CASE RESEARCH JOURNALOUTSTANDING TEACHING CASES GROUNDED IN RESEARCH

SPECIAL ISSUE EDITORSBRENT DAVID BEALGINA GRANDYCHARLES MOSSMAN

EXECUTIVE EDITORJOHN J. LAWRENCE

PUBLISHED BY THE NORTH AMERICAN CASE RESEARCH ASSOCIATION

IN PUBLICATION SINCE 1980

VOLUME 37 ISSUE 3

SUMMER 2017ABSTRACTS ONLY

Outstanding Teaching Cases Grounded in Research

Volume 37 Issue 3 Summer 2017

Special Issue of Short Cases

Case Research Journal

Published by the

North American Case Research Association

Special Issue Editors

Brent D. Beal Gina Grandy Charles Mossman

University of Texas at Tyler University of Regina University of Manitoba

John J. Lawrence, Executive Editor University of Idaho

Copyright © 2017 by North American Case Research Association, Inc. (NACRA) All rights reserved. Further reproduction by any means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system must be arranged with the individual copyright holders noted. Published quarterly by North American Case Research Association, Inc. Cover design, Lisa Fahey, originables.com. NACRA membership for individuals is US $50. To join, register and pay online at: https://www.nacra.net/members/index.php5 POSTMASTER: Please send address corrections to: North American Case Research Association Lynn Southard, Assistant Editor Case Research Journal 7561-A Suffield Road Stokesdale, NC 27357 Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 ISSN 2328-5095 ISBN: 978-0-9989176-3-4

Editor

John J. Lawrence University of Idaho

Special Issue Guest Editors

Brent D. Beal Gina Grandy Charles Mossman

University of Texas at Tyler University of Regina University of Manitoba

Associate Editors

Gina Grandy University of Regina

Gerald M. Myers Pacific Lutheran University

Linda E. Swayne University of North Carolina Charlotte

Assistant Editor

Lynn L. Southard

University of North Carolina Greensboro

Editorial Board

William A. Andrews, Stetson University Chi B. Anyansi-Archibong, NC A&T State University Mary Barrett, University of Wollongong Chris Bart, The Directors College Brent D. Beal, University of Texas at Tyler Karen Boroff, Seton Hall University Lew G. Brown, U. of North Carolina at Greensboro Alva Butcher, University of Puget Sound James J. Carroll, Georgian Court University Neil G. Cohen, George Washington University Carolyn Conn, St. Edwards University Carol Cumber, South Dakota State University Steven M. Dawson, University of Hawaii Timothy W. Edlund, Morgan State University Lisa Eshbach, Ferris State University Deborah R. Ettington, The Pennsylvania State U. Caroline M. Fisher, University of Missouri – Rolla Josep Franch, ESADE Business School John E. Gamble, Texas A&M Corpus Christi Richard Ghiselli, Purdue University Armand Gilinsky, Sonoma State University Janis Gogan, Bentley University Peter Goulet, University of Northern Iowa Randall Harris, Texas A&M Corpus Christi Sean Hennessey, University of Prince Edward Island Cynthia Ingols, Simmons College Lynn A. Isabella, Darden School of Business Ronald Kamin, ISC Paris School of Management James Kennelly, Skidmore College

Anwar Khurshid, Lahore University of Mgmt. Sciences Mitch Langbert, Brooklyn College Anne T. Lawrence, San Jose State University Nancy Levenburg, Grand Valley State University Lynda Livingston, University of Puget Sound Robert MacDonald, Crandall University H. F. (Herb) MacKenzie, Brock University John F. Mahon, University of Maine Thomas R. Miller, University of Memphis Charles Mossman, University of Manitoba Vijaya Narapareddy, University of Denver Margaret J. Naumes, University of New Hampshire William Naumes, University of New Hampshire Kay Palan, University of Alabama Susan D. Peters, University of North Carolina Pembroke Debapratim Purkayastha, IBS Hyderabad Woodrow Richardson, University of Mary Washington David W. Rosenthal, Miami University Kathryn Savage, Northern Arizona University Colleen Sharen, Bresica University College Jeff Shay, Washington & Lee University Susan Sieloff, Northeastern University Javier Silva, IAE Business School, Universidad Austral Ram Subramanian, Stetson University Marilyn L. Taylor, University of Missouri–Kansas City Gerald Weinstein, John Carroll University Michael F. Welsh, University of South Carolina Susan White, University of Maryland Joan Winn, University of Denver

NACRA Officers 2016–2017 EXECUTIVE COMMITTEE AND BOARD OF DIRECTORS

President John Gamble Texas A&M University - Corpus Christi

Vice President, Case Marketing Susan Sieloff Northeastern University

Immediate Past President Randall Harris Texas A&M University - Corpus Christi

Vice President, Membership Brent D. Beal University of Texas at Tyler

Co-Presidents - Elect Kathryn Savage Northern Arizona University

Vice President, Communications Lisa Eshbach Ferris State University

and Jeffrey P. Shay Washington & Lee University

Secretary/Treasurer A. Kay Guess Samford University

Vice-President Programs Chris Cassidy Sam Houston State University

Editor, Case Research Journal John Lawrence University of Idaho

Vice-President Programs-Elect Open

REPRESENTATIVES OF REGIONAL AND AFFILIATED ORGANIZATIONS

Canada Gina Grandy University of Regina Mexico (ALAC) Adriana Ramirez Rocha Tecnológico de Monterrey Eastern U.S. (CASE) William Naumes University of New Hampshire (Retired) Southeastern U.S. (SECRA) Susan Peters Francis Marion University Southwestern U.S. (SWCRA) Joe Kavanaugh Sam Houston State University Society for Case Research (SCR) Craig Davis Ohio University

Western U.S. (WCA) Michael Valdez Fort Lewis College Directors at Large Gina Grandy University of Regina Joe Kavanaugh Sam Houston State University U. Srinivasa Rangan Babson College Advisory Council Chair William Naumes University of New Hampshire (Retired) Advisory Council Vice-Chair Tim Edlund Morgan State University

Case Research Journal Editorial Policy North American Case Research Association (NACRA)

CASE CONTENT

Case Research Journal (CRJ) publishes outstanding teaching cases drawn from research in real organizations, dealing with important issues in all administration-related disciplines. The CRJ specializes in decision-focused cases based on original primary research (e.g., interviews with key decision-makers in the organization; interviews with stakeholders affected by an organizational decision, issue, or problem; participant observation; review of primary materials, such as legal proceedings and congressional testimony) supplemented by appropriate secondary research (e.g., journalist accounts). Exceptional cases that are analytical or descriptive rather than decision-focused will be considered when a decision focus is not practical. Cases based entirely on secondary sources will be considered only in unusual circumstances. The Journal also publishes occasional articles concerning case research, case writing or case teaching.

Previously published cases or articles (except those appearing in Proceedings or workshop presentations) are not eligible for consideration. The Journal does not accept fictional works or composite cases synthesized from author experience.

Multi-media cases or case supplements will be accepted for review. Contact the editor for instructions. INSTRUCTOR’S MANUAL

Cases must be accompanied by a comprehensive Instructor’s Manual that includes at least the following elements:

1. A brief (one-page maximum) synopsis of the case. 2. Identification of the intended course(s) and levels, including the case's position within the course and

its specific learning objectives. 3. Theoretical linkages, including associated readings or theoretical material that instructors might assign

to students or draw on to relate the case to their field or to the course. 4. Suggested teaching approaches or a teaching plan, including the expected flow of discussion and key

questions, role plays, debates, use of audiovisuals or in-class handouts, a board plan, etc. Authors are strongly encouraged to classroom test a case before submission so that experience in teaching the case can be discussed in the IM.

5. Assignment questions for student preparation, accompanied by a full analysis of each question that demonstrates application of relevant theory to the case. This discussion may highlight analytic points that might be noticed only by the best students.

6. A Research Methods section that discloses the research basis for gathering the case information, including any relationship between case authors and the organization, or how access to case data was obtained. Include any disguises imposed and their extent. Authors should disclose the relationship between this case and any other cases or articles published about this organization by these authors without revealing the authors' identity during the review process.

7. If appropriate, an epilogue or follow-up information about the decision actually made. REVIEW PROCESS

All manuscripts (both case and instructor's manual) are double-blind refereed by Editorial Board members and ad hoc reviewers in the appropriate discipline. Most submissions require at least one round of revision before acceptance. The target time frame from submission to author feedback for each version is 60 days.

DISTRIBUTION OF PUBLISHED CASES

The right to reproduce a case in a commercially available textbook, or instructor-created course pack, is reserved to NACRA and the authors, who share copyright for these purposes. After publication, CRJ cases are distributed through NACRA's distribution partners according to non-exclusive contracts. NACRA charges royalty fees for these publication rights and case adoptions in order to fund its operations including publication of the Case Research Journal. Royalties paid are split 50/50 between NACRA and member authors. CASE FORMAT

Cases and articles submitted for review should be single- spaced, with 12-point font and 1" margins. Published cases are typically 8-12 pages long (before exhibits), though more concise cases are encouraged and longer cases may be acceptable for complex situations. All cases should be written in the past tense except for quotations that refer to events contemporaneous with the decision focus.

Figures and tables should be embedded in the text and numbered separately. Exhibits should be grouped at the end of the case. Figures, tables, and exhibits should have a number and title as well as a source. Necessary citations of secondary sources (e.g., quotes, data) should be included in endnotes; otherwise, a "Reference List" can be included at the end of the case in APA format. Footnotes may be used for short explanations when including these explanations in the body of the text would significantly disrupt the flow of the case.

The following notice should appear at the bottom of the first page of the manuscript:

Review copy for use of the Case Research Journal. Not for reproduction or distribution. Dated (date of submission).

It is the author's responsibility to ensure that they have permission to publish material contained in the case. To verify acceptance of this responsibility, include the following paragraph on a separate page at the beginning of the submission.

In submitting this case to the Case Research Journal for widespread distribution in print and electronic media, I (we) certify that it is original work, based on real events in a real organization. It has not been published and is not under review elsewhere. Copyright holders have given written permission for the use of any material not permitted by the "Fair Use Doctrine." The host organization(s) or individual informant(s) have provided written authorization allowing publication of all information contained in the case that was gathered directly from the organization and/or individual. MANUSCRIPT SUBMISSION

Submit the case manuscript and Instructor’s Manual in one Microsoft Word document via the NACRA Automated Case Submission and Review System (ACSARS): http://www.nacra.net/members. No author identification should appear on either the case or the Instructor’s Manual.

At least one author must be a member of the North American Case Research Association. Membership dues are included in annual registration for the NACRA conference, or may be paid separately at the rate of U.S. $50 per year. See instructions on the above site.

For questions, contact the Editor John J. Lawrence, Ph.D. jlawrence@nacra.net

Adopting Case Research Journal Cases for use in your classes

Faculty members can adopt cases for use in their classrooms and gain access to Instructor’s Manual through one of NACRA’s distribution partners.

NACRA currently has agreements with the following distributors.

Harvard Business School Press (http://hbsp.harvard.edu/) Ivey Publishing (http://www.ivey.ca) McGraw Hill Create (http://create.mheducation.com/createonline/index) Pearson Collections (https://www.pearsonhighered.com/collections/) Study.net (http://www.study.net) The Case Centre (http://www.thecasecentre.org/educators/) Xanedu Publishing (http://www.xanedu.com)

If you want to use one of these distributors, but cannot find the CRJ case you want, contact the NACRA VP Case Marketing to see if we can have it added for you. Textbook authors can also adopt CRJ cases for inclusion in their textbooks for a modest fixed royalty fee. Please contact the NACRA VP of Case Marketing for more information. DOES YOUR LIBRARY CARRY THE CASE RESEARCH JOURNAL?

North American library subscriptions are $75. North American library subscriptions should be sent to:

Lynn Southard, Assistant Editor Case Research Association 7561-A Suffield Road Stokesdale, NC 27357 llsoutha@uncg.edu 336-643-8048

From the Guest Editors

This special issue responds to growing interest, by educators and students, in short or compact cases. Short cases are increasingly being used to enhance student engagement (Berger et al., 2011). A variety of terms are used to distinguish short cases from the longer traditional cases, including, instant response case, decision brief, mini-case, highly-focused case, critical incident, and case incident (Berger et al., 2011). There are a number of journals and case distributors now devoted to the publication and dissemination of short cases. For example, Emerald’s Short Cases, The Society for Case Research’s Journal of Critical Incidents, the Case Centre’s Compact Cases, and Harvard Business School’s Brief Cases.

Although CRJ has published some shorter cases, generally speaking short cases are new for the journal. For this special issue we were looking for short cases that were both rigorous and compact. To be considered for this issue, cases needed to have a narrative of less than four pages and/or require less than 15 minutes to read or present. These cases are decision-focused and are designed to allow the same in-depth analysis as longer and more traditional cases. The decision can be scaled (succinct, answerable) or an “iceberg” decision that invites application of larger principles, theories or framework, creating an opening for a larger discussion (Lundberg et al., 2001) We also considered abridgements of previously published cases in CRJ. One such case appears among the 11 cases in this special issue.

We suggest that a well-crafted and comprehensive IM is even more important for a short case because it needs to help the instructor elicit and sustain an engaging and informative discussion based on a much shorter narrative. The instructor’s manuals for the short cases published in this special issue are of the same quality as those that traditionally accompany cases published in CRJ.

This special issue is only possible because of the work and support of a large number of people to whom we are very grateful. The members of Board of CRJ eagerly supported this idea. John J. Lawrence, editor of CRJ, spent countless hours answering our many questions and providing ongoing support throughout the process – thank you John for your patience and openness to explore this new format for the journal. We also thank all of the authors who submitted cases. In total 42 cases were submitted. And finally, as with every issue of the journal, it is only through the tireless efforts of our reviewers that the exceptional quality which marks the journal’s published cases is achieved. We thank the nearly 100 reviewers who gave selflessly of their time to ensure the standards of the journal are maintained.

We hope you find a place in your courses to try out these short cases. Read on and enjoy.

Brent D. Beal Gina Grandy Charles Mossman

University of Texas at Tyler University of Regina University of Manitoba

References

Berger, K., Stratton, W. E., Thomas, J. G., & Cook, R. A. (2011). Critical incidents: Demand for short cases elicits a new genre. Business Case Journal, 19(1), 6-20.

Lundberg, C. C., Rainsford, P., Shay, J. P., & Young, C. A. (2001). Case writing reconsidered. Journal of Management Education, 25(4), 450-463.

Pedagogical Prelections 67

Pedagogical Prelections

Instructors Manuals are available to faculty members on the websites of most of the CRJ’s distribution partners

AUGUSTA TRAINING SHOP: SNOWFLAKES

Audrey Murell was the executive director of the Augusta Training Shop, a nonprofit organization that provided jobs for individuals with disabilities. Audrey had been asked to provide a 50% discount on the craft snowflakes made by her workers, however, she realized she did not know how much it cost her to make these snowflakes. Students are placed in the role of Audrey and asked to calculate the cost per snowflake. They then consider the pricing and production implications of these calculations. The Instructor’s Manual highlights the value of economic concepts such as elasticity and price discrimination as well as how these pricing and output decisions may differ in a profit maximizing firm rather than a nonprofit organization. The case is intended for a variety of undergraduate economics courses including principles of economics, microeconomics, or managerial economics. It is also suitable for undergraduate courses in managerial accounting, nonprofit management and business in society. Optional advanced questions estimating a demand curve, elasticity and optimum price are appropriate for an intermediate microeconomics course.

Instructor’s Manual Available from: Simon Medcalfe smedcalfe@augusta.edu

THIS IS NOT WHAT I SAW ON HGTV…

Courtney Bayer, assistant to Elevate Home Staging’s Kelly Daniels, is in a dilemma. A customer named Annie Masters has just stormed into the office with a laundry list of complaints, which are mostly due to her inability to reach Daniels. Through her conversation with Masters, Bayer discovers a number of concerns that must be addressed, but where does she begin? This case presents a number of challenges for students. First, they are asked to recognize service quality issues that are present in Elevate Homes Staging’s service offering. Second, students have the opportunity to explore the common imbalance in services among what is promised, delivered, and what frontline employees are enabled to provide. Third, students are asked to identify and practice the nuances which exist in attempting to manage a disgruntled customer. Ultimately, this case should also demonstrate how frontline service employees often struggle with managing internal as well as external relationships. This case was designed for undergraduate marketing students in a services marketing class or a principles of marketing class for all business majors. Underscoring the focus on service quality, customer satisfaction, and the importance of managing customer expectations,

68 Case Research Journal Volume 37 Issue 3 Spring 2017

students are put in the role of an employee attempting to mend a damaged customer relationship.

Instructor’s Manual Available from: Mary Dana Laird mary-laird@utulsa.edu

WALK AWAY FROM THE WALKING DEAD? SHENTEL AND THE AMC RENEWAL DECISION

Shenandoah Telecommunications (Shentel), through their trade association, has just completed renewal negotiations with AMC Networks, creators and producers of the hit television series The Walking Dead. Because of its strong position AMC has demanded not only a large fee increase but also additional bandwidth capacity for their entire family of channels. As a rural telecommunications operator this creates tension at Shentel regarding accepting this renewal offer. Therefore, this case provides background on the cable industry and Shentel to allow students to explore the strategic trade-offs and risks of renewing or walking away from AMC. It is especially useful for industry analysis and decision making. The Instructor's Manual includes suggestions for leading class discussions as well as the epilogue from the case.

Instructor’s Manual Available from: Scott Gallagher gallagsr@jmu.edu

2G ROBOTICS: DESIGNING A COMPENSATION PLAN THAT PAYS OFF

Overall, the company owner needs to consider his employee compensation plan as a whole and decide whether his current compensation system is helping him to achieve the company’s goals. Specifically, this case provides an opportunity for students to advise the owner regarding two important decisions related to his company’s compensation plan: (1) whether the owner should grant his employee’s requested raise as well as how the owner should approach the meeting with his employee; and (2) whether the owner should add more structure to the compensation system as well as whether he should expand the offerings to include additional components, such as the employee trust. The key questions that are addressed in the Instructor’s Manual are: Should the company owner try to improve pay levels? What are the benefits and dangers of implementing a program like a stock option plan or an employee trust, something that gives employees a stake in the company? Should the owner implement an employee trust and, if so, what rules should he attach to its distribution? How should the owner approach the meeting with his employee? The Instructor’s Manual also contains: a case synopsis, the intended courses and learning objectives, the theoretical linkages, a description of associated readings, the research method, a teaching plan, a board plan, a visual discussion guide aid, and an epilogue. This case is designed to be used with either upper-level undergraduate or graduate-level classes in Human Resources or Organizational Behavior. This case will fit especially well in a compensation module.

Instructor’s Manual Available from: Karen MacMillan kmacmillan@wlu.ca

Pedagogical Prelections 69

TELECT INC. AND THE 30 YEAR RIDE: EDGY, OR OVER THE EDGE? (ABRIDGED)

This case was written primarily for use in MBA and Executive Education strategy and/or executive leadership courses, but it is also suitable for use in an upper division undergraduate level strategy or leadership course. The case focuses on strategic leadership and the role of the executive team in both shaping corporate culture and in developing and maintaining strong relationships with the organization’s stakeholders, and in particular, its customers. This case focuses on a novel approach that the company’s CEO has proposed to implement one key objective coming out of the company’s strategy making processes – increasing the company’s engagement with its customers – and how the proposed approach to implementing this might enhance or degrade brand image and company culture. The case also allows students to consider the nature of the relationships among members of the executive team and the dynamics of how decisions are made on executive teams.

Instructor’s Manual Available from: John Lawrence jjl@uidaho.edu

THE WORKS GOURMET BURGER BISTRO

This case provides an opportunity for students to make a hands-on pricing decision, having to not only determine whether or not to raise prices, but to also set a specific price. Using several analytical tools such as value pricing and profit calculation based on limited information, students will be required to think through the implications of their decisions on profit. The decision at hand, having to do with a need to revise prices in the face of rising costs, has three components: price presentation, price level, and price structure. Several core pricing ideas from both consumer behaviour and quantitative analysis, as well as an examination of the industry, target markets, and competition, are required to make a defensible decision. The learning objectives for this case are to understand the link between value and price, how different strategic elements impact pricing and how price affects profit. This relationship between value and price is extensively explored, both in terms of value creation and value communication.

Instructor’s Manual Available from: Eric Dolansky edolansky@brocku.ca

RWANDA TRADING COMPANY: FACING A CASH FLOW CRISIS

From time to time, a company may have a cash flow problem that entails using a line of credit at the bank to survive for a short period of time. However, the company that is the focus of this case is facing a much more serious cash flow crisis. Rwanda Trading Company (RTC) is a for-profit organization in Rwanda which is pursuing a dual mission: (1) To have a positive impact on the poorest of the poor in Rwanda; and (2) To be profitable. The company’s largest coffee buyer, SRO, has recently changed the terms of payment for the coffee and has inserted a clause which requires RTC to carry

70 Case Research Journal Volume 37 Issue 3 Spring 2017

180-day receivables. This case raises the question of how RTC can continue to serve the people in Rwanda and still be profitable. A number of possible options are provided in the case, and the students are called upon to develop an alternative that will allow the company to achieve the dual mission that it has set for itself.

Instructor’s Manual Available from: Marlene M. Reed Marlene_Reed@baylor.edu

A CHANGE FOR DRILL SERGEANTS?

Richard Swift, a newly-promoted captain in the US Army, is trying to bring about a change in the effectiveness of the work of his subordinate team. This team, some 100+ drill sergeants, is responsible for the very first training new soldiers receive as they begin their careers in the US Army. Some of these drill sergeants have been in the Army for years, and their levels of professionalism and enthusiasm about their work vary, Swift believes. Swift decides that a workshop, offered by consultants for his team of drill sergeants, might be the way to begin to change his team. He works to secure consultants and shapes his workshop objectives, all the while doubting himself working through what he perceives to be lack-luster support at every level for his initiative. Nonetheless, the workshop proceeds and he eventually receives the workshop report from his consultants about his drill sergeants’ perceptions about their own work. Swift is now faced with the challenge on what to do with the data to bring about the change he so desires. The intended audiences for this case are several: (1) intermediate undergraduate students in an organizational behavior course, specifically in the module on incremental change management; (2) undergraduate students studying either human resource management, specifically the module on training and development, or studying change management and leadership of change; or (3) graduate students studying organizational behavior or organizational change.

Instructor’s Manual Available from: Karen E. Boroff karen.boroff@shu.edu

A NEW TEAM AT TIER1 COACHING AND DEVELOPMENT

The co-founder of Tier1 Coaching and Development, Inc., a small training and development firm, had to hire an entirely new staff after 10 years in business. Drew Nault was one of the first three on that new team, and he was hired into a newly created position that merged two different sets of operational responsibilities. Over time, Nault realized he was frequently asked to justify what he was working on and how it added value. This case provides an opportunity to critically examine an employee’s struggles with job expectations and performance objectives in a newly created position within a small firm. What steps can be taken to address the job and career concerns? What exit strategy might be needed? Students also examine the employee’s perceived psychological contract with his employer. The Instructor’s Manual details a number of potential structural, managerial and interpersonal sources for the problems encountered. This case is best suited for graduate students or advanced undergraduate students.

Instructor’s Manual Available from: Laurie L. Levesque LLevesque@suffolk.edu

Pedagogical Prelections 71

CORE FOODS: TO WITHDRAW OR NOT TO WITHDRAW CORE MEALS?

The decision to withdraw a product is not straightforward. Unlike a decision to withdraw a product that could potentially harm consumers, this case deals with a situation where the company feels compelled to maintain its high standards and consistency in taste. Both decisions, to withdraw or not to withdraw, carry risks. The fledging company’s brand name could be tarnished or the company might face bankruptcy. This case provides the opportunity to apply concepts such as: customer value creation, shared values, consequences of different alternatives to stakeholders and proactive handling of potential public relations crises. The case also invites students to consider whether a B-Corp that has a socially responsible mission as part of its mission might decide differently from other companies. The Instructor Manual’s provides a teaching plan as well theoretical frameworks and readings to discuss these concepts. The case is intended for a graduate Marketing Strategy class in a section on Marketing and Society or Marketing Ethics. It could also be used effectively in an undergraduate or graduate course in Business and Society to discuss proactive handling of public relations crises.

Instructor’s Manual Available from: Saroja Subrahmanyan ssubrahm@stmarys-ca.edu

PLANNING TO ENGAGE THE MILLENNIAL GENERATION AT UNITED WAY SUNCOAST

Jamie Renee was the Chief Development Officer of United Way Suncoast (UWS), which was the regional chapter of United Way for the four counties of the Tampa Bay region. UWS was growing and was well-funded due to its partnerships with companies and individual benefactors in the region. Looking ahead, her concern was the longer-term future of maintaining those partnerships. Based on research that United Way had conducted, and on other sources, Jamie realized that Millennials had unique patterns of giving and volunteering to charities. Compared to Matures, Baby Boomers, and even to Gen X, Millennials tended to donate relatively more time and money to international human rights causes, but they gave less to local social service charities. The difference was not significant while Millennials were low wage earners, but if the pattern continued, it could have serious implications for United Way. In 15-20 years, the current Millennials would occupy senior leadership positions in companies. If they continued to value international charities more than local causes, what would become of the corporate donations on which UWS relied? This names, information, and strategic issue in this case are real. The case is designed for undergraduate courses in non-profit management and strategic management. The Instructor’s Manual provides guidelines for teaching the case by introducing concepts like industry foresight and strategic partnerships.

Instructor’s Manual Available from: Jody Tompson jtompson@ut.edu

Join NACRA Today! Membership Includes a Year’s Subscription to the Case Research Journal

The quarterly Case Research Journal publishes the newest and best research-based teaching cases in the world (from authors outside the commercial case-publishing schools. The North American Case Research Association, publisher of the Case Research Journal, encourages the widest possible reproduction and use of the cases developed through its workshops and the Journal’s review process, always with appropriate notice of copyright. Cases that have been published in the Case Research Journal can be purchased through other distribution partners whose links may be found on the NACRA website, www.nacra.net.

Questions regarding special permissions, photocopying, distribution, etc., may be answered by Susan Sieloff, V.P. of Marketing: s.sieloff@northeastern.edu.

Cases in all administrative disciplines are double-blind reviewed; about one in five is accepted. Instructors’s Manuals (Teaching Notes), too, are rigorously reviewed and often include analytic insights suggested by reviewers. Most IMs will alert you to points that differentiate outstanding student performance. The IMs are not published because CRJ appears on library shelves, but they are available from the case authors, whose contact information is given in a “Pedagogical Prelections” section at the end of each issue. This section, obscurely titled to hide it from curious students, hints at what you may find in the Instructor’s Manual.

CRJ is professionally published as a membership journal by the non-profit North American Case Research Association (NACRA).

Please join NACRA by going to the website: https://www.nacra.net/members/member/newMemberInfo.php5?redirect=memberPurchase.php5

Memberships to NACRA are $50 US and include NACRA membership, a subscription to the Case Research Journal and the NACRA Newsletter. If you have questions about membership, please contact:

Lynn Southard, Assistant Editor Case Research Association 7561-A Suffield Road Stokesdale, NC 27357 llsoutha@uncg.edu

DOES YOUR LIBRARY CARRY THE CASE RESEARCH JOURNAL?

North American library subscriptions are $100. North American library subscriptions should be sent to:

Lynn Southard, Assistant Editor Case Research Association 7561-A Suffield Road Stokesdale, NC 27357 llsoutha@uncg.edu 336-643-8048

NACRA is a collaborative organization of approximately 500 researchers, case writers and teachers, mostly in the business disciplines, who support each other's research and writing efforts.