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This case study intends to add knowledge and understanding of supply chain management particularly with respect to international logistics.
Abstract
Subject area
This case study intends to add knowledge and understanding of supply chain management particularly with respect to international logistics.
Study level/applicability
The case study can be used in both undergraduate and postgraduate levels. Students pursuing Master of Science in Logistics, Supply Chain Management and those doing bachelor degrees in the same areas can have a better insight and special interest of the case. Professional boards may also use the case to empirically make students understand this area.
Case overview
The railway sub-sector in East Africa – Tanzania in particular – is an important transport mode but has a declining performance. The market share is estimated at only 4 percent of the freight market. Still knowledge about traffic, particularly for freight, is scant. The main dilemma is whether traffic of the central corridor is more intra- or inter-Tanzania. The case studies techniques appropriate for meaningful traffic forecasting and through a simple regression model it resolves the freight conflicts between Kenya rail and the Central Corridor. It provides students with applied traffic forecasting tools.
Expected learning outcomes
The case focuses on techniques of traffic forecasting, development of traffic scenarios and on issues related to intermodal transport especially between road, rail and ocean. At the end of using this Case students should be able to: explain the methods, techniques and models used in traffic forecasting; understand intermodal linkages in international Logistics; use different approaches to make logistics market assessment; and forecast traffic in all modes using different scenarios.
Supplementary materials
Teaching notes are available for educators only. Please contact your library to gain login details or e-mail support@emeraldinsight.com to request teaching notes.
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Joe Anderson, James I. Hilliard, Josh Williams and Susan K. Williams
Josh Williams is a Student at the NAU who has driven buses on campus and wants to improve the transportation on campus. He is convinced that purchasing a new type of bus that is…
Abstract
Synopsis
Josh Williams is a Student at the NAU who has driven buses on campus and wants to improve the transportation on campus. He is convinced that purchasing a new type of bus that is more fuel efficient, has larger capacity, better designed for boarding, and has a longer life is worth the higher purchase cost. He sets out to prove it by creating a discounted cash flow (DCF) analysis. Since many of the estimates for the DCF analysis are uncertain, he decides to perform a Monte Carlo simulation (MCS) analysis. Students are asked to step into Josh’s role and perform the analysis.
Research methodology
Josh Williams was a Student in the authors’ MBA program. Both authors teach in this program and one author was the Advisor for Net Impact and worked with Josh to present his idea to the university administration. The authors have changed a name or two but otherwise, the case describes a real situation in a real organization without disguise.
Relevant courses and levels
The authors have used this case in a first semester MBA-Applied Management course, Decision Modeling and Simulation. Students already have experience with DCF analysis and have been introduced to MCS. With this case, students apply MCS at the conclusion of a three-week module on predictive analytics. Students have run at least two MCS models and have become comfortable with the software. The case would also be appropriate for a senior-level undergraduate course such as business analytics or management science. It might also be useful for other courses that include the MCS modeling technique learning objectives such as project management.
Theoretical bases
This case provides an opportunity for students to perform an MCS analysis. MCS is useful when many of the inputs to a DCF analysis (or any model) have been estimated and the modeler is concerned that the estimates are uncertain and could perhaps be a range of values. MCS can be used to understand the effect of this uncertainty on NPV which in turn may affect the decision. The case could also be used without MCS focusing just on the DCF analysis with deterministic sensitivity analysis.
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Keywords
Innovation Strategy/Entrepreneurship.
Abstract
Subject area
Innovation Strategy/Entrepreneurship.
Study level/applicability
The case can be used in an MBA/postgraduate management program for a course on Innovations Strategy with a focus on disruptive innovation, specifically in relation to disruption in the value chain with the adoption of new technologies or for a course on Entrepreneurship focusing on the opportunities created by the Internet-based technologies for start-up businesses. Alternatively, it can be used in a course on e-commerce strategies, particularly to demonstrate the efficiency of online distribution vis-à-vis physical channels.
Case overview
The case illustrates how Medknow Publications created a profitable e-commerce model out of a struggling conventional business, namely, the learned society journal publishing. It also provides a useful ground to discuss the challenges faced by the conventional scholarly journal publishing models, the current crisis in scholarly journal publishing and how Medknow, a disruptive business model innovation, would address these issues. Besides, the case illustrates how Medknow created a sustainable “for-profit” alternative to the prevailing not-for-profit models of open access publishing.
Expected learning outcomes
After the analysis and discussion of this case, students will be able to: appreciate how technological innovation can disrupt existing business models; understand how digitization helps improve the efficiency of value chain in the content industry, particularly the scholarly journal publishing industry; and appreciate that the flexibility of digitized content and the global reach of the Internet have the potential to transform the scholarly journal publishing industry for good.
Supplementary materials
Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.
Details
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Linda A. Hall, Jayanti Bandyopadhyay and Susan McNamara
This case illustrates the implications of the business challenges faced by an on‐campus student‐run convenience store when an internationally known coffee company opened a…
Abstract
Synopsis
This case illustrates the implications of the business challenges faced by an on‐campus student‐run convenience store when an internationally known coffee company opened a competing store. The case exercises focus on the application of managerial accounting concepts relevant for future strategic decision making. Students have the task of extracting relevant data from descriptive information. Using the story of an actual student‐run coffee shop that confronted an emerging competitor and thus necessitating these analyses can provide an attractive alternative to teaching managerial accounting concepts that are often considered by students as “dry.”
Research methodology
Case information was obtained from actual student organization and university data slightly modified to facilitate calculation and application of managerial accounting topics. Identities of the institution, the student run store and the international competitor have been disguised at their request. Certain events and dates have been altered to protect identities.
Relevant courses and levels
Relevant courses include but are not limited to: Introductory Managerial Accounting and Cost Accounting at the undergraduate business or accounting and the graduate MBA level.
Theoretical basis
Teaching opportunities include the application of managerial accounting concepts relevant for future strategic decision making. Topics include cost‐volume‐profit, sales‐mix, and break‐even analyses, conversion of traditional income statements to contribution margin income statements, and internal control issues.
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Erica Berte, Vijaya Narapareddy, Marlene M. Reed and J. Kay Keels
“I think I would like to write a case. What do I do now?” The purpose of this paper is to answer this often-asked question by presenting a useful guide for case writers which…
Abstract
Synopsis
“I think I would like to write a case. What do I do now?” The purpose of this paper is to answer this often-asked question by presenting a useful guide for case writers which examines the entire process of case writing beginning with the initial idea and proceeding through required stages leading to the publication of case studies. Further, this guide seeks to emphasize that case writing is a form of research, not just story telling. Ultimately, the increasing interest of scholars in researching, writing, and publishing pedagogical cases provided the impetus for this paper. The four major case writing processes identified in this paper include ideation (idea generation), creation (crafting the case study), application (creating the Instructor’s Manual), and publication (publishing the case). Each of these four processes is presented in detail including examples, pitfalls, and resources. This work is intended to assist novice, as well as experienced, case authors who seek advice on crafting and publishing pedagogical cases in refereed journals. Resources presented in this paper should be helpful especially for aspiring and as yet unpublished case writers.
Research methodology
The paper is based partially on archival research, but most of the content is based on the substantial experience of the authors.
Relevant courses and levels
The paper is relevant for upper-level undergraduates as well as graduate students interested in pedagogically based research.
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Gina Vega, Herbert Sherman and Thomas Leach
This is the sixth in a series of articles about case research, writing, teaching, and reviewing. In this article, the protagonist, Prof. Moore, consults experienced case reviewers…
Abstract
This is the sixth in a series of articles about case research, writing, teaching, and reviewing. In this article, the protagonist, Prof. Moore, consults experienced case reviewers and learns several different approaches to reviewing cases for journal publication. The article is written as if it were a case; it is fictitious.
Gina Vega, Earl Simendinger and Stephanie J. Thomason
Academic research cases (ARC) provide interesting learning situations and challenging problems to study. However, it can be difficult to bring these research cases to classroom…
Abstract
Synopsis
Academic research cases (ARC) provide interesting learning situations and challenging problems to study. However, it can be difficult to bring these research cases to classroom teaching because the “answers” are embedded within the case studies. Research cases can be redesigned as teaching cases (TCs) through a method of unwrapping the ARC and re—visioning it as a TC. One method is provided in this paper.
Research methodology
The authors have taken an unpublished research study and rewritten it as a TC. Elements from both manuscripts are provided in tabular form to guide the creation of TCs by academic researchers.
Relevant courses and levels
This paper will be helpful for any academic who wishes to transform a qualitative research case study into a useful classroom teaching tool.
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