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This case is designed for an undergraduate entrepreneurship course dealing with the launch and growth of an entrepreneurial venture, including strategies for effective team building, especially with teams based in different countries.

This case has been used in 300 and 400 level entrepreneurship courses.

The case tells the story of John Lee (CEO) and Regina Adams (President), the founders of a new business called global loans in entrepreneurship (GLIE) based in Singapore. GLIE facilitates micro-loans for small business owners in the developing world and specifically targets entrepreneurial development projects for the poor. Many social enterprises start their operations on a shoestring budget. Typically, the deficit of cash pushes the leadership to use creative strategies to move things forward, including recruiting individuals who are willing to work in the startup phase without monetary compensation. This case sheds light on what can happen when founders recruit and rely on a volunteer for essential technology development, vesting the individual with substantial power, and creating the possibility for him/her to delay or purposefully hold up the launch of the company.

The case highlights the importance for someone on the founding team to have whatever core competencies are most critical to the firm. Additional themes are the importance of raising adequate funds at startup, the pitfalls of using volunteers in the wrong capacity, and the disastrous impact the wrong employee can have in a small firm setting.

Teaching note.

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).

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The data has been provided by the protagonist in the form of interviews, tables and figures.

Abdul and his team, comprising MS Finance graduates from Lahore University of Management Sciences, embarked on a transformative process that led to the inception of their startup, Ingine. Originating from a discarded idea of importing recycling machines, the team pivoted to address a significant gap in the influencer marketing industry. They envisioned a subscription-based software-as-a-service platform that streamlines interactions between influencers and businesses, emphasizing secure payment processing, messaging and feedback features. The narrative underscores the intricate connection between influencer marketing and the return on investment for small businesses, recognizing the challenge of decoding tangible financial gains. Ingine’s mission is to unravel this puzzle, optimizing small businesses’ investments in influencer marketing while navigating the complexities of crafting a competitive influencer compensation model. The team’s background, strategic considerations and commitment to fostering sustainable relationships between influencers and businesses serve as a compelling backdrop to Ingine’s entrepreneurial aspirations.

The case can be used in entrepreneurship and entrepreneurial finance. The case can be used in undergrad, master’s, MBA, executive MBA and short executive programs. The complexity of a case can be increased or decreased depending on the level of class, i.e. start, middle or end of the course, and the time allocation, i.e. 90 min.

This is a field-researched case about a nonprofit organization, the Accelerated Cure Project (ACP), dedicated to accelerating advances toward a cure for multiple sclerosis (MS). Inspired by the successful open source software development platform, ACP brings the strengths of that platform into the medical research and development environment. At the opening of the case, Robert McBurney, an Australian scientist with extensive experience in the biotech world, has been named CEO. McBurney and his team want to use ACP's bio-sample and data Repository to drive innovation in the search for the cure for MS by fostering collaborative research and development across research institutions, pharmaceutical and bio-tech companies. To encourage such collaboration ACP waives its rights to potentially lucrative Intellectual Property. This decision to foster collaboration at the expense of revenue sources appears problematic, since ACP does not have the staff or resources to undertake fundraising at the scale needed to fund current projects. ACP chooses to serve instead as an open access research accelerator making an impact on the field by functioning as an innovation driver rather than a profit maker. Is this an innovative recipe for success in finding a cure for MS or a recipe for financial disaster for ACP?

Interviews provided the primary source of data for this case. Four semi-structured interviews were conducted with the CEO of ACP, the Vice President of Scientific Operations, and a member of the organization's Board of Trustees, a collaborating university researcher, and the President of a bio-tech company working with ACP. Interview data was supplemented with additional information from ACP's web site, news reports, McBurney's comments at Suffolk University's Global Leadership in Innovation and Collaboration Award event, and follow-up conversations.

This case is intended for use in an undergraduate course examining strategic management issues midway through the term. The case discussion can center on issues relating to: first, the development of the business model; second, revenue resources and fundraising. Students are expected to spend two to three hours of outside preparation reviewing concepts of change leadership and the collaborative enterprise business model. They should read the case materials and brainstorm options for improved change leadership. The case can be taught in one two-hour class period.

The purpose of this case is to introduce students to the strategic management and funding challenges faced by an organization that is using a non-traditional business model in an increasingly complex environment. As a result of discussing this case, students should be able to: first, examine strategic organizational strengths, analyze opportunities created by business, market and environmental factors, and strategize to minimize weaknesses and to address threats identify an organization's strategic focus; recognize and recommend options at crucial decision making junctures in a business situation; second, assess an organization's revenue model; analyze how this model can be improved; third, analyze the functionality and sustainability of an organization's business model.

Development of business models, base of the pyramid (BoP) markets.

This study can be used at Bachelor as well as on Master's level courses to reflect activities and practices within corporate sustainability, base of the pyramid and international expansion of MNEs.

This is a case study of Grundfos LIFELINK's development process, relating to the successful development of a business model for serving base of the pyramid (BoP) markets for potable water. Grundfos LIFELINK is a turnkey water solution that encompasses a solar-driven pump facility, a GPS-based monitoring system, and charges based on digital payments of water credits. Together, they represent the business model of Grundfos LIFELINK. At the same time the modules represent a business architecture that can be mixed and matched to match the skills and ensure the adaptive involvement of local partners in BoP markets. Since its cautious start in 2009, Grundfos has successfully expanded its operations to 30 villages in Kenya and LIFELINK systems will operate in 70 villages in Kenya within the next two years.

In an international business/international management context, especially the first and the last part of the case could be used as a showcase of the current transformation efforts multinational companies (MNCs) in the developed world are pursuing. Pressured by the cost advantages of Dragon multinationals from Asia, India and Brazil, MNCs search for new ways to provide value and at the same time utilize their existing knowledge. The Grundfos LIFELINK case shows some of the important consequences and challenges that multinational organizations are facing, once such business models needs to be integrated in the current MNC activities.

Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.

This case is based on primary and secondary sources of information. These sources include interviews with senior executives as well as documents provided by Mondragon and Eroski. The interviews were conducted on-site. In addition, the authors researched the literature on both organizations.

Eroski is the largest of Mondragon Corporation’s coops. Since its founding, Eroski has faced numerous challenges. It has responded to each challenge with out-of-the-box thinking. In response to the pandemic, Eroski become an e-commerce supermarket as well as selectively continuing bricks and mortar stores. As the pandemic is winding down, Eroski is considering how to respond to the “new normal,” which is largely undefined. The question posited at the end of the case is, “Will Eroski be able to hold to its social principles, maintain its unusual governance model and other unusual practices, and survive this latest challenge?”

Eroski of Mondragon is a complex and unusual organization. To appreciate the challenges and how they were overcome by its unique business model, a student must have a minimum background in management, corporate finance and marketing. Thus, this case would fit well into a senior or graduate class on strategic human resource management. It is also recommended for the strategy capstone course usually offered during the last year of a business bachelor’s degree (senior level) to ensure that students are introduced to what Paul Adler refers to as an alternative business model. It can also be targeted for an advanced management course or a strategy course at the MBA and executive levels.

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.

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This case is to familiarize students with the peculiarities of social enterprises (SEs). They would be able to recognize that SEs are hybrid organizations that merge a social purpose with the managerial logics of business ventures. Because of this dual nature, social entrepreneurs need to balance their social aim and the financial viability of the project when analyzing different ways to grow the business, as well as understand and address internal tensions that arise because they have to deal with diverse stakeholders. At the end of the analysis, students would have clear that social and commercial ventures respond to different logics, and therefore, require different managerial models.

Andrea Meoño was the founder of Hope Home, a center for early childhood education in San José, Costa Rica. The goal of the center was to provide education and daily care to children of disadvantaged families, especially single mothers for whom it was a real challenge to maintain a permanent job to sustain their children, and at the same time, provide them with adequate care and attention. After five years of operating the center, Andrea had to figure out the best way to grow her business, ensuring financial sustainability while keeping true to her original purpose of helping vulnerable mothers by providing their children with excellent educational opportunities.

Master’s and Master of Business Administration students taking a course on 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.

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Entrepreneurship.

The case has been used at Master's level but it has direct application to any MBA programme or entrepreneurship module.

Adrian Gore started Discovery in 1992 with seed-funding of R10 million from merchant banking group, Rand Merchant Bank (RMB), as a health insurance company within the RMB stable. By 2009, Discovery had become a large, listed, financial services institution employing more than 5,000 people and comprising not only Discovery Health (DH), but also Discovery Life (DL), Discovery Invest (DI) and Discovery Vitality (a wellness programme). In addition, it had operations in the USA, where it licensed Vitality for use by employers and other health insurers, and in the UK where it operated two joint ventures with The Prudential plc – Pruhealth and Prulife.

To understand the similarities and differences between corporate and start-up entrepreneurship; to understand the entrepreneurial process within an established organization; to explore the environment within an established company in terms of how much it supports or constrains entrepreneurship; and to look at creative ways to overcome obstacles to entrepreneurship in established companies.

Teaching notes.

Teaching notes are available upon request.

The purpose of this paper is to enable tourism management and strategic management students to evaluate and analyze tourism activities in the United Arab Emirates by TCA. Students will gain a comprehensive understanding of developing tourism in rural areas in the United Arab Emirates and to build up proper strategies. They will be able to perform the organization’s competitive standing using Porter’s Five competitive forces and analyze its business strategies as well. They will be able to analyze the current status of the organization using SWOT analysis and to design alternative strategies for the company using TOWS analysis.

The Department of Tourism and Culture – Abu Dhabi, also known as the TCA, is a governmental tourism authority in the Emirate of Abu Dhabi established 14 years ago as part of an economy-diversifying strategy for the non-oil era. The TCA is responsible of creating tourism activities to generate new tourists in Abu Dhabi, which will increase the revenue of the authority and as well increase the gross domestic product of the United Arab Emirates (UAE) economy. Tourism activities have been focused on Abu Dhabi City as is it considered the capital city of the UAE. However, other cities are also part of this strategy, e.g. Al Ain City, which is located in the eastern region of the Emirate of Abu Dhabi, and Al Dhafra City, which is located in the western region of the Emirate of Abu Dhabi, both of which lack the required infrastructure, population, and tourism activity, due in part at least to the fact that the TCA’s strategy plans have been focused on Abu Dhabi City. Sultan Al Mutawa Al Dhaheri (Al Dhaheri), the TCA’s Executive Director of Tourism, has been responsible for developing tourism in Al Ain City and Al Dhafra, but due to the current situation of the two cities regarding the low revenue growth (and the consequent lack of investors willing to invest) and no critical mass (i.e. a sufficient number of hotel rooms available), Al Dhaheri is facing a dilemma regarding achieving TCA strategy in Al Ain City and Al Dhafra City.

This case study will be useful for undergraduate and postgraduate level students majoring in Tourism and Hospitality Management, Business Administration and Strategic Management.

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