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Suitable for MBA, EMBA, and executive education programs, this case uses the complexities of the oil industry to set the stage to unfold a stakeholder analysis on BP's growth and opportunity in the renewable energy sector. This public sourced case offers a discussion about the firm's overall strategy, post Gulf Oil spill, moving forward. The case describes how within a single decade, BP had emerged as one of the largest energy companies in the world. Within that scope, BP had an odd achievement: It had been building an alternative energy business and had gained a reputation as being an oil company with a regard for the environment. Then a series of preventable accidents, in the United States in particular, started to chip away at the firm's status. In a matter of five years, BP went from celebrating its most profitable period to finding itself selling assets while industry watchers wondered whether the company would survive after being responsible for the largest oil spill in the United States. Shortly following the Gulf oil spill, Robert Dudley, a legacy Amoco executive, was appointed to replace Tony Hayward, the beleaguered BP group chief executive and director. Besides the oil spill and ongoing cleanup, Dudley had slumping revenues (even before the Deepwater tragedy) and a huge rebuilding task ahead of him. Not only did he have a multinational energy company to run, but Robert Dudley had to rehabilitate the Gulf of Mexico ecosystem, compensate all who suffered loss as a result of the damage, and repair the firm's shabby reputation. Dudley needed to implement a sound long-term strategy. How would his former division—renewable energy and alternative activities—fit into his plans?

Strategy.

Undergraduate final year or MBA.

This teaching case describes the journey undertaken by Yoma Strategic Holdings (YSH) Ltd, a Singapore-listed company that operates predominately in Myanmar, to become a successful and highly profitable conglomerate business empire in Myanmar. The case provides a rich contextual description of how YSH leveraged upon its partnerships and capabilities, especially with its parent and sister companies, to pursue its conglomerate business model. To facilitate the discussion that this teaching case aims to generate among lecturers and students, we have provided a summary of the latest developments in Myanmar since the 2010 general election. This helps to give students an appreciation of the challenges involved in creating a successful business in Myanmar.

The learning outcomes that this teaching case hopes to achieve in students are as follows: Understand the concept of “economies of scope” in corporate strategy; identify and explain the various corporate strategies (i.e. diversification and vertical integration) that can be implemented to develop a conglomerate business model; recognize the organizational and managerial issues arising from implementing these corporate strategies and understand the circumstances that influence its success; and assess the relative advantages of managing a business in a conglomerate business model and advise a company on whether a particular activity should be undertaken internally or outsourced.

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 Disney Crisis Exercise is not revealed here because it is entirely an in-class experience; students should not have access to any details prior to the exercise. Complete information is available to instructors in the teaching note. In this real-time exercise, student teams will advise Disney how to respond to a crisis precipitated by vocal and well-organized influence groups that threaten its brand as part of their advocacy on behalf of social causes. The crisis occurs against a backdrop of dynamic industry and company changes, many of which have important consequences for Disney.

After completing this exercise, students should be able to:

This case builds on elements of project management (PM) – specifically project initiation – including the development of a project charter and stakeholder analysis.

The case was developed from secondary sources as well as first-hand knowledge of the project by one of the authors. This author was on faculty at a private university in the southeastern USA, teaching numerous courses in the pharmacy curriculum while also serving as the Community Practice Residency Director for community pharmacies around the state. While connecting with these organizations, additional revenue requirements and complementary services were frequent topics of attention, leading to a grant to assist pharmacies in building out such services. Through this grant, the author engaged in consultations with community pharmacies around the state, including the pharmacy highlighted via this case. Pseudonyms have been used for the business, and all individuals associated with it, to maintain anonymity. Secondary sources used for additional research include industry reports and related websites.

Richard has owned and operated a community pharmacy, Our Family Farmacy (OFF), for years. A changing industry climate has forced Richard to diversify the products and services he provides. In addition to the distribution of medicine and front-end sales of consumer goods, Richard is seeking to expand into a larger spectrum of healthcare services. After researching several different types of services, and after dealing with related personal family circumstances, Richard decided that OFF should begin their expansion by offering depression screening services. He turned initiation of the project over to his pharmacy intern, Caitlin.

This compact case is geared toward undergraduate- and graduate-level students taking courses in general management and, more specifically, PM. This case might also be used by students with a career focus in the healthcare sector, and could of particular interest for students in a pharmacy program. Classroom application should encompass discussions on the project initiation process group, particularly with the processes regarding the project charter deliverable and the identification and assessment of project stakeholders.

Impact investing, Social enterprise.

MBA, EMBA, Executive Education.

Zoona mobile money: investing for impact details a slightly altered version of the real events that occurred in late 2011 with the series A round of investment in Zoona, a mobile money business in Zambia. The focus is on the decisions that have to be made by the management team of a socially innovative tech start-up (Zoona) providing mobile money and financial services to previously unbanked consumers in Zambia.

By the end of this case, the student should be able to: understand the basics of term sheets and be able to perform a high level analysis and comparison of two distinct term sheets; identify investor objectives, ultimately recognising the general differences between private equity and venture capital investors; identify and weigh the costs and benefits of term sheets, as well as identify negotiating points and necessary trade-offs in the investment process; and identify and understand the “soft” benefits of investors and weigh these in relation to a term sheet analysis.

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.

This case has multiple theoretical linkages at the micro-organizational behavior level (e.g. job enrichment), but it is best analyzed and understood when examined at the organizational level. Students will learn about shared entrepreneurship, high performance work systems, shared leadership and virtuous organizations, and how they can develop a sustainable competitive advantage.

The case was prepared using a qualitative approach. Data were collected via the following ways: literature search; organizational documents and published historical accounts; direct observations by a research team; and on-site audio recorded and transcribed individual and group interviews conducted by a research team (the authors) with organization members at multiple levels of the firm.

John Lewis Company has been in business since 1864. In 1929, it became the John Lewis Partnership (JLP) when the son of the founder sold a portion of the firm to the employees. In 1955, he sold his remaining interest to the employee/partners. JLP has a constitution and has a representative democracy governance structure. As the firm approaches the 100th anniversary of the trust, it is faced with multiple challenges. The partners are faced with the question – How to respond to the environmental turmoil?

This case has environmental issues – How to respond to competition, technological changes and environmental uncertainty and an internal issue – How can high performance work practices provide a sustainable competitive advantage? Both issues can be examined in strategic management courses after the students have studied traditionally managed companies. This case could also be used in human resource management courses.

By the end of their studies, students are expected to: undergraduate level. Learning objective 1: Describe the concept of social entrepreneurship. Learning objective 2: Explain the sources and challenges of funding social entrepreneurial activities. Learning objective 3: Discuss the different strategies that social entrepreneurs may use to raise funds. Postgraduate level. Learning Objective 1: Use theory to explain the concept of social entrepreneurship. Learning objective 2: Discuss the role of social capital in facilitating resource acquisition for social entrepreneurial activities. Learning objective 3: Evaluate the current action for fundamental change and development (AFFCAD) funding model and propose strategies that may be used by a social enterprise to achieve financial sustainability when donor funding expires.

The past decade has seen the emergence of many social enterprises from disadvantaged communities in low-income countries, seeking to provide solutions to social problems, which in developed countries would normally be addressed by government sponsored welfare programmes. The social entrepreneurs behind such initiatives are typically drawn from the disadvantaged communities they serve. They are often young people committed to improving the lives of their most disadvantaged community members. Being poor themselves and located in the poorest communities, establishing their enterprise faces fundamental challenges of obtaining resources and if accessed, sustaining the flow of resources to continue and grow their enterprise. Targeting external donors and mobilizing social resources within their community is a typical route to get their enterprise off the ground, but sustaining momentum when donor funding ceases requires changes of strategy and management. How are young social entrepreneurs dealing with these challenges? The case focusses on AFFCAD, a social enterprise founded by Mohammed Kisirisa and his three friends to support poor people in Bwaise, the largest slum in Kampala city. It illustrates how, like many other similar social enterprise teams, the AFFCAD team struggled to establish itself and its continuing difficulties in trying to financially sustain its activities. The case demonstrates how the youngsters mobilised social networks and collective action to gain access to donor funding and how they are modifying this strategy as donor funding expires. From an academic perspective, a positive theory of social entrepreneurship (Santos, 2012) is applied to create an understanding of the concept of social entrepreneurship. The case uses the social capital theory to demonstrate the role played by social ties in enabling social entrepreneurs to access financial and non-financial support in a resource scarce context (Bourdieu, 1983; Coleman, 1988, 1990). The National Council for Voluntary Organisations Income Spectrum is used as a tool to develop the options available for the AFFCAD team to sustain their activities in the absence of donor support. The case provides evidence that social entrepreneurs are not limited by an initial lack of resources especially if they create productive relationships at multiple levels in the communities where they work. However, their continued success depends on the ability to reinvent themselves by identifying ways to generate revenue to achieve their social goals.

This case study is aimed at Bachelor of Entrepreneurship students, MBA, MSc. Entrepreneurship and Masters of Social Innovation students.

Teaching Notes are available for educators only.

CSS 3: Entrepreneurship.

MBA, advanced undergrad, entrepreneurship and technology commercialization classes.

Entrepreneurial diversity, equity and inclusion, medical device innovation, and models of business accelerators.

The first half of the case explores Kathryne Cooper’s professional and personal journey and the ways her life experiences inform the goals she helps set for The West Coast Consortium for Technology & Innovation in Pediatrics (CTIP). As an African-American woman codirector of a medical device accelerator focused on the pediatric market, Cooper was acutely aware of the lack of diversity in the tech industry. The second half of the case explores the medical device market and the need for organizations such as CTIP. Cooper implemented a revised application process and system to encourage applications from underrepresented minority founders. CTIP was in a unique position to support concept stage products and nontraditional founders. The case concludes with a description of seven companies that have applied to join CTIP’s portfolio. Students are instructed to consider, as Cooper, which companies to support and what type of support to offer.

Explore the ways personal backgrounds inform leadership positions. Analyze how ventures are evaluated from a grant-funded accelerator (in contrast to an investment-fund accelerator). Examine the wide range of support that nontraditional founders require in the underserved pediatric market.

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

A model to support diversity of gender and race in entrepreneurship.

CSS 3: Entrepreneurship.

The data for the case is a mix of both primary and secondary data, from the following sources: – personal interviews with the protagonist, Sofana Dahlan; – Tashkeil website; – official documents provided by the company: ■ “Tashkeil – Corporate Brief,” ■ “Saudi National Creative Initiative – Activities Report 2016”; and ■ “Tashkeil Global Company”. – published media sources.

The case outlines the story of Sofana Dahlan (Sofana) (she/her), a social entrepreneur and one of the first few women lawyers in the Kingdom of Saudi Arabia. She established Tashkeil as a social enterprise, helping creative entrepreneurs (creatives) with strategic, operational and legal inputs, thus enabling the creative industry in different parts of the Arab world, focussing on Saudi Arabia and Lebanon. Her story can be used to inspire students on how a female entrepreneur fought against an extremely restrictive social and cultural environment and achieved her goals. It helps them to understand the challenges faced by women in the context of the Arab world and the key attributes required for them to succeed as an entrepreneur, especially in the context of certain social and cultural barriers. It also helps to understand the importance of resilience in entrepreneurs and to discuss how entrepreneurs can become more resilient.

The case can be used mainly in undergraduate Business Management Programs in courses such as Entrepreneurship, with specific reference to Women Entrepreneurship. The case would be a good fit for courses on Social Entrepreneurship and Creative Businesses.