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This case was based on secondary data that included various websites, news and academic articles, social media posts and press conferences before, during and after the World Cup. Multiple sources were examined to ensure the accuracy and credibility of the information presented in this case. The goal was to gather relevant information on the Moroccan soccer team, its performance in the FIFA World Cup and the leadership strategies used by Walid Regragui.

“We are the dreamers, we let it happen: Morocco’s soccer team leadership story” explores the transformative journey of Morocco’s soccer team in the 2022 World Cup, highlighting the exceptional leadership of coach Walid Regragui and the power of shared values deeply rooted in Moroccan culture. The instructional manual provides faculty with a compelling case study to inspire discussions on leadership, followership, team dynamics and cultural identity. The case emphasizes the importance of harnessing cultural roots, building trust and unity within a diverse team, strategic vision and tactical brilliance. It demonstrates that with authentic leadership, belief in shared dreams and the strength of cultural values, extraordinary achievements can be realized. The case aims to inspire and educate students, encouraging them to embrace their own cultural heritage, foster teamwork and pursue their dreams with unwavering determination.

The academic level of this case can vary depending on the specific course or program in which it is being used. It is suitable for graduate levels in various fields such as leadership studies, sports management, organizational behavior, cultural studies, or international business. The case provides a comprehensive analysis of leadership, team dynamics and cultural identity, including faith and spirituality, making it adaptable for different academic levels and disciplines. Instructors can adjust the depth of analysis and additional readings or activities to align with the specific educational level and learning objectives of their course.

Entrepreneurship.

This case is intended for teaching entrepreneurship in any tertiary institution including graduate business schools where the case study method is used. It can also add value to groups interested in creating social value such as non-governmental organizations (NGOs). It can be taught in a 60-90 minute class depending on the size of the class and type of audience.

The case highlights features of indigenous entrepreneurship in a traditional African setting and showcases the merits of traditional training methods. An intriguing case of a social enterprise, inspired by the difficult experiences of an entrepreneur, who grew up in dire poverty. The polygamous family situation she was in led to establishing an enterprise that ensured her livelihood and a means to lift others from poverty. The case provides a unique model of a hybrid family business and social enterprise and illustrates that businesses can do good and still do well financially.

Learning points include: appreciation of the socio-cultural and economic context of indigenous entrepreneurs; entrepreneurial motivations and their impact on society; how traditional societies transmit entrepreneurial skills; illustration of how theoretical frameworks like network theory and effectuation impact on entrepreneurial ventures; and how challenges of family businesses such as leadership and succession may be overcome through timely planning.

Teaching notes are available, consult your librarian for access.

Metacognition, learning how to learn, peer feedback and peer review.

Essay based on experience as a reviewer and editor and best practices.

This quick start guide provides a tutorial on how to review teaching cases and the associated instructor’s manual or teaching note. The purpose of this guide is to help develop the confidence and skill of novice reviewers and refresh and refocus experienced reviewers. Case writers may also use this guide to anticipate peer reviewer feedback and assess or refine their cases before submitting them to a journal. Reviewing is essential to the Academy – without peer reviews there would be no peer reviewed journal articles, a pillar of the tenure process. Reviewing is also a valuable way to learn, to keep current in a field and to be a good citizen – contributing to one’s professional community. This guide will help scholars become even more effective reviewers, writers and contributors to the Academy.

For academics interested in developing their case reviewing skills.

After completion of the case study, students will be able to identify and discuss ways in which informal financing of the kind discussed in the case study can provide new or different opportunities for access to alternative financing schemes; assess the role of“social capital” in micro and small business development and to understand and apply the role of social capital for female entrepreneurs in the Global South; critically analyse and reflect on the new role of digital technologies in challenging traditional patriarchal social norms and exclusion and ultimately be able to evaluate the role of digital technologies in terms of its practical implications for female entrepreneurs; and understand the role played by socio-cultural and historical contexts in female-owned/managed businesses within informal sectors of the economy. Furthermore, the students should be able to discuss how these contexts provide opportunities or challenges for actionable/robust/relevant business plans for female entrepreneurs.

This case study aims to create a platform for classroom conversations around: context of entrepreneurship in informal economies, challenges of accessing finance, women entrepreneurship, opportunities of digital entrepreneurship and resource acquisition and social capital. Overall, this case study intends to inspire and cultivate additional voices to advance authentic understanding of informal business practices in the financial sector that go beyond traditional formal western settings. This case study is based on a true story relating to the “sou-sou” financing system – an informal financing scheme – originating from West Africa which has been transported to other parts of the world including Latin America and the Caribbean (LAC) and other parts of Africa. The characters involve Maria, the main protagonist; Eunice, from LAC; and Fidelia from West Africa. With first-hand information from Eunice and Fidelia, Maria learnt about the ideological principles and the offerings of flexibility, trust, mutual benefits and kinship of the sou-sou system and was inspired to integrate digital technologies as a sustainable game changer for accessing microfinance. This case study draws on the contextual understanding of the economy in the Global South as well as the gender-based aspects of entrepreneurship as key aspects of women entrepreneurship and digital entrepreneurship. The sou-sou system is presented as a practical solution to the challenges faced by women entrepreneurs in the Global South to access finances, and the integration of digital technologies is considered instrumental not only in reinforcing the traditional system but also in transforming the entrepreneurial prospects for these women.

This teaching activity is aimed at postgraduate students in Master of Management and Master of Business Administration programmes. It can also be used for short executive courses, specialised PhD seminars and advanced bachelor programmes. This case study could be taught in the field of entrepreneurship in areas related to technology, gender, women entrepreneurship and financing in the context of the Global South.

Teaching notes are available for educators only.

CSS 3: Entrepreneurship.

Social Entrepreneurship.

Entrepreneurship modules of undergraduate programs. The case was developed for undergraduate students taking courses or modules on non-governmental organisations (NGOs) and social entrepreneurship, with a particular focus on how social enterprises evolve in emerging markets. It may also be used to teach MBA students taking similar courses.

This case highlights the challenges NGOs face in emerging markets and provides motivation for transitioning into social entrepreneurship. The setting of the case is Nigeria where the World Bank estimates the poverty rate to be about 46 per cent. Innovative solutions, especially those originating from socially oriented organisations, are desperately needed to overcome the myriad social challenges facing Nigeria, all of which are direct or indirect consequences of poverty. Social entrepreneurship is gradually becoming a viable career option, especially as interested organisations absorb the teeming graduates from Nigerian universities, thereby themselves contributing to the mitigation of the undesirable consequences of unemployment. NGOs that primarily relied on donors are also beginning to look inwards because of the harsh economic climate in the country. With donors gradually reducing and, in some instances, withdrawing financial support, NGOs may have to look to other options for raising the needed capital to achieve set goals. Beginning in 2008, and driven primarily by spiritual and altruistic ideals, Tolulope Sangosanya (Tolu) walked the filthy streets of Ajegunle, a notorious ghetto in Lagos, where the inhabitants lived in shanties built on heaps of refuse. Shortly after that, she established an NGO – LOTS Charity Foundation – supported mainly by generous donors and her small-scale trading business. LOTS, an acronym for Love on The Streets, began to care for the physical and educational needs of the residents of this slum that she named Dustbin Estate. Though LOTS would go on to feed and educate hundreds of children, in December 2014, a major donor cancelled two weeks before a major charity event – Christmas For Every Family. This dealt a devastating blow to Tolu’s efforts, and she had to seriously consider how the organisation would continue to sustain itself in the future. Faced with mounting challenges, she began contemplating either giving up or transforming the Foundation into a full-fledged social enterprise capable of financing its activities.

The key learning points from the case study are as follows: to understand the dilemma NGOs in Nigeria (and perhaps some other emerging markets), face, and how transitioning into a social enterprise may become a viable option. To analyse the impact of social–cultural and economic context under which NGOs operate and how social enterprises evolve in emerging markets. To identify the key determinants of entrepreneurial behaviour and some of the business skills needed to resolve social problems successfully in developing countries. To explicate the key theories and concepts underlying the case study: the asset-based community development and social bricolage theories.

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.

The various learning outcomes of the case include the following: to provide information and help the students to understand how a start-up business succeeds with the proper branding and marketing; to help understand different marketing theories related to segmentation, targeting, positioning, branding, distribution and marketing process and the frameworks of understanding start-up business marketing with a practical example; to improve analytical skills and help evaluate marketing strategies related to segmentation, targeting, positioning, branding, distribution and marketing in the Indian quick-service restaurant (QSR) business; and to encourage learners to think differently towards solution generation and strategy decisions.

The case portrays the dilemmas related to segmentation, targeting, brand positioning, distribution and start-up business marketing in the context of an Indian QSR. The present case strives to portray the journey of WoW! Momo is a QSR brand in India and highlights the company's branding and marketing challenges. Based on the challenges faced by the company and the decision dilemma pointed out in the case, the readers can get sufficient motivation to generate probable solutions. This was early 2007; Binod Kumar Homagai and Sagar Daryani, bosom friends, were on the verge of finishing their graduate studies in commerce from St. Xavier's College Kolkata. Pursuing Chartered Accountancy or MBA was the common trend as the career option among most commerce graduates then. Still, both Homagai and Daryani thought to be innovative and different in their career options. After a series of discussions, they determined to start with their favorite dish, momos, as an alternative brand proposition that would be opening off from the City of Joy, Kolkata. They managed to arrange a seed capital of INR 30,000 in 2008 and started their venture WoW! Momo. In the financial year 2018–2019, the company's revenue had already crossed INR 1170m, achieved its presence in 11 cities in India, and reached more than 243 outlets. This case has followed the qualitative research methods where in-depth interviews of the founders and stakeholders along with the observation method were used. The case unfolds a systematic solution of dilemmas related to segmentation, targeting, brand positioning, distribution and start-up business marketing in the context of Indian QSR business. This case can also be seen as one of the youth entrepreneurial success stories of Indians.

This case is primarily meant for second-year students in a postgraduate program in business management. The case could also be discussed in an executive development program on marketing/brand management/business strategy.

Teaching notes are available for educators only.

CSS 8: Marketing.

Social entrepreneurship, Social enterprise.

Masters Programme in Social Entrepreneurship, Social Work, Business Administration; Management Development Programme for Social Entreprenuers.

Organisation for Social Change, Awareness and Responsibility (OSCAR) Foundation is a non-profit organisation registered in 2010 under the Bombay Public Trust Act, 1950. Born and raised in the slum colony of Ambedkar Nagar, Cuffe Parade, Ashok, the founder, grew up seeing his friends becoming a victim to many socially inappropriate behaviours due to dropping out of school. Inspired by the thought of breaking this vicious cycle, Ashok used football as a mechanism to instil essential life skills among children and youth and encouraged them to continue their education. The success of his pilot motivated him to set up OSCAR. Presently, through its various programmes, the organisation has reached out to more than 3,000 marginalised children and 500 youths and aims to reach out to 20,000 children by 2020. The case highlights the struggles of Ashok’s entrepreneurial journey and maps the new challenges in scaling up his enterprise.

The expected learning outcomes are as follows: to identify the characteristics of a social entrepreneur and ascertain the leadership skills required by a social entrepreneur; to scrutinise the life cycle of a social enterprise and develop insights to examine the unique risks and challenges faced at the start-up phase of the social enterprise; and to enhance the understanding of interrelationship between passion, mission focus and challenges to attain financial sustainability for a social venture.

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.

Retail marketing management.

Undergraduate management; MA; Master's in Business Administration and Master's in Strategic Marketing programs.

Opening of the “Dubai Mall” in November 2008 set a new benchmark in retail history. The mall is considered the largest in the world by space and 6th largest in the world in terms of gross leasable area. The Dubai Mall is the UAE's most ambitious retail launch to date. This case examines how in today's highly competitive retail environment, added-value retailing, experiential retailing, or retailtainment has become a major component of the retail strategy mix to establish a competitive advantage. The new phenomenon of “retailtainment” has caught the momentum worldwide and success of Dubai Mall is the live example of its strategic role in the retail mix. The case also highlights the importance of “good location” in the success of retail establishments, whilst examining primary retail location theories and there relation to the phenomenal success of Dubai Mall.

Through this case study students will be able to: understand the roles of “entertainment” and “location” in retail mix strategy; analyse the new trend of “retailtainment” and “quality location” in creating value-added services and gaining competitive advantage in global competitive retail environment; ascertain the importance and application of “retailtainment” and “strategic location” in the real world's successful example of “Dubai Mall”; and diagnose the role of these learnt concepts in the retailing strategies practiced by other retail establishments in their cities/country.

Teaching note.

Learning objectives of this case is to understand the hairdressing industry and develop the sub-branding strategy. After reading this case and practicing in class, students should be able to understand this business and marketing terminology and apply them in the real world. Students will learn the branding strategies: brand extension, brand architecture and brand portfolio. Students will design (DS) the brand name for the new store.

Case synopsis Mr. Tai-Hua Teng (aka TR) was a hair artist and opened his first hair salon, vis-à-vis (VS), in 1989 using a high-end positioning strategy. VS focused on offering superb and diverse services to keep ahead of the competition rather than trying to undercut prices. VS hair salon had a solid foundation based mainly on the elite, celebrities and high-salary customers. In 2017, TR owned 16 stores (including one in Canada and two intern salons), 1 academy, 265 employees and 3 brand names. The three brand names were VS, DS and concept (CC). DS and CC were less known to the public, so now these two brands had been carried the parent name and were known as VS DS and VS CC. Quick cut hairdressing businesses were thriving because customers needed quick and cheap hairdressing services. Acknowledging the benefits of entering the highly competitive quick haircut market, TR began to contemplate the new brand name and services to offer. VS had adopted the brand house strategy but TR wondered if it was better to have an individual brand name when entering the quick haircut market. The sub-branding strategy carried the established quality assurance of VS but there was possible brand overlap. An individual new brand name might lack the well-established values from VS but it also showed the potential to reach different segments of customers. TR’s decision to make: a branded house or hybrid? This case showed a high-end hair salon facing the need for simplicity in the market and considered how to expand its business to the lower-end market. Keywords: hairdressing, brand extension and sub-branding strategy.

Level of difficulty: easy/middle level to undergraduate courses specific prerequisites: it is not necessary for students to prepare or read any marketing theory or chapters of the textbook. However, it would help a more in-depth discussion if students know the CCs of brand architecture, brand portfolio, brand extension and line extension.

Teaching Notes are available for educators only.

CSS 8: Marketing.

Social entrepreneurship

Bachelor/master students.

Women Empowerment through Local Livelihood (WELL) is a social venture that was founded in September 2005, by Danny Merguei. Danny was raised in Israel and had a long career in the corporate world as an auditor. After many years of work, Danny and his family moved to India. Shortly after the family arrived to the south of India, one of the biggest tsunamis in history hit the Southeast coast, on 26 December 2004. Many women who were dependent on their husbands as the family’s breadwinners lost them to the tsunami. Danny reacted to the situation by setting up a program to help these women. As the businesses expanded and the effects of the tsunami subsided, the focus of WELL shifted to women from rural areas who were interested in starting a shared business with a group of other women. Women who are selected for the training offered by WELL are guided for six months on how to create products made of recycled materials, such as household items and accessories. During the training, the women also take classes on how to run a business and on personal development. After the women complete the training, they receive a micro loan to start their own businesses. WELL monitors their development, offers business consultancy and quality controls assistance for the products. WELL also buys the products from the women and sells them to shops in India and around the world. The income generated by these sales is used by WELL to sustain and increase its operations. The women, however, are free to decide whether they want to distribute their products through WELL or find other ways to generate income. The mission of WELL is to provide empowerment tools and alternative livelihood to women. Behind it is WELL’s vision to see the status of women in the Indian society and their self-empowerment improve.

With the help of the case and literature students should understand/learn: Some of the differences and similarities between social and commercial entrepreneurship. The students should try to inspect where there is an overlap in social and commercial entrepreneurship (and how this is reflected in the thought-process and decision of the entrepreneur) and where the two separate. The importance of the social mission in social entrepreneurship. This is one of the crucial differences that exists between social and commercial entrepreneurship. The students think about the motivation that drives the entrepreneur. The students should think about the influence that the lead entrepreneur has on the social business, and how the two are linked. That a social problem can have different layers. The students should come to a realisation that sometimes the “real” or deeper problem is not so easy to see and can be obscured by other more exterior problems. About the complexity involved in building up and operating a social venture. The students should try to identify with the protagonist’s struggles while maintaining their own points of view. To have a critical perspective when making an important decision, and to be able to use and put together the relevant information. How to apply models, theories and concepts from the provided literature to answer the case questions.

Teaching Note 2 videos.

CSS:3 Entrepreneurship.