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Social implications are as follows: social activism; girls education; collaboration; collective action; and change agent.

Learning outcomes are as follows: evaluate the role of a change agent in a nonprofit organization; understand collaborative partnerships in a nonprofit organization; examine how a nonprofit organization is promoting education in conflict-affected countries; understand the importance of education for girls as a basic human right; understand and discuss the threats to girls’ education in conflict-affected countries; analyze the role of Malala Yousafzai in supporting girls’ education globally; identify the challenges unique to educating girls; and explore steps that Yousafzai needs to take to ensure girls have equal access to the knowledge and skills they need to learn and lead in a world affected by the pandemic and climate change.

The case discusses social activist Malala Yousafzai’s (She) diligent efforts to promote girls’ education in conflict-affected regions globally through her not-for-profit organization Malala Fund. Co-founded in 2013, Malala Fund worked to ensure every girl globally could access 12 years of free, safe, quality education. The fund worked towards this goal by building creative partnerships and investing in its global network of education activists and advocates fighting for girls’ education in communities where most girls missed out. Malala Fund supported girls’ education programs in countries such as Pakistan, Afghanistan, Nigeria, India, Brazil, Ethiopia, Turkey and Lebanon. The Fund’s projects were aimed at addressing gender norms, promoting the empowerment of girls through education, imparting gender-sensitive training for teachers and raising awareness about the need for girls’ education. In 2016, the fund created the Education Champion Network to support the work of local educators and advocates to advance.

Post-graduate level students.

Teaching notes are available for educators only.

CCS 11: Strategy.

Cummins Generator Technologies India Limited (CGTIL) was in the process of setting up a world-class factory at Ranjangaon based on “lean” production principles. The project team, however, went a step ahead and married “green” with “lean”. While lean is about taking the system inefficiencies out, the green is about harmony with nature. The case is about CGTIL's journey of deriving synergies between seemingly conflicting objectives of lean and green.

This case is designed to enable students to understand the role of women in artificial intelligence (AI); understand the importance of ethics and diversity in the AI field; discuss the ethical issues of AI; study the implications of unethical AI; examine the dark side of corporate-backed AI research and the difficult relationship between corporate interests and AI ethics research; understand the role played by Gebru in promoting diversity and ethics in AI; and explore how Gebru can attract more women researchers in AI and lead the movement toward inclusive and equitable technology.

The case discusses how Timnit Gebru (She), a prominent AI researcher and former co-lead of the Ethical AI research team at Google, is leading the way in promoting diversity, inclusion and ethics in AI. Gebru, one of the most high-profile black women researchers, is an influential voice in the emerging field of ethical AI, which identifies issues based on bias, fairness, and responsibility. Gebru was fired from Google in December 2020 after the company asked her to retract a research paper she had co-authored about the pitfalls of large language models and embedded racial and gender bias in AI. While Google maintained that Gebru had resigned, she said she had been fired from her job after she had raised issues of discrimination in the workplace and drawn attention to bias in AI. In early December 2021, a year after being ousted from Google, Gebru launched an independent community-driven AI research organization called Distributed Artificial Intelligence Research (DAIR) to develop ethical AI, counter the influence of Big Tech in research and development of AI and increase the presence and inclusion of black researchers in the field of AI. The case discusses Gebru’s journey in creating DAIR, the goals of the organization and some of the challenges she could face along the way. As Gebru seeks to increase diversity in the field of AI and reduce the negative impacts of bias in the training data used in AI models, the challenges before her would be to develop a sustainable revenue model for DAIR, influence AI policies and practices inside Big Tech companies from the outside, inspire and encourage more women to enter the AI field and build a decentralized base of AI expertise.

This case is meant for MBA students.

Teaching Notes are available for educators only.

CCS 11: Strategy

In 2008, Shaheen Mistri, founder of the nonprofit Teach For India (TFI), was grappling with applying and adapting the business and recruitment models of the successful U.S.-based Teach For America and UK-based Teach First to meet the challenges of the education sector in India. The case provides a review of the U.S.- and UK-based models, as well as an analysis of the factors that drove their growth in their respective markets. However, the adaptation of these models to create one that could succeed in the Indian context was not straightforward. The case describes a number of ways the challenges in India differ from those in the United States and United Kingdom—namely, the size and magnitude of educational inequity, the motivations of undergraduate students as potential teacher-volunteers, the part that parents play in making career decisions for their children, and the attitudes of school officials.

Students reading the case will discuss the roles of various constituencies involved in these models. After identifying how crucial constituencies are served by the U.S. and UK models, the students will then brainstorm concrete ways that these models could be adjusted for India so Mistri could successfully recruit her program's first cohort of TFI fellows

• Understand that crucial constituencies and value propositions often change as a for-profit or nonprofit business moves from one country (or part of the world) to another

• Apply the disciplines of market positioning of for-profit businesses (target market selection, frame of reference, and point of difference or superiority) to a nonprofit business

• Create value propositions for the various constituencies of a nonprofit organization, including volunteers, funders, and aid recipient

Understand that crucial constituencies and value propositions often change as a for-profit or nonprofit business moves from one country (or part of the world) to another

Apply the disciplines of market positioning of for-profit businesses (target market selection, frame of reference, and point of difference or superiority) to a nonprofit business

Create value propositions for the various constituencies of a nonprofit organization, including volunteers, funders, and aid recipient

The values-based leadership (VBL) themes lend the case to use in courses focussed on individual leadership approaches, personal-professional development, personal mastery, or individual agency in social change and social justice movements. The emerging market context adds a layer of complexity to the protagonist's journey, which may make the case especially relevant for use among students who work in this context or in courses that deal with volatility, uncertainty, complexity, and ambiguity (VUCA).

The primary target audience for this case is postgraduate students in a management or professional development program.

This case offers a leadership profile of lawyer Fadzayi Mahere as she pursues social change at the national level by running for political office in Zimbabwe in 2018. The case recounts Mahere's professional journey through human rights law and local activism, which eventually drives her to run as an independent for a position in the national election. She does this as a response to the dire state of the country: economic crisis, social instability, and political corruption that are making life increasingly untenable for most people. In spite of running a strong grassroots campaign, Mahere loses the election and is faced with the dilemma of whether or not to forego independence and join the dominant opposition party. The case therefore centres around the role of values in leadership, the role of narrative in shaping the decision to lead, and how these things impact a leader's strategy for affecting social change and achieving social justice.

Appreciate the systemic nature of social problems in an emerging market context and how this creates different opportunities for a leader to act on a problem

Understand how a leader's identity, in terms of values and experiences, shapes their motivations and informs their strategy for leading a change effort

Understand the dimensions of values-based leadership (VBL) – transformational, authentic, accountability, and ethical leadership – and how the actions of a values-driven leader reflect these

Identify the mechanisms that aspiring leaders practicing VBL can use to build an authentic narrative for key stakeholders to accept and embrace them

Recognise the different strategies a leader can adopt to achieve values-driven outcomes, while maintaining alignment with the different dimensions of VBL

To reduce congestion at the ports, Inland Container Depots (ICDs) facilitates intermediate handling, storage, and delivery of containers from the customer premises to the container terminals and vice versa. The design of an ICD such as the location of the functional areas such as bonded and debonded warehouse, railway siding, weighbridge etc affects the turnaround times for storage and retrieval. Further, the number of resources such as reach-stackers affects the throughput capacity of an ICD. Through this case, the participants should understand the ICD operations and the system design elements.

The learning outcomes focus on enabling students to view operational model changes critically, as they pertain to:

■ evaluating different management styles and uses of the ADKAR change management model in decision-making moments in times of crisis (such as COVID-19) in non-profit organisations (NPOs);

■ evaluating different ways in which NPOs pivot to sustainability, including the use of social enterprise models and change management;

■ anticipating and managing change in institutional formations through new technologies;

■ articulating trade-offs between grant and non-grant resource mobilisation for African philanthropy; and

■ application of change management theory to organisations’ sustainability journeys.

In May 2020, working from her home office just over one month into a nationwide lockdown because of the COVID-19 pandemic, Masego Madzwamuse, chief executive officer (CEO) of the Southern Africa Trust (the Trust), knew that it could once again be at a crossroads. In 2015, the Trust had found itself in a quandary when its primary donor gave notification of its intention to withdraw its funding. The Trust had responded by making changes to its structure and strategy. Now, with uncertainty rife throughout South Africa, the CEO knew that she had to consider whether the changes that had been implemented over the past five years had prepared the Trust not only to respond to, but also to survive the pandemic and continue its vital work long into the future.

Postgraduate Diploma in Management, MBA, Masters in Management.

Teaching notes are available for educators only.

CSS 11: Strategy.

BP has interest in both upstream and downstream segments in over 100 countries worldwide. The United States subsidiary of BP is the nation's largest producer of oil and gas. This case focuses on the upstream procurement activities in the Gulf of Mexico.

This case illustrates how two entrepreneurs bootstrapped their start-up, overcame the challenges that accompany growth, and built a successful business while remaining socially responsible.

This case traces Under Armour from its founding in 1996 through 2008 when the company entered the hyper-competitive non-cleated athletic footwear market. In 1996, with an innovative product and locker room access to college and pro players, Kevin Plank started Under Armour. He turned a struggling t-shirt company into a dominant player capturing 75% of the performance apparel market. In 2006, Under Armour successfully entered the athletic footwear market with a line of football cleats. Under Armour was the first company to disrupt Nike's dominance of the football cleat market by gaining 25% of the market within a year of introduction. In 2008, Under Armour entered the non-cleated athletic footwear market with a cross-trainer sneaker line and a $4.4 million Super Bowl ad. Unlike prior introductions, Nike responded aggressively to Under Armour's move into sneakers. Despite increased sales, Under Armour's costs increased, and profits and stock price decreased. The case concludes by asking students to evaluate Under Armour's next move. An extensive exhibit provides an overview of the athletic footwear industry in 2008.