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After decades of successful expansion, The Reader's Digest Association's products were mature. With an average readership age for the flagship Reader's Digest magazine of 50.3 in 2004, efforts to develop new products had so far failed to entice a significant number of younger customers. Following a financial downturn in 1996, positive financial results remained illusive. Several major changes instituted by Thomas O. Ryder, CEO since 1998, including acquisitions, re-capitalization, restructuring and systematic re-engineering of the corporate culture, had proven mildly successful, but RDA, as well as the entire publishing industry, faced a persistent decline in profitability. Could RDA fulfill its stated mission to create “products that inform, enrich, entertain and inspire people of all ages and cultures around the world”, and could it do this by continuing to rely on the 80-year old Reader's Digest magazine?

The learning outcomes are as follows: understand the operating model of a not-for-profit organization; gain knowledge about the significance of an organizational structure to successfully run a not-for-profit organization; learn the socio-cultural implication of yog through BYS; and learn the applicability of growth and business expansion strategy in the case of a not-for-profit organization.

This case covers the innovative operating model of Bharatiya Yog Sansthan (BYS) – a not-for-profit organization which offers free service towards the society through yog. BYS was a not-for-profit organization that survived for long without accepting donation in any form. They had more than 3,500 Yog Centers in 21 States and 2 union territories in India and more than 60 Yog Centers in foreign countries. They were the only not-for-profit organization which had operated such a huge number of Yog Centers across the world. Des Raj became the face of BYS after the demise of the founder Mr. Prakash Lal. While adhering to the core principle of the founder, the list of challenges in front of Mr. Des Raj and other yog enthusiasts’ associated with BYS was long. There arise no questions regarding the level of commitment and dedication of Des Raj and his team. They had left no stone unturned to bring BYS into the lime light and perhaps this is the reason because of which BYS had stood for more than fifty years. On one part they were strictly against commercialization and on the other part, they wanted to reach every household. Was it truly challenging for them to reach people without spending money on promotion? Was it really difficult for a not-for-profit which survived without donation to establish it as a brand?

This case can be taught effectively to MBA/ BBA students as a part of Strategic Management and Entrepreneurship subject.

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 11: Strategy.

This case involves a real-life Ponzi scheme perpetrated by Sir Allen Stanford, a man who bribed Antiguan regulators and a certified public accountant firm to perpetuate his scam. The case includes the process of making victims whole, which involves a court-initiated clawback process: taking back payouts to investors or charities to redistribute the funds to other fraud victims who did not receive their fair payout. Students apply theory learned in an upper-level fraud or forensic accounting course. Finally, the case addresses the aftermath of a fraud scheme.

Ponzi schemes – one of the most common types of investment fraud – have caused investors to lose billions of dollars. Because of the prevalence of Ponzi schemes and the ramifications to investors, it is important for business students to understand the nature of these schemes and to learn how to recognize them. As future business professionals, students will be charged with recognizing a Ponzi scheme early and uncovering it before investors lose their investments.

This case is designed for upper-level undergraduate students or graduate students taking a fraud or forensic accounting course, which is best introduced after professors cover Ponzi schemes and also these concepts: fraud triangle, fraud diamond and fraud red flags.

Development of legitimate teaching cases demands cases be factual, that is that they use “real people, real companies, real situations,” and, usually, present time. Rarely, do cases deal with historical happenings in which lives, as well as fortunes, could be lost to achieve desired ends. History provides rich material on which to build teaching cases with the added advantage of acquainting students with the past and the influence the past has in shaping the future. Answers to the question of “Why use historical teaching cases” are related to the more general question of “Why study history.” Both questions are addressed.

The case highlights a $1.4 billion fraud committed by the founder of a NYSE listed, Information Technology Services firm in India. In response to the crisis, the Indian government appointed an interim board to find a strategic investor in the company. The case traces the events leading to the fall of the company. Students are asked to analyze the governance and intermediation failures, assess the financial position of the company and to estimate the intrinsic value of the company from an acquirer's perspective.

Molly Madziva, who was born in Zimbabwe, was sent by her family to the USA to attend college. When she graduated in 2000 there were no jobs for her in Zimbabwe, as the economy was among the weakest in the world. While working as a software engineer at Bell Labs in New Jersey she decided that she wanted to help the people in her village of Macheke, the majority of who were farmers. Her idea would be an ambitious one. Molly called this the Macheke Sustainability Project. Molly met with various stakeholders who had an interest in the project. Following a thorough situation analysis and the formulation of a list of strategic initiatives, the major decision that she was left with was how to most effectively go about handling the implementation of the project. Her options included: a project within the Institute for Global Understanding at Monmouth University where she was enrolled as a graduate student; a non-profit business located in the USA; a non-governmental organization (NGO) located in Zimbabwe; and a private business in Zimbabwe. Each of these options had clear benefits. Molly was torn, however, as to which she should choose.