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Subject area

Family business

Study level/applicability

This case study is relevant for undergraduate and post-graduate degrees, specifically in the field of entrepreneurship. This case can be applied in the family business and entrepreneurship module.

Case overview

This case highlights the issue of succession planning in a family business. It describes the problem faced by the founder of a security service company, Kurniawan Security Services Sdn Bhd., in handing over his business to his sons. The case depicts the occurrence of conflicts as one of the common problems in running a family business which, in the end, may affect the perpetuity of the business concerns.

Expected learning outcomes

Upon completion of the case analysis, students should be able to explain the concept of entrepreneurship in the context of a family business, discuss the issue of succession planning commonly associated with running a family business, analyse critically the nature of conflicts that may occur in a family business and suggest how the problem(s) can be attempted to be solved from within the business management perspectives.

Supplementary materials

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


Emerald Emerging Markets Case Studies, vol. 5 no. 5
Type: Case Study
ISSN: 2045-0621


Content available
Publication date: 3 July 2017

Khar Kheng Yeoh

This Scholarship of Teaching and Learning research is a part of the larger study grant to analyze written reflections through learning log among the third and final year…



This Scholarship of Teaching and Learning research is a part of the larger study grant to analyze written reflections through learning log among the third and final year students undertaking BPME 3073 Entrepreneurship module in University Utara Malaysia (UUM). The paper aims to discuss these issues.


The data collection techniques are researcher-directed textual data through reflective learning log, taken from 140 students from three classes. A thematic approach was utilized to present the reflections of the students and all data were recorded in a verbatim format.


The findings show that most students have never written a reflective log or essay in the formative assessment. As a consequence, they had difficulty in writing the reflection when being requested to do so. A total 75 (approximately 55 percent) of the reflective logs were identified as level 1 (from 1 to 5 percent) in which reflections were simply written in a descriptive manner, resulted in a balance of 61 learning logs being utilized for further analysis. The students’ reflections on their entrepreneurship’s experience systematically categorize into four different themes comprised of: the nature of entrepreneurship module, entrepreneurial characteristics, opportunity recognition, and creativity and innovation.

Research limitations/implications

As for the limitation of the study, it is important to not to underestimate the challenges of introducing a grade assessment that most of them are not familiar with in their university academic journey. Students need guidance, assurance and confidence writing something that require personal opinion, own thinking, sensitive and personal nature of narration. For most students as found out in this study, self-confessional writing is hard to come by (they dare not attempt it in the first place), only a handful appreciating the writing start with “I,” “me” as first person. More research in this study should be conducted across the university to gauge the response from the students to see if the result of this study is only applicable to this group of students or to this discipline of studies. The researchers would also like to recommend for future studies which take the form of a longitudinal study of similar kind to examine the problems and challenges with regards to promoting learning reflection at the undergraduate level.

Practical implications

Based on the result of the 61 students who had demonstrated an ability in reflective writing, it is suggested that perhaps the university should consider offering coursework that contains a component of reflective writing as part of the assessment. As such, if this is implemented, students of such ability like the one in this sample group would have been benefitted from such assessment which look at reflective ability (Greene, 2014) and which they were allowed to form a broader perspective in relation to the module undertaken. This in turns will foster the growth of reflective ability which is recognized as a learned behavior (Gustafson and Bennett, 1999). In addition, for the future exercise of this reflective learning log, the researcher opined that we should encourage our students to engage with another student (e.g. close friend) in a way that encourages talking with, questioning, or confronting, helped the reflective process by placing the learner in a safe environment in which self-revelation can take place. In addition, students were able to distance themselves from their actions, ideas and beliefs, by holding them up for scrutiny in the company of a peer with whom they are willing to take such risks (Hatton and Smith, 1995).


The results of this research have strongly suggested the need to urgently develop among the students the skills in writing reflectively as they go through the process of higher education which is useful in molding their future professional and entrepreneurial behavior as when they entered the job market which requires a critical reasoning ability.


Journal of Research in Innovative Teaching & Learning, vol. 10 no. 2
Type: Research Article
ISSN: 2397-7604


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