Search results

This case offers the students to see the impact business ethics concepts, including corporate social responsibility, ethical obligation, ethical strategy, alienation, corporate activism, sociopolitical activism, symbolism, transparency, integrity, decoupled organization, opportunism, moral muteness or moral exclusion, etc. Through the student’s own ethical sensitivity, they can then make an informed decision grounded in fundamental ethical theories such as Utilitarianism, Kantianism, Ethics of Care, Virtue Theory, Confucianism, etc.

Data for this case has been gathered entirely from publicly available secondary sources, including online resources, mainstream media reports, biased (opinion-based) media outlets, social media statements from all stakeholder groups (students, business, university) and meeting minutes from campus organizations. None of the named individuals nor entities, in this case, have ever been contacted by the authors.

In Fall 2020, Boise State University contracted a locally owned and operated coffee shop to open a location on-campus. The shop owner was engaged to a police officer who had been permanently injured in an altercation with a dangerous fugitive. For his sacrifice, this police officer was awarded the Medal of Honor from the City of Boise. To support her fiancé, the coffee shop owner displayed a Thin Blue Line flag on the front door of her off-campus location. Students heard of this display and began to voice their objections through administrative and social media channels. The business countered back at claims that they supported racism and ultimately asked to be released from their contract with the university. They closed their on-campus business, having operated the location for less than two months. Media representation of this case created a vocal response both from those who support the business’ use of this imagery and those who support the student’s decision to boycott this business on ethical grounds.

Business ethics: 300–400 level; Business strategy: 300–400 level.

Students apply the new Institute of Management Accounting (IMA) ethics standard to “contribute to a positive ethical culture” and advice to “actively seek to resolve an ethical issue.” By learning and practicing how to voice concerns students gain confidence in this approach to resolve ethical issues. In addition, most students are inspired by the moral courage of the chief financial officer (CFO) and report an increased resolve to have moral courage.

The case was based on the CFO’s published account of his experience and supplemented with an interview. It has been gradually refined in an ethics course for accounting students over several years and evaluated from a sample of students who completed the course.

The CFO of a mining company was pressured to pledge collateral that was already pledged on another loan. The CFO courageously refused his supervisor’s request and resigned his position immediately (flight). In its ethics guidelines, the IMA requires its members to actively seek to resolve ethical issues internally before disassociating from the organization (fight). In addition, ethics writers Gentile (2010) and Badaracco (2001) suggest ways to communicate ethical concerns. In this case, accounting students learn how to resolve ethical issues using the ethics guidelines and suggestions by analyzing and writing about the experience of the CFO.

The case is used in a graduate ethics course. It may also be used in undergraduate accounting courses.

The Gordon Institute of Business Science (GIBS), a South African based business school and one of the top ranked business schools in Africa, was yet again facing a crisis during the COVID-19 pandemic. Having emerged out of an extraordinary year of strict lockdown regulations and having managed a rapid shift to emergency remote teaching. GIBS had managed to maintain its academic programmes, ensuring the completion of the curriculum within the academic year whilst maintaining the exceptionally high standards and quality learning experience it was known for. As 2020 drew to a close, the academic programmes team and the students looked forward to starting the new year in a more “normal” mode of operation. GIBS closed for Christmas holiday with the intent on returning, in early 2021, in some form of face-to-face teaching. However, on the 27th of December 2020, the President of South Africa announced a return to level-3 lockdown as the second wave of infections swept through the country. Strict measures were once again enforced, significantly impacting GIBS’ possible return to campus in January 2021. Reflecting on the lessons learnt over the past year, the Executive Director: Academic Programmes, Professor Louise Whittaker, yet again faced the challenge of deciding how best to proceed given the circumstances. The case illustrates the need for effective change management through the application of Kotter’s 8 steps to transformation, whilst demonstrating the complexity of change management during a crisis. A particular focus on the importance of communication during a change management process in a crisis is illustrated through this case.

The learning outcomes are as follows: students need to understand that in a crisis, change management will be emergent and requires flexibility and adaptability; students will determine what concrete actions may be required during a change management process in a crisis; students will need to discern that theoretical models do not necessarily fit real world contexts, particularly in a crisis situation; and students will identify aspects that might be missing or inadequately formulated in standard models of change management.

The case is positioned at a post-graduate level and would be ideal as a teaching case for business school students on a Master of Business Administration programme, a specialised business masters programme or selected executive education programmes for general managers or senior executives. The case can be taught in a course in the following fields, namely, change management, leadership or strategy.

Teaching notes are available for educators only.

CSS 11: Strategy.

Upon completion of the case, students will be able to reflect the forces, which may disrupt the art industry through Artientifique initiatives and the ability to apply Phoenix encounter method with proactive scanning to remain competitive; create various multi-functional roles as a youth entrepreneur in the micro, small and medium enterprises (MSMEs) capacity and be able to understand the level and review the competition and business trends from an art industry perspective; analyze how innovation clubbed with sustainability will create a competitive advantage in a circular economy; determine the leadership style most appropriate for MSMEs to indulge in innovation and sustainability in the fine arts business; and design and discover opportunities to promote women’s entrepreneurship in the art industry, especially in emerging markets.

On a cold Friday morning in November 2020, Aisha Mir was in utter confusion written all over her face. She had to decide on a prosperous pathway. Should it be customization or standardization of artwork? Also, whether she should continue investing in the existing in-house supply chain or outsource this to a third party. Being practicing sustainability in her personal and professional life, she had designed her art studio herself by using upcycled materials. While enjoying the pigeons and sparrows chirping and eating grains on her wide windowpane, she looked at the world map with keen interest and imagined herself flying to each country along with her gray and white pigeons. While sitting in Madina city, Saudi Arabia, she was concerned about the expired makeup collection hub being set up in Abu Dhabi, UAE. The collection and the painting processes had to be monitored; the artworks needed auditing, framing and packing before they were shipped to a customer. Centralizing would add unnecessary hassle, and outsourcing needed distribution of authority. Keeping the challenges in mind, she was struggling to find a solution for efficient community engagement.

This case has been particularly focused on undergraduate and postgraduate early-stage level students pursuing business or commerce programs, particularly those studying entrepreneurial and management courses in innovation and sustainability.

Teaching notes are available for educators only.

CSS 3: Entrepreneurship.

Nina, a 30-year old Asian Indian female, joined Morris University in the fall 2006 semester after completing her doctorate. She was an instructor and course designer at this historical black institution in a rural town in the southern part of the US. Ninety percent of the students and staff of Morris University (MU) were African-American. MU was committed to the objective of educating African-American youth and the concept of “students first” was one of its core institutional values. Nina's experience teaching an organizational learning course was very unpleasant. Her student evaluations were poor with harsh comments about her and the course. Nina was asked by the department head to prepare a teaching improvement plan for herself.

The case is set in summer 2016, centered on the writer and performing star, Lin-Manuel Miranda, whose Broadway show Hamilton had grossed almost $75 million and won 11 Tony Awards. The musical's cultural influence was buoyed by Miranda’s 578,000 Twitter followers; hundreds of celebrities from Oprah Winfrey to Jennifer Lopez had become ambassadors for the musical; and its impromptu #Ham4Ham live performances were engaging thousands of people on social media with each release. The case explores specific tactics the show employed, challenges students to consider the importance of personality in creating social media buzz, and studies the practical influence social media may have had on the show’s success. It is appropriate for any marketing course, particularly a digital media class in which students are familiar with the major platforms.

Appendix 1: Comic Frames A At the end of the case study discussion, students will able to as follows: Explain various growth strategies as a potential unicorn with the exponential growth mindset rather than linear growth mindset through adaptation of Massive Transformative Purpose (MTP) and Moonshot Thinking (MT). Demonstrate innovative and creative plans and ideas, with the ability to scale up in the circular economy. Review and summarize the power of Collaborative Innovation (CI). Compare and contrast different ways in dealing with Hedgehog and Fox style of leadership into the business. Appendix 2: Comic Frames B At the end of the case study discussion, students will able to as follows: Act with a growth strategy as a potential unicorn with the exponential growth mindset rather than linear growth mindset through adaptation of MTP and MT. Simulate innovative and creative plans and ideas, with the ability to scale up in the circular economy. Assess and leverage the power of CI. Decide and differentiate in dealing with Hedgehog and Fox style of leadership into the business.

Ankit Tripathi, was a compassionate 22-year-old, the typical lad from New Delhi, India, who seemed driven to change the world. His elder brother Atul Tripathi, a young, creative 25-year-old, was sat there next to him, beaming with pride and gratitude. Both brothers, being mechanical engineering graduates, had experienced the advancement of technology at the cost of Mother Earth. It pained them no end. It was the reason that Atul had refused to serve as an engineer in a government institution after graduating. The parents were shocked when Ankit followed suit. The brothers were poles apart in their personality and temperament, and it was rare to see them agree on anything in this way. Yet, they agreed to disagree with their parents and ventured into becoming entrepreneurs with a purpose and passion to salvage the environment. They had a vision, but without a proper roadmap, it would certainly be a tough game. Nevertheless, they boldly embarked upon their journey and established their start-up “Uneako” in 2019. “Uneako” was a calculated risk, taking into account family resistance (parents’ attitude/perception), personal conflicts (psychological), financial limitations (resources), shallow expertise (professionalism), social concern acceptability and low awareness (environment), government regulations (legalities/approvals), conflicts between brothers (personality issues), etc. Being from a nonbusiness family, the brothers had defied the wave of obstacles and challenges in daring to start their own business, putting at stake the hard-earned money of their father, Satendra Tripathi. Amidst so much social mockery, would Atul and Ankit succumb and become a laughing stock or would they find something that they could live and die for?

Appendix 1: Comic Frames A: This case has been particularly focused on undergraduate level students pursuing business or commerce programs. Especially those studying core courses, for example, entrepreneurial and strategic management. Appendix 2: Comic Frames B: This case has been particularly focused postgraduate-early stage or higher level students pursuing business or commerce programs. Particularly those specializing in entrepreneurial and strategic management courses. Also, can be taught in the entrepreneurial or start-up workshops.

www.pewresearch.org/topics/generation-z/ Paulynice. J.P., (2019) “From Idea to Reality: An Entrepreneur’s Guide to Meaningful Business Growth” Paulynice Consulting Group. Hardy.D., (2015) “The Entrepreneur Roller Coaster: It’s Your Turn to Join The Ride” Success Publishers. Wadhwa.V., Amla.I., Salkever.A., (2020) “From Incremental to Exponential” Berrett-Koehler Publishers. Sustainable Entrepreneurship: Business Success through Sustainability edited by Christina Weidinger, Franz Fischler, René Schmidpeter, Springer 2014. Teaching notes are available for educators only.

CSS 3: Entrepreneurship.

This case discussion will enable learners to: demonstrate how the adoption of entrepreneurial leadership could aid the overwhelmed youth to successfully bounce back. Summarize various events and challenges faced. Demonstrate mindful entrepreneurial qualities to be effective. Identify various coping strategies in balancing a commercial viable model with a compassionate approach. Establish a roadmap for a healthy sustainable business model.

Ms Rahaf Raef Kobeissi was a 33-year solopreneur, mental health coach and personal development trainer who resided in Dubai. She encountered dilemmas while attempting to offer commercial, as well as empathy and compassion-based services. She tried to strike a balance between her own broken past life challenges and managing her clients’ healing journey. Another challenge was to assess whether she should adopt inductive counseling or deductive counseling principles, especially during a Covid-19 scenario. She needed to ensure a healthy work/life balance to prevent herself from suffering from burnout. Her personal journey to becoming a solopreneur was filled with grief and hardship over the years, which she endured with little support. She had the arduous task of dealing with a series of shocking incidents and events, which pushed her down through the cracks, leading to her attempting to take her own life three times when overwhelmed by tragedy. At the age of 23, Rahaf lost her father to suicide – they found him hanging in his apartment. Her abusive mother had several breakdowns due to severe depression and her drug addict brother accidentally killed his friend in her apartment with an overdose injection. The challenge before her was to strike a reasonable balance between managing the highest levels of clinical depression with suicidal tendencies and finding the right path and purpose for her own life. This was the very reason she chose to battle depression through therapy and bounced back as a stronger and more resilient woman.

This case has been focused on undergraduate and postgraduate-early stage level students pursuing business or psychology programs. Particularly those specializing in entrepreneurial, organizational behavioral and positive psychology courses.

Teaching Notes are available for educators only.

CSS 3: Entrepreneurship.

This case study can be used in graduate- and executive-level.

This case study can be used in entrepreneurship, leadership, crisis management, business succession, organizational behaviour and business expansion.

In 2020, the EtonHouse International Education Group (EtonHouse) celebrated its 25th anniversary. Under the leadership of Ng Gim Choo, founder and managing director, EtonHouse has become a renowned education provider noted for its well-designed inquiry-based curriculum. Since its initial expansion in Singapore, the institution has spread across the world. Throughout its history, EtonHouse has faced many crises. However, employing paradoxical leadership, Ng Gim Choo has managed to accommodate conflicting demands and guide EtonHouse away from adversity. In early 2020, the coronavirus pandemic (COVID-19) posed an unprecedented challenge to EtonHouse. In addition to developing business strategies in response to COVID-19, Ng Gim Choo has been considering whether the time is ripe to hand over the reins to Ng Yi Xian, her son and EtonHouse successor.

By presenting the dilemma of business succession in crises, the case study facilitates in-depth discussion of several issues related to family business succession, succession planning and crisis management. Students will be able to explore the following issues: 1. The concept and implications of paradoxical leadership and its application in business decisions. 2. How to lead during crises. 3. The tension between succession plans and crisis management. 4. The characteristics and implications of woman entrepreneurship.

CSS 3: Entrepreneurship.

Microsoft Office was facing an uphill task in engaging the undergraduate student community. Attracting this audience—the most tech-savvy generation ever—was critical to the future of the Microsoft Office franchise. Microsoft's past advertising efforts to reach this audience had proven lackluster, while its key competitors were gradually entrenching themselves among this demographic. Microsoft's challenge was to determine the best tactics that could successfully connect with this audience. The (A) case describes Microsoft's dilemma and briefly addresses what college students mostly care about: managing homework, creating great-looking schoolwork, preparing for the workplace, and collaborating with friends and classmates. It also provides competitive information, chiefly Google's increasing presence in universities and its focus on the higher education market and the growing influence of Facebook among students and its evolution into a productivity tool. The (B) case describes the qualitative research tools that Microsoft used to get a better understanding of college students: day diaries using Twitter, technology diaries using the Internet and smartphones, focus groups, and one-on-one interviews with students. The case helps students understand the value of ethnographic and qualitative research techniques, draw inferences from the data, and subsequently make recommendations. It illustrates how ethnographic and observational studies enrich research by generating deeper consumer insight than traditional methods.

Students will learn: - How online tools in ethnographic and observational research offer new insights not revealed by traditional survey research - How different qualitative market tools are used to collect data, as well as the pros and cons of different ethnographic research techniques - To interpret and synthesize data from qualitative and ethnographic research - How research can influence a firm's marketing and advertising tactics