SOUTH ASIAN JOURNAL OF BUSINESS AND MANAGEMENT CASES, Volume 8 Number 3 December 2019

Volume8Number3December2019
Volume 8 Number 3
December 2019
SOUTHASIANJOURNALOFBUSINESSANDMANAGEMENTCASES
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ISSN 2277–9779
CONTENTS
Editorial
Innovations in Business Schools: Strategy to Remain Relevant
Ajoy Kumar Dey
Cases
Board Room Simulation Game Helps Strategic Management Course
Jayshree Suresh
Attracting Students to the Classroom With Innovative Pedagogies
Nirankush Dutta, Anil Bhat, Kumar Sankar Bhattacharya
and Jayashree Mahesh
The Path Towards Becoming a Socially Responsible Business
School—The Case of Canara Bank School of Management Studies India
Wolfgang C. Amann and Shiv K. Tripathi
Molding Conscious Leaders
Madhavi Lokhande, Ernest R. Cadotte and Bindu Agrawal
Teaching Ethics to Future Managers: Encouraging and Discouraging Impulses
Damini Saini
Harnessing Creativity at Kings & Company
Somonnoy Ghosh and Bhupen K. Srivastava
Churning the Best Performer from the Last Performer! A Case Study on Innovations in B-Schools
Filomina P. George
Theatre that Enthrals, Engages and Educates: An Artistic Pedagogical Tool
Agna Fernandez and Francis David Kullu
Eliminating Thought Boundaries Through Fiction Movies and Books
Subhajit Bhattacharya and Subrata Chattopadhyay
Empowering Leadership in a University Spin-off Project: A Case Study of Team Building
Pauli Turunen and Esa Hiltunen
SOUTH ASIAN
JOURNAL OF
BUSINESS AND
MANAGEMENT
CASES
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South Asian Journal of
Volume 8 Number 3 December 2019 Business and Management Cases

Aims and Scope
South Asian Journal of Business and Management Cases (SAJBMC) is a peer-reviewed, tri-annual journal of
Birla Institute of ManagementTechnology,Greater Noida (India).The journal aims to provide a space for
high-quality original research or analytical cases, evidence-based case studies, comparative studies on
industry sectors, products, and practical applications of management concepts. The journal likes to
publish problem-solving, decisional and applied types of cases. Such cases must have linkage with theory,
at least one dilemma (also known as case issue) and a protagonist around whom the case issue will
revolve. Publication of pure research, applied research and field studies with empirical data do not fall
under the domain of SAJBMC. Fictitious cases are not welcome.
Theory linked cases
South Asian Journal of Business and Management Cases accept only such cases that are linked with
theory. Each case published in the journal should help a faculty to cover either a theoretical concept or
a framework or a model with the help of the case.
Teaching Note is not published
Please do not submit a teaching note. It is not published.The two essential information elements con-
tained in a teaching note: the link to theory and case questions must be integrated into the main body
of the case. Brief references of seminal type should be cited without indulging in a detailed literature
review.
The positioning of the journal
SAJBMC aspires to be known as a case focused research journal which
1. Publishes FRESH cases from South Asia
2. Selects cases with THEORETICAL LINKAGE to the concept, framework or model
3. Reviews cases with an approach to IMPROVE rather than to reject
4. Provides support to CONNECT with THEORY
5. Responds QUICKLY: Revolving Door Desk review within 3–4 weeks and Transparent Peer
review within 3–4 months
In short, SAJBMC is a bouquet of theory linked fresh cases from South Asia.

Founding Editor
(Late) G D Sardana Birla Institute of ManagementTechnology, Greater Noida, India
Editor
A K Dey Birla Institute of ManagementTechnology, Greater Noida, India
EDITORIAL BOARD
Anna-Maija Lämsä Professor of Human Resource Management, School of Business and Economics, Jyväskylä
University, Finland
Narumon Saardchom Associate Professor (Finance), NIDA Business School, National Institute of
Development Administration, Bangkok,Thailand
Sununta Siengthai Professor, School of Management,Asian Institute ofTechnology, Klong Luang, Pathumthani,
Thailand
EDITORIAL TEAM
Nimisha Singh Birla Institute of ManagementTechnology, Greater Noida, India
Veenu Sharma Birla Institute of ManagementTechnology, Greater Noida, India
Archana Shrivastava Birla Institute of ManagementTechnology, Greater Noida, India
Ruchi Misra Birla Institute of ManagementTechnology, Greater Noida, India
ADVISORY EDITORIAL BOARD: PATRON
Harivansh Chaturvedi Director, Birla Institute of ManagementTechnology, Greater Noida, India
ADVISORY EDITORIAL MEMBERS
Sushil. Indian Institute ofTechnology, Delhi, India
Jashim Uddin Ahmed School of Business and Economics, North South University, Dhaka, Bangladesh
Noor Azizi Ismail OthmanYeop Abdullah Graduate School of Business, Universiti Utara Malaysia, Kedah,
Malaysia
Tahir Ali Facuty of Management and Administrative Sciences, University of Karachi, Karachi, Pakistan
Meena Bhatia Birla Institute of ManagementTechnology, Greater Noida, India
VenkatYanamandram University ofWollongong,Australia
Alexander Brem School of Business and Economics, Friedrich-Alexander University of Erlangen-Nuremberg,
Nuremberg, Germany
SarathW S B Dasanayaka Faculty of Engineering, University of Moratuwa, Moratuwa, Sri Lanka
Roland E Livingston School of Business and Management, DanielWebster College, Nashua, USA
Dhruba Gautam Tribhuvan University, Kathmandu, Nepal
Angappa Gunasekaran School of Business and Public Administration, California State University,
Bakersfield, USA
Abbas J Ali Eberly College of Business and InformationTechnology, Indiana University of Pennsylvania,
Indiana, USA
Omar Abdull Kareem Sultan Idris Education University,Tanjung Malim, Malaysia
Business and Management Cases

P A P Samantha Kumara Faculty of Management and Finance, University of Ruhuna, Sri Lanka
Hanna Lehtimaki University of Eastern Finland, Finland
Iijima Masaki Aichi Gakuin University, Nagoya, Japan
Theodore OWallin Graduate School of Business, Sejong University, Seoul, Korea
Leo Paul Dana University of Canterbury, New Zealand
Yvon Pesqueux CNAM (Conservatoire National des Arts et Metiers), Paris, France
Arunaditya Sahay Birla Institute of ManagementTechnology, Greater Noida, India
Deepak Khazanchi Associate Dean forAcademic Affairs, University of Nebraska, Omaha, USA
Utpal Chatopadhyay Associate Professor, NITIE, Mumbai, India
Anuj Sharma Birla Institute of ManagementTechnology, Greater Noida, India
Gary Stockport University ofWestern Australia,Perth,Australia
Mustaghis-ur-Rehman Management Science Department, Bahria University, Karachi, Pakistan
AnupamVarma Birla Institute of ManagementTechnology, Greater Noida, India
EricViardot EADA, C/Aragó, Barcelona, Spain
JohnWalsh RMIT International University, Hanoi,Vietnam

Volume 8 Number 3 December 2019 Business and Management Cases
Contents
Editorial
Innovations in Business Schools: Strategy to Remain Relevant 229
Ajoy Kumar Dey
Cases
Board Room Simulation Game Helps Strategic Management Course 232
Jayshree Suresh
Attracting Students to the Classroom with Innovative Pedagogies 241
Nirankush Dutta, Anil Bhat, Kumar Sankar Bhattacharya and Jayashree Mahesh
The Path Towards Becoming a Socially Responsible Business School: The Case
of Canara Bank School of Management Studies India 251
Wolfgang C. Amann and Shiv K. Tripathi
Molding Conscious Leaders 262
Madhavi Lokhande, Ernest R. Cadotte and Bindu Agrawal
Teaching Ethics to Future Managers: Encouraging and Discouraging Impulses 276
Damini Saini
Harnessing Creativity at Kings Company 287
Somonnoy Ghosh and Bhupen K. Srivastava
Churning the Best Performer from the Last Performer! A Case Study on
Innovations in B-Schools 303
Filomina P. George

Theatre that Enthrals, Engages and Educates: An Artistic Pedagogical Tool 312
Agna Fernandez and Francis David Kullu
Eliminating Thought Boundaries Through Fiction Movies and Books 324
Subhajit Bhattacharya and Subrata Chattopadhyay
Empowering Leadership in a University Spin-off Project: A Case Study of
Team Building 335
Pauli Turunen and Esa Hiltunen
Visit journals.sagepub.com/home/bmc
Free access to tables of contents and abstracts.

Editorial
Innovations in Business Schools:
Strategy to Remain Relevant
In an era of rapid changes that are reshaping the way we live, think, interact and form a community, it is
expected that the business schools, responsible for preparing tomorrow’s leaders, will be hotbeds of
innovative ideas and processes. Every professor would be keen to help students to remain on top by
adopting innovative ways of envisioning and encountering the situation. Paradoxically, the ground reali-
ties are opposite. Except for few business schools ranked at the very top few strata, who could sharpen
their innovative edges, rest are finding it difficult to face competition because they failed to build their
points of differentiation. They failed to innovate. As a result, at least in India, a large number of business
schools are facing extinction.
Action learning, superior industry connects, offering a wide choice of courses to students, stress on
entrepreneurship, innovation, sustainability and corporate social responsibility (CSR) courses are used
by some of the top B-schools to differentiate which others find difficult to imitate.
Professor Michael Powell had said ‘There is a clear need for innovative management education prac-
tices that use experiential learning opportunities to ensure the next cohorts of business managers can
operate in a contemporary, dynamic and complex business environment’.
Professor Gary Hammel echoed ‘Innovation is the only insurance against irrelevance’.
The term innovation refers to the implementation of a new or significantly improved product, service
or process that meets/exceeds customers’ needs at an affordable price. Examples include mobile phones
with geographic information system (GIS) map capabilities, digital marketing methods (social media)
and new organizational methods in business practices such as open innovation and so forth.
Management education badly needs effective innovations of scale that can help produce the needed
high-quality learning outcomes across the system. The primary focus of educational innovations should
be on teaching and learning theory and practice, as well as on the learner, parents, community, society
and its culture. Technology applications need a solid theoretical foundation based on purposeful, sys-
temic research and sound pedagogy. One of the critical areas of research and innovation can be cost and
time efficiency of the learning.
Innovations in business education are regarded, along with the education system, within the context
of a societal super system demonstrating their interrelations and interdependencies at all levels. Raising
the quality and scale of innovations in business education will positively affect education itself and ben-
efit the whole society.
Among the many components of management education, perhaps curriculum is the most important
input that holds the potential of producing an impact on the lives of students that may last much longer.
The special issue 8.3 of December 2019 is the manifestation of the editorial efforts of showcasing cases
focused on innovations in B-schools. As expected, 9 out of 10 cases dwelled on innovation in content,
structure and delivery of curricula. In every case, the authors have explicitly stated the innovative idea,
8(3) 229–331, 2019
© 2019 Birla Institute of Management Technology
Reprints and permissions:
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DOI: 10.1177/2277977919881262
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230 South Asian Journal of Business and Management Cases 8(3)
followed by the engagement tactics deployed for all stakeholders and rounded up the case by discussing
the impacts produced. This format should help others in implementing innovative ideas in their respec-
tive B-schools.
In the opening case Board Room Simulation Game Helps Strategic Management Course, Jayshree
Suresh shares her experience of using simulation method to inculcate in participants the interpersonal
relationship, collaborative and integrated approach, experiential base and business acumen skills. The
simulation was favoured over the case method and projects.
The next case about Attracting Students to the Class Rooms authored by Nirankush Dutta, Anil Bhat,
Kumar Sankar Bhattacharya and Jayashree Mahesh deals with the problem of students staying away
from classes because there is no compulsion to maintain minimum attendance. Through innovative
experimental design, the faculty members have strived to use andragogy, which has made the content of
the courses more relatable and, hence, more retainable for their students in the long run. The approach
was found to be successful in attracting students to classes.
In the third case titled The Path Towards Becoming a Socially Responsible Business School, authors
Wolfgang C. Amann and Shiv K. Tripathi place before the readers the innovative way of integrating
social responsibility issues in a management curriculum to create distinction.
In the next case—Molding Conscious Leaders—Madhavi Lokhande, Ernest R. Cadotte and Bindu
Agrawal raise an alarm saying in an era of continuous erosion of natural resources, due to the progress
of mankind and excessive focus on creating value for shareholders, doing business following the path of
conscious capitalism may create a competitive edge. The challenge is to sensitize the mindset of young
management students to mould them as conscious leaders.
Management educators are at a loss when it comes to selecting an effective method for delivery of eth-
ics course. Damini Saini in her case Teaching Ethics to Future Managers that follows focuses upon the
gap between the ideal and current statuses of ethics education following different pedagogies used. In this
study, a qualitative analysis has been used where students were interviewed in-depth via a semi-structured
interview to collect the data. The study will help to gain deeper insights into the factors that encourage or
discourage students from learning ethics and value courses, particularly in the university system.
The sixth case titled Harnessing Creativity at Kings Company, written by Somonnoy Ghosh and
Bhupen K. Srivastava attempts to unravel before the readers the behavioural underpinnings associated with
the introduction of an employee suggestion scheme in a large manufacturing firm and its creative
resolution.
In the case Churning the Best Performer from the Last Performer! author Filomina P. George shares
her experiences of a transformation process branded as Integrated Managerial Learning Programme
which has been successfully running for the past many years at her business school. Passing through the
churn, many ‘last performers’ got transformed into best performers.
In the next case Theatre that Enthrals, Engages and Educates: An Artistic Pedagogical Tool, the
authorsAgna Fernandez and Francis David Kullu test the effectiveness of theatre in the delivery of human
resource management and organizational behaviour courses. The impact of learning through theatre was
assessed, and the results clearly indicated greater preference and impact of learning through theatre.
Realizing that case study method is having its limitations in solving managerial problems with creativ-
ity,confiningthelearningtoitsboundaries,ismechanisticandunemotionalbydesign,SubhajitBhattacharya
and Subrata Chattopadhyay, in the case Eliminating Thought Boundaries Through Fiction Movies and
Books, incorporated fiction movies and storybooks to tinker young minds with favourable results.

Editorial 231
In the tenth and the last case titled Empowering Leadership in a University Spin-off Project: A Case
Study of Team Building, authors Pauli Turunen and Esa Hiltunen explore university spin-off (USO) team
building from leadership and entrepreneurship perspectives. The study sheds light on a USO team mem-
ber’s view of team building, examining the inherent tensions and challenges, and also the best practices,
of team building in general.
We hope that the management faculty will find these approaches useful and experiment with these
and some more innovative ideas. There could be many aspects, which may require improvements. We
will wait for your feedback at ak.dey@bimtech.ac.in.
Ajoy Kumar Dey
Editor

Board Room Simulation
Game Helps Strategic
Management Course
Jayshree Suresh1
Abstract
Loyola Institute of Business Administration (LIBA), a premier management teaching institute in South
India, wanted to shift the focus from teaching to learning. Learning by performing an activity or by doing
work helps in managerial skill development. The objective was to make the participants learn through
collaborative and integrated methods for holistic management education. A method that has the com-
ponents of interpersonal relationship, collaborative and integrated approach, experiential base and
business acumen will serve the purpose. Considering this, teaching through cases, projects and simula-
tions were examined. Due to the advantages of simulation over the other learning methods, the faculty
introduced the ‘simulation game in strategic management’ course in LIBA. The course had a blend of
cases, projects and a simulation game. This case will focus on the simulation game and describe how
the ‘The board room simulation game’ was played in the class for the strategic management course. It
will also examine and analyse the impact of the initiative on the participants in terms of interpersonal,
collaborative, experiential, integration, and business acumen learnings. To assess the impact of simu-
lation game, data on the skills of the participants were collected before, after and during the game.
A 5-point scale was used to get the data on the five dimensions through a questionnaire. The analysis of
the assessment on the learning’s found that the impact on business acumen was significant.
Keywords
Collaborative learning, innovation, integrated learning, simulation game
Case
8(3) 232–240, 2019
DOI: 10.1177/2277977919860274
Disclaimer: This case is written for classroom discussion and is not intended to illustrate either effective or ineffective handling
of an administrative situation, or to represent successful or unsuccessful managerial decision-making, or endorse the views of the
management. The views and opinions expressed in this case are those of the authors and do not necessarily reflect the official
policy or position of South Asian Journal of Business Management Cases.
1
Loyola Institute of Business Administration, Chennai, India.
Corresponding author:
Jayshree Suresh, Loyola Institute of Business Administration, Chennai, Tamil Nadu 600034, India.
E-mail: jayshree.suresh@liba.edu

Attracting Students to the
Classroom with Innovative
Pedagogies
Nirankush Dutta1
Anil Bhat1
Kumar Sankar Bhattacharya1
Jayashree Mahesh1
Abstract
One of the significant challenges of teaching Master’s in Business Administration (MBA) courses lies
in the dynamic nature of the programme itself where the only constant is the change. Hence, the
main pedagogical aim in such a programme is teaching students how to continuously learn, unlearn
and relearn in a lifelong fashion. There are multiple factors that hinder the learning outcomes of many
offered courses in an MBA programme. At Birla Institute of Technology and Sciences (BITS) Pilani, the
challenge is enhanced somewhat as the student population pursuing an MBA degree is mostly from
an engineering background. Moreover, the institutional regulations do not disqualify students from
appearing in any evaluation based on their attendance in the class. Thus, teachers have to incorporate
an innovative approach to their teaching style for attracting students to the classrooms.
Keywords
Higher education, management, MBA, millenial, pedagogy, BITS Pilani
Introduction
The recent accolade of an ‘Institute of Eminence’ for Birla Institute of Technology and Sciences (BITS)
Pilani has acknowledged the enhanced pedagogical practices along with research and innovation that
have made it a brand name to reckon with. The traditional methods of learning in a Master’s in Business
Administration (MBA) classroom are through lectures, presentations, project reports, assignments, role
Case
8(3) 241–250, 2019
DOI: 10.1177/2277977919860275
1
Birla Institute of Technology Science, Pilani, India.
Nirankush Dutta, Birla Institute of Technology Science, Pilani, Rajasthan 333031, India.
E-mail: nirankush.dutta@pilani.bits-pilani.ac.in

The Path Towards Becoming
a Socially Responsible Business
School: The Case of Canara
Bank School of Management
Studies India
Wolfgang C. Amann1
Shiv K. Tripathi2
Abstract
Past two decades have witnessed significant increase in social responsibility mainstreaming in businesses.
Consequently, business schools across the globe are increasingly adopting and mainstreaming social
responsibility agenda in business education curriculum. Some of the business schools have brought
interesting innovations in integrating social responsibility issues at different levels. The case explores
and analyses the challenges and opportunities faced by one of the largest public university affiliated
business schools in Bangalore with regard to properly integrating sustainability in next generation
management education. The case also analyses the contextual issues in transferring learning across UN
Principles for Responsible Management Education (PRME) signatory business schools in a given context.
The article is based on a field research as well as a review of secondary data.
Keywords
Business, education, management, principles for responsible management education (PRME),
sustainability
Case
8(3) 251–261, 2019
DOI: 10.1177/2277977919860281
1
HEC Paris, Paris, France.
2
Chandigarh University, Mohali, India.
Wolfgang C. Amann, HEC Paris, 78351 Jouy-en-Josas, France.
E-mail: amann@hec.fr

Molding Conscious Leaders
Madhavi Lokhande1
Ernest R. Cadotte2
Bindu Agrawal3
Abstract
Innovation in education is important for developing the next generation of business leaders who also
have to be innovators, creative thinkers and managers who will be more responsible towards society.
The role of a company is to serve other stakeholders such as staff, clients, suppliers and society besides
increasing the wealth of shareholders. In an era of continuous erosion of natural resources due to the
progress of mankind, doing business following the path of conscious capitalism may create a competi-
tive edge. The challenge is to orient the mindset of management students to mold them as conscious
leaders.
In 2009, Dr. Raj Sisodia and Conscious Capitalism Inc. asked Dr. Ernie Cadotte to create a new
simulation to illustrate and reinforce the key tenets of the Conscious Capitalism movement.
Business managers have a broad variety of conflicting issues to deal with, including product
sustainability and reliability, environmental concerns, employee morale and corporate responsibility.
The challenge for Cadotte and Sisodia was to develop a new pedagogy for learning to manage a full-
enterprise business while addressing the conscious opportunities, situations and problems. In 2011,
Cadotte created a game (Conscious Capitalism in the Marketplace) that simulates the challenges a business
manager has to face in today’s world. It is a ‘unique pedagogy’ and an innovative teaching practice that
works on the ‘learning-by-doing’ method. This article will be an evidence-based case study of that
simulation and its use with the next-generation managers.
Case
8(3) 262–275, 2019
DOI: 10.1177/2277977919860282
1
We School, Bangalore, India.
2
Fisher Professor of Innovative Learning, University of Tennessee, USA.
3
Professor, Entrpreneurship, IILM University, Gurugram, Haryana, India.
Madhavi Lokhande, WeSchool, Bangalore, Karnataka 560100, India.
E-mail: madhavi.lokhande@welingkar.org

Teaching Ethics to Future
Managers: Encouraging and
Discouraging Impulses
Damini Saini1
Abstract
Nowadays, management institutions are including an ethics course in their curriculum globally, which is
focused upon inculcating the value set in an individual. Therefore, it makes an important point that the
students must comprehend the worth of the course and they must take it as an opportunity to cultivate
values, which should be a prospect not despondent. Thus, to improve the impact of ethical education,
and to accelerate the quality of management education, this offers a deliberation of inferences of
demands of the questions of quality instructors and pedagogy of ethical education. The study focuses
upon the gap between the ideal and current status of ethics education following different pedagogy. In
this study, a qualitative analysis has been used where students were interviewed in depth via a semi-
structured interview to collect the data. The study will help to gain deeper insights into the factors that
encourage or discourage students from learning ethics and value courses, particularly in the university
system.
Keywords
Ethics, ethics course higher education, India, teaching
Introduction
It has been two decades since business ethics and value-based management has become the most talked
about in conferences, meetings and colloquiums. Researchers, academicians and strategists in the domain
of education are trying to include values in different educational systems and the management domain is
Case
8(3) 276–286, 2019
DOI: 10.1177/2277977919860283
1
Institute of Management Sciences, University of Lucknow, Lucknow, India.
Damini Saini, Institute of Management Sciences, University of Lucknow, Lucknow, Uttar Pradesh 226007, India.
E-mail: daminisaini01@gmail.com

Harnessing Creativity at
Kings Company
Somonnoy Ghosh1
Bhupen K. Srivastava2
Abstract
What started as a potentially valuable initiative at Kings Company was threatening to degenerate into
a routine system of rewarding a handful of employees who were brave and lucky enough to get their
suggestions pass through multiple gates of evaluation. The company is in the business of manufacturing
and selling home appliances in the Indian market. Its financials bear evidence of its success as a business.
The CEO, Prakash Parekh, believed in the creative potential of individual employees and wanted to
harness it to create sustainable value for the company. He, therefore, conceived of and implemented an
employee suggestion scheme (ESS) whereby each employee could give suggestions to improve aspects
related to his/her area of work, operations and business. The case describes how the ESS at Kings
Company has evolved from 2013, when it was initiated, till 2017. These changes are juxtaposed with
a steady decline in employee satisfaction during the same period. Worried with such a trend, Parekh
asks Uday Gupta, GM Human Resources, to review the ESS and recommend further changes, including
dropping it altogether.
Keywords
Creativity, employee suggestion scheme, employee satisfaction
Case
8(3) 287–302, 2019
DOI: 10.1177/2277977919860284
1
Birla Institute of Management Technology (BIMTECH), Greater Noida, India.
2
International Management Institute, Qutab Institutional Area, New Delhi, India.
Somonnoy Ghosh, Birla Institute of Management Technology (BIMTECH), Plot No. 5, Knowledge Park-II, Greater Noida, Uttar
Pradesh 201306, India.
E-mail: somonnoyghosh@gmail.com

Churning the Best Performer
from the Last Performer!
A Case Study on Innovations
in B-Schools
Filomina P. George1
Abstract
Delivering quality business education in a complex and dynamic world is a major challenge for any
Business School (B-School). It calls for constantly innovating new methods to entice, engage and enrich
the learning experience of the students who go through a B-School programme. By meaningfully
integrating such methods into the curriculum along with fulfilling the academic requirements leaves a
longstanding impression on the learner. The Integrated Managerial Learning Program, branded as IMLP,
is one such innovative method, which has stood the test of time easing out the transformation process
during the two years tenure of the postgraduate programme in management. The following case
describes the testimony of how IMLP has survived the dynamics of the changing world, transforming
the last performer into the best performer, thus leaving a lasting impression on the students through a
co-curricular activity, which is cherished by them at their workplaces and in almost every alumni meet.
Keywords
B-Schools, innovation, integrative, learning, management education
Over the past decade, Management Education in India has taken a different turn whereby a Master of
BusinessAdministration (MBA) or an equivalent degree is looked at by many as a gateway to a rewarding
Case
8(3) 303–311, 2019
DOI: 10.1177/2277977919860285
management. The views and opinions expressed in this case are those of the author(s) and do not necessarily reflect the official
1
SCMS Cochin School of Business, Cochin, India.
Filomina P. George, SCMS Cochin School of Business, Cochin, Kerala 683106, India.
E-mail: filomina@scmsgroup.org

Theatre that Enthrals, Engages
and Educates: An Artistic
Pedagogical Tool
Agna Fernandez1
Francis David Kullu1
Abstract
Theatre in education is a student-centred pedagogical tool. It provides learning opportunities, which
are powerful emotionally and cognitively. This case study portrays the manner in which Dr Bennis uses
different forms of theatre to teach subjects in the field of human resource management and organiza-
tional behaviour. Through a collaborative venture with a theatre group headed by Mr V. Balakrishnan,
students enjoy, live and learn the subject, which would not be possible in a traditional, lecture-based
classroom. The impact of learning through theatre was assessed, and the results clearly indicated
greater preference and impact of learning through theatre. In courses of study, involving human inter-
actions, theatre helps the learner to channel their energy and excitement into a structured environ-
ment. By enabling learners to become engaged as thinkers, a passive learning system is transformed into
an active embodiment of true knowledge generation. As a teaching innovation, it seems to have gone
beyond engagement to establish a new kind of consciousness towards the application of the subject
taught. Its success shattered the myths of its approach and established its appeal and relevance. For
Dr Bennis, it was time to look forward to times that are more theatrical.
Keywords
Artistic, pedagogy, teaching innovation, theatre
Case
8(3) 312–323, 2019
DOI: 10.1177/2277977919860295
1
Loyola Institute of Business Administration, Chennai, India.
Agna Fernandez, Loyola Institute of Business Administration, Chennai, Tamil Nadu 600034, India.
E-mail: agna.fernandez@liba.edu

Eliminating Thought
Boundaries Through Fiction
Movies and Books
Subhajit Bhattacharya1
Subrata Chattopadhyay2
Abstract
The case study pedagogy over the years led to its essence in effective learning with real-life situations,
logical progression and data-driven analysis in solution optimization. However, it is has its limitations
in solving managerial problems with creativity. It confines the learning to its boundaries, is mechanistic
and unemotional by design. It does not unfold limitless interpretation while merging creativity and
innovation with out-of-the-box thinking. A differentiated session offering led to incorporating fiction
movies and books to tinker young minds with a plethora of thought rainbows. The essence of the
unconventional mode of group learning resulted in linkage of marketing theories to fiction, taking the
interpretations to a pleasure voyage. The philosophical perspective with high engagement moves from
literary subjectivity to profound management objectivity. This article depicts that experimentation with
differentiated pedagogy can generate better learning outcomes which can create an effective impact for
management students in creative thinking and wiser decision-making.
Keywords
Pedagogy, marketing pedagogy, innovation in teaching, student engagement, augmented learning
Introduction
Management teaching or MBA courses can be understood as the connection point for imparting a set of
knowledge, skills, values and professional ethics to budding management professionals (Elmuti, 2004).
Case
8(3) 324–334, 2019
DOI: 10.1177/2277977919876731
policy or position of South Asian Journal of Business and Management Cases.
1
Management Development Institute, Murshidabad, West Bengal, India.
2
The University of Engineering and Management, Kolkata, West Bengal, India.
Subhajit Bhattacharya, Management Development Institute, Murshidabad, Sakim-Katnai, Kulori, Raghunathganj, Murshidabad,
West Bengal 742235, India.
E-mail: sbhattacharya@mdim.ac.in

Empowering Leadership in a
University Spin-off Project:
A Case Study of Team Building
Pauli Turunen1
Esa Hiltunen1
Abstract
This case study explores university spin-off (USO) team building from leadership and intrapreneurship
perspectives. The study sheds light on a USO team member’s view of team building, examining the
inherent tensions and challenges, but also the best practices of team building in general. Thus, the case
is based on narrative study and evocative autoethnography, providing knowledge from an insider´s
perspective of USO team building and also team leadership, especially for supporting intrapreneurship.
The intrapreneurship allows an employee to act like an entrepreneur—in this case, within a USO
project team. Instead of considering team building as a completely rational process, the case stresses
the need to take into account soft aspects, like emotions, in USO team building. This case study should
assist other innovative teams in the future to process narratively different factors, relationships and
team behaviour within innovation project teams.
Keywords
Empowerment, emotions, intrapreneurship, narrative study, team building, university spin-off
Introduction
In recent decades, an increasing number of studies have examined questions relating to university spin-
offs’ (USOs’) development, growth and performance (Mathisen Rasmussen, 2019). Universities
increasingly support the creation of spin-offs to commercialize their research results. Alongside teaching
Case
8(3) 335–349, 2019
DOI: 10.1177/2277977919876734
policy or position of South Asian Journal of Business and Management Cases.
1
Business School, University of Eastern Finland, Kuopio Campus, Finland.
Pauli Turunen, University of Eastern Finland, Yliopistonranta 1, 70210 Kuopio Campus, Finland.
E-mail: pauli.turunen@uef.fi

Volume8Number3December2019
Volume 8 Number 3
December 2019
SOUTHASIANJOURNALOFBUSINESSANDMANAGEMENTCASES
find this journal online
at http://journals.sagepub.com/home/bmc
ISSN 2277–9779
SOUTH ASIAN
JOURNAL OF
BUSINESS AND
MANAGEMENT
CASES

SOUTH ASIAN JOURNAL OF BUSINESS AND MANAGEMENT CASES, Volume 8 Number 3 December 2019

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