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Entrepreneurship, Strategic Management, Social Sector.

The case can be used in undergraduate, graduate and executive education courses in entrepreneurship and strategic management. It is a perfect fit for executive sessions at incubation centers for not-for-profit (NPO) start-up social enterprises. The case is aimed at early-phase social entrepreneurs and those interested in the field.

Anthill Creations (hereafter referred to as Anthill) is a NPO organization engaged in building low-cost sustainable playscapes for underprivileged children. Their mission is to “Bring Back play” in the lives of millions of children of marginalized communities by building sustainable playscapes. It is an effort that contributes toward the objectives of clause 1.2 (Ministry of Human Resource Development, Government of India, 2020), on “Early Childhood Care and Education” (ECCE) in the new National Education Policy (NEP) 2020 of India as released on July 30, 2020. The ECCE clause emphasizes the importance of “learning through play”; and recognizes it to be central to quality early childhood pedagogy and education. Anthill has been working on the same philosophy since its inception in 2016. They have successfully built 300 playscapes across 18 states of the country and impacted the lives of more than 200,000 children. The playscapes are built using upcycled waste material, such as scrap tires, waste cable and oil drums; further, they use local resources and contextual designs and built them by mobilizing community participation. The playscape play elements provide for unstructured free play for children and encourage them to use their imagination to invent new games.

Pooja Rai – the founder and CEO of Anthill Creations, an architect by discipline started the NPO immediately after her graduation. It was her “calling” in life that pushed her to quit a corporate job in the early stages of her career and instead pursue a career in the social sector. The case details her methodical approach in pursuing her intuitive response to a social need, the way she adopts a lean start-up framework to set-up Anthill, her frustrations, personal resilience and ability to balance different stakeholder interests as she treads the difficult journey of building the awareness of inculcating play as a pedagogy in the early years of childhood development.

The case provides data on the large proportion of the marginalized population in India and the abysmal conditions of the Indian Government schools. The objectives of clause 1.2 on ECCE in NEP 2020 show the Indian Government’s good intent. And yet with the prevailing conditions, the policy’s ambitious target of universalization of ECCE by 2030 (Chanda, 2020), seems a mammoth task, even for the Indian Government.

On the other hand, Anthill as a small NPO of young dedicated individuals is invested and experimental in their approach; they have a tested model but financial dependency limits their activities. The ECCE clause is a sign of new hope for NPOs such as Anthill who want to reach out to millions of Indian children from marginalized communities. What could be a compatible, perhaps complementary or even skillful pathway to integrate Anthill’s tested model of building sustainable playscapes with the Indian Government’s good intentions of universalization of ECCE by 2030? How could Anthill “scale” for a systemic “impact”? Should not the NPOs, early childhood development researchers, funders and government authorities study collaboratively instead of the present siloed approach so as to bring about a systemic change in the thinking lenses about “play” to be an integral part of early childhood development? Rai ponders on the above questions.

To explain the importance of one’s purpose (calling) in life and how the authors can identify with it.

To explain how an intuitive response to social need can be complemented with a methodical approach to social entrepreneurship.

To discuss the importance of business model canvas from the social sector lens.

To explain the important elements in sustaining small start-up social organizations.

To discuss and evaluate the options an early-stage social enterprise can engage into “scale” for “impact.”

Teaching notes are available for educators only.

CSS 3: Entrepreneurship.

This case study aims to expect the following learning outcomes. A better understanding of the nature of a psychological contract being developed by employees in non-profit organizations, especially working in the areas of social development and the impact of this contract on employee commitment. Enhanced understanding of conflict of interest (personal versus public) in social development organizations and its implications. Identification of issues of task conflict versus interpersonal conflict and its impact on organizational functions. Identification of dynamics of exclusion of internal stakeholders from organizational strategic decision-making process along with its impact on organizational performance and sustainability. Devising a mechanism to avoid such conflicts in social development organizations, in particular, and organizations in general.

This case highlights five issues as follows: it identifies and discusses conflict of interest between privileged class possessing decision-making positions in the board of directors and implementers working at the grassroots level at ANMOL (a non-governmental organization working for poor girls education in Baluchistan-hub of China–Pakistan Economic Corridor); it discusses the basis for formulation of psychological contracts and impact of its violation on stakeholder’s commitment and motivation; it discusses the implications of difference of opinion of both stakeholders regarding organizational vision and possible drawbacks of converting task conflict into interpersonal conflict on individuals, organization and end-users; it explores implications of exclusion of key stakeholders from organizational decision-making and its impact on organizational smooth working and sustainability; and it suggests a mechanism to avoid conversion of task conflict into interpersonal conflict and smooth functioning of an organization. Hence, this case discusses theories of conflict of interest between top-leadership and workforce, psychological contract and implications of its breach on employee motivation and organizational sustainability in the context of social development organizations.

This case provides sufficient material to be discussed at master level courses (management sciences – master of business administration (MBA) level) such as human resource management (dynamics of psychological contract and conflict resolution), leadership and change management in social development organizations (social enterprises).

Teaching Notes are available for educators only.

CSS 7: Management Science.

Management (interdisciplinary): corporate social responsibility/financial management/social entrepreneurship.

Undergraduate/MBA.

The case revolves around a Delhi-based non-governmental organization (NGO), GOONJ founded by 40-year-old social activist, Mr Anshu Gupta. Winner of several awards, this NGO is trying to highlight some ignored but basic needs of the poor by using the surplus of the cities (supply of discarded commodities: clothes, furniture, toys, waste paper, utensils stationary, etc. due to space constraints and the growing consumerism) to address scarcity of essential commodities to the poor in the rural areas and creating it as a powerful developmental resource. GOONJ has a number of collection centers across the nation through which the old clothes are collected. Thereafter, the clothes are washed, dried, repaired and packed and then reached to the far flung villages with help of partner grassroots NGO, panchayats, Indian army, etc.There are three key issues raised in the case:

• This NGO has been operating without any formal funding for last many years. With annual expenses over ten million, how does NGO operate so successfully. Also, it is interesting to find out how they are able to maintain cost of just 97 paisa (1 paisa=1/100 rupee) from the time old clothing is collected to the point where it has been delivered to a needy.

• The second issue about the synergy that is created by the NGO – corporate partnership. Further, this case also gives the audience to explore synergy between NGO and B-schools.

• To understand the problem areas of distribution management when so many different stakeholders are involved.

This NGO has been operating without any formal funding for last many years. With annual expenses over ten million, how does NGO operate so successfully. Also, it is interesting to find out how they are able to maintain cost of just 97 paisa (1 paisa=1/100 rupee) from the time old clothing is collected to the point where it has been delivered to a needy.

The second issue about the synergy that is created by the NGO – corporate partnership. Further, this case also gives the audience to explore synergy between NGO and B-schools.

To understand the problem areas of distribution management when so many different stakeholders are involved.

• To explore innovations in resource mobilization (sources of financing) and cost management.

• To appreciate the synergy created by forming partnerships between different stakeholders: NGO, corporate houses, B-schools.

• To appreciate issues and problems of distribution management – especially in the case when there are different stakeholders involved.

To explore innovations in resource mobilization (sources of financing) and cost management.

To appreciate the synergy created by forming partnerships between different stakeholders: NGO, corporate houses, B-schools.

To appreciate issues and problems of distribution management – especially in the case when there are different stakeholders involved.

In 2008, Shaheen Mistri, founder of the nonprofit Teach For India (TFI), was grappling with applying and adapting the business and recruitment models of the successful U.S.-based Teach For America and UK-based Teach First to meet the challenges of the education sector in India. The case provides a review of the U.S.- and UK-based models, as well as an analysis of the factors that drove their growth in their respective markets. However, the adaptation of these models to create one that could succeed in the Indian context was not straightforward. The case describes a number of ways the challenges in India differ from those in the United States and United Kingdom—namely, the size and magnitude of educational inequity, the motivations of undergraduate students as potential teacher-volunteers, the part that parents play in making career decisions for their children, and the attitudes of school officials.

Students reading the case will discuss the roles of various constituencies involved in these models. After identifying how crucial constituencies are served by the U.S. and UK models, the students will then brainstorm concrete ways that these models could be adjusted for India so Mistri could successfully recruit her program's first cohort of TFI fellows

• Understand that crucial constituencies and value propositions often change as a for-profit or nonprofit business moves from one country (or part of the world) to another

• Apply the disciplines of market positioning of for-profit businesses (target market selection, frame of reference, and point of difference or superiority) to a nonprofit business

• Create value propositions for the various constituencies of a nonprofit organization, including volunteers, funders, and aid recipient

Understand that crucial constituencies and value propositions often change as a for-profit or nonprofit business moves from one country (or part of the world) to another

Apply the disciplines of market positioning of for-profit businesses (target market selection, frame of reference, and point of difference or superiority) to a nonprofit business

Create value propositions for the various constituencies of a nonprofit organization, including volunteers, funders, and aid recipient

This case chronicles the events in the life of a security guard who would like to enroll his five-year-old daughter in a private school under the Right to Education Act (RTE). Section 12(1)(c) of the RTE Act mandates that private schools reserve at least 25% of their seats for children from marginalized and economically weaker sections of society. This case can be used for classroom discussion in a course that deals with e-governance, ICT for Development or Technology deployment/digital service delivery in developing countries. It helps students think of an evaluation framework for assessing an e-governance solution for the disadvantaged and use the framework to critically assess the Gujarat government's digital solution for the RTE programme.

The learning outcomes of this paper is as follows: to structure the impact investing phenomenon and distinguish it from traditional investing or philanthropy, including the motivation of investors in impact investing projects; to analyse stakeholders in impact investing projects according to four main categories; to structure the implementation model of the theory of change in the context of impact investing; to build managerial decisions concerning the development of impact investing projects in crisis situations.

The case describes the development path of the Promprylad.Renovation project from its concept to the critical moment at the end of 2018. Yuriy Fyliuk – the case protagonist, acts as the main ideologist and leader of the project, the essence of which is the establishment of an innovation centre on the area of the old Promprylad plant in Ivano-Frankivsk. Impact investing was selected as the main project development tool, as it allows for attracting investors who share the aspiration for positive change of the city and potential financial benefit. The project is implemented in several stages as follows: partner involvement (Insha Osvita, MitOst, Pact Ukraine and LvBS), vision finalisation and research (together with Stanford Research Institute, Zotov & Co, FORMA Architects, Moris Group, etc.), the launch of the pilot floor (attracting more than $683,000 from allocated grants and more than $590,000 of private investments). Open equity crowdfunding and the purchase of the entire plant, with its subsequent renovation, should be the next stage. As of 2017, agreements have been reached to pay fully for the purchase of the plant by the end of 2019. After a successful pilot and lengthy negotiations, it was agreed that $1,000,000 should be paid by the end of 2018 and $2,000,000 by the end of 2019 to complete the buyout. However, as of the end of 2018, martial law was proclaimed in Ukraine. Hence, considering the risks, a major US investor refuses to contribute. The main dilemma is either to find a suitable solution to complete the buyout of the plant or to stop the project.

This case can be used in the master’s programmes of business schools (MBA, Executive MBA, Entrepreneurship, etc.), as well as in training programmes for public and state sector managers. The case study will be particularly useful for mixed groups with representatives from different sectors of the economy. This case study might be taught in the following disciplines: social entrepreneurship, social investing, leadership and crisis management. The subject of impact investing allows recognition of the benefits of combined cross-sectoral efforts over joint projects.

Teaching notes are available for educators only.

CSS 7: Management science.

This case focuses on the challenge of quantifying the return on investment (ROI) of a large technology project, enterprise resource planning (ERP), in the nonprofit environment of the San Diego City Schools. The school district does not generate a profit, so traditional revenue enhancement arguments do not work. Instead, the case discusses the internal processes re-design and system consolidation enabled by the new ERP system. The system ROI is composed of two major components: cost savings from removal of legacy applications and productivity improvements. The cost containment benefits are relatively straightforward to quantify, but do not justify the system. The productivity improvements are harder to quantify, and many can be categorized as soft benefits. Furthermore, many of the productivity and cost-saving benefits will not be realized without personnel reductions, which are especially difficult in school districts and government agencies. The case debrief therefore discusses the tradeoffs quantifying soft benefits and productivity improvements, best practices for management decision making, and the organizational change necessary to realize the ROI.

The case teaches students how to analyze ROI for a large enterprise IT system in nonprofit or government organizations. Financial ROI is applicable for the hard cost benefits but some benefits are more difficult to quantify, and students learn how to factor these into the decision making as well. In addition, organizational change can be particularly challenging in the government or nonprofit context; the case enables a discussion of strategies for workforce re-deployment in these settings.

The learning outcomes of this study are as follows:▪ to explain the marketing of products that fall under “stigmatised” products;▪ to develop a multi-segmentation strategy and identify variables used in segmentation;▪ to identify the target segments;▪ to draw a value proposition canvas;▪ to construct positioning statements; and▪ to decide the product portfolio based on segmentation, targeting and positioning (STP).

This case considers the dilemma faced by Deep Bajaj, CEO of Sirona Hygiene Pvt. Ltd., a company in the female menstrual and intimate hygiene products space, in May 2021. During an investor meeting, an investor questions Sirona’s focus on menstrual cups (MCs) and advises Deep to expand instead the sanitary pads category. While the company has been growing at more than 100% year-on-year and has also been profitable for the last three years, the case considers how Deep can better participate in the bull run in the Indian menstrual hygiene market. Should he discard menstrual cups from Sirona’s product portfolio and concentrate on sanitary pads – India’s most highly accepted menstrual hygiene product? Alternatively, should he discard sanitary pads from his product portfolio and focus on MCs – his flagship product? Or, could he tap the large and growing menstrual hygiene market to “have his cup and pad too”?

This case is suitable for a class of 90 min in an undergraduate course or an extended session of two 90-min classes in a graduate MBA course. It can be studied as part of the STP module in a Marketing Management course. It may also be used in a strategic management course within a graduate MBA program to provide an understanding of the value proposition canvas as part of the module on business model canvas.

Teaching notes are available for educators only.

CSS 8: Marketing.

Change is hard for all but perhaps more difficult for school leaders and other nonprofit organizations. The role that culture plays in a mission-driven organization can often be an impediment to change. This case uses a unique education institution, St. Martin dePorres School of the Cristo Rey Network, to illustrate the importance of culture in implementing change. It demonstrates how leaders can articulate a vision and create a strategy to change an organization and move toward success. The case focuses on the leadership team of Principal Mike Odiotti and Assistant Principal Judy Seiberlich and how they used cultural change as the key driver to school success. That success was defined by improved academic performance, greater accountability for students, teachers and staff and stronger empowerment of constituents. It includes an overview of how the school's leadership team used data to drive decision making. This case is ideal for MBA students, executives in nonprofit management or school leadership and can be used to illustrate change management, nonprofit leadership, culture change, mission-driven strategy or school leadership. It addresses critical issues that organizations face and provides tools and tactics that can be applied to mission-driven enterprises.

Understand the role culture plays in creating change in an organization Gain an appreciation and comprehension for the relevance of shaping culture when implementing a vision Recognize norms guide people's behavior in organizations. Learn to identify the norms that promote positive cultures and those that create toxic environments Learn how to diagnose organizational culture using the “Iceberg Model” Build a repertoire of skills needed to successfully change and shape an organization's culture

The learning outcomes are as follows: educate the students about the challenges in the development sector in general and in work of organizations working for women empowerment in particular; understand the overall concept of women empowerment vis-à-vis social entrepreneurship; explain the importance of technology in entrepreneurship, social entrepreneurship and development sector especially in marginalized communities in developing countries; and learn operational-level resource management in a resource-constrained setting of a non-profit sector.

Kaarvan Crafts Foundation (referred to as Kaarvan henceforth) worked for women empowerment in Pakistan with a focus on creating economic opportunities for rural women entrepreneurs. The case shares different initiatives by Kaarvan for creating opportunities for economic empowerment of rural women entrepreneurs. The main focus of the case is a program “Digitize to Equalize” in which Kaarvan offered digital literacy training to rural women entrepreneurs. The program involved developing an ecommerce platform where rural women entrepreneurs could sell their handicrafts and other products. A comprehensive training activity was designed as part of the program to facilitate trainees to sell their products on a purpose-built website. The training covered different activities ranging from using smartphones, basic product photography to order handling. Even in the initial phase, the challenges were somewhat unexpected for the team as they grappled with diversity of learning among the trainees. Few trainee women were able to learn the skills quickly and requested their trainers from Kaarvan to train them on widely popular skills of social media marketing. At the same time, other trainees were struggling with basic skills and needed more time to get basics right. Because the program had limited resources, Kaarvan’s management found themselves in a fix. The mission-oriented organization wanted to ensure the best possible opportunities for the trainees but the resources did not permit to create separate cohorts for different training areas.

In terms of complexity, this case study is suited for business students enrolled in senior undergraduate, graduate programs and executive MBA programs.

Teaching Notes are available for educators only.

CSS 7: Management Science.