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Corporate entrepreneurship; Intrapreneurship; Human Resources.

MBA students in Human Resource, entrepreneurship and/or PhD students in the areas of Human Resource, Corporate Entrepreneurship and/or on Intrapreneurship studies.

This case reveals that progressive change originated from individual’s positive deviance approaches, opportunistic sensitivity, ability to learn, evaluate and the ability to develop ideas on how to exploit or pursue identified opportunities (intrapreneurial behaviour).

The student will learn to deal with the complex nature of organisations and the tendencies of institutional processes to be uncertain, unpredictable, and uncontrollable; appreciate the internal workings of an organisation, the external environment; and understand the role of generative leadership, positive deviance, novelty ecosystems and intrapreneurial behaviour and the fact that connections and interactions in a social network are non-linear or non-proportional. This means that complex system predictions can be much more than simple regression predictions. They will be able to apply both bottom-up and top-down influences from proactive leadership or generative leadership events and benefit from positive results and the emergence of innovation.

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 Congregation of the Blessed Virgin Mary (CBVM), a Catholic order founded in the early 1800s, was faced with a series of strategic concerns, including an aging clerical population, a changing laity, reduced finances, very limited vocations, and an evolving mission. Some of these concerns faced the Catholic Church in America as a whole (including sexual abuse, not discussed in this case) and several of these issues were also facing the Catholic Church worldwide. The serious matters facing them were threatening the continued viability of the order in America, and the guidance they were receiving from Rome - instruction to decide which of three suggested models for restructuring they would adopt - seemed to back them into a corner, requiring selection from among several strategies not devised by their membership and commitment to the selected strategy going forward. Change was necessary, but one of the major concerns of the order was that it remain consistent with its stated mission while adapting to a new environment and “operating system.” Their decisions were driven by Rome, but the decisions were not made by Rome; the CBVM was as autonomous in its decision-making as any decentralized international organization.

This case study aims to understand the role of women entrepreneurship that reconcile the interests of not only business but also the economy as a whole; to map the most common avenues and levers as well as challenges and impediments in entrepreneurship; and to study how women have proved themselves and created value (for company as well as consumer) and driven leadership in business.

This case study predominantly is an entrepreneurial journey of the protagonist who left her cushy job to follow her dreams and started her own venture in hospitality industry. The case is designed on the basis of rounds of interviews conducted with the owner, hence it is based on primary data. Jayanti Kathale, a technology expert, working with a reputed organization, started Purna Bramha in 2013. The unique selling proposition of her food business was the home-like taste of the Marathi cuisine that she was serving. There were challenges like funding, logistics and pricing just like any other start-up. But Jayanti was determined to excel and her perseverance helped her get through all the challenges. Besides being a successful entrepreneur herself, she played a role in empowering other women also, by offering them franchisees of her restaurant. The food service industry is fast-paced, competitive and constantly evolving. This is taken well into consideration and proper training is organized for the staff. The protagonist's main quandary at this time is her pricing strategy.

The case is designed to be taught to the undergraduate and postgraduate management students and any other equivalent course. It can be taught in 2-h class and is expected to require some outside preparation by students. The students should be acquainted with the basic concepts of entrepreneurship and organizational culture in India. The instructor should focus on two aspects in the case. The broader aspect is Entrepreneurship in India and the narrower and more focused ones like Women Leadership.

CCS 3: Entrepreneurship

Teaching notes are available for educators only.

This case serves as a useful backdrop for discussing a few important conceptual frameworks in the field of finance. The dilemmas are still evolving for Sharīʿah-compliant asset management company (AMC); i.e. Al Meezan, and may seem complex to the students – particularly in the Pakistan’s financial structure – but framing the discussion from a market perspective ought to help the students of finance.

This case study focuses on Al Meezan Investment Management Limited (Al Meezan) journey since inception. Al Meezan is a full-fledged Sharīʿah-compliant AMC and one of the major players in the mutual funds industry of Pakistan. Al Meezan offers a comprehensive range of Sharīʿah-compliant investment solutions especially designed to meet the financial goals of their existing and potential clients. The case study covers all the key events before the inception of Al Meezan, from late 1990s till March 2020. The case is based on interview with chief executive officer (CEO) (the protagonist) of Al Meezan. The case also covers various challenges faced by Mohammad Shoaib, CEO and his senior team, to make Al Meezan a vibrant institution offering Islamic financial services.

This case is aimed at undergraduate students in their final year (i.e. taking electives in the field of Finance/Islamic Finance) or graduate students majoring in Finance/Islamic Finance.

Teaching notes are available for educators only.

CSS1: Accounting and Finance.

Development of legitimate teaching cases demands cases be factual, that is that they use “real people, real companies, real situations,” and, usually, present time. Rarely, do cases deal with historical happenings in which lives, as well as fortunes, could be lost to achieve desired ends. History provides rich material on which to build teaching cases with the added advantage of acquainting students with the past and the influence the past has in shaping the future. Answers to the question of “Why use historical teaching cases” are related to the more general question of “Why study history.” Both questions are addressed.