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1 – 10 of 851Meena Galliara, Swati Sisodia and Pragya Nagpal
The learning outcomes are as follows: to analyze the driving forces that lead non-government organizations (NGOs) to develop need-based programs; to evaluate the strategy adopted…
Abstract
Learning outcomes
The learning outcomes are as follows: to analyze the driving forces that lead non-government organizations (NGOs) to develop need-based programs; to evaluate the strategy adopted by NGOs in attaining the organization’s mission and creating a social impact, corporate social responsibility, inclusion, labor market, social enterprise, strategy and vocational learning; to apply social business canvas for analyzing the business model deployed by NGOs to develop market linkages; to analyze the challenges in setting and scaling NGO programs and strategies designed to address the same; and to enable students to brainstorm in creating future growth options for scaling up and replicating NGO programs.
Case overview/synopsis
The case describes the journey of Salaam Bombay Foundation (SBF), a national-level NGO registered in 2002 in Mumbai, India. In March 2020, SBF had an annual budget of INR 13.98 crores (US$1.84m). It addresses the challenging environments children from economically constrained families face by engaging them in continuing school education and providing vocational training. Since its inception, SBF has launched and executed many in-school and after-school programs. To successfully transit skilled adolescents and teenagers into the labor market and help them make informed career decisions, SBF launched “DreamLab,” a stipend-based “internship” model, in August 2018. Gaurav Arora, Vice President SBF, was assigned the responsibility to scale up skills@school and DreamLab internship programs. With disruptions caused by the pandemic in March 2020, Arora struggled to operationalize DreamLab as initially planned. The case is at a crucial decision point where clouds of uncertainty have made Arora and his team anxious about their future course of action.
Complexity academic level
The case is intended for students of undergraduate and graduate programs in Business Management, Social Entrepreneurship and Social Work programs. Executives of management development programs can also use the case to analyze the effectiveness and management of the skill development program.
Supplementary materials
Teaching notes are available for educators only.
Subject code
CSS 3: Entrepreneurship.
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The learning outcomes are as follows: examining the attributes and characteristics of successful entrepreneurs, understanding the biggest challenges entrepreneurs are facing in…
Abstract
Learning outcomes
The learning outcomes are as follows: examining the attributes and characteristics of successful entrepreneurs, understanding the biggest challenges entrepreneurs are facing in the process of developing their own business, understanding how to lead change and create competitive advantage in an emerging economy, identifying the challenges and pressuring the business in facing the retail industry and discussing and debating the challenge of diversification strategy and the risks associated with it.
Case overview/synopsis
It was year 2009 when the largest hypermarket in Albania, “Do it Yourself”, opened its doors to the public by bringing in Albania an important investment. This investment was significant for the country because it materialized in the midst of the world economic crisis. The company hired 500 employees, a big number for the size of the country. The 160,000 m2 area facility is strategically located 6 km from Tirana International Airport and 8 km from the center of Tirana, the capital city. The interior of the Hypermarket Retail Store occupies 20,000 m2 retail, 12,000 m2 wholesale and 2,600 m2 office space. The rest is green space and parking. Megatek carries a range of 51,000 products in different categories as homemade decorations, lighting and electrical, building materials, tools, gardening, heating and cooling, painting, wood and flooring. The products are available at a brick and mortar store and also online; the products are also home delivered. The company has been devoted to contribute to consumer education, quality service delivery and quality products at competitive prices. Armed with eight years of continuing success, Dionis was facing a critical decision. Should he expand or stand pat? Should he diversify the activity or maintain focus? Meanwhile, Megatek’s challenges on growing its business remain vivid. A couple of changes in the external environment ask for smart responses in the internal environment.
Complexity academic level
BA and Master level students.
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.
Subject code
CSS 11: Strategy
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Satyam Shivam Sundaram and Pavitra Mishra
Project structuring.
Abstract
Subject area
Project structuring.
Study level/applicability
The case can be used for MBA, Executive MBA, Faculty Development Program (FDP) and Management Development Program (MDP) to introduce them to the selection of procurement method, concept of value for money and project structuring in the context of the education sector.
Case overview
Saryu Secondary Schools of Excellence Samiti (SSSES) functioned under the chairmanship of the Minister of Human Resource Development and was running 584 Saryu Secondary School of Excellence (SSSE) as of March 15, 2013. SSSE were focused on providing quality education to poor children, primarily from rural areas. In January 2013, SSSES was given a mandate to open 75 additional schools within one year and 500 schools within five years in rural and semirural areas to meet the demands of secondary education in India.
The Managing Director of SSSES, was preparing for the meeting to be held on March 31, 2013 to discuss various options for development of the mandated schools including involvement of private player under the Private Finance Initiative (PFI) model.
Expected learning outcomes
The case introduces the participants to the challenges in the education sector including public delivery system, poor economic status of students, selection of appropriate procurement method (public delivery versus buying of service from private sector) and project structuring issues. Specific objectives are: introduce participants to the challenges of delivering education services; establish the benefit of PFI in social infrastructure domain and introduce the participants to the concept of value for money; identify risks and returns under various structures; and impress on importance of non-commercial issues which may shape a project.
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.
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Sammy Abdalla Hazaimeh, Said Elbanna and Tahniyath Fatima
This study aims to build on the human capital development theory that focuses on the education and development of individuals considering their spillover impact on the…
Abstract
Theoretical basis
This study aims to build on the human capital development theory that focuses on the education and development of individuals considering their spillover impact on the organization’s and community’s improvement. Through examining the efforts put in by the Ministry toward developing its nationals to convert its economy into that of a knowledge-based one, this case shows a practical application of the human capital development theory.
Research methodology
To attain a more comprehensive understanding of how the Ministry underwent the implementation of educational and employment reforms, this study carried out a mixed methods study that pertained conducting interviews and collection of secondary data such as reports, minutes of meetings and publicly available date. First, four top management and executives were interviewed from the Ministry to gain deeper understanding on the planning of educational and employment reforms being implemented by the Ministry, its implementation and the challenges that the Ministry faced in doing so. Additionally, top management and executives from higher educational institutes in Qatar were also interviewed to attain a more comprehensive understanding of how they worked with the Ministry to implement the educational and employment reforms. The interview participants held key positions within the Ministry and education institutes in Qatar. As a result, they were directly involved in driving strategic decision-making in various areas relating to education at all levels (primary, secondary and tertiary). Further, they were directly involved in the establishment of Qatarization initiatives in the education sector within Qatar. Below is a list of the interviewees:
1. Mr Ahmed, Undersecretary of the Ministry of Education and Higher Education (formerly Qatar University President and Community College of Qatar President);
2. Mr Saad, Higher Education Consultant at the Ministry of Education and Higher Education (formerly the Dean of Community College of Qatar);
3. Mr Ali, Assistant Undersecretary of Shared Services Affairs, the Ministry of Education and Higher Education;
4. Mr Abdulla, Acting Assistant Undersecretary for Higher Education, the Ministry of Education and Higher Education;
5. Mr Jassim, Vice President of Academic & Student Affairs at Community College of Qatar;
6. Mr Bilal, Vice President of Academic & Student Affairs at College of the North Atlantic-Qatar;
7. Mr Mohammed, Chief Strategy and Development Officer at Qatar University; and
8. Mr Yasin, General Manager of Qatar Learning Center.
Each participant was first contacted to inform them about the nature of the study and to gain their consent to conduct an interview. The interview protocol contained closed- to open-ended questions, aimed at providing in-depth information on Qatarization practices and the efforts to reform the education sector in Qatar. As a result, a semi-structured interview was conducted. The participants were posed with several questions that included but were not limited to these. For instance, the participants were asked with questions like what steps are being taken by the Ministry of Education and Higher Education to improve the education system in Qatar? and What are the current Qatarization practices that have been implemented in the Ministry of Education and Higher Education? Upon attaining answers for these questions, the interviewer was able to follow up with more specific and relevant questions like how does the Ministry engage Qataris to take up science, technology, engineering and mathematics programs?, what are the methods employed to attract Qataris toward pursuing higher education?, what are the different types of scholarships being offered to Qataris? and hat are the programs that the Ministry of Education and Higher Education implements to train/employ young Qataris to be qualified for work in the education sector? The interviews lasted about 30–45 min. In addition to interviews, several secondary sources were used from the Planning and Statistics Authority, the World Bank and the Ministry of Education and Higher Education.
Case overview/synopsis
Human capital development is regarded as a fundamental pillar that leads to the sustainable economic, political and social progress of a society. Given the foundation of human capital development is based on educational capacities, Qatar has regarded education as its national and foremost priority and the key to maximizing human potential toward building a sustainable knowledge-based economy in the long run. This case study portrayed the works of the Ministry of Education and Higher Education in the state of Qatar. The Ministry had been tasked with the mission to support the government’s national strategy of transforming Qatar’s economy from a resource-based economy into a knowledge-based economy. As such, this case sheds light on the Ministry’s strategic initiatives toward developing the local human capital. The Ministry governs over the education sector, and in providing the Ministry’s point of view, the reader is able to get a grasp on the inner workings of a government entity. In addition to providing an overview on the strategic initiatives employed by the Ministry to enhance the quality of education for Qataris, this case study also examined the Qatarization initiatives taken up by the Ministry. Qatarization is a national strategy implemented by the state of Qatar to nationalize the workforce. In other words, through Qatarization, the government intended to increase the employment opportunities available for Qataris and enhance their professional skill set through training and development efforts. Accordingly, this case also illustrated the Ministry’s role in Qatarizing its workforce successfully. In understanding the challenges faced by the Ministry toward enhancing the education services and employment opportunities being offered to the nationals, students can attain a refined perspective on the real-life challenges that government entities face in implementing strategic initiatives. Through this case, students in graduate and undergraduate courses relating to business, strategy, economics, public policies and education can also attempt to engage in decision-making activities that involve overcoming the challenges faced by the Ministry through devising action plans or revising the strategic initiatives. The issues discussed in the case delve into how Qatar government’s initiatives for economic transformation via educational reforms impacted educational institutions, students and the workforce.
Complexity academic level
This case is intended to be studied by students in graduate and undergraduate courses relating to business, strategy, economics, public policies and education where they can engage in realistic decision-making activities that involve overcoming the challenges faced by the Ministry through devising action plans or revising the strategic initiatives.
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Syeda Ikrama and Syeda Maseeha Qumer
Social implications are as follows: social activism; girls education; collaboration; collective action; and change agent.
Abstract
Social implications
Social implications are as follows: social activism; girls education; collaboration; collective action; and change agent.
Learning outcomes
Learning outcomes are as follows: evaluate the role of a change agent in a nonprofit organization; understand collaborative partnerships in a nonprofit organization; examine how a nonprofit organization is promoting education in conflict-affected countries; understand the importance of education for girls as a basic human right; understand and discuss the threats to girls’ education in conflict-affected countries; analyze the role of Malala Yousafzai in supporting girls’ education globally; identify the challenges unique to educating girls; and explore steps that Yousafzai needs to take to ensure girls have equal access to the knowledge and skills they need to learn and lead in a world affected by the pandemic and climate change.
Case overview/synopsis
The case discusses social activist Malala Yousafzai’s (She) diligent efforts to promote girls’ education in conflict-affected regions globally through her not-for-profit organization Malala Fund. Co-founded in 2013, Malala Fund worked to ensure every girl globally could access 12 years of free, safe, quality education. The fund worked towards this goal by building creative partnerships and investing in its global network of education activists and advocates fighting for girls’ education in communities where most girls missed out. Malala Fund supported girls’ education programs in countries such as Pakistan, Afghanistan, Nigeria, India, Brazil, Ethiopia, Turkey and Lebanon. The Fund’s projects were aimed at addressing gender norms, promoting the empowerment of girls through education, imparting gender-sensitive training for teachers and raising awareness about the need for girls’ education. In 2016, the fund created the Education Champion Network to support the work of local educators and advocates to advance.
Complexity academic level
Post-graduate level students.
Supplementary materials
Teaching notes are available for educators only.
Subject code
CCS 11: Strategy.
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T Education is a leading educational science and technology enterprise in China with technology-driven, talent intimacy and quality leadership as the core development objectives…
Abstract
T Education is a leading educational science and technology enterprise in China with technology-driven, talent intimacy and quality leadership as the core development objectives. Since its inception, it has been committed to creating better learning experience for children. As the predecessor of T-education, X-education was founded in Beijing in 2003. At first, it mainly provided after-school math counseling for school-age children. Over the past 10 years, its business has been expanding, covering almost every aspect of school-age education. This case studies accounting issues and business ethics challenges that firms may face when they transform from a single (traditional education) line of business to a multiple channel business.
Strategic management.
Abstract
Subject area
Strategic management.
Study level/applicability
The case is suitable for undergraduates, MBA, and executive MBA courses.
Case overview
This case on Satya Bharti School Program, an initiative of the Bharti Foundation, highlights the journey, achievements and challenges faced during the implementation of a noble vision. The case maps the strategy implemented from multiple vantage points and aims to show how the compelling need of providing quality education in rural India transformed the way people look at corporate social responsibility (CSR) activities.
Expected learning outcomes
The case analysis aims to help students comprehend and understand: the concept of corporate social responsibility; the strategic decision-making process amidst constraints in the context of not-for-profit organizations; how organizational excellence models are embedded to improvise practices and processes; the concept of the multi-stakeholder framework; and how external and internal issues can affect the success of a CSR program.
Supplementary materials
Teaching notes are available; links to videos are provided.
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Sreevas Sahasranamam and Sumit Mitra
Learning outcomes are as follows: understand venture philanthropy in India; discuss in what ways venture philanthropy is different from charity; identify the aims of venture…
Abstract
Learning outcomes
Learning outcomes are as follows: understand venture philanthropy in India; discuss in what ways venture philanthropy is different from charity; identify the aims of venture philanthropy and the strategy adopted to achieve those objectives; analyze the role of the unique structuring of a venture philanthropy working in tandem with the government to achieve its objectives; identify the nature and source of dilemmas of disengagement from a project by the venture philanthropist; and understand the role of antecedents and outcomes on how a firm views its social impact initiative (in the Indian context).
Case overview/synopsis
The Faizal and Shabana Foundation (F&SF) made one of the largest philanthropic investments in Kerala, India for the redevelopment of Government Vocational Higher Secondary School for Girls, Nadakkavu. The foundation applied a strategic approach to their philanthropic investment making it a unique case of venture philanthropy. The uniqueness of this case lies in the fact that, this is one among those rare cases where venture philanthropy has been successfully implemented within a government educational context. This case highlights how a private philanthropic organization went about executing a project and faced several challenges of scaling up the redevelopment model to other government schools. The other salient aspect is that this case delves into the dilemma faced by a philanthropist of either using the existing model for scaling up or adopting a totally different model.
Complexity academic level
Undergraduate and postgraduate business management courses.
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.
Subject code
CSS: 11: Strategy.
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Nada Al-Kubaisi and Said Elbanna
This case was developed from the author’s personal experience as a participant in one of the health taskforce subcommittees. The author also sought the inputs of the Vice…
Abstract
Research methodology
This case was developed from the author’s personal experience as a participant in one of the health taskforce subcommittees. The author also sought the inputs of the Vice President of Health and Medical Education, the Dean of the Health Sciences College, the Student Affairs Assistant Dean of the Pharmacy College and the previous Vice President of Health and Medical Education. Moreover, secondary data were obtained from the office of the Vice President of Health and Medical Education at Qatar University (QU).
Case overview/synopsis
The government of Qatar has consistently provided generous funding for QU over the years. However, recent economic challenges, such as drops in oil prices, have had a negative impact on the country’s GDP and export revenue. In response, QU began to implement a new organizational structure. Specifically, the university proposed merging the three health-related colleges (health sciences, medicine and pharmacy) into a single cluster called the health education cluster. This decision was supported by a broad benchmark of approximately 40 universities worldwide, as well as input from various stakeholders within the university. Forming a cluster was expected to benefit the organization as a whole. However, the decision faced resistance and challenges that required investigation by top management. Would the new organizational structure be accepted by all? Was it feasible to have a single cluster that encompassed three distinct departments within the organization? These are examples of the questions that this case study addresses.
Complexity academic level
This compact case is suitable for a case study in basic undergraduate, postgraduate and advanced courses in Strategic Management at a business school. The case highlights the need to restructure an organization and the use of strategy formulation and implementation in the framework of management.
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The term emotional intelligence was coined by the researchers Peter Salavoy and John Mayer. The concept was popularized by Daniel Goleman through his book Emotional Intelligence…
Abstract
Theoretical basis
The term emotional intelligence was coined by the researchers Peter Salavoy and John Mayer. The concept was popularized by Daniel Goleman through his book Emotional Intelligence published in 1996. According to Salavoy and Mayer (1990), emotional intelligence consists of a set of skills hypothesized to contribute to the accurate appraisal and expression of emotion in oneself and in others, the effective regulation of emotion in self and others and the use of feelings to motivate, plan and achieve in one’s life.
Research methodology
The case study uses two sources of information, namely, primary and secondary. Dr Dev, a senior training and development manager with a multinational company constituted the primary source. The secondary source consisted of information publicly available on various websites. The case has been disguised for various reasons.
Case overview/synopsis
Lady mosquito at NPS Mumbai is a case study on emotional intelligence, a much sought-after concept in management education, but not many case studies have been written on the topic. This case involves an interaction that took place between a facilitator and a learner, and it highlights the importance of emotional intelligence in day-to-day communication. The use of emotional intelligence will manifold improve the ability of the facilitator to understand the learners’ behavior in the classroom. This will further enhance the effectiveness of learning, as the motivated facilitator/trainer will be more committed to engaging the learners in their educational activities.
Complexity academic level
This case has been developed to be used in postgraduate and undergraduate management programs. This case can also be used in management development programs for executives. As the case provides a basic understanding of human behavior and thereby teaches to manage others just by managing oneself. As the case revolves around a facilitator and the learner, it can also be used in the trainer program for facilitators who desire to conduct training programs or want to take teaching as a full-time career.
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