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Management, Information technologies.

Courses at the senior university level in social and organizational sciences.

This case aims to observe modes, levels and specific problems in application of information technologies in informing, information sharing and collaboration as important aspects in ensuring quality in control of the processes that occur at school. Some deficiencies in application of information technology within these processes have been identified and alternatives to solving them have been offered. The discussion concerning the solutions was performed according to the parameters that were singled out as important in the analysis of the problems. A school that is recognized in Zlatibor region and elsewhere in Serbia for its advanced development tendencies was selected for the case study. The proposed solutions are practically applicable in any work collective.

Modern management strategy in education; the importance of process management in insuring quality of whole management system; the importance of implementation of modern information technologies in school management system.

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

The case presents the situation prevailing in Loreto Day School, Sealdah, when Sister Cyril took over as the principal of the school. It details the initiatives taken by her to turn around the school. With her active interest and concern for marginalised children, the school started admitting a greater number of non - fee paying children, bringing their number to half of the total enrolled children in the school. Several programmes like providing shelter to street children and integrating them into the education system, weekly visits by school children to nearby village schools, addressing the problem of hidden child labour, programmes for platform children and training for barefoot teachers were organised along with other teaching and learning activities in the school. Pedagogic changes like activity oriented science teaching, value education, work education, and an assessment programme which took into account the effort put in by children were also initiated. Views of a cross-section of parents, some of whom had high praise for the school while some others expressed concerns about its divergent activities are also included.

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 case presents the efforts of Dr. Dhanesh Jain, founder of Ratna Sagar Publications to innovate in children's publishing space. His innovations received mixed response. Commercial success was delayed. Adoption of innovations by the educational institutions did not happen as expected, the innovations, however, created opportunities for other business ventures. Dr. Jain is wondering whether the innovation efforts were worth their while.

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.

The learning outcomes are as follows: learning about the concept of informal innovation in comparison with the formal innovations; understanding the drivers and barriers of informal innovation in an organisation; identifying the enablers of informal innovation in an organisation; and analysing the outcomes of informal innovation in non-monetary/non-financial/non-pecuniary terms.

The case study emphasises the importance of informal innovations in the manufacturing industry. The case is an attempt by the authors to bring about a clear distinction between the formal and informal open innovations.

The teaching case can be used for undergraduate- and post-graduate-level courses such as BBA, MBA and executive MBA.

Teaching notes are available for educators only.

CSS 11: Strategy.

Innovation, privatisation and property development.

Undergraduate and MA level property development courses; modules covering privatisation within undergraduate, MBA and MA level management programmes.

This paper presents the genesis and motivating factors that stimulate a managing director of a housing development (D&B Private Limited Company) to introduce innovation as a strategic solution to the challenges which hinder his firm's growth. The recently launched Ten Malaysian Plan and the Sustainable Programme for Corporate Malaysia are identified as the two stimulating events that triggered the initiation and subsequent implementation of innovation into Design and Build Sdn Bhd. Innovation has been recognized as an endeavor that impacts positively and significantly the performance of the firm that innovates. There was a major focus on factors that enhance innovation of a firm: structure, culture, resources and how to address or react to external factors such as government regulation on innovation, environmental uncertainty and market competition. The quest to be an innovative firm has led to major changes in the structure, culture and review of the firm intangible resources. Coupled with some corporate responsibilities, Design and Build Sdn Bhd has been recognized for its unique performance resulting from the competitive advantage derived from this very idea of innovations.

Students are expected to be able: to present a basic understanding of the motivations and driving force behind the housing developer's keen interest to innovate, to present the multiple benefits of adopting innovation in the housing industry, to highlight the internal and external factors which positively influence innovation among housing developers?, to present how housing developers are able to manage challenges facing their companies through innovation.

Teaching notes.

This case can facilitate students to develop a deeper understanding of the social mission-based business enterprises, startups, solopreneurship, one-man companies, women-led businesses, benefits and challenges associated with service innovation and design thinking, along with the competitive forces and funding problems in scaling up a social enterprise. It can be used for the BBA, MBA or Executive MBA programs for courses on entrepreneurship, social entrepreneurship, design thinking, business strategy and service innovation.

This case is suitable for both the undergraduate or graduate-level programs in the area of entrepreneurship, innovation and startup management.

Dr Anita Sharma was a solopreneur who started a car driving school in Amritsar, Punjab, deploying specially designed, retrofitted cars to train People with Disabilities (PwDs). She demonstrated exceptional prowess in defying the social taboos and popular stigmas associated with PwDs by establishing “Drive On My Own” (DOMO) as an innovative project, a first-of-its-kind car-driving training school in India to provide an accessible car-drive learning experience to PwDs. She ignored the extreme sensitivity displayed in the social behavior of people around her, who were either were too sensitive for the PwDs by treating them as Person with Special Abilities (PwSAs) or were completely insensitive toward them or their problems thinking that their disabilities are their misfortunes. This continuum of insensitive to overprotective societal attitudes and lack of infrastructure concerning travel for PwSAs made this service innovation possible by design thinking. This entrepreneurial initiative enabled solo as well as group travel and tours possible for PwDs, by bringing in new inclusive modes of communication and solutions for self-mobility. It has also paved a path for social inclusiveness and livelihood sustainability by bringing positive change in the lives of PwDs and their family members. Moreover, a new design implementation is in her plans, as she wants to redesign these cars further to be accessible for people using wheelchairs too. The potential growth of this solopreneur’s social enterprise calls for scaling up the business, but it may also attract competition as the existing big tech-travel automobile companies may enter this domain soon with their driver-less or self-drive cars. Considering all these factors, Dr Anita Sharma faced multiple dilemmas: Can she formalize her project? What can be the type of business she can proceed with? How can she sustain and scale up her women-led project, better qualifying as a PwD-led social enterprise? How can she resolve the challenges related to the design implementation, funding the project and facing competition while scaling up DOMO as her social and service innovation?

Thus, this case study enables the application of concepts and theories of business enterprise, business funding, service innovation and design thinking. It also helps recognize and understand the challenges related to social entrepreneurship.

CSS: 3 Entrepreneurship.

The learning outcomes are to understand the definition of public value and the strategic drivers behind public value creation, understand the nature of social innovation in the public sector, identify the critical opportunities and challenges involved in sustaining innovation in the public sector and identify the role that non-profit organizations can play in supporting and sustaining social innovation.

This case puts participants in the shoes of a global health innovator’s leadership team as the organization approaches a funding crisis. The organization, VillageReach, is on a quest to expand across the public health system of Mozambique and experiences a funding dilemma. The case reveals the challenges of working with governments to achieve large-scale, systemic change. It explores the conundrum of using international donor funding to embed new practices in government service delivery. Ultimately, it asks participants to choose between the pursuit of new, small-scale innovative projects and the large-scale rollout of a national programme.

This teaching case is written for courses focused on social entrepreneurship, social innovation and social change. It can also be used in courses focused on non-profit management and public sector innovation. Specifically, the teaching case is suitable for two audiences: social enterprise and non-profit managers focused on strategy, development and operations (the case focuses on an enterprise that relies primarily on donor funding) and health-care managers and administrators. Generally, the case is suitable for undergraduates in their final year of study as well as graduate-level business and public administration courses, including MBA, MPH, MPA, EMBA and Executive Education courses.

Teaching Notes are available for educators only.

CSS 3: Entrepreneurship.

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.