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United Learning is a family-owned leader in the K-12 supplementary teaching material market. In January 2001, United Learning realized that sales for one of its flagship products, a drug and prevention program, were rapidly deteriorating because the program was not mentioned on a recently released U.S. Department of Education list of recommended products. United Learning must decide on which action to take: regain sales or focus on its other educational products--which are also threatened by changes in the regulatory environment.

Project structuring.

The case can be used for MBA, Executive MBA, Faculty Development Program (FDP) and Management Development Program (MDP) to introduce them to the selection of procurement method, concept of value for money and project structuring in the context of the education sector.

Saryu Secondary Schools of Excellence Samiti (SSSES) functioned under the chairmanship of the Minister of Human Resource Development and was running 584 Saryu Secondary School of Excellence (SSSE) as of March 15, 2013. SSSE were focused on providing quality education to poor children, primarily from rural areas. In January 2013, SSSES was given a mandate to open 75 additional schools within one year and 500 schools within five years in rural and semirural areas to meet the demands of secondary education in India.

The Managing Director of SSSES, was preparing for the meeting to be held on March 31, 2013 to discuss various options for development of the mandated schools including involvement of private player under the Private Finance Initiative (PFI) model.

The case introduces the participants to the challenges in the education sector including public delivery system, poor economic status of students, selection of appropriate procurement method (public delivery versus buying of service from private sector) and project structuring issues. Specific objectives are: introduce participants to the challenges of delivering education services; establish the benefit of PFI in social infrastructure domain and introduce the participants to the concept of value for money; identify risks and returns under various structures; and impress on importance of non-commercial issues which may shape a project.

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This paper aims to highlight the implications of financial planning for public procurement process for medicine purchase. The purpose of this case is also to understand how the choice of contract type in public procurement impacts medicine inventory levels and availability. It finally highlights the appropriate configuration of framework procurement contract for procurement of discrete goods in the context of public sector procurement.

Primary and Secondary Healthcare Department (P&SHD), Government of the Punjab provides free public health-care services in the Punjab province. Public health-care services of P&SHD are organised in a tiered manner with almost 3,000 primary and secondary medical facilities dispersed throughout the Punjab province. P&SHD maintains inventories of approximately 300 medicines to support medical service provision.

This case can be taught in procurement and inventory management module of MBA level operations management course. It can also be used in executive course on public sector procurement management. The case aims to highlight the interrelation between inventory planning and procurement management process. Hence, it should be used after participants have understood inventory models, procurement process and procurement contract types. Standard readings or cases on inventory and procurement management that cover topics such economic order quantity, procurement process steps and procurement contracts can be used to develop this understanding.

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 9: Operations and logistics.

This study aims to build on the human capital development theory that focuses on the education and development of individuals considering their spillover impact on the organization’s and community’s improvement. Through examining the efforts put in by the Ministry toward developing its nationals to convert its economy into that of a knowledge-based one, this case shows a practical application of the human capital development theory.

To attain a more comprehensive understanding of how the Ministry underwent the implementation of educational and employment reforms, this study carried out a mixed methods study that pertained conducting interviews and collection of secondary data such as reports, minutes of meetings and publicly available date. First, four top management and executives were interviewed from the Ministry to gain deeper understanding on the planning of educational and employment reforms being implemented by the Ministry, its implementation and the challenges that the Ministry faced in doing so. Additionally, top management and executives from higher educational institutes in Qatar were also interviewed to attain a more comprehensive understanding of how they worked with the Ministry to implement the educational and employment reforms. The interview participants held key positions within the Ministry and education institutes in Qatar. As a result, they were directly involved in driving strategic decision-making in various areas relating to education at all levels (primary, secondary and tertiary). Further, they were directly involved in the establishment of Qatarization initiatives in the education sector within Qatar. Below is a list of the interviewees:

1. Mr Ahmed, Undersecretary of the Ministry of Education and Higher Education (formerly Qatar University President and Community College of Qatar President);

2. Mr Saad, Higher Education Consultant at the Ministry of Education and Higher Education (formerly the Dean of Community College of Qatar);

3. Mr Ali, Assistant Undersecretary of Shared Services Affairs, the Ministry of Education and Higher Education;

4. Mr Abdulla, Acting Assistant Undersecretary for Higher Education, the Ministry of Education and Higher Education;

5. Mr Jassim, Vice President of Academic & Student Affairs at Community College of Qatar;

6. Mr Bilal, Vice President of Academic & Student Affairs at College of the North Atlantic-Qatar;

7. Mr Mohammed, Chief Strategy and Development Officer at Qatar University; and

8. Mr Yasin, General Manager of Qatar Learning Center.

Each participant was first contacted to inform them about the nature of the study and to gain their consent to conduct an interview. The interview protocol contained closed- to open-ended questions, aimed at providing in-depth information on Qatarization practices and the efforts to reform the education sector in Qatar. As a result, a semi-structured interview was conducted. The participants were posed with several questions that included but were not limited to these. For instance, the participants were asked with questions like what steps are being taken by the Ministry of Education and Higher Education to improve the education system in Qatar? and What are the current Qatarization practices that have been implemented in the Ministry of Education and Higher Education? Upon attaining answers for these questions, the interviewer was able to follow up with more specific and relevant questions like how does the Ministry engage Qataris to take up science, technology, engineering and mathematics programs?, what are the methods employed to attract Qataris toward pursuing higher education?, what are the different types of scholarships being offered to Qataris? and hat are the programs that the Ministry of Education and Higher Education implements to train/employ young Qataris to be qualified for work in the education sector? The interviews lasted about 30–45 min. In addition to interviews, several secondary sources were used from the Planning and Statistics Authority, the World Bank and the Ministry of Education and Higher Education.

Human capital development is regarded as a fundamental pillar that leads to the sustainable economic, political and social progress of a society. Given the foundation of human capital development is based on educational capacities, Qatar has regarded education as its national and foremost priority and the key to maximizing human potential toward building a sustainable knowledge-based economy in the long run. This case study portrayed the works of the Ministry of Education and Higher Education in the state of Qatar. The Ministry had been tasked with the mission to support the government’s national strategy of transforming Qatar’s economy from a resource-based economy into a knowledge-based economy. As such, this case sheds light on the Ministry’s strategic initiatives toward developing the local human capital. The Ministry governs over the education sector, and in providing the Ministry’s point of view, the reader is able to get a grasp on the inner workings of a government entity. In addition to providing an overview on the strategic initiatives employed by the Ministry to enhance the quality of education for Qataris, this case study also examined the Qatarization initiatives taken up by the Ministry. Qatarization is a national strategy implemented by the state of Qatar to nationalize the workforce. In other words, through Qatarization, the government intended to increase the employment opportunities available for Qataris and enhance their professional skill set through training and development efforts. Accordingly, this case also illustrated the Ministry’s role in Qatarizing its workforce successfully. In understanding the challenges faced by the Ministry toward enhancing the education services and employment opportunities being offered to the nationals, students can attain a refined perspective on the real-life challenges that government entities face in implementing strategic initiatives. Through this case, students in graduate and undergraduate courses relating to business, strategy, economics, public policies and education can also attempt to engage in decision-making activities that involve overcoming the challenges faced by the Ministry through devising action plans or revising the strategic initiatives. The issues discussed in the case delve into how Qatar government’s initiatives for economic transformation via educational reforms impacted educational institutions, students and the workforce.

This case is intended to be studied by students in graduate and undergraduate courses relating to business, strategy, economics, public policies and education where they can engage in realistic decision-making activities that involve overcoming the challenges faced by the Ministry through devising action plans or revising the strategic initiatives.

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.

This case was based on both primary and secondary data. In-depth semidirected interviews were conducted in 2021–2022 after receiving the institutional research board approval. The interviews took an approximate time ranging from 90 to 120 min. They were recorded and transcribed. A thematic analysis was undertaken to identify the most relevant themes for the case. The secondary sources used included various websites, scholarly and trade journals, as well as specific databases, such as Statista.

The case exposes students in multiple disciplines to the challenges created by the COVID-19 crisis at Yale School of Medicine (YSM). It describes its remarkable effects on organizational and community members as they struggled to reimagine more inclusive and supportive spaces. As one of the most severe crises humanity has ever witnessed, COVID-19 exacerbated the existing struggles of the underrepresented communities, creating a double pandemic. It has also amplified inequities among marginalized groups including black, indigenous and people of color; women; immigrants; lesbian, gay, bisexual, transgender, queer/questioning; people with different abilities; working parents; single parents; religious minorities; and people with low income. When COVID-19 hit in 2020, Yale University School of Medicine (YSM), like other pioneering schools in the field of health care, doubled their efforts to face both the public health crisis and the substantial social turmoil (racial tensions after the death of George Floyd, food insecurity, vaccine resistance, social inequalities, etc.). Professor Marietta Vazquez, MD, who was the first Latina to be named Associate Dean for Medical Students Diversity at YSM, launched with Dr Latimore (Chief Diversity Officer) and her other colleagues many strategic initiatives aiming at improving the diversity, equity and inclusion of organizational and community members.

The case is an invitation to graduate students and students in executive education programs to reflect on the grand challenges leaders faced at YSM as well as in other institutions across the nation and the globe. It is also a call to reimagine ways leaders can accelerate the pace of change in their organizational ecosystems.

This case was written for use in graduate-level courses, including executive education dealing with Diversity, Equity, Inclusion and Belonging, Leadership and Change, Health-Care Equity/Policy, Health Sciences, Human Resource Management, Organizational Behavior, Crisis Management, Sustainability, Business and Society, Social Issues in Management, Strategy, etc. Faculty members can easily adapt the case to fit the content of the course they teach, the students’ context as well as the specific learning outcomes to be achieved.

Learning outcomes are as follows: Understand performance appraisal process and tools; apply theory X and Theory Y in managing resistance to performance evaluation; identify the causes and symptoms of resistance; identify and apply managing resistance approaches.

After attaining the height of success in terms of imparting quality education and contributing to the creation of many learned persons of the society, Public school Sukkur was facing the downward trending success for many reasons. After the takeover of management control by Sukkur IBA University, the school was upward trending for quality education, state of the art infrastructure, advanced educational lab, modern teaching methodologies. With such a change, resistance was a must. Both Active and Passive resistance from the stakeholders was impeding the success of newly named IBA-Public School Sukkur. Particularly, the resistance against the implementation of the Performance Appraisal tool and its administration. With the resistance from employees, Chang, Principal IBA Public School Sukkur had to come up a solution for the smooth administration and implementation of Performance Appraisal and manage the resistance from the employees and ensure the continuous improvement through performance appraisal.

Case study is applicable for the MBA students.

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CSS 7: Management Science.

Strategic management.

The case is suitable for undergraduates, MBA, and executive MBA courses.

This case on Satya Bharti School Program, an initiative of the Bharti Foundation, highlights the journey, achievements and challenges faced during the implementation of a noble vision. The case maps the strategy implemented from multiple vantage points and aims to show how the compelling need of providing quality education in rural India transformed the way people look at corporate social responsibility (CSR) activities.

The case analysis aims to help students comprehend and understand: the concept of corporate social responsibility; the strategic decision-making process amidst constraints in the context of not-for-profit organizations; how organizational excellence models are embedded to improvise practices and processes; the concept of the multi-stakeholder framework; and how external and internal issues can affect the success of a CSR program.

Teaching notes are available; links to videos are provided.

After studying this case, students must be able to explain the rationale for going public; identify the type of markets available for listing a company on Bursa Malaysia and explain the listing process; and analyse pre-IPO financial performance using trend analysis, comparative analysis and common-size analysis.

Uniutama Education and Consultancy Sdn. Bhd. (UECSB) in Universiti Utara Malaysia (UUM) was a company with strong financial performance and growth opportunities. In 2020, UECSB was planning for an initial public offering (IPO), whereby the company could offer shares to the public. This would allow UECSB to raise capital from public investors, and increase UECSB’s credibility and exposure. Therefore, Halim, who was the General Manager of UECSB, needed to decide whether or not UECSB should go for an IPO.

This case is more appropriate for final-year undergraduate students, particularly those majoring in Finance. This case is also suitable for postgraduate students, especially those enrolling in Master of Business Administration (MBA), Master of Business Management (MBM) and Doctor of Business Administration (DBA) programmes, and Executive Education programmes in Management.

Teaching notes are available for educators only.

CSS 1: Accounting and Finance.

This descriptive case study applies economic concepts to an issue of public policy, and helps build students’ critical thinking, analytical and quantitative skills. The case addresses a variety of topics typically taught in microeconomics and public economics courses. Topics most prominently represented in the case include elasticity of demand and supply, tax policy, tax incidence and negative externalities. Theoretical basis for each topic is laid out in the discussion section of the instructors’ manual, along with insights from student responses. The core nature of the concepts covered in this case study allows it to be integrated with common economics textbooks.

This descriptive case is based on critical economic analysis of secondary sources.

This case study focuses on the imposition of the controversial “soda tax” on sweetened beverages in the City of Philadelphia in 2017 and considers the economic lessons that can be learned from Philadelphia’s experience with the tax. The tax was proposed as a way to raise the city’s revenue while reducing obesity. After the tax was enacted, the sales of sweetened beverages declined in the city, but increased outside the city’s borders. The receipts from the tax have been below projections.

Learning outcomes covered by the case are typical for a microeconomics, public economics or managerial economics course. The appropriate course levels range from the principles to the MBA level of the economics and business curriculum. Discussion questions may be selected to fit a specific course focus and level. The instructors’ manual outlines question sets suitable for various types of economics courses.