scholarly journals Epidemiology of malaria in Khartoum, Sudan: a teaching case-study

2019 ◽  
Vol 33 ◽  
Author(s):  
Haitham Bashier ◽  
Elfatih Malik ◽  
Yousef Khader ◽  
Malak A Shaheen
Keyword(s):  
Teaching Case

Establishing a retro-marketing rental company

2018 ◽  
Vol 19 (2) ◽  
pp. 125-133
Author(s):  
Justin O’Brien
Keyword(s):  
Small Business ◽  
Contextual Information ◽  
New Ventures ◽  
Business Planning ◽  
Female Entrepreneurs ◽  
Service Concept ◽  
Teaching Case ◽  
Start Up ◽  
Management Students

‘Establishing a retro-marketing rental company: VW Kamper’ is a teaching case study primarily targeted for postgraduate and advanced undergraduate entrepreneurship, marketing and management students who are seeking to learn a range of small business start-up business planning and evaluation methods. The case draws theoretically on the brand revival characteristic framework of Brown, Kozinets and Sherry to consider the allure of renting a nostalgic Volkswagen (VW) campervan for a glamorous camping experience while relating some of the growing literature pertaining to the challenges faced by female entrepreneurs. The case provides financial and marketing contextual information to practically engage students with an intriguing and authentic motorhome rental service concept to help develop financial reasoning skills related to new ventures and risk.

Co-Writing and Cross-Cultural Networking

2018 ◽  
pp. 26-54
Author(s):  
Heather Steinmann ◽  
Ruslan T. Saduov
Keyword(s):  
Experiential Learning ◽  
Actor Network Theory ◽  
Cross Cultural ◽  
Graduate Level ◽  
Undergraduate Level ◽  
Teaching Case ◽  
Learning As A Process ◽  
Set Up ◽  
Us University

This chapter is a teaching case study which draws on Kolb's experiential learning model and Latour's Actor-Network theory, specifically, the ideas of learning as a process rather than as an outcome and of technological space as a cross-cultural network actor. The authors report on a collaboration between undergraduate-level students at a US university and graduate-level students at a Russian university within the Trans-Atlantic and Pacific Project originated to set up international academic collaborations. The chapter provides a theoretically grounded description of the project's successes and failures as well as guidance for teachers wishing to use experiential learning through networking as an instruction tool.

The Steinhoff signals: The role of responsible investing for asset managers

2020 ◽  
pp. 1-17
Author(s):  
Hendrik Jacobus Haasbroek ◽  
Geoff Bick ◽  
Stephanie Giamporcaro
Keyword(s):  
Corporate Governance ◽  
Boards Of Directors ◽  
Financial Analysis ◽  
Real Life ◽  
List Type ◽  
Responsible Investment ◽  
Teaching Case ◽  
Responsible Investing ◽  
Asset Managers

Subject area of the teaching case: The case can be used in the subject areas of finance and in particular investments, corporate governance, ESG, or responsible investments. It is suitable for students from all financial backgrounds, from a novice in the financial markets to an expert in finance. It is, however, expected that the class should have a sound fundamental grounding in financial analysis and valuations. The purpose of this case is to prepare students for future investments they would make in whatever capacity – whether in private or listed companies – and to prepare them for future roles on boards of directors. The examples of real-life events in this case study are used to prepare students for future similar situations in which they might find themselves. Student level: This teaching case is aimed at postgraduate students pursuing an MBA or a specialist Masters in a finance programme. This case can be used as a master class in corporate governance, investments, or responsible investments. This case is also suited for an executive education class in management. It is particularly relevant to a module that focusses on investments, corporate governance, ESG, or responsible investments. Brief overview of the teaching case: The case study chronicles meetings held on 8 November 2017 at a fictional South African asset manager, Active Investment Management (AIM). These meetings discuss the firm's investment in JSE-listed Steinhoff International Holdings. The case deals with the questions that active fund managers need to address when balancing financial analysis; environmental, social, and governance (ESG) analysis; portfolio management; and the need to comply with their fiduciary duty to clients. It also looks at the need for responsible investing in decision-making. Expected learning outcomes: The understanding of the assessment around the complexities of asset management when it comes to responsible investment. To determine why institutional investors should apply responsible investment principles when making investment decisions. An understanding of the evaluation of the unique roles of the three pillars of corporate governance, namely asset managers, auditors, and the board of directors. The ability to assess how to integrate financial analysis and ESG principles in making investment recommendations.

scholarly journals Behavioural economics and social economics: opportunities for an expanded curriculum

2019 ◽  
Vol 46 (8) ◽  
pp. 992-1003
Author(s):  
Paul Manning
Keyword(s):  
Business School ◽  
White Collar Crime ◽  
White Collar ◽  
School Curriculum ◽  
Behavioural Economics ◽  
Content Type ◽  
Teaching Case ◽  
School Pedagogy ◽  
Economic Understanding

Purpose The global financial crisis (GFC) undermined the legitimacy of orthodox economic assumptions, which nevertheless continue to frame business school pedagogy. In consequence, there is an opportunity for socio-economic insights to be more fully incorporated into the business school curriculum. This paper reports and reflects on a socio-economic case study that was delivered to MBA students. The purpose of this paper is to demonstrate that the developing literature on behavioural economics (BE) has the potential to enhance students’ social economic understanding of key areas of the curriculum. Design/methodology/approach The paper presents an inter-disciplinary socio-economic teaching case that was informed by insights from BE. The teaching case concerned a socio-economic understanding of corruption and white-collar crime. It was also inter-disciplinary to include inputs from business history and criminology. The aim of the teaching case was to develop an appreciation among students that corruption and white-collar crime can be analysed within a social economics lens. Findings The teaching case example discussed in this paper offered an alternative socio-economic understanding to core areas of the MBA curriculum, enabling students to apply a behavioural economic approach to corruption and more generally to white-collar crime. The findings derived from this case study are that behavioural economics has the potential to enhance the teaching of socio-economics. Practical implications The GFC presents an opportunity to re-shape the business school curriculum to acknowledge the centrality of socio-economics and consequently to offer an alternative to the dominant ontological assumptions – taken from the economic understanding of rationality – that have previously under-pinned business school pedagogy. Originality/value The originality of this paper is to apply BE to a socio-economic teaching case studies in core subject areas of the MBA curriculum.

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