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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.

An instructor engaged students in managing and reporting sustainability initiatives at an organisation. After completion of the case study discussion, the students will be able to critique the sustainability initiatives that can be undertaken at an organisation; understand sustainability reporting; analyse how result-based management aids in sustainability report preparation; recommend critical considerations for conducting a sustainability impact assessment by an educational institute.

The case contributed to the growing knowledge base about reporting sustainability initiatives at an organisation and managing them to aid in decision-making. The case called for better integration between sustainability activities and reporting under organisations’ Sustainable Development Goals (SDGs) or environmental, social and governance (ESG) reporting.

Ajay served as the head of the management department and a leading member of the sustainability initiatives at University Alpha, Delhi NCR, India. He was assigned the task of publishing the university’s annual report. The management had requested him to consider preparing a standalone sustainability report for the university.

He began the task by examining the benefits of standalone sustainability reporting. He proceeded to analyse the specifics of SDG reporting, SDG Accord reporting and ESG reporting using the Global Reporting Initiative guidelines. During discussions with a consultant, the necessary steps for creating an SDG-only report and an integrated SDG and ESG sustainability report were clarified.

Guidance from an expert led to an intention to use a result matrix in preparing the sustainability report and ongoing impact assessment of SDG initiatives for reporting. The dilemma involved deciding between continuing with the sustainability initiative listing in the annual reports or opting for a standalone sustainability report. Critical considerations concerning the sustainability impact assessment of SDG-related activities at an educational organisation were also explored.

This case is intended for discussion in the graduate-level program in strategy, general management, sustainability management, environmental management and environmental economics. The case may also be used for participants in executive program.

Teaching notes are available for educators only.

CSS 4: Environmental Management.

Financial reporting.

Postgraduate (honours and masters in financial reporting).

Transnet is the utility company responsible for, inter alia, the operation, construction and management of South Africa's fuel pipeline infrastructure. The company is wholly owned by the South African Government and prepares its financial statements in compliance with International Financial Reporting Standards (IFRS). One of Transnet's capital projects involves the construction of an upgraded multi-fuel pipeline. The expected costs of construction ballooned from ZAR12.6 billion (approximately USD120 million) to ZAR24 billion (approximately USD240 million) over a five-year period. This has raised questions about the prudential management of the company's capital projects and the basis on which the government subsidises Transnet's capital costs. The significant increase in project costs also begs the question: how should the cost of the self-constructed pipeline be accounted for in Transnet's annual financial statements?

Describe and explain the qualitative characteristics of useful information in terms of the Conceptual Framework (2010) and summarise the framework's key principles. Evaluate these principles, drawing connections between them and the relevant academic theory (as per the prescribed readings), with specific reference to the accounting for self-constructed plant and equipment.

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 1: Accounting and Finance

Leadership, international business, financial reporting, entrepreneurship

The case study is aimed at undergraduate students at a 300 level.

Mr Badr Jafar, co-founder of the Pearl Initiative (PI), is the chief protagonist in this case study set in the Gulf Arab states. He launched this company at the United Nations in September 2010, and the launch was timely, as business leaders were looking to rebuild the global economy following the economic downturn. The Initiative was originally the idea of a number of leading company owners in the countries of the Gulf Cooperation Council (GCC). The company vision is to improve business practices for the benefit of business and society in the future, but the context is one of a highly competitive and secretive business environment. The mission of the PI is to improve private sector corporate culture to one of transparency and accountability. The PI approaches that mission through building a network of business leaders in the GCC, particularly those from the family-owned companies in the private sector. A biography of the founder and the background to the founding of the PI is given, followed by a rationale of the company structure. The potential influence of the network of companies and leaders on the socio-business climate is considered. The specific activities are outlined within the strategy of the PI to address four key business areas: anti-bribery and corruption; corporate governance; corporate reporting; and women in leadership The PI focuses on raising awareness about the potential benefits of social entrepreneurship for business and society. To what extent this relatively new model of business can be successful in the context of the GCC is a case dilemma. Key issues: There are two main issues raised in the case study: the rationale for the relatively new business model of social entrepreneurship and the extent to which PI can modify the past and current GCC business environment by addressing the four business areas.

Students will be able to: analyze the business case for social entrepreneurship and explain the contribution of PI activities for changing the business environment.

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 study’s primary learning objectives are to develop a number of professional competencies, such as personal ethics and citizenship, decision-making acumen and business acumen. Students deal with a novel situation, underpinned by four Sustainable Development Goals (reduced poverty, quality education, decent work and economic growth, and reduced inequalities) and are required to consider a broad range of historical and cultural nuances in a resource-constrained environment, to address the dilemma at hand.

This case study tracks the efforts of a non-profit company called Just Grace, which was established in 2012 in Cape Town. Just Grace’s mission is to uplift the Langa community, an underprivileged urban suburb in Cape Town, via educational, career development and social programmes. Just Grace’s programmes have achieved success in Langa. The dilemma now facing Just Grace is whether their existing model is transferable to a rural community in the Eastern Cape in South Africa.

The case study is aimed at both local and international postgraduate students studying an honours or master’s degree in a business-related field such as accounting or an MBA.

CSS 1: Accounting and finance.

Teaching notes are available for educators only.

The following subjects are addressed through the case: Integrated thinking; professional skills; ethics and values; sustainability; and responsible leadership.

This teaching case is aimed at Postgraduate accounting honours or masters students or MBA students.

The case begins on 16 May 2018, with Jason Roberts, Head of Environmental Programmes at World wide fund for nature (WWF), reflecting over bad news. The Department of Agriculture, Forestry and Fisheries (“DAFF”, also referred to as “government”), have just approved the 2017/2018 Total Allowable Catch (“TAC”) for the West Coast (WC) rock lobster at 1,924 tons, almost three times the amount recommended by the scientific community. The events describe a history of tension between the primary objectives of the WWF and the government; difficulties in stakeholder management, and the potential consequences for the survival of the WC rock lobster and those who depend on it for their livelihood. The different perspectives held by different stakeholders; the relevance of the scientific evidence; the legal provisions in place and the process applicable to making the TAC decision; all highlight the complex environment in which decisions were made; to which the WWF is wondering how to respond.

The case’s primary learning objective is to highlight the variety of considerations involved in complex decision-making, also known as “integrated thinking”. Students will be required to critically analyse and evaluate the information in the case, as well as the exhibits; to comment on the appropriateness of various decisions and recommendations; evaluate the ethical/moral responsibilities of WWF; understand different perspectives and the reasons for these perspectives; identify actions and statements that reflect responsible leadership, as well as those that reflect the contrary; and apply learnings from this case to personally reflect on one’s role as a responsible business leader.

Teaching Notes are available for educators only.

CSS 1: Accounting and Finance.

This case covers the framework and process to determine fair value as specified in International Financial Reporting Standards (IFRS) 13. It illustrates an instance in which auditors interpret the concept of fair value to be consistent with other principles in standards such as the principle of prudence in the conceptual framework. In addition, a lot of the discussion in the case is applicable to accounting education in any regulatory jurisdictions given the convergence of US generally accepted accounting principles (GAAP) and IFRS 13. In addition, while fair value accounting may have been designed to give investors more useful information, in practise it could involve highly subjective judgement and the resulting implementation may be affected by incentives of different stakeholders. The CK Tang’s case provides an excellent opportunity to discuss incentives of varies parties in determining the fair value in financial reporting decisions. In short, this case could be a good jumping-off point to talk about management and auditors’ incentives in financial reporting in general.

Publicly available information (e.g. financial reporting standards, corporate announcements and reports, news reports) was used as the basis for this case.

The case centres on an iconic Singaporean integrated retailing and property landlord entity: Tang holdings. As part of its succession planning, the company’s founding family decided to take its listing arm, C.K. Tang Limited (CK Tang hereafter), private in May 2006. The Tang brothers, who represented the controlling family, initiated several attempts to delist the company. The minority shareholders of CK Tang were unhappy that the offer price was below the net asset value of the company. The minority shareholders also highlighted that the reported fair value of the flagship Tang Plaza complex understated its highest and best use and might not possibly comply with International Financial Reporting Standards (IFRS) 13.

The case can be used for class discussions with undergraduate students or master students in intermediate accounting courses.

The teaching case is designed to be used by students in higher education institutions at the undergraduate level. This case may also be relevant for staff at the bursary departments of any public universities or public organizations that have biological assets.

This case provides a study on agricultural activity at Universiti Pengurusan Malaysia (UNIPM). The purpose of this case is to create greater awareness for case users on the accounting framework and on methods recommended for recording specific assets in agricultural activity, i.e., biological assets. This case provides users with experience in explaining the nature of an organization’s agricultural activities and accounting for biological assets as recommended in the Malaysian accounting framework. In addition, users are exposed to some current issues in accounting standards, such as ethical issues. In this case, Fakhrul, an accountant at UNIPM and a leader of the Asset Unit, was responsible for reporting the value of all UNIPM’s assets, including biological assets. He was instructed to accurately recognize, measure, and disclose the value of biological assets according to the appropriate accounting standard. Furthermore, UNIPM had been urged to replace the existing accounting standard of the Malaysian Private Entity Reporting Standard (MPERS) with the Malaysian Public Sector Accounting Standard (MPSAS). Fakhrul was considering how to account for and report biological assets according to the new MPSAS. This case is a decision making or ‘unfinished’ case which is suitable for financial accounting and reporting courses. The names of the people and the university are fictitious, but the details were based on actual events. A series of interviews were conducted with the key players to gather the data. Other useful documents such as the university’s annual report, university’s website and the deer reports were also referred.

The primary objective of this teaching case is to provide an opportunity for case users to understand both the accounting framework and the methods recommended for recording specific assets in agricultural activity. More specifically, the teaching objectives of this case are to achieve the following learning outcomes: to identify the relevant accounting standard for recognizing, measuring, reporting, and disclosing biological assets by public universities in Malaysia, to apply the appropriate accounting treatment in recognizing, measuring, reporting, and disclosing biological assets in accordance with the appropriate accounting standard for public universities in Malaysia and to understand the ethical issues involved in deer valuation methods.

Teaching notes are available for educators only.

CSS 1: Accounting and finance.

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.

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 learning objectives of this case include:

▪ Outline the brand repositioning approaches that Equity Bank used in its various stages of growth.

▪ Identify the impact of Equity’s brand repositioning in supporting its growth.

▪ Develop a brand repositioning framework for Equity bank as a fintech.

▪ Identify the theoretical frameworks that informed Equity’s brand repositioning during the various growth stages.

▪ Suggest a theoretical framework that would help Equity to reposition the new brand in the market.

In March 2020, the Government of Kenya declared a lockdown to slow down the spread of the Covid-19 pandemic. The lockdown of entire economic sectors put pressure on the adoption of technology to deliver services such as education, training and financial services. Banks had to innovate ways of supporting customers transactions with minimal physical and cash contact. Equity Bank had been implementing a digital banking strategy which had demonstrated successful adoption. Covid-19 accelerated the adoption and usage of Equity Bank’s digital banking by consumers. The bank found itself in a new territory competing fiercely with new and more agile fintechs. Consequently, Dr James Mwangi, the Group Managing Director and CEO of Equity Group, was contemplating the possibility of bringing forward the bank's strategic intention of repositioning as a fintech. He was convinced that such a move would bring massive success to the bank’s digital banking strategy, achieve enhanced efficiency, improve customer experience and attract a new segment of digital-savvy customers. But he needed to carry the Board, his management team and customers along in this repositioning strategy without sacrificing the gains made in the consumers' minds about Equity's brand as a bank.

This case can be taught to graduate-level students of marketing courses. It can also be taught to participants of executive education undertaking short courses in in business management and entrepreneurship.

Teaching notes are available for educators only.

CSS 8: Marketing.