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This case describes the talent management practices of Kaivalya Education Foundation (KEF), a social sector organization that works in the domain of school education. The two year Gandhi Fellowship (GF) program run by KEF takes urban youth from the best graduate colleges in the country and creates a cadre of change leaders that will work to bring about social change in the nation. The GFs undertake a rigorous, hands-on journey through the two years that is transformational in many ways.

This case focusses on social innovation and social entrepreneurship in Africa, specifically looking at behavioural characteristics of social entrepreneurs, their motivations to create social value and the application of personal initiative theory. The case discusses the self-starting proactiveness and innovation traits of the social entrepreneur. The social business model canvas will be used to analyse the social enterprise’s business model.

Students of social entrepreneurship, development studies, sustainable livelihoods and asset-based development. It is useful for customised or short programmes on social entrepreneurship or for students with a background in business wanting to understand social enterprise as a vehicle for social and economic change. As such, this case is written for Business Management and Entrepreneurship undergraduates or students of elective courses in social entrepreneurship (“understanding” and “remembering” learning activities under Bloom’s taxonomy). When personal initiative theory is used, the case provides an initial understanding of social entrepreneurship in a less developed context for post-graduate students and may be used for higher-order learning activities (“analysing” and “applying”).

The case tells the story of Dr Engr Moses Musaazi, who is a Social Entrepreneur and Managing Director of Technology for Tomorrow (T4T). Troubled with the persistent social problems in his country. Musaazi, through T4T, strived for social innovations to reduce school dropouts of Ugandan girls. While exploring Moses’ journey for solving persistent social problems through social innovations, students will be able to understand, remember, analyse and apply Dees’ (2001) social entrepreneurial behaviours and Santos’ (2012) theory of social entrepreneurship. The case discusses what motivates African social entrepreneurs to start a social venture (Ghalwash, Tolba, & Ismail, 2017). Students will apply personal initiative theory to identify the social entrepreneurial behaviours displayed in the creation of social ventures. To exemplify and analyse the different components of social ventures’ business model, the social business model canvas by Sparviero (2019) will be introduced.

The teaching objectives are Objective 1. Students are able to remember, understand, identify and apply the social entrepreneurial behaviours as defined by Dees (2001) and the elements of Santos’ (2012) theory of social entrepreneurship to Dr Moses Musaazi’s case as a social entrepreneur. Objective 2. Students remember, understand and identify what motivates social entrepreneurs in less developed economies to create social value (Ghalwash et al., 2017). Objective 3. Early-stage postgraduate students are able to apply and analyse (also evaluate and create for higher-level post-graduates) personal initiative theory to explain the emergence of social entrepreneurial behaviour and especially how innovation, self-starting and proactiveness may lead to social entrepreneurial venture start-up (Frese, Kring, Soose, & Zempel, 1996). Objective 4. Students use the social business model canvas (Sparviero, 2019) as a tool to understand, analyse and improve a social-enterprise business model.

Supplementary learning materials are provided in the Teaching Note (Table 1). Table1, which includes videos and their description. Also, a link to Uganda’s sustainable development index is provided (the focus is sustainable development goals [SDGs] 3: Good health and well-being, SDG 4: Quality Education, SDG 5: Gender equality, SDG 10: Reduced inequalities).

CSS 3: Entrepreneurship.

Human resource management.

The case can be used on courses related to human resources management (HRM), which are offered in management programmes like MBA/PGDBM. The case could also be used in management development programmes, seminars and workshops that have HRM as a component of the programme. The case can be used effectively for classroom discussions as well as in distance learning programmes.

The case looks into the HRM practices at a leading Indian construction company – ABC Constructions. The case tries to explain the management perspectives behind the people practice initiatives undertaken by the company in order to recruit/retain and nurture talent. The case also explains the basic principles underlying its human resource policies. It tries to explain the initiatives taken by ABC Constructions to meet the challenges posed by the changing business environment, as the company moves beyond the borders of the country of its initial operations. The case provides an overview of unique challenges faced by a company in the Indian construction industry, where a significant number of people executing its projects are not its permanent employees.

The students would get a fairly good understanding of existing good practices in the field of human resource management, especially in the context of a multifaceted and labour intensive construction industry in the Indian corporate scenario. Anecdotes of actual experiences with respect to people management would facilitate greater understanding of the complexities involved at the grass root level of functioning and implementation. Theoretical inputs relating to training could be better understood through the customised programmes provided by the company for its diverse workforce. The HR challenges faced by the top management as a company grows and expands to new markets can better be understood.

Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.

Social entrepreneurship, Business Strategy.

MBA/MS.

The case discusses about Evans Wadongo, a Kenya-born engineer and social entrepreneur, and his efforts of lighting up the rural communities of Kenya through his MwangBora solar lanterns. Wadongo through his social enterprise Sustainable Development for All-Kenya (SDFA-Kenya) economically empowered women, educated children and empowered youth by creating employment opportunities for them. By 2012, SDFA-Kenya had successfully impacted the lives of 1,20,000 people, benefited more than 60 community groups and set up around 30 economic ventures.

Concept of social entrepreneurship, business model innovation, product innovation, bottom of the pyramid as a market, sustainable development, triple bottom line.

Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.

Marissa Mayer has been asked to think about factors that were impacting Google's ability to innovate and adjust its strategy so that the organization could remain one of the world's foremost leaders in technology. In an industry (and at a company) that was changing and growing exponentially, it would be difficult to pinpoint specific variables and trends. But Mayer knew that one element crucial to Google's ongoing success would be its ability to recruit the best talent available and foster an environment that would encourage that talent to generate the best ideas. As Mayer contemplated how to ensure this, she considered that women currently represented only a small fraction of Google's engineers, suggesting a missed opportunity.

Teaching objective 1: Students are able to identify and apply characteristics of a social entrepreneur, and social enterprise, as defined by Dees (2001). Teaching objective 2: Students are able to identify and apply the four tensions identified by Smith, Gonin and Besharov (2013) that manifest in social enterprises. Teaching objective 3: Students are able to apply Institutional Theory to social entrepreneurship. Students are able to explain legitimacy and the influence of context on the social enterprise. Teaching objective 4: Students through using the Change Canvas, are able to distinguish between profit and purpose characteristics of the organisation; and are able to make recommendations based on the process they have followed.

Kovin Naidoo is the CEO Of a multi-national social enterprise, Australia-based The Brien Holden Institute. The case explores Naidoo's journey as a social entrepreneur, and the partnership forged with Brien Holden as they built their multinational social enterprise. Naidoo is catapulted to the position of CEO after the sudden death of his friend, and is trying to balance the competing pressures of profit and purpose. The case introduces the foundational characteristics of social entrepreneurship, before exploring Institutional Theory and the Change Canvas as a tool for managing tensions between profit and purpose.

This case study is aimed at students of entrepreneurship, social entrepreneurship, corporate social investment, development studies, innovative health-care systems, sustainable livelihoods and asset-based development. It is written at an Honours / Masters level and is therefore also appropriate for use in customised or short programmes.

Videos (including a TedX by Naidoo), Web materials and a book chapter are included in the supplementary materials list.

CSS 3: Entrepreneurship.

Susan works for a small S-Corporation that is experiencing issues with its incentive program. Specifically, employees find that the company's incentive program is rather ambiguous and confusing. Susan is in a position to do something about it but she is not sure what to do. Students are challenged to design an incentive program for the small company. This case exercise is appropriate for undergraduate students in Organizational Behavior or Management courses and should coincide with discussions of motivation and employee incentives. This case is based on the author's personal experiences.

Higher education leadership and planning.

Postgraduate/higher education.

Professor Rob Whelan was appointed President of the University of Wollongong in Dubai (UOWD) from the University of Wollongong in Australia (UOW). Professor Whelan brought to the job in Dubai the perspective that public-good benefits flow from a comprehensive institution engaged with the larger community and these are led by academic staff members who produce research that serves the national interest. To apply this model to UOWD meant a thorough analysis of the organization in terms of both its culture and its broader environment. This case explores the various processes through which a new leader takes stock of an existing institution, identifies the potential for development in a particular direction, draws upon a range of stakeholders to refine the vision and develop it into a strategic plan, gains support for the plan, and then implements change through close collaboration with the institution's constituents.

This case can be used to explore a number of issues in leadership and management including: identifying the various internal and external stakeholders in a complex organization; analysing strategies for mobilization for change, including the assessment of inclusive versus exclusive approaches; reviewing the opportunity costs of change; and assessing types of leadership.

Teaching notes.

This case is about Kija Kim, a Korean born founder and CEO of Harvard Design and Mapping Inc. (HDM). Founded in 1988, HDM is a cutting-edge GIS firm with $5 million in revenue and 35 employees in their Cambridge, MA and Washington D.C. offices. Through Kija Kim's leadership, HDM has become a significant niche player in homeland security and disaster relief. The case ends in fall 2005 just after HDM provided Hurricane Katrina mapping support, and Kija is nominated for the SBA Small Business Person of the Year. This case explores the intersection between cultural heritage, leadership effectiveness and organizational behavior. It particularly notes Kija's ability to turn her immigrant female minority status into a business advantage. This strength coupled with her ethos of care and ability to network in all walks of her life contributes to her distinctive and integrated leadership style. Definitions of leadership success and implications for decision making are also highlighted.

The learning outcome of this paper is to identify and interpret the risks linked to cyber-security and their impact on the organization. Analyze business management regarding cyber-security and information technology (IT) risk management. Evaluate and propose decision-making strategies for IT projects.

Silver Bank is a financial entity with broad national coverage. Its growth was directly related to its investments in customer service. The entire organization is focused on satisfying its clients’ needs, improving their experience and making them loyal to the company. However, it did not pay enough attention to a threat that, with time, had become more pronounced: cyber-attacks. Its efforts to fight against this threat were only temporary solutions, as gaps in its IT system made it an easy target for criminals until the arrival of Iván Ramírez, who proposes a holistic solution to decrease the probability and severity of these attacks. However, past experiences, ignorance and budget constraints make it a difficult task to convince the bank’s board of directors to implement the proposed solution.

The case can be used as teaching material in upper-level undergraduate and graduate management courses: –undergraduate courses: information technology management, IT project analysis and management – MBA or graduate courses: information technology management, strategic management and security governance.

Teaching notes are available for educators only.

CSS 11: Strategy.