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1 – 4 of 4Sonya A. Grier and Bea V. Porter
The “Anti-Racism in my Pocket” case illustrates how collaborative entrepreneurial leadership can build on personal experiences, expertise and a desire to change the status quo to…
Abstract
Social implications
The “Anti-Racism in my Pocket” case illustrates how collaborative entrepreneurial leadership can build on personal experiences, expertise and a desire to change the status quo to support racial equity. The case will support students’ critical thinking skills and further heighten their understanding of the contributions of women in leadership, anti-racism and the role of technology. Moreover, the case is motivating for students with aspirations of using business skills and knowledge to contribute to social equity.
Learning outcomes
After completing this case, students should be able to identify the role of marketing in the development, implementation and evaluation of a behavior change initiative, the Anti-Racism Action Nuggets anti-racism training program; analyze qualitative and quantitative data to assess the impact of the Anti-Racism Action Nuggets Pilot using a logic model; identify marketing opportunities, challenges and strategies to scale the Anti-Racism Action Nuggets series for a broader impact; and discuss the relationship of gender in strategic positioning and marketing leadership to the development of the Anti-Racism Action Nuggets (Optional).
Case overview/synopsis
This case charts the development of an anti-racism training series by two friends, Allison Plyer (she/her) and Valerie (Val) Uccellani (she/her), called Anti-Racism Action Nuggets. The two protagonists aimed to change individual behaviors to reduce structural racism through lessons that were delivered in text messages to participants. Once the course is completed, they conduct a test pilot with members of NOW, LOVE, a women’s organization in New Orleans, Louisiana. At the end of the case, students are provided with the qualitative and quantitative pilot data for their analysis to recommend next steps and important marketing considerations for the Anti-Racism Action Nuggets series.
Complexity academic level
Undergraduate, graduate and executive education
Supplementary materials
Teaching notes are available for educators only.
Subject code
CCS 8: Marketing
Details
Keywords
Milind Chittawar and Srinivas Gunta
Teaching Note includes case synopsis, assignment/discussion questions, suggested readings, teaching plan, methodology, case analysis, what happened, references and data in…
Abstract
Supplementary materials
Teaching Note includes case synopsis, assignment/discussion questions, suggested readings, teaching plan, methodology, case analysis, what happened, references and data in exhibits.
Learning outcomes
Appreciating the role of process innovation in enabling growth; Understanding why replication is time consuming and not straight-forward; distinguishing formal and informal dimensions of coordination-mechanisms; Analyzing the differences in replication using template and principles.
Case overview/synopsis
Entrepreneurs desire to grow their businesses. They look for opportunities, in this case, when an opportunity came in year 2006, the entrepreneur successfully en-cashed. This lead to formation of a strategic business unit (SBU) that grew faster and also became role model. However the main SBU, for which the firm is known, continued past legacy. It is only when they found it difficult to grow, they decided to emulate. However, transition was not easy, it took much higher efforts. In the transformation, the older-SBU found that it is only inspiration, direction and fundamental principles that they can take from the newer-SBU. They have to fight their own battle and evolve solutions themselves. The older-SBU finally did succeed in the replication. The case experiences decision-making on template versus principle route to replication giving the participants enough exposure and thinking on the subject.
Supplementary materials
Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.
Complexity academic level
For MBAs and working professional’s training.
Subject Code
CSS 3: Entrepreneurship
Details
Keywords
Entrepreneurship.
Abstract
Subject area
Entrepreneurship.
Study level/applicability
The case can be pitched to undergraduate and postgraduate students and is applicable especially in cases when lecturers want to teach an introduction to entrepreneurship.
Case overview
This case study is about Xoliswa Tini and how she started Xoliswa Tini Properties, an emerging and growing player in the South African property industry. This case seeks to be used not only by commerce students but also by those outside this subject discipline. The motivation here being that entrepreneurship is not restricted to a specific subject discipline. The case profiles how an ordinary person from humble beginnings becomes an important player in an industry that she may have been excluded from based on her gender and race. This case can be used specifically to motivate and inspire students on the importance and processes that accompany the entrepreneur. The case can be used within an academic setting to teach undergraduate and postgraduate students. Outside the academy, individuals training in the area of entrepreneurship can use the case in their facilitation.
Expected learning outcomes
To facilitate the case study participant in: understanding the lived experience of an entrepreneur from how they started to key high and low highlights on the entrepreneurship journey; providing an analysis of the role of the micro- and macro-environment in influencing the entrepreneur’s journey and their decisions; appreciating the difficulties the entrepreneur faces in establishing their journey and the strategies used to deal with such difficulties.
Supplementary materials
Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.
Subject code
CSS 3: Entrepreneurship.
Details
Keywords
Lydiah Kiburu and Edward Mungai
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…
Abstract
Learning outcomes
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.
Case overview/synopsis
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.
Complexity academic level
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.
Supplementary materials
Teaching notes are available for educators only.
Subject code
CSS 8: Marketing.
Details