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This interactive exercise emulates a process wherein a virtual Card is created in a series of steps. It can be used to expose students to ideas and concepts in process analysis, management, and improvement. It may be used in classes focusing on operations management, project management, and software development. The simulation is run on the project-management web application Trello. It allows for simultaneous, real-time observation and collaboration between players. Students can observe other students working at the same time they are performing specific tasks. This exercise is suitable for students in either full-time or executive MBA programs, as well as executive education programs.

This exercise serves to help students understand the proper role and use of costs in a firm's pricing decisions. The exercise is designed such that the learning of students evolves across a classroom session, starting from understanding which costs are relevant when setting the price of a product, progressing to a discussion on the wisdom of the traditional "cost-plus" approach to pricing, and ending with a demonstration of how to leverage cost information to construct an iso-profit curve-which, in turn, serves as a useful benchmark to assess possible price changes. These topics emerge as the result of hands-on calculations, where students make recommendations based on the data provided in the exercise, and in-class discussion, where students defend their preferred course of action and reflect on the biases and heuristics that may lead managers to misuse costs in pricing decisions.

In early 2020, a recent graduate from a prestigious masters of business administration program was working as a financial accountant for a renowned private equity firm in Glasgow, Scotland. For her father’s retirement, she was considering a gift from Highland Malt Inc.. The company’s Scotch whisky was offered in a limited quantity and promoted as an investment opportunity. Unlike ordinary bottled whiskies, Highland Malt Inc. sold this new line solely by the barrel. Collectors had to pay the full amount of CA$10,000 upfront, but could request a full refund within 180 days if unsatisfied with the product. The refund period allowed the collector to visit the distillery and inspect the purchase to ensure it met all expectations. The accountant was wondering if she should proceed with her plan to buy a barrel of Highland whisky as an investment and collector’s item for her father.

This collection of exercises aims to teach students about 1)Targeting Policies; and 2)Algorithmic bias in marketing-implications, causes, and possible solutions. Part (A) focuses on A/B testing analysis and targeting. Parts (B),(C),(D) Introduce algorithmic bias. The exercises are designed such that the issues of algorithmic bias and discrimination would emerge inductively, "surprising" the students in the act of recommending a strategy that, inadvertently, is discriminating against customers who belong to minority groups. This is achieved via the combination of hands-on exercises, where students would make decisions based on data analyses and visualization, and in-class discussions, where students would defend their proposed strategies, discover the (discriminating) implications of those actions, and discuss possible solutions.

This collection of exercises aims to teach students about 1)Targeting Policies; and 2)Algorithmic bias in marketing-implications, causes, and possible solutions. Part (A) focuses on A/B testing analysis and targeting. Parts (B),(C),(D) Introduce algorithmic bias. The exercises are designed such that the issues of algorithmic bias and discrimination would emerge inductively, "surprising" the students in the act of recommending a strategy that, inadvertently, is discriminating against customers who belong to minority groups. This is achieved via the combination of hands-on exercises, where students would make decisions based on data analyses and visualization, and in-class discussions, where students would defend their proposed strategies, discover the (discriminating) implications of those actions, and discuss possible solutions.

This collection of exercises aims to teach students about 1)Targeting Policies; and 2)Algorithmic bias in marketing-implications, causes, and possible solutions. Part (A) focuses on A/B testing analysis and targeting. Parts (B),(C),(D) Introduce algorithmic bias. The exercises are designed such that the issues of algorithmic bias and discrimination would emerge inductively, "surprising" the students in the act of recommending a strategy that, inadvertently, is discriminating against customers who belong to minority groups. This is achieved via the combination of hands-on exercises, where students would make decisions based on data analyses and visualization, and in-class discussions, where students would defend their proposed strategies, discover the (discriminating) implications of those actions, and discuss possible solutions.

This collection of exercises aims to teach students about 1)Targeting Policies; and 2)Algorithmic bias in marketing-implications, causes, and possible solutions. Part (A) focuses on A/B testing analysis and targeting. Parts (B),(C),(D) Introduce algorithmic bias. The exercises are designed such that the issues of algorithmic bias and discrimination would emerge inductively, "surprising" the students in the act of recommending a strategy that, inadvertently, is discriminating against customers who belong to minority groups. This is achieved via the combination of hands-on exercises, where students would make decisions based on data analyses and visualization, and in-class discussions, where students would defend their proposed strategies, discover the (discriminating) implications of those actions, and discuss possible solutions.

This annually updated exercise assesses one's exposure to the rest of the world's peoples. A series of worksheets require the respondents to check off the number and names of countries they have visited whether for business, family or tourism reasons, and the corresponding percentage of world population which each country represents. The summary of a group's collective exposure to the world's people will inevitably be the recognition that together they have seen much, even if individually some have seen little. The teaching note provides assignments and discussion questions which look at: why there is such a high variability in individual profiles; the implications of each profile for one's business career; and, what it would take for the respondent to change his/her profile. For marketers, it underscores the need to gather greater base knowledge about opportunities in 211 countries spread across 8 regions: Africa; North America and Caribbean; South America; Western Europe; Eastern Europe; Central Asia and Indian Subcontinent; Middle East; Asia Pacific.

Working professionals are often in the predicament of needing to make a choice between activities that will grant them more money or more time. Indeed, in large-scale representative panels of working adults, most respondents report feeling pressed for both time and money. Yet, we often are forced to make trade-offs between these valuable resources. Whether deciding to dine out vs. cook at home; to live in an expensive residence close to one's workplace vs. a cheaper abode with a longer commute; or to pursue a high-income job with long work hours vs. a humble salary with no overtime, trade-offs between money and time are prevalent in all of our major and daily decisions.

This case describes the background to an upcoming negotiation between a Chinese social entrepreneur (Jamie Zheng) and a venture capitalist (Chris Liu). Case (A) lays out the situation from the perspective of Jamie, who is trying to attain first-round investment in order to better grow Smart Health, which was founded by Jamie. However, Jamie's purpose for the firm includes not only the pursuit of profit but also a desire to have a social impact by making life easier for the elderly. This provides a potential conflict, as Jamie's social purpose may impede the company's commitment to the pursuit of profit. After negotiating with five investors, Jamie still could not reach an agreement, especially with Smart Health's social goal being an important condition for its future development. However, Jamie is optimistic heading into this meeting with Chris, as Jamie believes Chris shares the same vision and understands the unique nature of Smart Health as a social enterprise. Case (B) presents the perspective of Chris, who, on a personal level, likes Jamie's idea of helping the elderly. However, as a traditional venture capitalist and an agent of XYZ Capital, Chris understands the importance of investing in firms based on their potential profitability. Therefore, Chris needs to ensure a sound return on investment, which includes some control over how the firm makes financial decisions in the future. Students will be asked to play the role of either Jamie or Chris and negotiate on how they can come to an agreement on the venture capital firm's potential investment in Smart Health and what degree of control the venture capital firm should have over Smart Health, in order to ensure it meets its financial obligations. They must haggle over one issue-social purpose. The key question for this negotiation is: How does one reach a deal when there is more than just a financial incentive at stake? How does one negotiate when the social purpose of the firm is among the issues at hand?

This case describes the background to an upcoming negotiation between a Chinese social entrepreneur (Jamie Zheng) and a venture capitalist (Chris Liu). Case (A) lays out the situation from the perspective of Jamie, who is trying to attain first-round investment in order to better grow Smart Health, which was founded by Jamie. However, Jamie's purpose for the firm includes not only the pursuit of profit but also a desire to have a social impact by making life easier for the elderly. This provides a potential conflict, as Jamie's social purpose may impede the company's commitment to the pursuit of profit. After negotiating with five investors, Jamie still could not reach an agreement, especially with Smart Health's social goal being an important condition for its future development. However, Jamie is optimistic heading into this meeting with Chris, as Jamie believes Chris shares the same vision and understands the unique nature of Smart Health as a social enterprise. Case (B) presents the perspective of Chris, who, on a personal level, likes Jamie's idea of helping the elderly. However, as a traditional venture capitalist and an agent of XYZ Capital, Chris understands the importance of investing in firms based on their potential profitability. Therefore, Chris needs to ensure a sound return on investment, which includes some control over how the firm makes financial decisions in the future. Students will be asked to play the role of either Jamie or Chris and negotiate on how they can come to an agreement on the venture capital firm's potential investment in Smart Health and what degree of control the venture capital firm should have over Smart Health, in order to ensure it meets its financial obligations. They must haggle over one issue-social purpose. The key question for this negotiation is: How does one reach a deal when there is more than just a financial incentive at stake? How does one negotiate when the social purpose of the firm is among the issues at hand?

In November 2019, Jean Matthews had to decide how to allocate CA$300,000 toward neighbourhood improvement ideas submitted by city residents. Each of the four neighbourhoods in the city could receive up to CA$75,000 in funding, and Matthews had to consider the number of votes for each idea in her analysis. How should she identify which community projects to pursue?

This case contains two briefs, one for each person in a two-party negotiation. They are relatively short in length and can be read in class just prior to a mock negotiation. This learning activity is appropriate for teaching negotiations skills to a broad audience, including undergraduate and graduate business school students, adult learners in a variety of settings, and in a corporate university.

This case contains two briefs, one for each person in a two-party negotiation. They are relatively short in length and can be read in class just prior to a mock negotiation. This learning activity is appropriate for teaching negotiations skills to a broad audience, including undergraduate and graduate business school students, adult learners in a variety of settings, and in a corporate university.

In early 2020, a recent graduate from a prestigious masters of business administration program was working as a financial accountant for a renowned private equity firm in Glasgow, Scotland. For her father's retirement, she was considering a gift from Highland Malt Inc.. The company's Scotch whisky was offered in a limited quantity and promoted as an investment opportunity. Unlike ordinary bottled whiskies, Highland Malt Inc. sold this new line solely by the barrel. Collectors had to pay the full amount of CA$10,000 upfront, but could request a full refund within 180 days if unsatisfied with the product. The refund period allowed the collector to visit the distillery and inspect the purchase to ensure it met all expectations. The accountant was wondering if she should proceed with her plan to buy a barrel of Highland whisky as an investment and collector's item for her father.

In December 2019, a member of a fantasy hockey league had to decide whether to trade away his top talent in exchange for draft picks in the following year’s fantasy draft or to continue to compete for a position in the playoffs. If he traded his top players, he would forfeit his chances at competing for a championship; however, this move might put his team in a better position for the following year’s fantasy hockey season. He had access to the league’s historical data to help determine the likelihood of his team making the playoffs. He wanted to conduct an analysis to make an informed decision grounded by numbers.

In its annual report for the financial year (FY) 2018/19, Reliance Industries Limited reported an unprecedented ₹596.74 billion as other comprehensive income (OCI). The OCI affected the statement of profit and loss (P&L), the balance sheet, and the statement of changes in equity. India converged its accounting standards with the International Financial Reporting Standards, effective FY 2017 onward. The converged accounting standards required an entity to present the statement of P&L and OCI in two sections, with the sum of the two reported as the total comprehensive income. The requirement to present a separate statement of changes in equity was also introduced in India. Though the concept of OCI was new to India, it had been used globally since 1997. The classification of income and expenses to either P&L or OCI as well as the subsequent reclassification of OCI to P&L have remained subjects of debate. The exercise discusses the nature, reporting, and reclassification of OCI, as well as its impact on key financial ratios.