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Hi there,

I teach an MBA class on "Managing the Global Workforce" and am hoping to replace two cases that I have used in the past. Do you have suggestions for cases that I may be able to use? Here are the cases, short descriptions, and the purpose that they serve in my class:

Frans Ryckebosch: An International Manager (A). Richard Ivey School of Business. Case 99C030.

The case describes an expatriate career from 1966-1994. I use the case as an example of the personal and professional choices that an international managers faces over the course of a career. It's a great case, but appears somewhat dated to my 27-year old students.

Becton Dickinson (B), (B-1), and (C). Harvard Business School Cases 9-491-152, 9-491-153, 9-491-154.

This case series describes the different stages of internationalization that Becton Dickinson went through over its history and how its HR function was affected by these different stages. I use the case as an example for the stages a firm typically goes through as it grows internationally and how each stage affects the HR function: exporting, licensing, subcontracting, use of a sales subsidiary, and foreign production. The case series is quite rich, but also long, convoluted, and redundant across the three parts I'm using. My students and I find ourselves spending too much class time deciphering and interpreting event sequences.

Any ideas for cases that I could use in lieu of the two cases I described?

Thanks a lot!

Markus  Vodosek

********************************
Markus Vodosek, Ph.D.
Assistant Professor
Department of Management
David Eccles School of Business
University of Utah
1645 E. Campus Center Drive #106
Salt Lake City, UT 84112-9304
Tel. (801) 585-9546
Fax (801) 585-5966
markvodo@business.utah.edu
www.business.utah.edu/~mgtmv
********************************

Hello Markus and colleagues,

I received the message just as I finalised the syllabus for my Cross Cultural  Management MBA course. The following cases I used several times with post-grads (MBA and MSc):

Disneyland Resort Paris: Mickey goes to Europe (2006): is a case that includes various issues, including though not focusing on, managing workforce across cultures.

A very different case duo is Bob Chen and David Shorter (9A91C005 & 9A91C004), which present the same events from the perspective of a Hong Kong Chinese employee and then his Canadian manager. This fits squarely with the theme of your course. The case works well on the student engagement front dimension, though it has some aspects that are not clear whether they relate to personality or culture (which can be an advantage if one wants to challenge the students a bit further). One of the potential uses is to split the class in two, ask each half to read one of the cases and present or argue them in class. Get the MBA folks quite fired up!

Hi there,

I teach an MBA class on "Managing the Global Workforce" and am hoping to replace two cases that I have used in the past. Do you have suggestions for cases that I may be able to use? Here are the cases, short descriptions, and the purpose that they serve in my class:

Frans Ryckebosch: An International Manager (A). Richard Ivey School of Business. Case 99C030.

The case describes an expatriate career from 1966-1994. I use the case as an example of the personal and professional choices that an international managers faces over the course of a career. It's a great case, but appears somewhat dated to my 27-year old students.

Becton Dickinson (B), (B-1), and (C). Harvard Business School Cases 9-491-152, 9-491-153, 9-491-154.

This case series describes the different stages of internationalization that Becton Dickinson went through over its history and how its HR function was affected by these different stages. I use the case as an example for the stages a firm typically goes through as it grows internationally and how each stage affects the HR function: exporting, licensing, subcontracting, use of a sales subsidiary, and foreign production. The case series is quite rich, but also long, convoluted, and redundant across the three parts I'm using. My students and I find ourselves spending too much class time deciphering and interpreting event sequences.

Any ideas for cases that I could use in lieu of the two cases I described?

Thanks a lot!

Markus  Vodosek

********************************
Markus Vodosek, Ph.D.
Assistant Professor
Department of Management
David Eccles School of Business
University of Utah
1645 E. Campus Center Drive #106
Salt Lake City, UT 84112-9304
Tel. (801) 585-9546
Fax (801) 585-5966
markvodo@business.utah.edu
www.business.utah.edu/~mgtmv
********************************

The following contains two practical and real-life cases that are relevant to managing the global workforce ....

http://ssrn.com/abstract=1142425

Chapter XII: Real Life Case Studies of Offshore Outsourced IS Projects: Analysis of Issues and Socio-Economic Paradigms. In H. S. Kehal, & V. P. Singh (Eds.), Outsourcing & Offshoring in the 21st Century: A socio economic perspective, 1 ed.: 248-301. (2006)

Abstract: The primary purpose of this chapter is to present descriptive real-life case studies of two very different offshore-outsourced custom software development projects (that the author has actually worked for). The first case study discusses the practical issues in two fixed-term/fixed-price custom software development projects that were offshore outsourced. The second case study discusses the practical issues in the offshore outsourcing of a time and materials custom software development project to multiple vendors, which involved simultaneous insourcing, onshore-outsourcing and offshore outsourcing. Furthermore, the observations and issues from these case studies are analyzed by comparing them with the paradigms of socio-economic theories that have been adopted extensively in the academic IS outsourcing literature (namely the agency theory, transaction cost theory, innovation diffusion theory, social exchange theory, and power-politics theory).

Hi there,

I teach an MBA class on "Managing the Global Workforce" and am hoping to replace two cases that I have used in the past. Do you have suggestions for cases that I may be able to use? Here are the cases, short descriptions, and the purpose that they serve in my class:

Frans Ryckebosch: An International Manager (A). <st1:place w:st="on"><st1:placename w:st="on">Richard</st1:placename> <st1:placename w:st="on">Ivey</st1:placename> <st1:placetype w:st="on">School</st1:placetype></st1:place> of Business. Case 99C030.

The case describes an expatriate career from 1966-1994. I use the case as an example of the personal and professional choices that an international managers faces over the course of a career. It's a great case, but appears somewhat dated to my 27-year old students.

Becton Dickinson (B), (B-1), and (C). <st1:place w:st="on"><st1:placename w:st="on">Harvard</st1:placename> <st1:placename w:st="on">Business</st1:placename> <st1:placetype w:st="on">School</st1:placetype></st1:place> Cases 9-491-152, 9-491-153, 9-491-154.

This case series describes the different stages of internationalization that Becton Dickinson went through over its history and how its HR function was affected by these different stages. I use the case as an example for the stages a firm typically goes through as it grows internationally and how each stage affects the HR function: exporting, licensing, subcontracting, use of a sales subsidiary, and foreign production. The case series is quite rich, but also long, convoluted, and redundant across the three parts I'm using. My students and I find ourselves spending too much class time deciphering and interpreting event sequences.

Any ideas for cases that I could use in lieu of the two cases I described?

Thanks a lot!

Markus  Vodosek

********************************
Markus Vodosek, Ph.D.
Assistant Professor
Department of Management
<st1:place w:st="on"><st1:placename w:st="on">David</st1:placename> <st1:placename w:st="on">Eccles</st1:placename> <st1:placetype w:st="on">School</st1:placetype></st1:place> of Business
<st1:place w:st="on"><st1:placetype w:st="on">University</st1:placetype> of <st1:placename w:st="on">Utah</st1:placename></st1:place>
<st1:street w:st="on"><st1:address w:st="on">1645 E. Campus Center Drive #106</st1:address></st1:street>
<st1:place w:st="on"><st1:city w:st="on">Salt Lake City</st1:city>, <st1:state w:st="on">UT</st1:state> <st1:postalcode w:st="on">84112-9304</st1:postalcode></st1:place>
Tel. (801) 585-9546
Fax (801) 585-5966
markvodo@business.utah.edu
www.business.utah.edu/~mgtmv
********************************

Hi Markus,

I'm not sure if this case can fully replace the first case you mentioned, but I thought that you might want to take a look at it since it is newer than the one you had been using, it traces the expatriate career of the protagonist and he is faced with both personal and professional choices as well at the end of Case A. Attached are the inspection copies of the case. If it fits what you are looking for, you can get the cases and teaching note from ECCH http://www.ecch.com/

Abstract:

This is a two-case series (403-060-1 and 403-061-1). In the (A) case, Mark Chan worked for a British multinational in Singapore and was posted on an international assignment to its corporate headquarters in London. He performed well at his job and enjoyed a successful international career. When he and his wife decided to return home, he was unable to find a position that was requisite with his experience and skills back at the company's Singapore subsidiary. The case ends with Mark Chan wondering what he should do. In the (B) case, Mark Chan decided to move back home to Singapore and accepted a lower ranked position compared to the one he held overseas. He started to feel bored with his job after a few months. His attempts to find a new job that was requisite with his experience and skills within his company did not yield any results. His wife and children also experienced problems adjusting back to life in Singapore. The case ends with Mark Chan taking the first step to find a new job. The main teaching objectives are to illustrate the impact of an international assignment on career advancement and professional development, the career-related dilemmas faced by expatriate managers and the difficulties awaiting them upon return from an overseas assignment. Family re-adjustment problems are also highlighted. Students must reflect on the factors that contributed to re-entry problems, and explore approaches to improve international career management and repatriation practices.

Jaguar or Bluebird? Mark Chan's Decision to Stay Overseas Or Return Home After His Expatriate Assignment (A). INSEAD. Case 403-060-1

From Jaguar to Bluebird: Mark Chan Returns Home after His Expatriate Assignment (B). INSEAD. Case 403-061-1

Jaguar or Bluebird? (A) & (B). INSEAD. Teaching Note 403-060-8

Hope this helps.

Hi there,

I teach an MBA class on "Managing the Global Workforce" and am hoping to replace two cases that I have used in the past. Do you have suggestions for cases that I may be able to use? Here are the cases, short descriptions, and the purpose that they serve in my class:

Frans Ryckebosch: An International Manager (A). Richard Ivey School of Business. Case 99C030.

The case describes an expatriate career from 1966-1994. I use the case as an example of the personal and professional choices that an international managers faces over the course of a career. It's a great case, but appears somewhat dated to my 27-year old students.

Becton Dickinson (B), (B-1), and (C). Harvard Business School Cases 9-491-152, 9-491-153, 9-491-154.

This case series describes the different stages of internationalization that Becton Dickinson went through over its history and how its HR function was affected by these different stages. I use the case as an example for the stages a firm typically goes through as it grows internationally and how each stage affects the HR function: exporting, licensing, subcontracting, use of a sales subsidiary, and foreign production. The case series is quite rich, but also long, convoluted, and redundant across the three parts I'm using. My students and I find ourselves spending too much class time deciphering and interpreting event sequences.

Any ideas for cases that I could use in lieu of the two cases I described?

Thanks a lot!

Markus  Vodosek

********************************
Markus Vodosek, Ph.D.
Assistant Professor
Department of Management
David Eccles School of Business
University of Utah
1645 E. Campus Center Drive #106
Salt Lake City, UT 84112-9304
Tel. (801) 585-9546
Fax (801) 585-5966
markvodo@business.utah.edu
www.business.utah.edu/~mgtmv
********************************

Ivey has a set of cases about the merger of Barclays Bank and Canadian Imperial Bank of Commerce to form the First Caribbean International Bank. These were prepared by staff at the University of the West Indies and <st1:placename w:st="on">Ivey</st1:placename> <st1:placename w:st="on">Business</st1:placename> <st1:placetype w:st="on">School</st1:placetype> at the <st1:place w:st="on"><st1:placetype w:st="on">University</st1:placetype> of <st1:placename w:st="on">Western Ontario</st1:placename></st1:place>. One of the cases focuses on HR issues – others are on strategy, marketing, accounting, and IT. You might want to review these.

The following contains two practical and real-life cases that are relevant to managing the global workforce ....

http://ssrn.com/abstract=1142425

Chapter XII: Real Life Case Studies of Offshore Outsourced IS Projects: Analysis of Issues and Socio-Economic Paradigms. In H. S. Kehal, & V. P. Singh (Eds.), Outsourcing & Offshoring in the 21st Century: A socio economic perspective, 1 ed.: 248-301. (2006)

Abstract: The primary purpose of this chapter is to present descriptive real-life case studies of two very different offshore-outsourced custom software development projects (that the author has actually worked for). The first case study discusses the practical issues in two fixed-term/fixed-price custom software development projects that were offshore outsourced. The second case study discusses the practical issues in the offshore outsourcing of a time and materials custom software development project to multiple vendors, which involved simultaneous insourcing, onshore-outsourcing and offshore outsourcing. Furthermore, the observations and issues from these case studies are analyzed by comparing them with the paradigms of socio-economic theories that have been adopted extensively in the academic IS outsourcing literature (namely the agency theory, transaction cost theory, innovation diffusion theory, social exchange theory, and power-politics theory).

Hi there,

I teach an MBA class on "Managing the Global Workforce" and am hoping to replace two cases that I have used in the past. Do you have suggestions for cases that I may be able to use? Here are the cases, short descriptions, and the purpose that they serve in my class:

Frans Ryckebosch: An International Manager (A). <st1:place w:st="on"><st1:placename w:st="on">Richard</st1:placename> <st1:placename w:st="on">Ivey</st1:placename> <st1:placetype w:st="on">School</st1:placetype></st1:place> of Business. Case 99C030.

The case describes an expatriate career from 1966-1994. I use the case as an example of the personal and professional choices that an international managers faces over the course of a career. It's a great case, but appears somewhat dated to my 27-year old students.

Becton Dickinson (B), (B-1), and (C). <st1:place w:st="on"><st1:placename w:st="on">Harvard</st1:placename> <st1:placename w:st="on">Business</st1:placename> <st1:placetype w:st="on">School</st1:placetype></st1:place> Cases 9-491-152, 9-491-153, 9-491-154.

This case series describes the different stages of internationalization that Becton Dickinson went through over its history and how its HR function was affected by these different stages. I use the case as an example for the stages a firm typically goes through as it grows internationally and how each stage affects the HR function: exporting, licensing, subcontracting, use of a sales subsidiary, and foreign production. The case series is quite rich, but also long, convoluted, and redundant across the three parts I'm using. My students and I find ourselves spending too much class time deciphering and interpreting event sequences.

Any ideas for cases that I could use in lieu of the two cases I described?

Thanks a lot!

Markus  Vodosek

********************************
Markus Vodosek, Ph.D.
Assistant Professor
Department of Management
<st1:place w:st="on"><st1:placename w:st="on">David</st1:placename> <st1:placename w:st="on">Eccles</st1:placename> <st1:placetype w:st="on">School</st1:placetype></st1:place> of Business
<st1:place w:st="on"><st1:placetype w:st="on">University</st1:placetype> of <st1:placename w:st="on">Utah</st1:placename></st1:place>
<st1:street w:st="on"><st1:address w:st="on">1645 E. Campus Center Drive #106</st1:address></st1:street>
<st1:place w:st="on"><st1:city w:st="on">Salt Lake City</st1:city>, <st1:state w:st="on">UT</st1:state> <st1:postalcode w:st="on">84112-9304</st1:postalcode></st1:place>
Tel. (801) 585-9546
Fax (801) 585-5966
markvodo@business.utah.edu
www.business.utah.edu/~mgtmv
********************************