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This case pertains to the foundational underpinnings of the accounting process and the statement of cash flows. In Part I, students are presented with 23 business events that they must evaluate for recording in the financial records. Part II requires students to prepare a 2012 statement of cash flows using the information presented in the company's 2011 and 2012 year-end balance sheets along with its 2012 income statement. In Part III, students must rely on a 2011 balance sheet and a 2011 statement of cash flows to work backward to derive the 2010 year-end balance sheet. There are two versions of this case: Option 1 and Option 2. The Option 2 case is a bit more challenging than the Option 1 case. Instructors should use Option 2 if they feel students are well grounded in their understanding of financial statement relationships and the customary financial reporting of a typical set of business events. Both cases reinforce students' learning related to the accounting process and the connectivity between the financial statements. Please note that only one version of the case should be used due to the existence of some overlap between the two.

The case describes the situation of Vasudha Kumar, Manager – Background Vetting at Praxum Services Limited. She is surprised by the unexpected resignation of her team member a few days before she has to leave for her maternity break. In a small team, how does she deal with this unanticipated resignation? She wonders if this is ethical. Kumar, the protagonist of the case had to handle multiple crisis situations along her journey. How will she overcome challenges of managing the new gen workforce?

The subject areas are social entrepreneurship and marketing in social enterprises.

This study is applicable to undergraduate or MBA-level courses; possibly executive programs as well.

Farm Shop was established in 2012 as a not-for-profit trust, with an aim of developing a distribution platform for poor, rural communities across sub-Saharan Africa so that smallholder farmers could get the farm inputs and services needed to increase their productivity and income. Attempting to reach scale, this social enterprise is in the process of building a micro-franchise network. Unlike franchises in industrialized countries where the franchisor starts with a vetted and replicable turnkey business, Farm Shop was created from scratch. After prototyping the shop concept and validating the business model in Kiambu County of Kenya, Farm Shop has 10 fully operational shops and is keen to start its growth phase, aiming to have 120 shops in its network within the next 12-18 months. It is only at that point that break-even will be achieved. Recognizing the key role of marketing in Farm Shop’s growth efforts, the founders are now focused on finalizing their go-to-market (GTM) strategy. Having initiated and measured the results of a number of marketing activities over the past six months, it is now time to decide which of these activities should be incorporated into their micro-franchise system. The management team knows that to provide advice, training and quality products to farmers, they first needed to develop awareness, interest and desire for what Farm Shop has to offer, not to mention the need to gain the farmers’ trust. Fundamentally, farmers needed to be convinced that Farm Shop can help them improve their productivity and income.

The study enables to gain an overall understanding of the range of challenges and opportunities associated with establishing a micro-franchise in an emerging market context; to gain a better understanding of social marketing, including the four types of behavioral influence it attempts to achieve and the similarities and differences between social and commercial marketing; to introduce the “theory of change” concept, providing a framework for understanding how and why change will occur; to introduce the concept of business models and explore the differences between “traditional” and “social entrepreneurship” business models; to understand how a competitive advantage is created; to introduce basic marketing concepts and the GTM concept and its role and application in a business model for a new social enterprise and to understand how marketing contributes to the social enterprise’s strategic goals and sustainability, thereby gaining an understanding of how “social marketing” is differentiated from commercial marketing.

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 learning outcomes are as follows:

1. enable students to appreciate how a platform company can navigate through diminishing network effects;

2. enable students to foresee the downside of scaling up a platform business;

3. enable students to appreciate the trade-off between an efficiency-centric and a novelty-centric business model for platform businesses; and

4. enable students to create a platform business model canvas for a company.

The teaching case discusses the dilemma of Akshay Chaturvedi, the founder of Leverage Edu, an artificial intelligence-enabled platform for students seeking admission to foreign universities. It had received nearly US$9.6m in funding until December 2021.

Chaturvedi wanted to make the best use of his funds, but was torn between turning Leverage Edu into an “efficient platform” and transforming it into a “novelty-centric platform”. The teaching note attempts to resolve Chaturvedi’s dilemma by analyzing competitors using the platform canvas model and determining how Chaturvedi could create and use network effects to Leverage Edu’s advantage. The case is based on secondary data that is freely available in the public domain.

This case is intended for MBA Entrepreneurship students taking a platform business elective. It can also be used in faculty and management development programs under the banner “Technology and Platform Businesses”.

Teaching notes are available for educators only.

CSS 3: Entrepreneurship.

The subject areas are organizational management, organizational behaviour and human resource management.

The study is applicable for courses in human resource management and organizational behaviour as part of masters-level programmes in business administration and management, executive development programmes on organization design and development for middle/senior management.

In 2003, Elizabeth and Sunil Mehta had founded a voluntary organization, “Muktangan”, focussed on child-centric education through innovative pedagogy for the community of the urban poor. Elizabeth, an educationist, and Sunil, a highly successful business person, joined hands to contribute to the well-being of urban poor to make a difference to their lives. Elizabeth and Sunil presented a proposal to impart education for “the children of the community, by the teachers drawn from the community” to the residents of the slums in central Mumbai. With a humble beginning of running a small pre-school, Muktangan now manages seven schools with 3,400 children and 500 teachers, and a teachers’ training centre with a capacity to train 100 teachers a year. Muktangan won acclaim for its unique pedagogy and a very effective child-to-teacher ratio. Over the years, Elizabeth and Sunil led Muktangan with a strong passion and a “hands-on” approach. Of late, Elizabeth and Sunil faced questions from their donors about the sustainability of Muktangan with respect to leadership and management succession. Elizabeth and Sunil had a vision for Muktangan for self-directed growth with an empowered team. Muktangan embarked on the journey to create a leadership for self-directed growth. Sunil, Elizabeth and team Muktangan conceptualized and implemented a change management intervention with help from an external consultant to build the desired organization.

Outcomes are understanding issues involved in the leadership, organization design and management of change, particularly of those organizations engaged in social change and development in developing societies.

The Muktangan Story: Part A – An Organizational Study; The Muktangan Story Part B – Winds of Change; Teaching Note; References: Bradach J. (1996), Organizational Alignment: The 7-S Model, Harvard Business School Publishing, Boston, MA 02,163. Cooperrider D. and Whitney D. (2005), “A Positive Revolution in Change: Appreciative Inquiry”, In The Change Handbook. The Definitive Resource on Today’s Best Methods for Engaging.Whole Systems, by Peggy Holman, Tom Devane, and Steven Cady. Berrett-Koehler Publishers. Cooperrider D., Whitney D., and Stavros J.M. (2008), Appreciative Inquiry Handbook for Leaders of Change (Second Edition), Berrett-Koehler Publishers. Greiner, L.E. (1998), “Evolution and Revolution as Organizations Grow”, Harvard Business Review, May-June, 3-11. www.muktanganedu.org/ accessed 12 April, 2018. Kessler, E. H., (2013) (ed.), Encyclopaedia of Management Theory, Sage Publications Kotter, J. P. (1996), Leading Change, Harvard Business School Press, Boston. Lewin K. (1951), Field Theory in social science, Harper & Row, New York. Waterman, R. H., Peters, T. J., and Phillips, J. R. (1980), Structure is not organization. Business Horizons, 23(3), 14-26.

CSS 6: Human Resource Management.

This case will help students to analyse and develop insights into the concepts of servant leadership; to analyse and develop insights into women’s empowerment and a process to achieve such empowerment; and to explore the social business models for scaling up.

The Lakhpati Kisan programme under the aegis of Tata Trusts focussed on empowering women marginal farmers in the tribal belts in India to significantly increase their income from 2015. Ganesh Neelam, Executive Director, Collectives for Integrated Livelihood Initiatives (CInI), a nodal agency of Tata Trusts, advocated various livelihood options in agriculture, livestock, non-timber forest resources and water conversation. Initially, CInI faced the challenge of getting the farmers to sign up for the programme due to lack of trust. CInI facilitators educated the farmers about the purpose of the initiative and the benefits they would accrue and built trust. CInI created awareness through knowledge-sharing sessions on best practices in agriculture. They formed self-help groups of farmers for decision-making and for easy access to capital. CInI established farmer producer organisations (FPOs) to bring in a business perspective among farmers. The farmers as Board members and executives ran the FPOs like commercial organisations. CInI built capabilities to create a sustainable and autonomous ecosystem that looked impressive. But still the programme was falling short of the desired target. The farmers were so far reluctant to move forward independently. Ganesh felt that the social business model that CInI had evolved needed a re-look to achieve a significant and lasting impact on the majority of the marginal farmers in India.

The case can be used in the organisation behaviour, human resource management courses and courses on social enterprises as part of the MBA or post-graduate management programme or in executive education programmes.

Teaching notes are available for educators only.

CSS 6: Human Resource Management.

• After working through the case and assignment questions, students will be able to do the following:• Identify the difference between core competencies and dynamic capabilities and how they make a difference in a crisis towards building an agile organisation.• Evaluate the support through a collaborative, temporary, trans-organisational system to local manufacturers to achieve agility and sustainability.• Realise the importance of clear expectations exchange and communication between partners to enhance collaboration, even in temporary structures in increasing agility and sustainability.

The COVID-19 pandemic and subsequent lockdowns created a crisis for South Africa and the President, Cyril Ramaphosa called for urgent collaboration between business, labour and government to meet the demand for locally produced Personal Protective Equipment (PPE) and medical devices. The case illustrates this response and collaboration between government, labour and business through a temporary newly formed structure, called Business for South Africa (B4SA). Ross Boyd, Head of the innovation work stream of B4SA which housed the local manufacturing partnership (LMP) was considering his dilemma of how to be agile in sustaining their support to the South African manufacturers even though the LMP was a temporary structure. The local manufacturers had to repurpose their production lines to produce local PPE and medical devices. How could the LMP support the South African manufacturers to sustain their agility in building capabilities during COVID-19? At the same time, Ahmed Dhai, the Group Executive of Operations of Kingsgate Clothing, which was benefiting from the support of the LMP, was reflecting on his leadership in taking decisions to repurpose production and increase capacity during COVID-19. Dhai was considering his dilemma of being agile during and beyond the COVID-19 pandemic. The case features several decisions taken by Kingsgate and offers students the opportunity to evaluate these decisions given the fluctuations in supply and demand of PPE and the leadership that Dhai demonstrated in how he communicated and dealt with his staff during the pandemic. Students could also give recommendations to Ross Boyd and Ahmed Dhai on how they could lead their organisations to be more agile during and beyond COVID-19.

The case study is suitable for MBA or MPhil level on Strategy courses. The case would also find good application in Organisational Behaviour and Leadership courses on Masters level and Executive Education programmes.

Teaching notes are available for educators only.

CSS 7: Management Science.

Julie Smith, brand manager for dog food manufacturer Pedigree, has to determine how best to jump-start growth in the slumping business. The (A) case centers on the debate over which type of strategy to pursue, brand building versus in-store activity, while the (B) case focuses on the concept of cause marketing as a growth strategy.

The case examines the common challenge of building a very well-established business, and can be used to teach established business growth strategy, advertising, and cause marketing.

The present case study would help readers to understand paternalistic leadership behavior with its underlying theory. Readers would be able to appreciate the nature of experiences employees may have while working with a paternalistic leader high on authoritarianism. This case study would motivate readers to work out appropriate strategies for working under paternalistic bosses. The teaching note sensitizes readers about the complicated relationship between paternalistic leadership and culture.

Pyramid Globe Management Institute (PGMI) is struggling to generate revenue. PGMI founder, Tugmanshu Lakhani, has to find out new sources of revenue to keep the institute functioning. He constitutes a team of three professors for starting a new academic program with a foreign university. The initial success of the team brings favor from the founder but jealousy from the colleagues reeling under job threat. High authoritarianism and interference of the founder create a problematic situation for the three professors. When the new program starts showing promising results, the founder gets apprehensive about whether the new course may hurt the enrolment in the flagship program of the institute. The authoritarian and erratic behavior of the founder had a demotivating effect on the team working for the new program. Some team members resign under pressure while three professors stay to ensure the launch of the program. The professors have to resolve the conflict between their commitment toward PGMI in a troubled time and a career uncertainty if they continue working for it. Anticipating no change in the behavior of the founder and an uncertain future with PGMI, three professors quit after the start of the new program. The founder may continue losing committed employees if he is unable to balance his authoritarianism with benevolence and moral behavior. It will create more problems for PGMI in the future.

This case can be used in organizational behavior, leadership and team-building courses in the regular Master of Business Administration (MBA) programs. The case can further be used in the executive development program, especially for analyzing the leadership problem in higher education organizations.

Teaching notes are available for educators only.

CSS 7: Management science.

Marketing Management, Business Strategy and Promotion & Advertising.

Associated degree, undergraduate and graduate students as well as executives from profit-making organizations.

Groupon is the world's largest daily-deal Web site and a pioneer in the group-buying industry. The major feature of the company's business model is that merchants use Groupon as a platform to offer coupons with a discounted price, and the coupon buyers can then redeem these coupons. Groupon has done business in over 50 countries and, by 2012, had over 39.5 million subscribers received its daily news. It had a 59.1 per cent share of the daily-deals market in 2013. Groupon is a publicly listed company on the NASDAQ in the USA, trading under the ticker symbol of “GPRN”.

The students' business knowledge and skills will be sharpened by working through this case, and students will be challenged to identify solutions to the marketing concerns: specifically, how the driving approach of its daily-deal business model enabled the company to adopt a growth strategy that will confront the difficulties of the emergent “golden age” of the daily-deal industry in the twenty-first century. In addition, it will also be of help to the students to take the active roles of thinker, analyst, evaluator, decision-maker and implementer to evaluate the continuing changes in a competitive environment and consider how Groupon can seize available opportunities to predict future performance by comparing data from 2008 and 2012.

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