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The case projects how a women-led social enterprise provides livelihoods through a digitally operated unique micro-entrepreneurship model for the rural artisans of the Indian handicrafts industry, thus bringing about social change through economic empowerment of the community.

To understand how women entrepreneurship is contributing towards livelihood generation and rural artisan empowerment in India. To understand the make-up of a for-profit social enterprise in the Indian Handicrafts Industry, its challenges and solutions through innovative business. To present the mindset and journey of a woman social entrepreneur. To present and understand the growth and scaling up of such unique social ventures. To understand a unique form of the micro entrepreneurship model being built through digital platforms.

The objective of writing this case is to bring out a case of women entrepreneurship in the craft-based industry in India. This case seeks to emphasise on the following learning themes in the area of entrepreneurship: Women entrepreneurship: trials and tribulations. Micro entrepreneurship/rural artisan empowerment. Livelihood generation and upliftment of the rural artisans and revival of dying art and crafts in the Indian craft-based industry. The novel ecommerce and data analytics experience being skilfully incorporated by small enterprises to their vantage and making both the seller’s as well as the buyer’s experience unique. The case highlights how the unique business models of social entrepreneurship through the use of technology bring the digital experience to rural India. Social entrepreneurship. The case narrates the story of a budding social entrepreneur Megha Das who is a textile designer by profession and showcases her journey towards the creation of unique digital platforms which transf

The case has been targeted to be taught in Masters level course in business management/administration, entrepreneurship, social entrepreneurship, development studies, gender studies, design, etc. Its watered-down version can also be taught in under graduate programs in commerce, business management, business administration, fashion and textile designing, entrepreneurship, development studies, gender studies, etc.

Teaching notes are available for educators only.

CCS 3: Entrepreneurship.

This case study outlines the strategic and organisational issues faced by an entrepreneurial firm operating in an emerging economy. This case study has been written to equip students with how entrepreneurs can overcome certain barriers and use technology to achieve product–market fit, taking the Indian laundry sector as an example. The following are the key learnings for the case: start-ups need to continuously assess the product–market fit to organise a highly unorganised sector; market entry and expansion modes require proper evaluation of available entry and expansion modes before pursual; franchising decisions require firm-specific and location-specific considerations; and careful consideration given to celebrity endorsement will result in increased sales.

The Indian laundry market was a highly unorganised market and presented an untapped opportunity. While the market opportunity was enormous, the existing solutions comprised local vendors that may not provide end-to-end services (washing, ironing, etc.). The case study described how a young entrepreneur, Arunabh Sinha, overcame certain challenges to achieve a product–market fit for metro cities and later expanded to Tier 2 and Tier 3 cities in India as well. However, the challenges remained, as the firm expanded by using a franchise model, and other modes of business were required to be evaluated as well.

The case study is suitable for students pursuing MBA courses in marketing, service marketing and entrepreneurship development.

Teaching notes are available for educators only.

CSS3: Entrepreneurship.

Teaching objective 1: To flourish and explore the current business model to get socioeconomic benefits from organic farming compared to conventional farming; in the context of hill farming. Teaching objective 2: To explore and design innovative entrepreneurship opportunities in the field of organic farming and how these opportunities can be seized by using managerial skills. Teaching objective 3: To analyze the economic benefits of organic farming compared to conventional farming.

Manj Gaon is a small village in the Tehri Garhwal district of Uttarakhand. This village serves as the Uttarakhand Organic Commodity Board’s training facility. Organic farming was the primary source of income for farmers in the late 1970s, but the Green Revolution in India had a negative impact on agriculture, the environment and the economy of the country. After the Green Revolution, the agriculture sector was completely dominated by conventional farming, and the use of chemical fertilizers, pesticides and insecticides affected the village to some extent. But farmers like Bhagchand Ramola paved the way for other farmers to grow and shine through organic farming. The organic farming model developed by Ramola was helping farmers and society in several aspects, such as the economy, health and the environment. A self-developed organic farming model had been generating fair revenue for the farmers and uplifting their socioeconomic status as compared to conventional farming. Complete adoption of organic farming in the village requires an analysis in terms of sustainable economic growth. However, there was a certain dilemma that was stifling the growth of the newly adopted business model because farmers were dependent only on Japanese buyers and input providers. So, there was a huge need to tie up with other consulates across the country. Secondly, expanding a business model requires more input and output in terms of manpower and revenue, so persuading conventional farmers to adopt the organic farming model was quite a challenge for Ramola.

The case can be taught to the MBA-level students.

Teaching notes are available for educators only.

CSS 11: Strategy.

The case’s resolution will inspire students to engage in critical analysis of the hurdles encountered by Madhubani Paints amid the pandemic. It will prompt them to dissect cause-and-effect chains stemming from decisions made during this period, fostering a mindset of critical thinking and problem-solving. Additionally, it aims to cultivate a profound comprehension of the Indian entrepreneurial landscape, highlighting the pivotal role of micro-enterprises and women entrepreneurship. Furthermore, it will task students with brainstorming inventive solutions to the specific challenges faced by Madhubani Paints, particularly focusing on differentiation strategies and enhancing customer engagement in the online marketplace. The case highlights the strategic utilization of digital avenues for business expansion, showcasing how Madhubani Paints not only persevered through a challenging pandemic but excelled, securing 35% of its revenue through digital channels.

Madhubani Paints was a micro-enterprise in the small town of Darbhanga (India) that traded hand-painted products. The protagonist had a strong interest in Madhubani painting, and her enthusiasm led her to establish her own micro-enterprise. This case study highlights the protagonist’s journey towards entrepreneurship and what were the challenges faced during the COVID-19 pandemic. Additionally, the case study showcases how micro-enterprises leverage digital technologies to improve their business performance. Through this case study, students will be able to learn what the contribution of an entrepreneur is to the development of our society and will understand the fundamental concept of marketing and entrepreneurship.

The case study can be used in management for the course of marketing and entrepreneurship and is appropriate for post-graduate students. Discussion would be the most appropriate method for teaching this case study. The students would need to understand the concept of marketing mix, segmentation and targeting and the basics of marketing strategy to ensure effective learning.

Teaching notes are available for educators only.

CSS3: Entrepreneurship.

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.

The learning outcome of this study is to bring to the table of a wider intellectual audience, a unique model of community-based entrepreneurship, which is working wonders with its unique selling points (USPs) in promoting sustainability and conserving the ethos of villages and, at the same time, generating livelihoods through traditional farming techniques adopted by the rural population residing in the Himalayan region of India.The proposed case study can be used as a replicable model in other parts of rural India and other emerging economies to start and scale up a similar “integrated rural development model” through effective policy advocacy and public–private partnerships and to develop sustainable farmlands and livelihoods for rural India. It has a definite potential to be used as a pedagogical tool in postgraduate programmes offering courses in microfinance, financial inclusion, social and community entrepreneurship, sustainability, entrepreneurship, community development finance and rural immersions and public policy.

This case study is set in the backdrop of 2023 having been declared by the UN as the International Year of Millets and India being the homeland for millet cultivation. The objective of the case study is to bring to the table of a wider intellectual audience, a unique model of community-based entrepreneurship operating in the Himalayan region of rural India. The community-based entrepreneurship model works on the USP of promoting sustainability and conserving the ethos of villages and generating livelihoods through traditional farming techniques. This case study traces the journey of Roopesh Rai (protagonist and the founder of Bakrichhap), the community-based entrepreneur and his challenges in setting up the enterprise. The narrative is built in the light of a series of interviews with Rai, the main protagonist and the founder of Bakrichhap, as well as the people of Goat village by Komal, a post-doctoral fellow in the area of community-based enterprises (CBEs). Through this narrative, the case writers’ endeavour was to understand how CBEs such as Bakrichhap were providing a means of integrated rural development in the hilly region of Uttarakhand, India. Also, how such enterprises were thereby curbing distress migration, unemployment and a large-scale erosion of the cultural heritage and traditional and indigenous farming techniques of the land. In the first seven years of the operations of this uniquely curated CBE, Rai endeavoured to iron out many bottlenecks. This case study also highlights the gamut of challenges faced by community-based entrepreneurs like Rai in designing strategy for growth and expansion. What strategy should Bakrichhap follow for expansion to the other regions of the country? Should all the three existing verticals of the enterprise be scaled up parallelly or should each individual vertical be expanded one after the other in a phased manner? Stemming out from the main dilemma of strategic expansion were the related issues of funding (finance) and the formation of an effective team (HR).

This case study can be used in undergraduate, graduate and executive programmes offering courses in microfinance, financial inclusion, social and community entrepreneurship, sustainability, entrepreneurship, community development finance and rural immersions and public policy.

This comprehensive case study is written by using the triangulation of data collected through a series of personal interviews, website information, news articles, personal observation and field visits. The research design used is single case (holistic; Yin, 2003, 3rd edition). The timeline of this case study is 2021 to 2022 and place is Nag Tibba, Uttarakhand, a Himalayan state in North India.

Teaching notes are available for educators only.

CSS 3: Entrepreneurship.

This case describes the evolution of MHFC, a player in the Indian informal housing sector. As a new entrant offering micro home loans to the financially excluded lower income families of urban India in 2008, MHFC had grown to an annual number of 18,000 loans worth INR 8 billion with an average ticket size of INR 0.43 million (USD 6,000).

With a 53.5% purchasable equity stake in MHFC, Chopra and his team were left with certain decisions to make. Should the company on-board a new social investor? Or should it bring on the more readily available and capital-rich private equity investors interested in the lucrative prospects of the microfinance housing sector?

The case discusses two key objectives: (1) to understand the entire entrepreneurial journey of a group of entrepreneurs and how they plan to exit the venture, and (2) to enable classroom discussion on how to develop a business model from scratch, get it funded, achieve scale and then exit.

1. Analyze the concept of disruptive change and its impact on organizational learning and development; 2. Develop the ability to identify and implement effective behavioral training interventions; 3. Understand the learning and development process; 4. Evaluate the challenges associated with online learning and explore strategies to overcome them; and 5. Recognize the significance of online learning in the current era and acquire knowledge and skills using online tools and applications for different job roles.

This case focuses on the new challenges that Shazia Zaheer, who is Head of the Learning and Development Department, is experiencing as a consequences of COVID-19 in her department. As her learning and development department has been focused primarily on traditional learning modes since the inception of Pakistan Telecommunication Limited (PTCL), she is facing additional challenges in adopting online learning because PTCL has undergone significant structural change. Since 1947, PTCL has been a state-owned enterprise. In 2005, the Pakistan Government privatized PTCL. This privatization resulted in numerous structural changes in management, hierarchy, chain of command, pay structure, product lines, technology and other factors. Employees were reduced from 90,000 to 23,000 as part of a volunteer separation plan, and a new scheme was introduced to streamline the process and improve efficiency. However, the employees at PTCL reacted to this transformation with union strikes and behavioral changes. Hence, this became a daunting challenge for Shazia Zaheer to change employees’ mindsets and instill corporate culture values. Nonetheless, she successfully won the half battle by changing the mindset of employees, and then she faced another challenge, COVID-19. This new normal brought new challenges for Shazia to implement online learning as her department relies solely on traditional modes of learning (classroom-based learning).

This case will be a good teaching aid if included in any courses on “Training and Development,” “Human Resource Management,” “Change Management” and “Online Learning” It would be better at the undergraduate (specialization courses) or graduate level.

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CSS 6: Human Resource Management.

The case study is based on a social entrepreneurial journey where the authors have used an interview method to get the insights from the protagonists and the employees. Rigorous interviews were conducted online and in person for deep analysis of the protagonist’s strategies and decisive dilemma.

Secondary data was collected from company’s website for facts and figures.

This case study is a story of indigenous tribes of Odisha from the eyes of a woman who, with her co-founder, empathized with their vulnerable life and took on the challenge of creating sustainable livelihoods by establishing Millet Magic Foundation. The Millet Magic Foundation was established in 2021 by Shyama and her cofounder to uplift the indigenous tribe of Mayurbhanj by providing them livelihood through millet-based products. The foundation launched their millet-based snack products with the brand name WOWMOM. Millet Magic Foundation created social impact for the tribals by providing them with employment, fair wages, health care and social well-being. The specialty of the Millet Magic was reverse positioning and focusing on the bottom of the pyramid. The success of the Millet Magic Foundation relied on its mission to uplift the life of these indigenous tribal, especially the women, by overcoming the challenges with the strategies to establish Millet Magic as a social enterprise.

The case study is primarily suitable for postgraduate programme to teach the concept of social entrepreneurship in the entrepreneurship module. The case study can also be used for highlighting the role of social enterprise in sustainable economic development of emerging economies.

After completion of the case study, the students would be able to comprehend the crisis at hand for Milkbasket, why did it resist Reliance’s takeover in the first place, then to evaluate the pros-cons and future prospects for the organization post-acquisition; to evaluate from an ethical standpoint the process of mergers and acquisitions using ethical frameworks to understand how, when, to whom and through what processes do mergers and acquisitions qualify the test of being ethical; and to analyse different hostile takeovers, especially through tender offers, proxy contests and toehold bidding strategy in this case.

Founded in 2015, Milkbasket was a micro-delivery start-up based in Gurugram (near New Delhi), India. Milkbasket would let its subscribers order till midnight and deliver groceries, milk and other everyday essentials to its subscribers before 7 a.m. next day. It had burnt a lot of cash and was facing difficulty in getting investors; as such they were engaged in discussions with many companies. Two of them – Reliance Retail Venture Limited and BigBasket – were not accepting the proposed valuation, but Milkbasket got term sheets from other two companies.

This case study can be used for graduate courses on strategic management, business ethics and corporate governance. This case study can also be used in corporate finance course to highlight the importance of making ethical/responsible judgements to protect stakeholder interests.

Teaching notes are available for educators only.

CSS 3: Entrepreneurship.