B2B or B2C dilemma in maintenance industry: UrbanKare

2020 ◽  
Vol 10 (4) ◽  
pp. 1-25
Author(s):  
Rajeev Verma ◽  
G. K. Murthy Kothapalli ◽  
Ranjani Kumari
Keyword(s):  
Learning Outcomes ◽  
Business Model ◽  
State Government ◽  
Urban Areas ◽  
Service Industry ◽  
Service Providers ◽  
Deep Understanding ◽  
Content Type ◽  
Academic Level ◽  
Service Delivery Platform

Learning outcomes The learning outcomes are as follows: assessing the changing trend in the needs of the customer, leading to evolution of new types of businesses in the urban areas. Deep understanding of household service industry and its future. Assessing the skills and capabilities required to become an entrepreneur and follow entrepreneurship. Understanding the aggregator, two-sided business model prevailing in the market. Understand the concept of business-to-business (B2B), business-to-consumer (B2C) business model in household industry. Case overview/synopsis This case study is about two first-generation entrepreneurs from India who started a new innovative service delivery platform, UrbanKare with a vision to organize the household maintenance services industry. The company was founded in 2016 with a seed capital support of the State Government. The idea behind this initiative was to provide customers a professional, reliable and convenient household repair and maintenance services at their fingertips. The biggest challenge they were facing was that of aggregation of service providers (skilled workforce) and maintaining the service quality in the context of B2B and B2C service provision. Complexity academic level PG level courses – Industrial Marketing Startup and Business Entrepreneurship. Supplementary materials Teaching notes are available for educators only. Subject code CSS 8: Marketing.

Establishing a start-up in Saudi Arabia: the Innosoft story

2019 ◽  
Vol 9 (2) ◽  
pp. 1-18
Author(s):  
Riaz Ahmed Mohammed ◽  
Mamon Horoub ◽  
Husam Walwil
Keyword(s):  
Saudi Arabia ◽  
Learning Outcomes ◽  
Business Model ◽  
Engineering Students ◽  
Model Development ◽  
Subject Area ◽  
Business Success ◽  
It Services ◽  
Content Type ◽  
Academic Level

Subject Area Entrepreneurship. Learning outcomes The learning outcomes are to explain the importance of passion in entrepreneurship, develop an understanding of the business model canvas and its elements, identify typical challenges faced by a startup (during early days and while growing), explain the role of seed fund and customer feedback for small business success and identify the appropriate hiring strategy for startups. Case overview/synopsis The case traces the journey of two Saudi under-graduate software engineering students, namely, Loai Labani and Riyadh Al-Tayib, who had a vision to establish the best information technology (IT) services company in Saudi Arabia. With no previous experience of establishing a company or working for a startup, coupled with the fact that the culture of entrepreneurship in Saudi Arabia is still in its ascendancy, they knew it would be challenging. Nevertheless, at the same time, they were convinced it would be totally up to them to do the hard work needed to propel their vision into reality. The case, after introducing the founders, talks about their respective backgrounds and how it complemented their goal/vision of establishing an IT services company. The case, with references from the literature, also throws light on the entrepreneurship culture in Saudi Arabia but the focus is the various challenges faced by the team in setting up their business and the strategies they used in dealing with the challenges. Some of the challenges discussed are securing early customers, initial financing to support startup, business model development, managing daily operations and hiring and marketing strategy. The case ends with another challenge faced by the founders, for the readers to think about the possible ways of dealing with the challenge at hand. Complexity academic level The case will be used for under-graduate level students. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email [email protected] to request teaching notes. Subject code CSS 3: Entrepreneurship.

Gaston Acurio: business model innovation and creation of a Peruvian gastronomic brand

2020 ◽  
Vol 10 (1) ◽  
pp. 1-14
Author(s):  
Elizabeth Ontaneda ◽  
Guillermo Quiroga
Keyword(s):  
New York ◽  
Learning Outcomes ◽  
Business Model ◽  
New York Times ◽  
Business Model Innovation ◽  
Content Type ◽  
Academic Level ◽  
Business Model Canvas ◽  
Tourism And Hospitality

Learning outcomes Identify the types of innovation that Gastón Acurio’s proposal has created. Understand the key strategies developed to grown and consolidate Peruvian food as a category internationally and as part of Acurio’s business. Identify elements of the business model using the business model canvas. Explain how elements of a business model are related, reinforce each other and drive results. Evaluate strengths, opportunities, weaknesses and threats to a business model. Analyze changes to the model that can capitalize upon or mitigate these factors based on evidence. Case overview/synopsis Gastón Acurio is a successful Peruvian chef and restauranteur who was key in shaping the country’s gastronomic industry. His innovative business model distinguished him from other Peruvian restauranteurs and allowed him to grow and take advantage of opportunities in Peru and internationally. His success and growth attracted US$52m in investment funding. However, his model’s challenges surfaced during a difficult restaurant launch exacerbated by a harsh review in the New York Times. Students must identify and analyze the key elements of Acurio’s business model to evaluate and propose changes to better take advantage of its strengths and opportunities, as well as to mitigate weaknesses and threats. Complexity academic level Master’s or MBA. Supplementary materials Teaching Notes are available for educators only. Subject code CSS 12: Tourism and hospitality.

WinChannel’s digital gambit to revitalize rural China

2019 ◽  
Vol 9 (1) ◽  
pp. 1-43
Author(s):  
Peter Moran ◽  
Daniel Han Ming Chng ◽  
Liman Zhao
Keyword(s):  
Learning Outcomes ◽  
Business Model ◽  
Rural China ◽  
Core Competencies ◽  
Case Series ◽  
Decision Point ◽  
Content Type ◽  
Academic Level ◽  
Trade Channel ◽  
The Right

Learning outcomes Following are the learning outcomes: to understand how the tools and frameworks of strategic analysis can be applied to understand the evolution of value creation and capture in the FMCG industry; to analyze the core competencies of a company and understand their relevance in this fast-changing industry; to understand how to evaluate the pros and cons of a certain strategy and business model; and to develop strategic recommendations. Case overview/synopsis The case series traces the developments in China’s FMCG industry from the early 2010s to 2017, in general, and the efforts of Beijing WinChannel Software Technology Co., Ltd. (WinChannel) and its affiliated company, Huixiadan, in their attempt to apply new digital technologies to transform the traditional trade channel, in particular. The decision point of Case A, in early 2015, is how WinChannel can help improve the reach and efficiency of the traditional trade channel and wonders if the emerging online/mobile B2B FMCG platforms are the right solution for the increasingly digitized FMCG retail industry in China. The decision point of Case B, at the end of 2017, is how could Huixiadan’s business model be sustainable and what it should do to withstand the competitive threats even as it tries to exploit opportunities in the traditional FMCG industry in China. Complexity academic level It can be used with MBAs, EMBAs and senior executives. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email [email protected] to request teaching notes. Subject code CSS: 11: Strategy.

HMSolution and the search for product-market fit

2020 ◽  
Vol 10 (1) ◽  
pp. 1-20
Author(s):  
Fernando Leiva ◽  
Katherina Kuschel
Keyword(s):  
Learning Outcomes ◽  
Business Model ◽  
Strategic Alliances ◽  
Sewage Treatment ◽  
Continuous Training ◽  
Content Type ◽  
Return On Equity ◽  
Academic Level ◽  
Business Creation ◽  
Burn Rate

Learning outcomes The learning outcomes are as follows: business model pivot, minimum viable product, strategic alliances, return on equity and burn-rate. Case overview/synopsis HMSolution’s (HM’s) mission is removing arsenic from drinking water. The case tells how HMS pivoted its business model between 2014 and 2015 and its challenge when faced with several growth opportunities. The first possible partner company proposed adopting HMS’s technology through either an alliance or outsourcing. The second company wanted to acquire HMS. However, Margaret – the founder and CEO – managed to find a third option in the form of an important sanitation sewage treatment company in Chile with international presence, with which she could reach a wider territory in her country of origin, as well as in other countries where that company had a presence. This case study presents Margaret’s dilemma of deciding the best course to follow and finding the best fit for her product and the needs of the market. Complexity academic level The instructor can adapt the requirements and depth of the topics addressed, ranging from an undergraduate audience to an executive training audience. Undergraduate courses, namely, entrepreneurship, business creation, administration and strategy. For students of business careers, administration, commercial engineering, industrial civil engineering and industrial engineering. Continuous training, namely, entrepreneurship, business creation, administration and strategy. Supplementary materials Teaching Notes are available for educators only. Subject code CSS 3: Entrepreneurship.

Baromeeter: the funding conundrum

2020 ◽  
Vol 10 (2) ◽  
pp. 1-19
Author(s):  
Surajit Ghosh Dastidar
Keyword(s):  
Learning Outcomes ◽  
Business Model ◽  
Scale Up ◽  
Food Services ◽  
Content Type ◽  
Academic Level ◽  
Business Model Canvas ◽  
Services Industry

Learning outcomes The learning outcomes are as follows: to understand the different options available for funding; to illustrate the growth of the food services industry in India; and to understand a business model canvas. Case overview/synopsis Baromeeter (BOM), was a Delhi-based startup founded in the year 2016 by Rishabh Vyas, a 26-year-old MBA graduate. Currently, BOM has operations in Delhi-NCR with 50,000 monthly website visitors and 200-plus partner restaurants and cafes in Delhi-NCR with brands such as Imperfecto, Junkyard Café, Garam Dharam, Out of the Box, Boombox, Jungle Jamboree and many more. BOM also receives over 1,000 deal bookings and 200 plus party bookings monthly. Going forward, Rishabh has plans to expand to other cities such as Mumbai, Hyderabad, Pune and Bangalore. However, there are certain challenges. So far, the startup has raised funds from friends and families. He was confident that he had a compelling product. However, he knew he had to look for fresh investments to scale up. The existing funds may sustain the operations of the company for another six months. Rishabh was considering a number of options. However, whom to approach? Would banks be interested in lending money? How about participating in angel investor’s meet? Complexity academic level The case is suitable for a course in graduate and an undergraduate course in entrepreneurship. The case can be used to understand the business model canvas and to understand the funding options available for startups. Supplementary materials Teaching notes are available for educators only. Subject code CSS 3: Entrepreneurship.

Gaston Acurio: innovación de modelo de negocio y creación de una marca gastronómica peruana

2020 ◽  
Vol 10 (1) ◽  
pp. 1-16
Author(s):  
Elizabeth Ontaneda ◽  
Guillermo Quiroga
Keyword(s):  
New York ◽  
Learning Outcomes ◽  
Business Model ◽  
New York Times ◽  
Content Type ◽  
Academic Level ◽  
Business Model Canvas ◽  
Tourism And Hospitality

Learning outcomes Identificar el tipo de innovación que ha generado la propuesta de Gastón Acurio. Ya que si bien desarrolla productos nuevos su principal innovación es en el modelo de negocio. Comprender las principales estrategias desarrolladas para el crecimiento y consolidación de la comida peruana como categoría a nivel mundial y del grupo Acurio. Identificar los elementos de un modelo de negocio usando un Business Model Canvas. Explicar cómo los elementos de un modelo de negocio se relacionan y refuerzan entre sí y cómo son driver de buen desempeño. Evaluar las fortalezas, oportunidades, debilidades y amenazas a un modelo de negocio. Analizar los cambios al modelo que podrían capitalizar o mitigar estos factores, sustentado con evidencia. Case overview/synopsis Gastón Acurio es un exitoso chef y empresario Peruano que ha sido clave en la formación de la industria gastronómica nacional. Se distingue de otros empresarios del rubro por su innovador modelo de negocio que le ha permitido crecer y aprovechar nuevas oportunidades a nivel local como internacional. Su éxito y crecimiento atrajeron US $52 millones en capital de dos fondos de inversión. Sin embargo, los desafíos del modelo quedan en evidencia durante una difícil apertura de un local en el extranjero exacerbado por una dura crítica del New York Times. Los estudiantes deben identificar y analizar los elementos clave del modelo de negocio desarrollado por Acurio para evaluar y proponer cambios que podrían mejor aprovechar sus fortalezas y oportunidades, así como mitigar sus debilidades y amenazas. Complexity academic level Maestría o MBA Supplementary materials Teaching Notes are available for educators only. Subject code CSS 12: Tourism and Hospitality.

Uber SA: disruption of the local taxi industry?

2019 ◽  
Vol 9 (2) ◽  
pp. 1-9
Author(s):  
Geoff Bick
Keyword(s):  
Learning Outcomes ◽  
Business Model ◽  
Disruptive Technology ◽  
Collaborative Consumption ◽  
Content Type ◽  
Postgraduate Students ◽  
Academic Level ◽  
The Status ◽  
Taxi Industry ◽  
Technology Benefits

Learning outcomes Learning outcomes are as follows: to understand the repercussions of a disruptive technology, in addition to its perceived benefits; to incorporate the human element into the technology benefits; to appreciate alternate sides of an argument regarding an issue; and to analyse the cross-functional implications of an innovation that changes the “rules of the game” for doing business. Case overview/synopsis Uber, a US-based multinational, provides a real-time technology platform to enable users to utilise ride-sharing with Uber drivers. This is an example of a “shared economy” or “collaborative consumption” business model, which has disrupted the status quo of the taxi industry around the world. Uber was launched in South Africa in 2013, creating many job opportunities but causing much reaction from the taxi industry and the authorities. Complexity academic level This is a short case which can be used across a number of programmes, as most students will have had some experience or exposure to the Uber model, and is very useful as an “ice-breaker” case to introduce students to the case study method of analysis and teaching. This case can be used for undergraduate and postgraduate students in business schools or other institutions or on executive education programmes as part of a strategy, marketing, business model innovation or entrepreneurship module. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email [email protected] to request teaching notes. Subject code CSS 11: Strategy

Pitfalls of a fledgling venture, Fetakart: in search of a viable business model

2020 ◽  
Vol 10 (4) ◽  
pp. 1-16
Author(s):  
Abhinava S. Singh ◽  
Mayur Shah ◽  
Priyanka Pathak
Keyword(s):  
Learning Outcomes ◽  
Business Model ◽  
First Generation ◽  
New Ventures ◽  
Development Program ◽  
Executive Development ◽  
Content Type ◽  
Academic Level ◽  
One Year ◽  
Viable Business

Learning outcomes The learning outcomes include to identify and discuss important personality characteristics of an entrepreneur, to explore the business planning pitfalls that torment many new ventures and to understand key concepts of business model thinking. Case overview/synopsis The case is about Fetakart, a one-year old venture, which offered custom designed and printed t-shirts in Gujarat, India. The venture was launched by Himanshu Dhadnekar in 2018. Himanshu was a young first-generation entrepreneur who displayed entrepreneurial characteristics since his school days. Later, he was involved with a few failed startups, worked as an employee in different companies and curated new ventures. Fetakart was born out of another venture, MotivPrints, which sold a large variety of custom designed and high-quality printed products such as visiting cards, office essentials, apparels, packaging and marketing material. At MotivPrints, Himanshu discovered the market for customized t-shirts in India but with very little knowledge of the business model or capabilities of leading players such as Bewakoof.com. The venture started struggling and faced several problems including high cost demands by manufacturers and lack of funding. Where did Fetakart go wrong? Was Fetakart born out of impulse? Did Himanshu have a viable business model for Fetakart? Complexity academic level The case can be discussed in the class of entrepreneurship at master’s level. It can also be used in entrepreneurship specialization course and strategic management elective(s) in the second year of post-graduation. The case can be particularly useful for young entrepreneurs associated as incubatees with a business incubator and for an executive development program related to new ventures. Supplementary materials Teaching Notes are available for educators only. Subject code CSS 3: Entrepreneurship.

Late!: 100% social

2020 ◽  
Vol 10 (1) ◽  
pp. 1-32
Author(s):  
Rodrigo Villalobos Araya
Keyword(s):  
Learning Outcomes ◽  
Business Model ◽  
Business Strategies ◽  
Graduate Courses ◽  
Content Type ◽  
Tissue Paper ◽  
Academic Level ◽  
Business Model Canvas ◽  
Toilet Paper ◽  
Environment Variables

Learning outcomes The learning outcomes are designing an empresarial strategy and considering different business strategies and environment variables. Case overview/synopsis On November of 2015, Eduardo Castillo, General Manager of Late! (B Corporation) programed a directory reunion in which he had to pose a proposal of strategic expansion and growth for the company for future years. A fine of October 2015 publicly revealed the collusion of the two large conglomerates of tissue paper in the Chilean market, with this situation Eduardo took advantage of the discomfort of the consumers and looked alternative brands, he evaluates the launching of a new product: toilet paper Late!. Eduardo had to present at the board meeting the backgrounds to decide the expansion and the strategic growth of the company, taking advantage of the collusion case of the toilet paper or continue their successful project of bottled water. Complexity academic level This case focuses primarily on the processes of social enterprise for undergraduate or graduate courses in social entrepreneurship, business model innovation, sustainability, strategic management, emerging markets and business in Chile. Also, this case is also ideal to teach the “business model canvas” and “B Corp.” Supplementary materials Teaching Notes are available for educators only. Subject code CSS 11: Entrepreneurship.

Uber Sub-Saharan Africa: contextual leadership for sustainable business model innovation during COVID-19

2020 ◽  
Vol 10 (3) ◽  
pp. 1-18
Author(s):  
Caren Brenda Scheepers ◽  
Jill Bogie
Keyword(s):  
Learning Outcomes ◽  
Business Model ◽  
Business Models ◽  
Corporate Strategy ◽  
Well Being ◽  
Sharing Economy ◽  
Sub Saharan Africa ◽  
Content Type ◽  
Academic Level ◽  
Sub Saharan

Learning outcomes The learning outcomes are as follows: to gain insight into the importance of location, in terms of spatial and temporal context and the capability of leadership to tune into and strategically adapt to context; to understand and explain the sharing economy and explain how the Uber business model fits into this new way of doing business; to evaluate how Uber South Africa has adapted its business model in the period of the COVID-19 crisis and discuss the nature of the business model innovations that is has made; and to understand business model for sustainability and how it differs from the general understanding of business models. Case overview/synopsis On 15 May 2020, Alon Lits, General Manager of Uber Africa was considering his dilemma of adapting their business model to the demands of COVID-19, without losing their core business model as a multi-sided technology platform business. Uber was asking their riders to stay home to ensure social distancing during the lockdown, rather than booking a ride with Uber. The question was how they could support their driver partners, while they were discouraging riders to make use of Uber. Uber had taken initiatives to create additional revenue streams for drivers. The case highlights how Alon Lits and his executive team prioritised the health and well-being of their Uber community and quickly adapted their technology to meet the evolving needs during the COVID-19 pandemic. They customised their offerings to the different needs in the seven Sub-Saharan Africa (SSA) countries in which they operated. Uber supported businesses by using the Uber-X sedan vehicles to deliver necessities like food, medicine and parcels to the frontline and poor communities. Uber globally offered their drivers in quarantine 14 days of financial assistance. Serving communities also involved offering free rides to women and children who were victims of domestic violence to get them to a safe space. The multi-sided platform technology business had to consciously adapt, to the “next normal” as the COVID-19 era evolved. Complexity academic level The case is most suitable for Post-Graduate Master’s level courses, MBA, MPhil in Corporate Strategy. Supplementary materials Teaching Notes are available for educators only. Subject code CSS: 11 Strategy.

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