Monthly Archives: February 2016

IBLI case study wins ‘Outstanding New Case Writer’ award

A well-deserved win for everyone involved in creating this case. Congratulations! Discover all our red carpet recipients in the 2016 Awards and Competitions: the case method community’s annual ‘Oscars’.

Index-Based Livestock Insurance

Beneficiary of Takaful insurance payout in Wajir, northern Kenya

The Index-Based Livestock Insurance (IBLI) and Capacity Development Teams of the International Livestock Research Institute (ILRI) are pleased to announce that a case study based on the IBLI project, entitled ‘Using satellite data to insure livestock: IBLI and the development of the world’s first insurance for African pastoralists‘, has won the ‘Outstanding New Case Writer’ award given by The Case Study Centre, besting a competitive pool of entries from some of the world’s most prestigious business schools across 15 countries.

The winning authors are Iddo Dror, an Israeli-Swiss CGIAR leader in capacity development and business school graduate of the University of Geneva; Andrew Mude, a Kenyan agricultural economist graduate of Cornell University who is IBLI’s project leader; and Shreya Maheshwari, a consulting Harvard economics graduate from India.

The idea was initially conceived as part of an effort to spur students in some of the world’s leading business…

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How cases keep alumni engaged

efmd_logoLess than half of alumni interviewed in a recent survey agree that they feel a real sense of engagement with their school or that ‘the school enables me to contribute to its success’. (The fourth Alumni Matters  study run by Carrington Crisp and supported by EFMD)

This has enormous implications for schools seeking to grow alumni donations. (Name me one that isn’t!) The study notes that a healthy 75% of alumni who feel engaged with their school are willing to donate, while only 45% of all alumni feel a similar urge.

So, Deans, I’d like to suggest that cases should be a key part of how you increase alumni engagement at your school.

Active contribution

handup_IMG_1910-3My argument is that teaching cases featuring your alumni makes a very active contribution to strengthening and maintaining the connection. I know of many examples of alumni cases creating a porous classroom in which the interaction between protagonists, students and teachers becomes so intense that the classroom boundaries are forgotten.

Researching and writing the case engages faculty with alumni. It strengthens and prolongs their link with the school, as well as giving them a belief that they matter, that their experience is important to the school, and that they haven’t been forgotten.

Real interaction

students_21060005Teaching the case by bringing those alumni into class provides real interaction between alumni and current students. They get to know and understand each other, and that makes it easier to care about them. Students may also research and interact directly with alumni and entrepreneur-owners in researching and updating the case.

Mutual benefit

Alumni and owners also benefit from continuing the relationship and from the impact of the case being used for internal reflection and development within the workplace. I believe that using cases in this way can encourage a longer lasting and more interactive relationship between school and alumni to the mutual benefit of both.

And that makes it more likely your alumni will fall into the 75% of engaged alumni who are willing to donate. After all, they’ve already contributed hugely by agreeing for the case to be written.

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