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Learning outcomes of this study are as follows: conduct a comprehensive organizational diagnosis to uncover the peculiarities of managing a family business; evaluate the spirit of innovation of the new generation to drive rejuvenation initiatives in the family firm; reflect on the concept of stealth innovation and its manifestation in the context of transgenerational entrepreneurship; and assess the effectiveness of managerial decision-making and provide recommendations for securing the sustainability of a family firm.

This case starts with the entrepreneurial beginnings of Jack Misakyan, who transformed the small blacksmith venture of his father into a large and profitable family enterprise with operations across different countries and industrial sectors. Since the establishment of Misakyan Technical Solutions (MTS), Jack relied on the help of his brothers, Ara and Hovik, who have joined the ranks of owners and managers to drive the expansion efforts of the family firm. Over the years, the brothers were successful in pursuing a strategy of continuous growth and diversification by taking advantage of opportunities in several industries and regions of the world. They opened branches in Kuwait, Syria, the United Arab Emirates and Armenia, and operated in industries of heavy-truck maintenance, pharmaceuticals, marine shipping, construction materials, quarry and restauration. Yet, four decades after its launch, the company was entering in a phase of stagnation and was in need for entrepreneurial rejuvenation. The members of the third generation, who have recently joined the family firm, believed that it was their obligation to restructure the operations and revive the entrepreneurial spirit in their fathers’ organization. Moreover, after several months of market analysis and investigation, two of the cousins came up with a new business idea that was pursued entirely in a stealth mode. By describing the strategic events and family dynamics that shaped the evolution of MTS over time, the case offers an opportunity to assess the effectiveness of managerial decision-making and provide recommendations for ensuring the longevity of the family enterprise.

Upper undergraduate classes.

Teaching Notes are available for educators only.

CSS 11: Strategy.

This case was developed to explore what social entrepreneurship looks like in an emerging market context. It tells the story of Neil Campher, a self-identified social entrepreneur working in South Africa, a country that has recently been awarded middle income status by the World Bank despite sharing a ranking with Syria on the Human Development Index. In environments of deep market failure, what does social enterprise look like? and can you sustain change in communities of extreme poverty? The case looks at the academic characteristics of social entrepreneurs and applies them to Neil to see if he “qualifies”. It has a particular focus on the bricoleur social entrepreneur. It explores concepts of poverty, and looks at sustainability, achieved through asset-based community development. It explores the need for organisations to transition in response to the environment and provides a tool to assess sustainability. The value of the paper is in exploring what social entrepreneurship looks like in an emerging market context. It also raises important questions on sustainability in environments which are inherently constrained.

This case study is aimed at students of social entrepreneurship, development studies, sustainable livelihoods and asset-based development. It is written at an Honours level and is therefore appropriate for use in customised or short programmes. The case study is a good introduction for students with a background in business (e.g. Diploma in Business Administration/MBA/custom programmes) who are wanting to understand social enterprise and blended theories of social and economic change.

The case study follows self-identified social entrepreneur Neil Campher in the grime and crime-ridden township of Helenvale, outside Port Elizabeth, in South Africa. Campher has given up his glitzy career as a financier in the economic hub of Johannesburg and returned to his home town, drawn by a need to give back. Helenvale used to be where he and his school friends would hide from the apartheid police, but as an adult, his friends are focused on strengthening and progressing the community. Campher’s entry point to change is a small waste recycling project, and the case study looks at how he uses this as a lever to achieve deeper structural change in the community. The teaching case exposes several questions around social entrepreneurship and change: what is social entrepreneurship in an emerging context and is Campher a social entrepreneur? What is community led change and can it be sustainable? Campher’s dilemma is around sustainability – has his extensive involvement of the community been enough to achieve progress in Helenvale?

The case study gives insight into social entrepreneurship in a developing country context. It highlights the nuances in definition and introduces the importance of context in shaping the social entrepreneur. The case is an opportunity for students to interrogate ideas on poverty and classical interpretations of social entrepreneurship and relate them to a small community that mirrors the macro country context in South Africa. The case study shows how asset-based approaches to development are interlinked with basic principles of social entrepreneurship. It shows that sustainability is more than a secure and predictable income stream and the need for community engagement and commitment to the solution. In tackling these issues, the case questions sustainability potential and the need for the organisation to transition to respond to opportunity and the changing environment.

Video X1 5minute video interview with Neil Campher 5min: YouTube Video of Campher from Interview 1 www.leadingchange.co.za (live from 01 April 2016) Video News report of gang violence in Helenvale 3min: YouTube. This is a quick visual introduction to Helenvale. It is a news clip, so is particularly focused on the angle of the story. It includes interviews with residents. The site www.youtube.com/watch?v=TluLpTuEq8I Northern Areas burning 2min: YouTube is a collection of video footage from a local reporter which shows Helenvale and its surroundings. The site www.youtube.com/watch?v=NCW-Hp24vMI shows the Text Global Competitiveness Report: South Africa; the first page gives additional information on social and economic development in South Africa, highlighting developed/developing country attributes. It also highlights how Helenvale is a microcosm of the negative social development indicators in South Africa (http://reports.weforum.org/global-competitiveness-report-2014-2015/economies/#economy=ZAF). 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 3: Entrepreneurship.

Management, Strategy, International business.

Undergraduate or Graduates.

This case is suitable for students of international business and strategy at the advanced undergraduate-level or introductory masters-level courses. It can be used for organizational design, brand management and business-to-business management classes. It may be of interest to practitioners in the Middle East and North African (MENA) markets looking at managing cross-functional teams.

On completion of utilizing the case study as an exercise, students should be able to develop the following. Case-specific skills: Critically examine the importance of the international business and strategy in the Middle East and demonstrate this by analyzing real-regional/-examples using complex theoretical frameworks; identify examples of best practice and explain the dynamics toward international business and strategy with reference to a range of theoretical models and apply these in a meaningful way to the MENA region. Discipline-specific skills: Synthesize and critically evaluate a corpus of academic literature and government reports on international business and strategy; link international business and strategy concepts and theories to real-regional/world examples. Personal and key skills: Reflect on the process of learning and undertake independent/self-directed learning (including time management) to achieve consistent, proficient and sustained attainment; work as a participant or leader of a group and contribute effectively to the achievement of objectives in the field of international business and strategy.

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

Strategic management/entrepreneurship.

Undergraduate and/or MBA level in either a strategic management and/or entrepreneurship courses.

The dilemma that Zayed, Al–Maha's founder and owner, is facing, is typical for an entrepreneur who has been successful for a number of years (ten, in his case), without a formal strategy. He is now at a cross–road: should he expand in his present location in the Madinat Zayed Shopping Center, in Abu Dhabi, UAE, or open another store in another location? if he grows within its current location, how would that be? Zayed, like many small–store owners in a developing economy, faces fierce competition especially in the mobile phone business. Technology is changing constantly, demand is increasing and he has to address all these issues, among others, before making a decision. Should he create an advisory council so he can be the recipient of feedback from trusted individuals who might serve on this council? Finally, he is seeking his close friend Refaat's opinion, as to what to do next and how.

Students should be able to: analyze the internal and external environments of a small–medium enterprise (SME); understand the importance of a vision/mission and smart objectives; make strategic decisions regarding the future direction of an SME; analyze the financial statements of an SME; draft a strategic plan based on the aforementioned; and understand the pros and cons of an SME in a developing economy such as the UAE.

Teaching notes.

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.

Fundraising, Marketing Strategy.

Undergraduate and Postgraduate.

Professional fundraising plays a key role in the operation and sustainability of various forms of organizations, particularly non-governmental organizations (NGOs). “Fundraising for Life” is the success story of a center that is totally dependent on fundraising to achieve its mission of lifesaving and treatment for children with chronic diseases regardless of their financial situation. This case sheds the light on the primary sources of contributions, the importance of an integrated development program, the mutual benefits of partnering with other entities and the challenges encountered in the fundraising endeavors in this developing and unstable part of the world.

The students will be able to explore the current practices used in fundraising as well as the marketing and communication strategies employed in nurturing and maintaining relations with potential donors and partners. They will also be able to explore the internal and external challenges and opportunities available for fundraisers.

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

The learning outcomes of this study are as follows: use advanced frameworks and tools to convey complex ideas related to corporate social responsibility and ethics; apply relevant concepts and theories of ethics and corporate governance to a practical situation while making decisions; demonstrate understanding of the importance of stakeholders when developing socially responsible thinking; and analyze ethical and legal conflicts that need to be considered by employees in situations of whistleblowing.

Sara Khan was a Pakistani-American who had moved to Dubai in the United Arab Emirates (UAE) in 2015 to pursue her Bachelor’s degree in accounting. After graduation, she started working for a baked products manufacturer, Dough Fresh, which was a business unit of Dubai-based Fresh Foods Co. Three years later, she enjoyed her work in the company that embraced strong ethical values and socially responsible practices. She was recently given the task of delivering a financial statements’, investment projections’ and cost-cutting presentation to the senior management of Dough Fresh. Her performance at completing this task was of critical importance for her obtaining the eagerly awaited promotion to the senior accountant position. One day, while Sara was looking through some files to update the financial statements’ records, she came across a deleted purchase order of poppy seeds that amounted to AED 680,000. While poppy seeds were widely used as ingredients in baked products in other countries, they were illegal in the UAE. After approaching her colleague from the purchasing department, she realized that the purchasing manager, who was the grandson of the chairman, was closely involved in the matter. Moreover, it appeared that poppy seeds were used unwashed, which triggered deleterious health consequences and made them highly dangerous to consume. As Sara spent more time researching about poppy seeds and whistleblowing laws in the UAE, she questioned whether she should divulge this information or keep it for herself. Making this decision was extremely challenging. Because the UAE laws regarding whistleblowing were not comprehensive and constantly evolving, she was not certain whether her identity and reputation would be protected in case she decided to blow the whistle. Even more, she worried immensely about the prospect of her colleagues losing their jobs if this information became public, as many of them needed the money to support their families back home and to finance expensive health-related treatments of their relatives. At the same time, she was also aware that if poppy seeds were consumed by people unknowingly, this could lead to serious and even fatal health consequences. All things considered, Sara was caught between deciding what was the right thing to do.

This case study can be used in a higher level undergraduate business course on Business Ethics and Corporate Social Responsibility.

Teaching notes are available for educators only.

CSS 11: Strategy.

This case features Bel-Brand's efforts to position its flagship brand The Laughing Cow in the United States. The challenges in this case are twofold. First, choose a viable position for a brand after a period of high growth following the South Beach Craze. The difficulty here is that the initial driver of the brand's position, the South Beach Craze, an environmental factor, is dwindling and is not sustainable. Second, the brand was receiving pressure from global stakeholders to try to unify the positioning in the United States with the global brand positioning. These are both challenges that were faced by the marketing team and raised in the case.

This case can be used to teach the following topics: 1) Developing a sustainable positioning. This case gives students the valuable experience of making a positioning choice and supporting the rationale for the positioning chosen. Furthermore, it demonstrates how a brand maintained a position after the initial support/argument for that position has dwindled or disappeared. 2) Managing global versus local positioning. The case also showcases a real life example of where positioning in the United States was extremely misaligned from the global positioning of the brand, and how the brand responded to this. 3) Write a positioning statement. One important exercise that students could be asked to do is write a positioning statement and become more familiar with concepts such as point-of-parity (POP), point-of-difference (POD), and reason-to-believe (RTB).

In June 23, 2016, voters in the United Kingdom have just approved a referendum calling for leaving the European Union. The case describes the motives for European integration, the rise of separatist movements in the United Kingdom and elsewhere, and the referendum process itself.

The purpose of this case is to provide a contemporary counterpoint to a discussion of the economic and political motivations for the American Civil War. Dominant themes highlighted here are economic nationalism, political nationalism, cultural centrism and ethnocentrism, and populism.

The key learning from this case study include the following: first, there are various leadership types that leaders can exhibit, such as servant leadership and transformational leadership, and an individual’s leadership style can be evaluated by analysing his/her traits and behaviours. Second, decision-making is much more critical for leaders than for anyone else, and there are different approaches, such as rational and intuitive decision-making, that leaders can apply when making a decision. Third, in male-dominated work environments such as the sports sector, female executives should carefully weigh the risks and opportunities of leadership positions while being promoted.

The UPS Sports and Culture Club was founded in 2003 by Haluk Ündeğer in Zeytinburnu district, one of the most dangerous neighbourhoods in Istanbul that had a bad reputation for being high on crime and drugs. The club’s main goal was to train children from disadvantaged groups to develop a career in sports. Shortly after the club’s founding, Semra Demirer, a physical education teacher who had devoted her life to children’s physical, cultural and personal development, crossed paths with the UPS Club. In 2004, Demirer started to work at the UPS Sports and Culture Club as the general coordinator. She played an important role in the growth and development of many children over the years and helped raise very talented athletes such as Simge Aköz. In 2020, on the heels of financial and administrative difficulties, the club was at the risk of being shut down. Hence, Demirer grappled with the decision of whether to share this information with the employees and players in the club. She deeply considered how she could overcome the conflict between transparency and confidentiality she was experiencing.

The case study is suitable for undergraduate students.

Teaching notes are available for educators only.

CSS 6: Human Resource Management.