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The use of entrepreneurship to deliver profound social impact is a much-needed but poorly understood concept. While social enterprises are generally well understood, there is a considerable need to have a more common approach to measuring the different ways they create social value for us as well as to reduce the difficulties of starting and growing them in the difficult conditions of developing countries. In the northeast of Nigeria, for example, the mammoth challenge of rebuilding communities in an unfavorable entrepreneurship environment makes the need for a solution even more urgent. This case study illustrates a model of promoting entrepreneurship that advances the conditions of sustainable development goals (SDGs) in local communities using a configuration of the key theories of social impact entrepreneurship (variants of entrepreneurship with blended value or mission orientation, including social entrepreneurship, sustainable entrepreneurship and institutional entrepreneurship). The extent to which ventures can adjust and improve the extent of their contributions to the SDGs are shown using examples of three entrepreneurs at different stages of growth. From this case study, students will be able to understand how entrepreneurs can identify and exploit social impact opportunities in the venture’s business model, within the network of primary stakeholders as well as in the wider institutional environment with the support of Impact+, a simple impact measurement praxis.

The case study envisions training students how to hardwire social impact focus in the venture’s business model (social entrepreneurship), how to run ventures with minimal harm to the environment and greatest benefit to stakeholders (sustainable entrepreneurship) and how to contribute to improving the institutional environment for social purpose entrepreneurship (institutional entrepreneurship).

At the end of learning this case study, students should be able to: 1. discover an effective model for a startup social venture; 2. explore options for managing a venture sustainably and helping stakeholders out of poverty; and 3. identify ways to contribute to improving the institutional environment for social impact entrepreneurs.

For students, this case will help in educating them on a pragmatic approach to designing social impact ventures – one that calibrates where they are on well-differentiated scales.

For business schools, entrepreneurial development institutions and policymakers, this case study can help them learn how to target entrepreneurial development for specific development outcomes.

The case study is preferably for early-stage postgraduate students (MSc or MBA).

Teaching notes are available for educators only.

CSS 3: Entrepreneurship.

The learning outcome of this study is to bring to the table of a wider intellectual audience, a unique model of community-based entrepreneurship, which is working wonders with its unique selling points (USPs) in promoting sustainability and conserving the ethos of villages and, at the same time, generating livelihoods through traditional farming techniques adopted by the rural population residing in the Himalayan region of India.The proposed case study can be used as a replicable model in other parts of rural India and other emerging economies to start and scale up a similar “integrated rural development model” through effective policy advocacy and public–private partnerships and to develop sustainable farmlands and livelihoods for rural India. It has a definite potential to be used as a pedagogical tool in postgraduate programmes offering courses in microfinance, financial inclusion, social and community entrepreneurship, sustainability, entrepreneurship, community development finance and rural immersions and public policy.

This case study is set in the backdrop of 2023 having been declared by the UN as the International Year of Millets and India being the homeland for millet cultivation. The objective of the case study is to bring to the table of a wider intellectual audience, a unique model of community-based entrepreneurship operating in the Himalayan region of rural India. The community-based entrepreneurship model works on the USP of promoting sustainability and conserving the ethos of villages and generating livelihoods through traditional farming techniques. This case study traces the journey of Roopesh Rai (protagonist and the founder of Bakrichhap), the community-based entrepreneur and his challenges in setting up the enterprise. The narrative is built in the light of a series of interviews with Rai, the main protagonist and the founder of Bakrichhap, as well as the people of Goat village by Komal, a post-doctoral fellow in the area of community-based enterprises (CBEs). Through this narrative, the case writers’ endeavour was to understand how CBEs such as Bakrichhap were providing a means of integrated rural development in the hilly region of Uttarakhand, India. Also, how such enterprises were thereby curbing distress migration, unemployment and a large-scale erosion of the cultural heritage and traditional and indigenous farming techniques of the land. In the first seven years of the operations of this uniquely curated CBE, Rai endeavoured to iron out many bottlenecks. This case study also highlights the gamut of challenges faced by community-based entrepreneurs like Rai in designing strategy for growth and expansion. What strategy should Bakrichhap follow for expansion to the other regions of the country? Should all the three existing verticals of the enterprise be scaled up parallelly or should each individual vertical be expanded one after the other in a phased manner? Stemming out from the main dilemma of strategic expansion were the related issues of funding (finance) and the formation of an effective team (HR).

This case study can be used in undergraduate, graduate and executive programmes offering courses in microfinance, financial inclusion, social and community entrepreneurship, sustainability, entrepreneurship, community development finance and rural immersions and public policy.

This comprehensive case study is written by using the triangulation of data collected through a series of personal interviews, website information, news articles, personal observation and field visits. The research design used is single case (holistic; Yin, 2003, 3rd edition). The timeline of this case study is 2021 to 2022 and place is Nag Tibba, Uttarakhand, a Himalayan state in North India.

Teaching notes are available for educators only.

CSS 3: Entrepreneurship.

After the completion of this case study, students will be able to understand the importance of being close to local people when embarking on social business; understand that clear purpose and good decision-making can lead to great outcomes; and learn that innovation is crucial to ensure sustainability of both business and impact.

The case highlights the journey of Laiterie du Berger (LDB), a social enterprise in the agribusiness industry and the challenges faced as it expands and innovates. LDB’s roots lie in its commitment to social impact, aiming to uplift the Fulani livestock farmers and address socioeconomic issues. The company’s business model prioritizes people over profits, focusing on sustainable development and poverty alleviation. The LDB case showcases the challenges and opportunities in the agribusiness industry. LDB’s commitment to social impact, demonstrated through its support for farmers and sustainable farming practices, has been integral to its success. As the company expands and innovates, it faces critical decisions that require balancing financial growth with social responsibility. By embracing development, innovation and collaboration, LDB can continue to be a catalyst for positive change in the agribusiness industry while staying true to its roots and the principles that have defined its journey.

This case study is designed for bachelor’s and master’s degree students in the field of entrepreneurship and innovation, as well as MBA students. The case focuses on social entrepreneurship with the example of an agribusiness company located in Senegal, prioritizing social impact and quality of life. The case study explores the dynamics of the sector, including expansion strategy, innovation initiatives and the dilemma of balancing social mission and profit that social entrepreneurs may be facing. By analyzing this real-world situation of LDB, students will have the opportunity to enhance their decision-making skills.

Teaching notes are available for educators only.

CSS 3: Entrepreneurship

This case was developed to explore what social entrepreneurship looks like in an emerging market context. It tells the story of Neil Campher, a self-identified social entrepreneur working in South Africa, a country that has recently been awarded middle income status by the World Bank despite sharing a ranking with Syria on the Human Development Index. In environments of deep market failure, what does social enterprise look like? and can you sustain change in communities of extreme poverty? The case looks at the academic characteristics of social entrepreneurs and applies them to Neil to see if he “qualifies”. It has a particular focus on the bricoleur social entrepreneur. It explores concepts of poverty, and looks at sustainability, achieved through asset-based community development. It explores the need for organisations to transition in response to the environment and provides a tool to assess sustainability. The value of the paper is in exploring what social entrepreneurship looks like in an emerging market context. It also raises important questions on sustainability in environments which are inherently constrained.

This case study is aimed at students of social entrepreneurship, development studies, sustainable livelihoods and asset-based development. It is written at an Honours level and is therefore appropriate for use in customised or short programmes. The case study is a good introduction for students with a background in business (e.g. Diploma in Business Administration/MBA/custom programmes) who are wanting to understand social enterprise and blended theories of social and economic change.

The case study follows self-identified social entrepreneur Neil Campher in the grime and crime-ridden township of Helenvale, outside Port Elizabeth, in South Africa. Campher has given up his glitzy career as a financier in the economic hub of Johannesburg and returned to his home town, drawn by a need to give back. Helenvale used to be where he and his school friends would hide from the apartheid police, but as an adult, his friends are focused on strengthening and progressing the community. Campher’s entry point to change is a small waste recycling project, and the case study looks at how he uses this as a lever to achieve deeper structural change in the community. The teaching case exposes several questions around social entrepreneurship and change: what is social entrepreneurship in an emerging context and is Campher a social entrepreneur? What is community led change and can it be sustainable? Campher’s dilemma is around sustainability – has his extensive involvement of the community been enough to achieve progress in Helenvale?

The case study gives insight into social entrepreneurship in a developing country context. It highlights the nuances in definition and introduces the importance of context in shaping the social entrepreneur. The case is an opportunity for students to interrogate ideas on poverty and classical interpretations of social entrepreneurship and relate them to a small community that mirrors the macro country context in South Africa. The case study shows how asset-based approaches to development are interlinked with basic principles of social entrepreneurship. It shows that sustainability is more than a secure and predictable income stream and the need for community engagement and commitment to the solution. In tackling these issues, the case questions sustainability potential and the need for the organisation to transition to respond to opportunity and the changing environment.

Video X1 5minute video interview with Neil Campher 5min: YouTube Video of Campher from Interview 1 www.leadingchange.co.za (live from 01 April 2016) Video News report of gang violence in Helenvale 3min: YouTube. This is a quick visual introduction to Helenvale. It is a news clip, so is particularly focused on the angle of the story. It includes interviews with residents. The site www.youtube.com/watch?v=TluLpTuEq8I Northern Areas burning 2min: YouTube is a collection of video footage from a local reporter which shows Helenvale and its surroundings. The site www.youtube.com/watch?v=NCW-Hp24vMI shows the Text Global Competitiveness Report: South Africa; the first page gives additional information on social and economic development in South Africa, highlighting developed/developing country attributes. It also highlights how Helenvale is a microcosm of the negative social development indicators in South Africa (http://reports.weforum.org/global-competitiveness-report-2014-2015/economies/#economy=ZAF). 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.

Social entrepreneurship, sustainable development and emerging economies.

Advanced undergraduate students and Graduate students (MBAs).

We present the case of Marli Medeiros, a community leader in the city of Porto Alegre (south of Brazil) who has been working with the local government, local firms and local inhabitants over the last 40 years to build an organization that has been changing the reality of the slum Vila Pinto. The case highlights three main dilemmas faced by Marli Medeiros. Part 1 addresses whether to start a social entrepreneurship project in an environment surrounded by household violence and drug influences. Part 2 examines how to organize a community to develop this social project and challenge the context (local drug dealers). Part 3 considers how to work with different social players to innovate and manage a self-sustained social entrepreneurship that brings social change for an impoverished community.

Understand the five main characteristics required by social entrepreneurs to achieve social change by economic, self-sustained activities: social vision, sustainability guidelines, social networks development, search for innovation and search for financial returns. Understand the social entrepreneurship model from the point of view of a female leader in a local impoverished community. Understand and analyze the social and economic context of an emerging country.

Teaching note.

The case is meant as a way for students to develop ideas related to the challenges facing environmental eco-friendly social enterprises that sell their products in a country like Egypt where consumers are way behind considering the value of their products. In response to these challenges, students learn to evaluate the company status quo by analyzing its weaknesses, strengths and opportunities to grow and expand geographically to a new market. Students also learn about the growth expansion strategies and internationalization modes, options and associated barriers. Accordingly, they can plan the marketing strategies associated with entering this new market for up-cycled products. Objective 1: Analyze the international geographical growth alternative for an enterprise that improves its scalability applying weaknesses, strengths, threats and opportunities analysis. Objective 2: Propose a strategic plan for growth and scalability. Objective 3: Discuss the various modes of doing business in foreign countries. Recommend an internationalization mode for a social enterprise to explore in a new market. Objective 4: Assess the possible barriers associated with internationalization modes and how to overcome them. Objective 5: Propose marketing strategies for an eco-friendly enterprise to enhance its efficiency and effectiveness in the international host market. Other topics that might be discussed in this case include consumer behavior toward environmentally friendly products. Pricing challenges faced by ecologically friendly firms in developing countries.

Rania and Yara were inspired by Germany’s approach to waste reduction, particularly plastic bags. In 2017, after winning several competitions and awards, Up-Fuse was officially established as a social enterprise. The entrepreneurs faced great challenges selling sustainable products made of plastic waste to Egyptian consumers. Egyptian consumers were not fully aware of the value of eco-friendly products which presented a great challenge for Up-Fuse to grow and sell their products in Egypt. After shifting its pricing strategy and expanding beyond the local recycled product markets, Up-Fuse further faced fierce competition from well-established local and international brands with larger market shares. Thus, most of Up-Fuse’s sales were generated from expats and foreigners. In response to local obstacles and limitations, Rania began to consider targeting international markets. Rania thought it was the opportune time to drive growth through geographic expansion. After all, in 2020, Up-Fuse had some minor success when the co-founders experimented with exporting their products to the US market. Rania’s co-founder Yara, on the other hand, felt that the enterprise was not yet ready to enter a new market and it would be wiser to emphasize growth in the local Egyptian market. The co-founders were torn between two growth strategies. On one hand, they faced intense local competition for their products. On the other, expanding by entering a new market came with many challenges. Which growth strategy should Up-Fuse adopt? How could Up-Fuse determine which market to penetrate? What were the possible scalability challenges they faced by entering a new market? How could Up-Fuse reach and increase their international customer base abroad? What was the best marketing strategy for their products?

This case would be appropriate for graduate students enrolled in marketing, consumer behavior, international marketing, international business and social entrepreneurship courses. This case is written at a graduate level and would also be appropriate for use in customized or short programs.

Teaching notes are available for educators only.

CCS 5: International Business.

This case is based on primary and secondary data collection. ABCo’s Founder, Jocelyn Sheppard, sat down with the author for a 75-min recorded interview in July 2022, and she provided follow-up information via email. Interview data was supplemented with secondary data from publicly available sources to fill in portions on the founder, the company’s history and its location; and triangulate the collected interview data (Creswell and Poth, 2018). There are no conflicts of interest that the author needs to disclose related to the founder or company.

The case was piloted at one institution in the Fall 2022, Spring 2023 and Fall 2023 semesters, with 59 undergraduates in an in-person social entrepreneurship course and 165 undergraduates and 33 graduate students in an online asynchronous social entrepreneurship course. All students worked through the case in groups, and as a requirement of their corresponding assignment submission, they provided feedback that was de-identified. In total, 60 groups reported their feedback, which was considered during the subsequent drafts of the case and instructors’ manual IM.

According to the anonymized feedback, the protagonist, product line, desired social impact and experienced challenges of ABCo were all said to be interesting, approachable and relatable for students, and the case piqued the interest of students coming from different majors (e.g. business, environmental issues, human services and criminal justice). Students from rural areas, or those who have family in rural areas, felt the case was particularly interesting; a handful of the students in the asynchronous online class who were unfamiliar with such settings suggested providing students with some additional contextualization of rural environments, either through class discussion with other students who had experience in those environments or additional media or text-based supports. Further adjustments also included removing a reading and a corresponding question and revising elements within the Teaching Approaches section of the IM to support the additions they suggested within the feedback (i.e. spending time to define and walk through the provided model and highlight the differences of rural entrepreneurship and entrepreneurship in the rural as a class before engaging in the related write-ups for that question).

Jocelyn Sheppard, Founder of Appalachian Botanical Company (“ABCo”), had built her company not just on a vision of revitalizing reclaimed coal mine land through planting and producing products with lavender, but also to have a social impact on the rural town of Ashford and its greater region of Boone County in West Virginia, USA. While she understood that hiring workers in need of a second chance would present its challenges, she was shocked by the depth of social need her new employees presented, which contributed to many employees’ disruptive behaviors and turnover. To approach the problem at hand, Sheppard needed to reflect on the resources around her, namely, other entities and organizations who might be able to support her efforts to improve how ABCo delivers on its social mission and, thus, helps to improve the local community and its economy. The case draws upon literature and models within rural entrepreneurship and community development to have students advise Sheppard on what she should do next to improve the social outcomes for ABCo and its employees.

This case is geared for both upper-level undergraduate and graduate courses in entrepreneurship, including in social, environmental and rural entrepreneurship courses and course modules. The case introduces students to a social enterprise struggling to get its footing in a rural context. The case would be suitable for both introductory and advanced courses, especially when placemaking/place-based entrepreneurship or ecosystem building are discussed.

The case study can be used in management for the course of Strategic Management and Entrepreneurship. It is suitable for the students at post-graduate level. Discussion would be the most appropriate method for teaching this case study. There is no prerequisite required to participate in the discussion. Participants will be able to engage in discussion regarding expansion strategies for micro-enterprises; targeting the right segment of the market; exploring the market opportunities; innovation for entrepreneurial growth; and sustaining an enterprise. After this case study, students will be able to understand the following theory and model: SWOT analysis; resource base theory; McKinsey ESG proposition; Porter’s generic strategy; Schumpeter’s innovation theory; Ansoff’s growth model; and diversification strategies.

Being a micro-enterprise with heavy financial constraints, it was never easy to sustain the business at the time of pandemic. Mrs Jyoti Pruthi (owner of Pruthi Spices) made extraordinary efforts that would help her in survival of her business. She could not recover the business as it was before the pandemic. During such times, the loss of her husband was a setback. That incident broke Mrs Pruthi emotionally as well as financially. By taking some crucial managerial decisions, Mrs Pruthi strategized for the sustainability of her business. Now it was January 2022, after two years of the outbreak of the Covid-19 pandemic in the world. However, because of the market situation, her pressing dilemma was regarding business survival in such lean times.

The case is meant for undergraduate and post-graduate students pursuing management with specializations in Entrepreneurship and Marketing. The case is bet fit for women entrepreneurship development capacity-building programs, especially in the Asian region. The case is also suitable for any short-term training program where manifestations of entrepreneurship are being taught. It can also be used for Executive and Management development program aiming at women or disadvantaged entrepreneurship. The case can also be used for general courses like “Strategic Management” and specialized courses like “Entrepreneurship Management”.

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CSS 3: Entrepreneurship.

The case is structured to achieve the following learning objectives: ■ to assess how an intuitive response to social need can be complemented with a methodical approach to social entrepreneurship; ■ to analyse the importance of business model canvas from the social sector lens; ■ to evaluate the value created by a small NPO 17000 ft Foundation; ■ to analyse the core elements of a business model for success in the social sector; and ■ to assess and evaluate the options for an early-stage NPO to engage in scaling for a systemic impact.

17000 ft Foundation (hereafter referred to as 17000 ft) is a not-for-profit (NPO) organisation incepted in 2012 by Sujata Sahu, with the objective of supporting education of children living at high altitudes in remote villages of Ladakh, India. It is an effort that contributes toward objectives of clause 6.1 on educational inclusivity in the new National Education Policy 2020 of India. The case study is set in the context of Indian education, with all its challenges. It describes how Sujata Sahu was motivated to start the Foundation and how it developed to become a complex organisation working on different education-related projects simultaneously. The Foundation’s business model is interesting and unique. It leverages digital technologies to develop a network of interconnected activities, involves local communities and uses an extensive network of different kinds of stakeholders to impact a change in the quality of education in government schools in these remote villages. The case provides a solid basis for the discussion of the vital role of NPOs such as 17000 ft (in emerging economy) which is creating social and economic value for the remote villages of Ladakh, India. The new NEP 2020 argues for equity and inclusivity in education for all, but it failed to provide a blueprint for the implementation process. On the other hand, 17000 ft with its small team was invested and experimental in its approach. It had been working on the same cause of educational inclusivity. They had piloted a quality education business model for the harshest and remote Indian terrains and proven its positive impact. What were some of the core elements that had led them to success so far? The announcement of NEP 2020 provided a new ray of hope. How could they contribute and work together with the government to impact inclusive education and development in India? What collaborative mechanisms could possibly help them replicate their proven business model across the 1,000 schools of Ladakh and beyond? How could they scale for a systemic impact? After all, a nation as big as India required multiple strategies and multiple stakeholders from NPOs, private companies, government agencies, educational institutions, etc. to work collaboratively to bridge the inclusion and equity gaps in education.

The case can be used in graduate and executive education courses in entrepreneurship and strategic management. It can also be used for executive sessions at incubation centres for NPO start-ups and is aimed at early-phase social entrepreneurs.

Teaching notes are available for educators only.

CSS 3: Entrepreneurship.

Entrepreneurship, management and emerging markets.

Undergraduate and Graduate courses in Entrepreneurship, Managing in Developing Countries/Emerging Markets, Small Business Management, Social Entrepreneurship, International Business

IntEnt is a business incubator that provides training and other support services to nascent entrepreneurs, helping turn their investment ideas into successful business ventures. But IntEnt focuses on a unique clientele: diasporas, or migrants and their descendants, who dream of establishing a new venture back in their country of origin.The incubator is well known and respected by policymakers and migrants alike. Despite these successes, Mr Molenaar has struggled to grow and diversify IntEnt's funding base. He also is under increasing pressure from the foundation's stakeholders to define and measure the foundation's performance. But Molenaar is committed to expanding IntEnt's operations and continue to bridge the divide between diaspora investment interest and action.

To understand and describe the financial-, human-, and social-capital challenges faced by transnational diaspora business ventures during the business development and launch phase.To explain how business incubators can provide solutions to the specific, unique problems that transnational diaspora entrepreneurs face, particularly in emerging markets. To discuss the governance challenges associated with operating a transnational business venture as well as those of an incubator aimed to support transnational entrepreneurship.

Teaching note.