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Brands are socially constructed (Askegaard, 2006) and are culturally dependent on the “cultural codes of branding” by taking into consideration the history, images and myths that can influence brand meaning (Schroeder, 2009). Brands can be of great value when they hold a favorable image in the consumer’s mind (Anholt, 2010). Regional differences and demographics can impact what has a favorable image in the consumer’s mind and can bias the expectancy set for consumers. When selecting a brand name, the SMILE and SCRATCH test should be used (Neck et al., 2018; Watkins, 2014). This name evaluation test can be used to assess the strength of a brand name. If the name has these five qualities, it should be kept, or you should “smile”: suggestive – it evokes positivity; meaningful – customers can understand it; imagery – it is visually memorable; legs – it lends itself well to a theme to run with; and emotional – it resonates with your market. On the contrary, if the name has any of these traits, it should be “scratched”: spelling-challenged – it is hard to spell; copycat – it is too similar to competitors’ names; restrictive – it would be hard to grow or evolve with; annoying – it is annoying; tame – it is lame or uninspired; curse of knowledge – only insiders or some people will understand it; and hard-to-pronounce – it is hard to say (Neck et al., 2018; Watkins, 2014). The marketing mix or 4P’s of marketing – product, price, promotion and place – is a set of tools business owners can use to achieve their marketing goals and is based on McCarthy’s (1960) work. The S.A.V.E. framework – solution, access, value and education (Ettenson et al., 2013) – has more recently been cited as a more modern replacement to the long used 4P’s model (Ettenson et al., 2013). Through this framework, business owners can work to align their brand to provide a solution to customers’ problems, give them access to the solution, provide value for customers and educate them about the product or service. The S.A.V.E. framework focuses on solutions, access, value and education rather than product, place, price and promotion. In this framework, the business should focus on meeting their customers’ needs and being accessible to customers along their entire journey from hearing about the company to making a purchase. Additionally, companies should provide value for their customers rather than solely worrying about price, and instead educate customers by providing information they care about (Ettenson et al., 2013; Neck et al., 2018).

Teaching case.

This case presents the story of Big Momma’s, a coffee shop in a deteriorated historic district in Springfield, Missouri. Big Momma’s owner Lyle, a black man in a predominantly white region, was new to the area and launched the business quickly, without much market testing of the concept or brand. Soon after launching, Lyle wondered if he was set up for doom as customers constantly ask for Momma or barbeque. It seemed necessary to take a critical look at the marketing and branding plans.

This case could have multiple uses, primarily for early stage undergraduate students studying entrepreneurship or integrated marketing communications. The case lines up nicely with the following textbook lessons. Entrepreneurship: the case can be used with Entrepreneurship: The Practice and Mindset (Neck et al., 2018), chapter 16, lesson on branding with a specific tie to the SMILE and SCRATCH test described in Table 16.1 and the S.A.V.E. framework described on pages 453–454. It can also be used with Entrepreneurship (Zacharakis et al., 2018), chapter 6, lesson on marketing strategy for entrepreneurs with a specific tie to the sections on marketing mix and value proposition described on pages 183–198. Integrated marketing communications: this case can be used with Advertising, Promotion, and Other Aspects of Integrated Marketing Communications (Shrimp and Andrews, 2013), chapter 3, lesson on brand naming.

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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.

The contribution of the present case lies in the critical view that every business actor should exercise – be it general manager, middle management, supervisor or executive – when building a strong organizational culture in corrupt political environments.

The purpose of this case study is to explore the dilemma in which Marcelo Odebrecht, once CEO of Odebrecht, found/determined whether to continue with the business model established by the founders of Odebrecht or take a new path for the organization. After exploring the corrupt acts of Odebrecht and the scope of Operation Lava Jato, the reader can reflect on the importance of organizational culture (according to the three levels proposed by Schein) in the face of the emergence of corruption. By generating discussions about organizational culture, business ethics, political culture and corruption, the organizational culture of Odebrecht is problematized in relation to its real behavior.

Students of administration, business and international business undergraduates and graduates, as well as members of senior management in companies in the infrastructure sector. Also, given the plurality of possible readings, it is recommended that the case also be used in courses or specializations in organizational psychology, organizational sociology or organizational anthropology.

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CSS 5: International Business.

The learning outcomes are as follows: to understand and develop the framework for the selection of location; to understand the resource-based theory (RBT) of entrepreneurship and develop the framework for RBT; to project a firm’s growth path in terms of achieving size; to analyze the important obstacles for same; and to calculate and forecast accurate market demand and customer footfall.

Abdul Jabbar Soomro recently quit his corporate job to achieve one of his dreams. He had always wanted to establish his own business venture and to be a successful entrepreneur. After completing his MBA in 2005, he started his career with one of the multinational companies at a very handsome salary. However, after 10 years of a corporate job, he left the job and started his own food venture. He faced a lot of challenges from his family, but he pursued his dream and started searching for the best location. By October 2015, he was all set and ready for the inauguration of his branch. He received a very positive response from market, and the number of customers kept on increasing on a daily basis. The major reasons behind his success were the environment, ambiance and product quality as promised. After two years of successful operations, Abdul Jabbar Soomro was wondering either to start a new branch or to proceed for expansion and better space management at the existing branch. He was unable to accommodate all the customers at his existing space.

BBA

Teaching Notes are available for educators only.

CSS: 3 Entrepreneurship

Crisis management.

Graduate and MBA.

This case analyzes the event of disappearing flight MH370 belonging to Malaysia Airlines which attracted worldwide attention from a third-party perspective. This case describes clearly the entire process of the crisis, mainly focusing on the decisions made and action taken by the Malaysian Government, and then illustrates the assessment and diagnosis of the crisis.

This case not only provides a sample for the teaching of strategic and crisis management but also supplies effective guidance for the measures a nation can take regarding a huge crisis.

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Nina, a 30-year old Asian Indian female, joined Morris University in the fall 2006 semester after completing her doctorate. She was an instructor and course designer at this historical black institution in a rural town in the southern part of the US. Ninety percent of the students and staff of Morris University (MU) were African-American. MU was committed to the objective of educating African-American youth and the concept of “students first” was one of its core institutional values. Nina's experience teaching an organizational learning course was very unpleasant. Her student evaluations were poor with harsh comments about her and the course. Nina was asked by the department head to prepare a teaching improvement plan for herself.

The case and discussion questions posed will allow the instructors the opportunity to introduce critical strategic concepts from strategic, nonprofit management and social enterprise literature. Specifically, (1) strategic transformation: countering drift and anticipating future trends and crises; (2) types of leadership: transactional versus transformational; (3) hybridity and mission drift; and (4) nonprofit funding models, the starvation cycle and the overhead myth.

Both primary and secondary sources have been used to prepare the case. The first two authors had the opportunity to interview Thomas Tighe, Direct Relief’s (DR) President and CEO in July of 2019. The interview lasted one hour and was transcribed by one of the authors and reviewed by the other two authors for accuracy. In addition, the authors conducted nonparticipant observations in DR’s headquarters in Santa Barbara (California). Given the longevity and media exposure of the organization, extensive internal and external archival data was also available for the analysis.

This real and undisguised case is based on DR, a +70-year-old humanitarian $1.2bn nonprofit organization headquartered in California (USA). From its headquarters in Santa Barbara, DR responds to emergencies and delivers medical support for vulnerable people affected by poverty, natural disasters and civil unrest in all 50 US states, six US territories including Puerto Rico and US Virgin Islands, and in more than 90 countries.

The case presents Thomas Tighe, DR’s President and CEO, reflecting in late 2018 on the transformation and growth that the organization had experienced since he started his tenure in 2000. Specifically, he is considering the most effective way to allocate an unrestricted recent cash donation. Should DR spend that money on traditional fundraising, reducing its efficiency rate, or should DR take a long-term approach and use the funds to build long-term capabilities? In addition, the case outlines the history and evolution of DR over its more than 70 years of existence, the CEO’s background and motivations, as well as a detailed description of the organization’s revenue portfolio. Students will have an opportunity to learn about a unique nonprofit named among “the world’s most non-for-profit organizations” by Fast Company; DR was also included in the Charity Navigator’s list of the “10 Best Charities Everyone’s Heard of.” In addition, in January 2009, DR was designated as a Verified-Accredited Distributor by The National Association of Boards of Pharmacy, which placed it as the first nonprofit to receive this designation to deliver prescription medicines to all 50 US states. Throughout Tighe’s tenure, DR had been lauded for its fundraising efficiency. The unique distinction to DR’s efficiency is its tradition of adopting new technologies and modern business practices for humanitarian purposes.

Students will learn how DR, under the leadership of Thomas Tighe, reinvented and reinforced the organization’s traditions to retain high levels of efficiency in the face of an ever-larger organizational scale, public scrutiny and demand for humanitarian support across the world. Students will witness many strategic and operational tenets that they may be more familiar with from the for-profit world. The case also will help students to understand the concept of hybrid organizations and different nonprofit funding models.

The case has been written to be used in graduate Nonprofit Leadership Management and Social Entrepreneurship courses. Given the scope and implications, the case could also be used on an upper-level strategy course. To maximize students’ learning, the case should be introduced halfway into the course after students have a solid understanding of what nonprofits are and how they operate. If students are not familiar with some of the concepts introduced in the analysis, the proposed readings will prepare them for a more fruitful discussion.

This case was based on both primary and secondary data. In-depth semidirected interviews were conducted in 2021–2022 after receiving the institutional research board approval. The interviews took an approximate time ranging from 90 to 120 min. They were recorded and transcribed. A thematic analysis was undertaken to identify the most relevant themes for the case. The secondary sources used included various websites, scholarly and trade journals, as well as specific databases, such as Statista.

The case exposes students in multiple disciplines to the challenges created by the COVID-19 crisis at Yale School of Medicine (YSM). It describes its remarkable effects on organizational and community members as they struggled to reimagine more inclusive and supportive spaces. As one of the most severe crises humanity has ever witnessed, COVID-19 exacerbated the existing struggles of the underrepresented communities, creating a double pandemic. It has also amplified inequities among marginalized groups including black, indigenous and people of color; women; immigrants; lesbian, gay, bisexual, transgender, queer/questioning; people with different abilities; working parents; single parents; religious minorities; and people with low income. When COVID-19 hit in 2020, Yale University School of Medicine (YSM), like other pioneering schools in the field of health care, doubled their efforts to face both the public health crisis and the substantial social turmoil (racial tensions after the death of George Floyd, food insecurity, vaccine resistance, social inequalities, etc.). Professor Marietta Vazquez, MD, who was the first Latina to be named Associate Dean for Medical Students Diversity at YSM, launched with Dr Latimore (Chief Diversity Officer) and her other colleagues many strategic initiatives aiming at improving the diversity, equity and inclusion of organizational and community members.

The case is an invitation to graduate students and students in executive education programs to reflect on the grand challenges leaders faced at YSM as well as in other institutions across the nation and the globe. It is also a call to reimagine ways leaders can accelerate the pace of change in their organizational ecosystems.

This case was written for use in graduate-level courses, including executive education dealing with Diversity, Equity, Inclusion and Belonging, Leadership and Change, Health-Care Equity/Policy, Health Sciences, Human Resource Management, Organizational Behavior, Crisis Management, Sustainability, Business and Society, Social Issues in Management, Strategy, etc. Faculty members can easily adapt the case to fit the content of the course they teach, the students’ context as well as the specific learning outcomes to be achieved.

Management – NGOs and organizational growth challenges.

Undergraduate/MBA – The case can be used in an executive MBA or management development program (especially for the development sector) to discuss the importance of design in the successful transition from one phase to another in an organization.

Social and Development Research and Action Group (SADRAG) incepted in 2004 as a registered not-for-profit organization. It was started by Dr Mala Bhandari. In 2014, Dr Bhandari estimated that SADRAG would have to expand to 7-10 employees in the Noida office and 6-8 employees in the new center in North India by the end of 2014, to manage the portfolio of projects envisaged at this time. Dr Bhandari's major challenge was how to manage the organization and meet its growing needs, and she felt burdened and stressed due to multiple demands on her due to internal issues and external interactions. People looked to her for guidance and directions. Because of the growing pressure, Bhandari decided to get an assessment done for her organization's growing needs.

To appreciate the challenges faced by non-governmental organizations (NGOs) in India. To diagnose the stage of organizational growth of SADRAG using Greiner's model of organizational growth. To appreciate the issues and problems faced by NGOs as organizations.

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Social Entrepreneurship/management of non-profit organizations (and non-government organizations).

Undergraduate/MBA/Executive MBA.

PUKAR is a niche non-government organization (NGO) working on a unique concept of “Right to Research”. It has several themes aimed at democratizing research and broadening access to knowledge among the disenfranchised or the weakly institutionalized groups. The resulting output is disseminated through media such as lectures, Web site, books and newsletters, thus initiating local, national and global debates about future of these groups. PUKAR conceptualizes all projects around this philosophy, which are supported by few specialized funding organizations. Funding organizations, on the other hand, are trying to support many causes aimed at improving the quality of life of citizens of various countries. Thus, PUKAR's growth is constrained by limited funds. Nevertheless, PUKAR has been able to create transformation in the lives of youth who carry out these projects. PUKAR, therefore, faces a continuous challenge of conceptualizing proposals that are meaningful and impactful for the society and to stay true to its core philosophy.

The expected learning outcomes include: to understand the nature of challenges (both strategic and operational) faced by a niche NGO; to analyze how the strategy of an NGO evolves with time; to analyze the impediments of growth for a niche NGO; and to analyze the strategic options for growth and sustenance of an NGO.

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