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Social implications are as follows: social activism; girls education; collaboration; collective action; and change agent.

Learning outcomes are as follows: evaluate the role of a change agent in a nonprofit organization; understand collaborative partnerships in a nonprofit organization; examine how a nonprofit organization is promoting education in conflict-affected countries; understand the importance of education for girls as a basic human right; understand and discuss the threats to girls’ education in conflict-affected countries; analyze the role of Malala Yousafzai in supporting girls’ education globally; identify the challenges unique to educating girls; and explore steps that Yousafzai needs to take to ensure girls have equal access to the knowledge and skills they need to learn and lead in a world affected by the pandemic and climate change.

The case discusses social activist Malala Yousafzai’s (She) diligent efforts to promote girls’ education in conflict-affected regions globally through her not-for-profit organization Malala Fund. Co-founded in 2013, Malala Fund worked to ensure every girl globally could access 12 years of free, safe, quality education. The fund worked towards this goal by building creative partnerships and investing in its global network of education activists and advocates fighting for girls’ education in communities where most girls missed out. Malala Fund supported girls’ education programs in countries such as Pakistan, Afghanistan, Nigeria, India, Brazil, Ethiopia, Turkey and Lebanon. The Fund’s projects were aimed at addressing gender norms, promoting the empowerment of girls through education, imparting gender-sensitive training for teachers and raising awareness about the need for girls’ education. In 2016, the fund created the Education Champion Network to support the work of local educators and advocates to advance.

Post-graduate level students.

Teaching notes are available for educators only.

CCS 11: Strategy.

This case focusses on social innovation and social entrepreneurship in Africa, specifically looking at behavioural characteristics of social entrepreneurs, their motivations to create social value and the application of personal initiative theory. The case discusses the self-starting proactiveness and innovation traits of the social entrepreneur. The social business model canvas will be used to analyse the social enterprise’s business model.

Students of social entrepreneurship, development studies, sustainable livelihoods and asset-based development. It is useful for customised or short programmes on social entrepreneurship or for students with a background in business wanting to understand social enterprise as a vehicle for social and economic change. As such, this case is written for Business Management and Entrepreneurship undergraduates or students of elective courses in social entrepreneurship (“understanding” and “remembering” learning activities under Bloom’s taxonomy). When personal initiative theory is used, the case provides an initial understanding of social entrepreneurship in a less developed context for post-graduate students and may be used for higher-order learning activities (“analysing” and “applying”).

The case tells the story of Dr Engr Moses Musaazi, who is a Social Entrepreneur and Managing Director of Technology for Tomorrow (T4T). Troubled with the persistent social problems in his country. Musaazi, through T4T, strived for social innovations to reduce school dropouts of Ugandan girls. While exploring Moses’ journey for solving persistent social problems through social innovations, students will be able to understand, remember, analyse and apply Dees’ (2001) social entrepreneurial behaviours and Santos’ (2012) theory of social entrepreneurship. The case discusses what motivates African social entrepreneurs to start a social venture (Ghalwash, Tolba, & Ismail, 2017). Students will apply personal initiative theory to identify the social entrepreneurial behaviours displayed in the creation of social ventures. To exemplify and analyse the different components of social ventures’ business model, the social business model canvas by Sparviero (2019) will be introduced.

The teaching objectives are Objective 1. Students are able to remember, understand, identify and apply the social entrepreneurial behaviours as defined by Dees (2001) and the elements of Santos’ (2012) theory of social entrepreneurship to Dr Moses Musaazi’s case as a social entrepreneur. Objective 2. Students remember, understand and identify what motivates social entrepreneurs in less developed economies to create social value (Ghalwash et al., 2017). Objective 3. Early-stage postgraduate students are able to apply and analyse (also evaluate and create for higher-level post-graduates) personal initiative theory to explain the emergence of social entrepreneurial behaviour and especially how innovation, self-starting and proactiveness may lead to social entrepreneurial venture start-up (Frese, Kring, Soose, & Zempel, 1996). Objective 4. Students use the social business model canvas (Sparviero, 2019) as a tool to understand, analyse and improve a social-enterprise business model.

Supplementary learning materials are provided in the Teaching Note (Table 1). Table1, which includes videos and their description. Also, a link to Uganda’s sustainable development index is provided (the focus is sustainable development goals [SDGs] 3: Good health and well-being, SDG 4: Quality Education, SDG 5: Gender equality, SDG 10: Reduced inequalities).

CSS 3: Entrepreneurship.

Masayo Kodama, President, Reborn Kyoto NPO, believed foreign-aid food saved her and other Japanese from starvation after World War II. Kodama was determined to help others suffering in third world countries. After distributing emergency supplies in Cambodia, Kodama developed a new vision: teach impoverished people how to “fish” and they would feed themselves and their children for life. She decided to teach dressmaking skills to people in third-world countries. Kodama recruited volunteers in Japan and these women, in turn, collected and prepared silk from kimonos. Japanese volunteer seamstresses took the silk and supplies, traveled to such places as Vietnam and Yemen, and taught people how to create clothes suitable for sale in western markets of Japan and the US. Although the sale of products, along with small grants and private donations, yielded subsistent revenues for the nonprofit organization, Kodama wondered how to build her organization and to find a replacement for herself with so few resources.

Social entrepreneurship/innovation.

Basic to advanced level.

This case introduces students to the context of social innovation and social entrepreneurship. Societies are facing new challenges that will require innovative solutions. In our society, social needs are addressed in a variety of different ways. Some of these needs are addressed mainly through public organizations, some in private spheres through associations or businesses, and others in informal organizations or maybe not at all. As changes occur in our society, the current practices we use to meet our needs will not necessarily be the same practices we use to meet our needs in the future. In response, a number of initiatives are emerging. This case describes the process of such a new initiative.

Students need to understand what social innovation is; in how many ways it manifests; and why it is a multi-disciplinary field. Students need to understand the difference between for-profit and not-for-profit organizations and which challenges they are effective in addressing (context dependency). Students need to understand, describe and discuss the process and methods of developing social entrepreneurship and social innovations using the House of Plenty Social Innovation Model as a case. Students need to understand and discuss the main challenges that not-for-profit social innovations face in securing financial sustainability and in scaling up using the House of Plenty Social Innovation Model as a case.

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.

This study enables to critique the development of a sustainability strategy brand; integrated reports, sustainability reports, usage of safe internet and online learning skills to reduce inequalities and increase stakeholders’ values.

Digi Telecommunications (Digi) has been publishing annual sustainability reporting in line with Global Reporting Initiatives since 2009. Albern Murty, Chief Executive Officer (CEO) of Digi, the largest player in the mobile telecommunications industry in Malaysia by the number of subscribers, decided to establish a responsible business brand known as Yellow Heart in 2018 to better serve their stakeholders demand. There was a low stakeholder understanding of Digi’s sustainability efforts and societal impacts. Digi’s Sustainability department aspired to make Yellow Heart the best industry practice for continuous improvements by making Responsible Business commitment one of the main pillars of the company’s strategy and vision. Yellow Heart was linked to Sustainable Development Goals (SDG)10 on reducing inequalities by focusing on Digital Inclusion and Resilience to increase safe access opportunities, provide marginalized communities with opportunities to pursue interests in digital learning pathways and create a more sustainable digital future for all. The case study illustrates the sustainability management at Digi and the planned migration from sustainability reporting to integrated reporting to build trust in the business with all the stakeholders. The case dilemma involves the challenges that Philip Ling Oon Hun, the Head of the Sustainability, faced in deciding the SDGs to focus on and measuring and reporting their outcomes to contribute to the greater good, not only in pure business terms but also to society at large.

This case is appropriate for undergraduate or graduate-level programs in Accounting, Corporate Governance and Strategy Implementation.

Teaching notes are available for educators only.

CSS 1: Accounting and Finance.

The years 2011, 2012, and 2013 witnessed both significant developments and setbacks in global polio eradication efforts. On the positive side, January 13, 2012, marked a full year since India had detected a case of wild poliovirus. On the negative side, polio continued to be endemic in three countries-Pakistan, Afghanistan, and Nigeria-and in those countries the goal of eliminating polio seemed more challenging than ever. Between December 2012 and January 2013, sixteen polio workers were killed in Pakistan, and in February 2013, nine women vaccinating children against polio in Kano, Nigeria, were shot dead by gunmen suspected of belonging to a radical Islamist sect. In addition, after a 95 percent decline in polio cases in 2010, the number of cases in Nigeria rebounded in 2011. Recognizing that polio was unlikely to be eliminated in these countries in the near term, the Global Polio Eradication Initiative moved its target date for eradication from 2013 to 2018.

These setbacks sparked a debate about the appropriate strategy for global eradication of polio. Indeed, some experts believed that recent setbacks were not caused by poor management but were instead the result of epidemiological characteristics and preconditions that might render polio eradication unachievable. These experts argued that global health efforts should focus on the control or elimination of polio rather than on the eradication of the disease.

This case presents an overview of polio and the Global Polio Eradication Initiative and recounts the successful effort to eradicate smallpox. The case enables a rich discussion of the current global strategy to eradicate polio, as well as the issue of whether eradication is the appropriate global public health objective. More generally, the case provides a concrete example of a particular type of global public good, namely infectious disease eradication.

After analyzing and discussing the case, students will be able to:

• Understand the nature of a global public good

• Perform a back-of-the-envelope benefit-cost analysis of polio eradication

• Discuss the appropriate strategy for eradicating an infectious disease

• Apply game theory to analyzing which countries would be likely to contribute funds toward global polio eradication

• Discuss the role of private organizations in the provision of global public goods

Understand the nature of a global public good

Perform a back-of-the-envelope benefit-cost analysis of polio eradication

Discuss the appropriate strategy for eradicating an infectious disease

Apply game theory to analyzing which countries would be likely to contribute funds toward global polio eradication

Discuss the role of private organizations in the provision of global public goods

To write this case, several research methods were used. Most importantly, field interviews were conducted with employees at Banati foundation. The interviews were held with three different employees at different points in time, including the marketing manager, the executive manager and the head teacher working with the girls at the foundation. These interviews helped provide details regarding the foundation’s culture which is hard to get from secondary sources. In addition to this, one of the researchers was a volunteer at the foundation for 6 months before starting this research and so had strong background knowledge on the workings of the entity. Finally, secondary sources were used to provide accurate historical information and numerical statistics. These sources included the foundation’s website and annual reports as well as newspaper interviews with the Banati’s Chairperson.

This case poses the marketing dilemma faced by Banati Foundation, a non-profit organization (NPO) based in Egypt. Banati has offered child protection services to girls at risk since its establishment in 2009. In particular, the case focuses on the foundation’s strategy and operations in 2020. Since its inception, the foundation has been led by the main founder, Dr Hanna Abulghar. Under her leadership, the foundation flourished and won several international awards. The foundation became a home, a school and a support system to the girls who were once homeless. Yet even though Banati succeeded in improving the lives of many girls at risk, the foundation still sought ways to sustain its funds and to empower the girls to thrive after they left the foundation. As the key person responsible for setting the foundation’s direction and strategy, Dr Hanna faced marketing challenges that include overcoming social stigma, diversifying the donor base and increasing fundraising.

This case is suitable for undergraduate and Master’s students who already have an understanding of the basic marketing principles such as the marketing mix (4Ps)/market segmentation and have taken an introductory marketing course previously. Furthermore, the case presents an opportunity to apply marketing concepts such as segmentation, targeting, positioning and promotion within the context of social and NPO marketing. It is ideal for students studying social marketing, NPO marketing strategy, cause marketing, fundraising techniques and social inclusion.

Business, management.

This case is suitable for undergraduate and postgraduate students studying topics related to human resources, decision making, managing in multinational companies and crisis management. In addition, the case is useful study for practitioners in non-governmental organizations (NGO).

Dr Manal Taryam, the Chief Executive Officer, was discussing with Ms Shurooq Al Banna, Marketing Specialist, the achievements and challenges faced at Noor Dubai over the past three years. Noor Dubai is an international charity for the prevention and treatment of blindness. The problem facing these decision makers is the prioritization of their resources to support logistics management, operations, human resources, funding and educational issues. In addition, to meet the needs of the visually impaired, a long-term mission is to establish permanent eye centers in areas of most need.

Students will be able to:

• Describe the problems facing Noor Dubai in relation to logistics management, operations, human resources, funding and educational issues.

• Explain how the management strategies of Noor Dubai prioritize logistics management, operations, human resources, funding and education.

Describe the problems facing Noor Dubai in relation to logistics management, operations, human resources, funding and educational issues.

Explain how the management strategies of Noor Dubai prioritize logistics management, operations, human resources, funding and education.

Teaching notes.

The case was developed from both primary and secondary sources. The secondary data was sourced from annual reports, industry reports, company websites and news articles. Primary sources included visiting the Club Mahindra Resorts located at different places, interacting with staff and local people, visiting their corporate office to interact with the CEO. The case has also been tested in a classroom.

This case deals with challenges faced by a vacation ownership (VO) company, Mahindra Holidays Resorts India Ltd in articulating the organizational culture of its flagship brand “Club Mahindra.” Club Mahindra had emerged as the major VO company in India in the past two decades on the back of its core product – a 25-year membership plan. The company was growing its offerings to its customers in an environment of changing customer preferences.

This case provides the students an opportunity to learn the organizational culture model. The students are expected to use the information provided in the case and exhibits to support their analysis with the primary objective to extract lessons about organization culture to leverage it as a tool to enhance customer satisfaction. Other objectives include understanding the changing business environment and modeling employee behavior during a crisis. Furthermore, the students are expected to validate the model using the artifacts from the crisis management at the Club Mahindra Resorts at Madikeri and Ashtamudi to understand the dynamics of change and the role of culture in organizational success.

At the MBA level, the case can be used to teach the topic of Organization Culture in the core course, Organization Behavior in the first-year curriculum, which is at the macro-level, with “organization” as the unit of analysis. It can also be used to teach the same topic with a stronger application orientation in the One Year Executive Education Program for middle-to-senior managers or short-term Executive Education Modules designed for a similar cohort.

At the end of the case discussion, students should be able to:

▪ Evaluate the relevance of community and networks to immigrant entrepreneurs.

▪ Appreciate the entrepreneurial journey of immigrant entrepreneurs in the South African context.

▪ Consider the challenges of the socio-economic environment affecting businesses in South Africa.

▪ Make an informed decision regarding how creating a family entrepreneurial ecosystem can mitigate business risk.

▪ Critically evaluate which strategies could exploit any further opportunities and grow the businesses.

In April 2022, Ahmed Mujtaba Razzak, director of Montage Interior Solutions, a design, building and construction company based in Mayfair, Johannesburg, was preparing for the official opening of the company’s newly-built Clifton Mall. Ahmed, whose family had immigrated to South Africa from Pakistan in 2004, had big goals for the mall: he wanted it not only to be profitable for his family, but also to help uplift the lives of the shop owners and the members of the surrounding community, many of whom were also from Pakistani immigrant families. Thus, instead of having to rent the units, shop owners were able to buy them under sectional title. The model promised the benefits of unit ownership for the shop owners and a quicker return on investment for Montage. As he prepared for the opening, Ahmed wondered whether he had set everything up for the venture to be able to achieve his goals.

The case study provided a deeper understanding of different challenges, approaches and strategies used in immigrant start-ups. The case study included various business and entrepreneurship themes focused on immigrant start-ups, strategy and diversification, family business and business growth. It also considered both individual and contextual factors influencing immigrant entrepreneurship, insofar as family and the business are “inextricably intertwined”, where the effects of social exchange between generations meant that successful enterprising families showed tremendous respect for the sensitive relations between the business and the family.

Postgraduate Diploma, MBA, Masters, Executive Education

Teaching notes are available for educators only.

CSS 3: Entrepreneurship.