 as Wecyclers considered expanding its operation, pushed beyond waste collection, pushed by infrastructural weaknesses in the landscape which forced the company to consider vertical integration of its inclusive business model as a way forward to meaningfully serving its stakeholders – from communities, corporates to agents.

• Explore the strategic contexts of doing business in emerging markets;• understand the challenges and opportunities in inclusive business model for solving a social problem such as waste management; and • Examine the growth and evolution of women’s leadership, possibilities and hurdles, in a range of contexts.

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In this way, the case study contributes to the limited body of knowledge about strategic and pragmatic facing social enterprises in emerging markets, including funding, community engagement, infrastructure, etc. It also gives us a view of inclusive business models and the evolution of women’s leadership.

CSS 3: Entrepreneurship.

This case study aims to expect the following learning outcomes. A better understanding of the nature of a psychological contract being developed by employees in non-profit organizations, especially working in the areas of social development and the impact of this contract on employee commitment. Enhanced understanding of conflict of interest (personal versus public) in social development organizations and its implications. Identification of issues of task conflict versus interpersonal conflict and its impact on organizational functions. Identification of dynamics of exclusion of internal stakeholders from organizational strategic decision-making process along with its impact on organizational performance and sustainability. Devising a mechanism to avoid such conflicts in social development organizations, in particular, and organizations in general.

This case highlights five issues as follows: it identifies and discusses conflict of interest between privileged class possessing decision-making positions in the board of directors and implementers working at the grassroots level at ANMOL (a non-governmental organization working for poor girls education in Baluchistan-hub of China–Pakistan Economic Corridor); it discusses the basis for formulation of psychological contracts and impact of its violation on stakeholder’s commitment and motivation; it discusses the implications of difference of opinion of both stakeholders regarding organizational vision and possible drawbacks of converting task conflict into interpersonal conflict on individuals, organization and end-users; it explores implications of exclusion of key stakeholders from organizational decision-making and its impact on organizational smooth working and sustainability; and it suggests a mechanism to avoid conversion of task conflict into interpersonal conflict and smooth functioning of an organization. Hence, this case discusses theories of conflict of interest between top-leadership and workforce, psychological contract and implications of its breach on employee motivation and organizational sustainability in the context of social development organizations.

This case provides sufficient material to be discussed at master level courses (management sciences – master of business administration (MBA) level) such as human resource management (dynamics of psychological contract and conflict resolution), leadership and change management in social development organizations (social enterprises).

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CSS 7: Management Science.

The authors used Sue’s (2010) microaggression process model and Freeman et al.’s (2010) stakeholder theory as a theoretical basis for this case.

Information for the case was gathered from publicly available sources. No formal data collection efforts were undertaken.

Guess Who’s Coming to Deliver is a case that examines an event that occurred at Lowe’s Home Improvement Warehouse in late July and early August of 2015. A customer who had purchased some products from Lowe’s requested that only White delivery people were dispatched to her home because she did not allow African–American people in her house. The case is factual and was written from information that was publicly available in the media. The case is designed to help instructors facilitate a meaningful classroom discussion about microaggressions from the different stakeholder perspectives.

The case is relevant for undergraduate and graduate organizational behavior and human resource management courses.

This case requires students to evaluate alternative dual-share-class corporate structures that allow companies and entrepreneurs to pursue profit with purpose. The case explores Impact Makers, an IT consulting company based in Richmond, Virginia. While original founders of the firm hold all voting rights, the cash flow rights belong to two nonprofits setting the stage for a Newman's Own model of management consulting. The case discusses whether and how the alternative corporate structure aids the firm's overall strategy to attract top-quality employees, pay them competitive salaries, and provide superior service to its clients while donating 100% of its lifetime value to charitable causes, largely through partnerships with various nonprofit organizations. More importantly, the case asks students to evaluate how such a dual-share-class and dual-purpose company can raise capital to fund continued growth.

The case opens with CEO Michael Pirron reminding himself of all the questions he had run through to execute a strategy to further grow Impact Makers' consulting business both through expanding a menu of services and through conquering new geographical markets. To do either, or both, the company needed a cash infusion. Internal cash was limited, as up to 40% of it flowed to charitable partners, demonstrating Impact Makers' commitment to its mission. Raising debt for a company without fixed assets was challenging and time consuming. Complicating it all was that being structured as a nonstock corporation rendered equity raising difficult. Could Impact Makers raise money to grow and stay true to community values at the same time?

This case uniquely challenges students by introducing the history of how LIXIL transformed its corporate social responsibility (CSR) program to create shared value within the global sanitation sector by launching the SATO business unit as a social enterprise. SATO is a “self-sustaining social business that establishes a local Make, Sell, Use cycle in the community – creating jobs and allowing local manufacturers and stakeholders to continue the business independently” (LIXIL, 2019). From 2012 to 2021, NGOs helped the company design and market the SATO toilet pan and other products that form the SATO business unit. The SATO business unit must balance its social mission of improved sanitation with the need to gain a profit and become a sustainable business – the ongoing challenge of social entrepreneurship.

After completing this case study, students will be able to meet the following objectives: understand the difference in corporate strategy between CSR and ventures that create shared value; understand the sometimes-competing goals of social enterprises and analyze how they can balance both economic and social objectives; understand that developing and emerging markets are different from each other; explain how corporations can decide which markets to pursue, and how they can meet the needs of the diverse BOP markets; understand how the pursuit of the Sustainable Development Goals can create economic opportunities for corporations; and (optional: suggested for post-graduates) identify activities and challenges of MNC market entry in developing country contexts. Analyze institutional voids in developing country contexts and explore how partnerships can help to address these voids.

This case is most appropriate for the study of international business, corporate social responsibility, and social entrepreneurship students at both the undergraduate and post-graduate levels. The case may be used for undergraduate students to illustrate corporate social entrepreneurship, creating shared value, NGO partnerships, and marketing to the base of the pyramid (BOP) consumers. An optional section on BOP market entry is presented for early- and late-stage post-graduate students, illustrating the concepts of the liability of foreignness and institutional voids.

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CCS 3: Entrepreneurship.

International business, Strategic management

BA and MA; courses: International business, Management courses with special focus on emerging and developing countries, Intercultural management, Strategic management.

Freetown, Sierra Leone, West Africa, June 2013 – Representatives of the London Mining Corporation and Deutsche Gesellschaft für Internationale Zusammenarbeit GmbH were discussing the details about the official launch of the From Mines to Minds project. The From Mines to Minds project consisted of two components technical, vocational and educational training at St. Joseph's and functional adult literacy for people who could not benefit from the upgrade of St. Joseph's in 17 communities around the mine site. Each of them had committed 200,000 euros to the project. While the mining company favored an early launch due to internal and external pressures, the development agency evaluated that they needed to have a consolidated program before advertising it locally and nationally. This joint decision on the official launch revealed more structural issues in the “fit” between these two organizations in this cross-sectoral partnership designed to contribute to local and national sustainable development.

The purpose of the case is twofold. The first aim is to introduce students/participants to the challenges that arise when entering into a cross-sectoral partnership with another organization in a development project. The second aim is to expose students to the operational, business and strategic challenges related to operating in the volatile local and national context of a least developed economy.

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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.

This trio of cases is appropriate for upper-level undergraduate classes or for postgraduate programs in non-profit management, leadership and community development, international development, global studies, women’s and gender studies and social entrepreneurship. It allows the instructors and students to engage with classical leadership tenets and emerging social entrepreneurship literature. Upon completion of the case study discussion and assignments, students will be able to: identify diverse obstacles that African women face in starting social enterprises; understand the ways that African women leaders build a social dimension to their enterprise; and identify characteristics of women’s leadership and critique the value of women’s leadership for establishing sustainable social enterprises.

The case stories of the three African social enterprises portray how female leaders have fostered sustainable organisations through prioritising social, over economic and governance investments. Martha Letsoalo, a former domestic worker, founded the Heartfelt Project in South Africa, which now employs fifteen women, ships products all around the world and enriches the community of Makapanstad with its workshop, training and education centre. Victoria Nalongo Namusisi, daughter of a fisherman in rural Uganda, founded Bright Kids Uganda, a thriving care facility, school and community centre that educates vulnerable children, empowers victims of gender-based violence and distributes micro-loans to female entrepreneurs. Gertrude, abandoned in Lusaka, Zambia, founded Chikumbuso, a home of resilience and remembrance to educate children and offer women employment in a cooperative business. Each case documents the founding years of the social enterprise and outlines some of the shared women’s leadership approaches. The case dilemma focuses on why and how women start social enterprises in socially and economically difficult contexts.

This trio of cases is appropriate for undergraduate or graduate-level programs in non-profit management, leadership and community development, international development, global studies and social entrepreneurship.

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 3: Entrepreneurship.

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This paper aims to present an opportunity to explore the opportunities and challenges involved in running a business with a strongly ingrained social vision in the complex, multi-dimensional environment of an emerging economy. Key learning areas are as follows: How the concept of inclusive innovation applies to the real-world difficulties faced by businesses operating in informal economies. By exploring the tensions between growth and inclusivity in Silulo’s development, students will grasp the challenges entrepreneurs face as a business starts to gain momentum and change, and gain appreciation for the trade-offs that occur when choosing between franchising and organic growth. The challenges of a rapidly evolving technological environment, the need to adapt service offerings at pace, and the importance of balancing financial considerations with deeper social values will find application far beyond the informal economy context of the Silulo story.

This teaching case looks at Silulo Ulutho Technologies via CEO Luvuyo Rani and the challenges he faces in balancing expansion and profitability with its mission of empowering disenfranchised communities – challenges exacerbated by a changing telecommunications environment, with more widespread internet availability, mobile phones and online training courses encroaching on Silulo’s traditional service offering.

This case focusses primarily on the processes of inclusive innovation and is suitable for graduate courses in social entrepreneurship, business model innovation, sustainability, business and society, strategic management, emerging markets, business in Africa and organisational studies in general. The case is suitable for Masters of Business Administration (MBA) and Executive MBA academic programmes and delegates on Executive Education programmes.

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 3: Entrepreneurship

The learning outcomes are to sensitise with the cause of sport development in India; to familiarize with the concepts of SDGs and sport development continuum in context of the Tata Trusts work in sports (Sports Portfolio); to relate strategy concepts of resources, SWOT analysis, cooperative implications, Carroll's CSR pyramid and Porter-Kramer strategic corporate social performance and shared value framework of inside-out and outside-in linkages with the Sports Portfolio strategy at the Tata Trusts; and to link sport development concepts like sport and development, sports development continuum and capacity building with the Sports Portfolio work at the Tata Trusts.

The case explores the sport and development issues faced by Ms Neelam Babardesai, Head of Sports Portfolio, Tata Trusts in Mumbai, India. The Trusts had a long history of contributing to the development of sport in India and looked forward to aligning their work in the sport with the United Nations (UN) sustainable development goals (SDGs). They started Sports Portfolio in 2016–2017 intending to complement their work in education and generate positive socio-economic change at the grassroots (local community) level in India. They also had the resources to implement the programmes. However, they were faced with issues like the deficiency of physical literacy in schools resulting in the disinterest of children and parents in sport and physical activity, which also might lead to health issues, later in life, minimal cooperation between entities involved with sport and development, lack of structured sports programmes and skilled human resources and the national sports policy needing better details and implementation and follow-up plans in India. Their strategic response was based on the use of a “sports development pyramid”, capacity building, alignment with the SDGs and complementary partnerships and collaborations. What were the outcomes? Should they continue with the same strategic approach? What should be their future course of action for sport and development? How should they respond to the COVID-19 crisis? Ms Babardesai reflected upon the above questions while concluding that India needed a long-term strategy for the development of sport.

The case is intended to be taught in the class of strategic management for postgraduate or master's level participants of business administration for concepts like resources, SWOT analysis, cooperative implications, corporate social responsibility (CSR), shared value and introducing the concept of the UN SDGs (SDGs), capacity building and sports development continuum (sports development domain) in context of the Indian sports scenario. The case should be equally useful in teaching relevant courses related to sports management and development. It may also be used for courses related to development studies and sustainability at the master’s level. The case may also be used by practitioners and researchers associated with sport and development/sports development and SDGs.

Teaching Notes are available for educators only.

CSS 11: Strategy