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1 – 7 of 7Nabil Al-Najjar, Darshan Desai and Steve Hallaway
Radio broadcasting is characterized by diffused taste for programming and highly fragmented supply of content. Satellite radio is a major technological breakthrough that promises…
Abstract
Radio broadcasting is characterized by diffused taste for programming and highly fragmented supply of content. Satellite radio is a major technological breakthrough that promises to reshape this industry by, among other things, satisfying a greater diversity in tastes and promoting greater variety in content provision. A major issue is that the economies of scale are such that it is unlikely more than a few (currently, just two) providers can operate in this market due to the considerable infrastructure and content costs.
To study the industry structure (demand and cost analysis), analyze customer acquisition strategies and the resulting lock-in of customers, and the aggressive bidding for content that takes place in this industry.
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On April 4, 2007, Don Imus, one of the company&s most popular talk show personalities made comments on the air regarding the Rutgers women&s basketball team. According to the…
Abstract
On April 4, 2007, Don Imus, one of the company&s most popular talk show personalities made comments on the air regarding the Rutgers women&s basketball team. According to the transcription from Media Matters for America, Imus said, “ That&s some nappy-headed hos there. I&m gonna tell you that now, man, that&s some … woo. And the girls from Tennessee, they all look cute, you know, so, like … kinda like … I don&t know.” At first, the comments did not seem out of the ordinary for one of radio&s “shock jocks.” However, as the public reaction grew, the situation changed considerably. Under pressure from the public, Moonves reluctantly suspended Imus. But it was too little too late. By the end of the day on April 11, analysts estimated that $2.5 million in advertising revenue was lost. On April 12, Moonves terminated Don Imus& contract.
After Moonves fired Imus, there was still a lot to consider. He really wanted a way for the company to meet the demands of the company&s stakeholders. In addition, he wanted to avoid any more distractions from the firm&s normal day-to-day operations.
Irina Surdu and Giulio Nardella
The data used to present this case was collected from secondary data sources. These sources included media reports associated with Michael Jordan and his trajectory since entering…
Abstract
Research methodology
The data used to present this case was collected from secondary data sources. These sources included media reports associated with Michael Jordan and his trajectory since entering the sport, as well as specific information published about his time at the Chicago Bulls. Another key source of information is the ESPN documentary conducted specifically on Jordan’s relationship with his National Basketball Association (NBA) team.
Case overview/synopsis
The case follows the story of Michael Jordan, who took his team, the Chicago Bulls, to fame in a rather controversial manner. To do so, Michael Jordan had to alter his leadership style over the years to be respected as a leader and motivate his team to win one NBA championship after another. On 20th April 2020, ESPN’s “The Last Dance”, a 10-part documentary about Michael Jordan and his time playing for the Chicago Bulls was released to much acclaim. The documentary became highly noted as Jordan himself, both directed and starred in the documentary. Jordan’s great achievements stood out, but so did the conflicts that the basketball star had with The Bulls’ management team and mainly, his teammates. Relationships between teammates were far from harmonious, which led to questions around whether Michael Jordan was as good a leader, as he was a star player. Cultural change within the organisation was primarily linked to the often-contested leadership of Jordan.
Complexity academic level
The case can be used at UG, MSc and MBA levels. It works for in-person teaching and for online teaching. It is most suitable in leadership, strategy and strategy in practice courses. However, it is critical to note that the case can shed light on the dynamics that leaders and teammates have within their teams. Therefore, this case may be valuable to students studying courses where they themselves must work in groups and oftentimes encounter challenges in managing their team. These challenges can arise at all levels of experience. As such, the case provides particularly useful reflection for decision makers who may be beginning to develop their leadership skill (UG), those who have already experienced working in teams (MSc) or leading teams themselves (MBA, Executive MBA). The case addresses the challenges associated with achieving high team motivation and performance. It also sheds light on the challenges associated with leading a cultural change within a team and the approaches of different actors involved. It may be best to introduce the case in the context of a (1.5–2 h) workshop once students understand the basic frameworks and tools used to analyse leadership styles and their characteristics.
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Lynn A. Isabella and Jessica Pohl
“Hey that was my idea!” How often have your students had that exact thought? Were they on a team when they felt most able to identify with that statement? This case is about a…
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“Hey that was my idea!” How often have your students had that exact thought? Were they on a team when they felt most able to identify with that statement? This case is about a recent MBA graduate who faces challenges within her consulting team on her first post-graduation job. She is frustrated with one teammate in particular who she believes practices self-interest politics–he takes her ideas. The case allows for a healthy discussion on team dynamics and strategies to help students when the team mix is wrong. The case may also be used to discuss issues regarding women in business.
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The specific teaching and learning objectives are as follows: to help students manage virtual communication in cross-cultural settings and developing the trust in virtual teams…
Abstract
Learning outcomes
The specific teaching and learning objectives are as follows: to help students manage virtual communication in cross-cultural settings and developing the trust in virtual teams. To have them assess their effectiveness in the virtual collaboration process. To design the strategies to combat the challenges involved in working collaboratively on a common computing platform.
Case overview/synopsis
Higher education institutions in India are facing intense criticism for failing to impart employability skills to the students. Despite being one of the largest education systems in the world, Indian universities are not listed in the rankings of best international universities. It is grappling with the challenges of adopting the right teaching methodologies that foster deep learning, which may lead to sustainability in higher education. To gain relevancy, the higher education institutions must discover the ways to transit from the knowledge-intensive to skill-intensive institutions. By introducing a virtual collaborative professional project for international business students, Professor Bose proposed a small step of moving from a rote teacher-centric to more hands-on, student-centric teaching methodology. While virtual projects are a common and successful way of enhancing cross-cultural competence in students, Professor Bose is unsure how receptive Indian students will be with this methodology. He visualizes many challenges related to the execution of the project and is worried whether he will be successful in achieving his goal of skill-based knowledge creation. While systems and institutions of higher education in India struggle to address the pressures created by globalization, Professor Bose knew that the one-size-may not fit all. “Flexible pedagogy” and personalizing the methods to suit the requirements of a majority of the students was the way forward. However, he needs to know if the faculty and students will be open to change.
Complexity academic level
This case is immediately valuable for the students and faculty who are the part of the courses such as “International Business” in which the global leadership challenges, managing virtual communication in cross-cultural settings and developing the trust in virtual teams are main features of the curriculum. The case could also be used effectively in the seminars conducted for the managers working in international organizations and managing the tasks in virtual teams located globally.
Supplementary materials
Teaching notes are available for educators only.
Subject code
CSS: 5 International Business.
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Joanna Kimbell, Anne Macy, Emily Ehrlich Hammer and Denise Philpot
The Women’s US Soccer team in 2016 entered into the summer Olympics with a dark cloud over their heads, the lack of pay equity in the sport of soccer. Despite being heralded as…
Abstract
Synopsis
The Women’s US Soccer team in 2016 entered into the summer Olympics with a dark cloud over their heads, the lack of pay equity in the sport of soccer. Despite being heralded as the best female team in the world, the team’s compensation does not reflect their winning record or average work performance. Complex contractual negotiations and compensation intricacies surround this situation and the legal proceedings with the Equal Employment Opportunity Commission that include discrepancies between gender preferences for compensation, benefits packages and terms of the overall collective bargaining agreement in a monopsony. The financial impact of lost wages and the role of the fan base are also examined.
Research methodology
This case has been created through the eyes of past and current members of the US Women’s Soccer team using scholarly and periodical sources.
Relevant courses and levels
This case is designed for upper level, undergraduate human resource management, labor economics and employment law courses, specifically, principles of human resource management, gender equity courses, business law, labor economics, law & economics.
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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…
Abstract
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.