Industry and Higher Education: Case Studies for Sustainable Futures

Acknowledgements
Contents
About the Editors
1 Towards Sustainable Futures
	1.1 Introduction and Background
	1.2 What Do We Mean by Sustainable Futures?
	1.3 Why Case Studies?
	1.4 Teaching with Case Studies
	1.5 Assessing Case Studies
		1.5.1 Short Case Studies
		1.5.2 Detailed Case Studies
		1.5.3 Using Case Studies in Formal Written or Oral Examinations
	1.6 Marking of Case Studies
		1.6.1 Radar Charts
	1.7 Preparing to Learn Using Case Studies—Students
	1.8 How to Use This Book
	References
Industry Case Studies
2 Health System Sustainability: The Pharmaceutical Benefits Scheme in Australia
	2.1 The case at a glance
	2.2 Introduction
	2.3 Background
	2.4 Health System Sustainability
	2.5 Medicines Policy in Australia
		2.5.1 The National Medicines Policy
		2.5.2 The Pharmaceutical Benefits Scheme
	2.6 Managing Cost Versus Demand for PBS Medicines
		2.6.1 Co-payments
		2.6.2 Price Discounts and Reference Pricing
		2.6.3 Price Disclosure Policies
		2.6.4 Impact on Health System Sustainability
	2.7 The Process for Listing New Medicines on the PBS
	2.8 Health Technology Assessment and Economic Evaluation
		2.8.1 What Is HTA?
		2.8.2 What Is Economic Evaluation?
		2.8.3 What Are Quality-Adjusted Life Years (QALYs)?
		2.8.4 How Does PBAC Use HTAs and Economic Evaluations to Make Decisions?
		2.8.5 HTA and Economic Evaluation Around the World
		2.8.6 Impact on Health System Sustainability
	2.9 Industry Perspective
	2.10 Case Study: Gardasil
		2.10.1 About the Human Papillomavirus (HPV)
		2.10.2 Development of an HPV Vaccine
		2.10.3 National Immunisation Programme Listing of Gardasil
		2.10.4 Impact on Health System Sustainability
		2.10.5 Summary
	2.11 Teaching Notes
		2.11.1 Synopsis of the Case
		2.11.2 Target Learning Group
		2.11.3 Learning Objectives
		2.11.4 Reading Activities
		2.11.5 Discussion Activities
		2.11.6 Assignment Questions
		2.11.7 Multimedia Activities
	References
3 Ensuring Healthy Lives: Saving Lives at Birth in Indonesia
	3.1 The Case at a Glance
	3.2 Introduction
	3.3 Health and the UN SDGs
	3.4 Saving Lives at Birth and Revolusi KIA
	3.5 Achievements and Challenges of Revolusi KIA
	3.6 Business and Economics Frameworks
		3.6.1 Social Marketing
		3.6.2 Shared Leadership
	3.7 Teaching Notes
		3.7.1 Synopsis of the Case
		3.7.2 Target Learning Group
		3.7.3 Learning Objectives
		3.7.4 Teaching Strategy
		3.7.5 Reading Questions
		3.7.6 Discussion Questions
		3.7.7 Suggested Assignments
		3.7.8 Additional Resources
	References
4 Sustainability for Organisational Success: How Is Optus Joining the Dots?
	4.1 The Case at a Glance
	4.2 Introduction
	4.3 Background
	4.4 Sustainability as a Driver of Long-Term Success
		4.4.1 Four Pillars
		4.4.2 Pillar 1: Marketplace and Customers
		4.4.3 Pillar 2: Community
		4.4.4 Pillar 3: Our people
		4.4.5 Pillar 4: Environment
	4.5 Joining the Dots
	4.6 The Role of Core Initiative Components on Systems Thinking
		4.6.1 Collaboration
		4.6.2 Innovation
		4.6.3 Holistic Approach
	4.7 Key Challenges
		4.7.1 Difficulty in Measuring Performance
		4.7.2 Balancing Short-Term Gains with Long-Term Goals
	4.8 Conclusion
	4.9 Teaching Notes
		4.9.1 Synopsis of the Case
		4.9.2 Target Learning Group
		4.9.3 Learning Objectives
		4.9.4 Teaching Strategy
		4.9.5 Reading Activities
		4.9.6 Discussion Activities
		4.9.7 Suggested Assignment
	4.10 Multimedia Activities
	References
5 Climate Change and Extreme Events: Risk Assessment of Adaptation in Sydney
	5.1 The Case at a Glance
	5.2 Introduction and Background
		5.2.1 Adaptation and Mitigation
		5.2.2 Losses from Extreme Weather Events
	5.3 Modelling Impacts from Extreme Events
		5.3.1 The Loss Distribution Approach
	5.4 Modelling the Frequency of Events
	5.5 Modelling the Severity of Events
		5.5.1 Cumulative Losses Over Time
	5.6 Discounting and the Time Value of Money
		5.6.1 Financial Versus Economic Discounting
		5.6.2 Economic and Social Discount Rates and Intergenerational Equity
	5.7 Cost-Benefit Analysis
	5.8 Risk and Losses Assessment: Bushfires in the Ku-ring-gai Area
		5.8.1 Background Information
		5.8.2 Choice of Parameters
		5.8.3 Estimates of the Number of Houses Damaged
		5.8.4 Estimates of Total Losses for Ku-ring-gai
	5.9 Discussion of the Main Results
	5.10 Investment into Adaptation
	5.11 Teaching Notes
		5.11.1 Synopsis of the Case
		5.11.2 Target Learning Group
		5.11.3 Learning Objectives
		5.11.4 Reading Activities
		5.11.5 Assignment Questions
		5.11.6 Discussion Activities
		5.11.7 Multimedia Supplementary Activities and Readings
	References
6 Institutionalising Sustainable Production Practices: Malaysia’s Solar Photovoltaic Industry
	6.1 The Case at a Glance
	6.2 Introduction
	6.3 Policies and Sustainable Production Practices
	6.4 Sustainable Production Practices in Malaysia’s SPV Industry
	6.5 Organisational Compliance with Regulations and Standards
		6.5.1 Macro-institutional Sustainability
		6.5.2 Project Management Sustainability
		6.5.3 A Network of Inputs, Outputs, and Sustainability Performance Measures
	6.6 The Impact of Sustainable Production Practices on the Value Chain
	6.7 Production Processes, Output, and Sustainability Through Local Consumption
	6.8 Epilogue
	6.9 Teaching Notes
		6.9.1 Synopsis of the Case
		6.9.2 Target Learning Group
		6.9.3 Learning Objectives
		6.9.4 Reading Activities
		6.9.5 Discussion Activities
	References
7 Sustainable Tourism Development and Stakeholder Analysis: The Freycinet Lodge Case in Tasmania
	7.1 The Case at a Glance
	7.2 Introduction and Background
	7.3 Perspective of the RACT
	7.4 Perspective of the Tasmanian State Government
	7.5 Perspective of the Environmentalists
	7.6 Stakeholder Theory and Analysis
	7.7 Teaching Notes
		7.7.1 Synopsis of the Case
		7.7.2 Target Learning Group
		7.7.3 Learning Objectives
		7.7.4 Teaching Strategy—The Jigsaw Method
		7.7.5 Discussion Questions
		7.7.6 In-Depth Learning
		7.7.7 Suggested Assignments
		7.7.8 Additional Resources
	References
8 Supply Chain Management and Social Enterprise Towards Zero Hunger: The Akshaya Patra Foundation in India
	8.1 The Case at a Glance
	8.2 Introduction
	8.3 Background
	8.4 Literature Review
	8.5 Two-Fold Distribution Strategy
	8.6 Supply Chain Processes
	8.7 Incorporating Increased Automation
	8.8 Operational Models for Growth
	8.9 Software Design Solutions
	8.10 Results
	8.11 Conclusion
	8.12 Teaching Notes
		8.12.1 Synopsis of the Case
		8.12.2 Target Learning Group
		8.12.3 Learning Objectives
		8.12.4 Teaching Strategy
		8.12.5 Reading Questions
		8.12.6 Discussion Questions
		8.12.7 Suggested Assignments
		8.12.8 Multimedia Activities
		8.12.9 Supplementary Materials
	References
9 Industry-Academia Partnerships for Sustainability: Project Genesis in India
	9.1 The Case at a Glance
	9.2 Introduction
	9.3 Challenges in the Available Talent Market
	9.4 The Project Genesis Model: A Four-Pronged Approach
		9.4.1 The Final Verdict: How Effective Is Project Genesis?
		9.4.2 Phase 1: Skills-Level Assessment and the Design of a New Curriculum
		9.4.3 Phase 2: ‘Train the Trainer’ and ‘Principal’s Conclave’ Programs
		9.4.4 Phase 3: Review and Assessment
		9.4.5 Phase 4: Regional Job Fairs
	9.5 Key Issues: Encouraging Collaboration Between Industry and Faculties in Business Studies
	9.6 Epilogue: Teachings for Undergraduate Business Students
	9.7 Conclusion
	9.8 Teaching Notes
		9.8.1 Synopsis of the Case
		9.8.2 Target Learning Group
		9.8.3 Learning Objectives
		9.8.4 Teaching Strategy
		9.8.5 Reading Activities
		9.8.6 Discussion Questions
		9.8.7 Suggested Assignment
		9.8.8 Additional Resources
	References
10 Migrant Workers and Corporate Social Responsibility: Workplace Practices in Mauritius
	10.1 The Case a Glance
	10.2 Background
	10.3 Social Issues in the Global Textiles Industry
	10.4 Selected Cases of Social Issues in the Mauritian Textiles Industry
		10.4.1 Case 1 (Bella)
		10.4.2 Case 2 (Isla)
		10.4.3 Case 3 (Shellana)
	10.5 Workplace Issues for Migrant Workers
		10.5.1 Segregation Based on Nationality
		10.5.2 Segregation Based on Gender
		10.5.3 Economic Exploitation
		10.5.4 No Access to a Labour Union
		10.5.5 Poor Living Conditions
		10.5.6 Unlawful Recruitment Practices
	10.6 Workplace Practices by Mauritian Textile Companies
		10.6.1 Health and Safety
		10.6.2 Work-Life Balance and Employee Engagement
	10.7 Institutional Factors and the Treatment of Migrant Workers
		10.7.1 Role of Formal Institutions
		10.7.2 Role of Informal Institutions
	10.8 Moving Forward
	10.9 Teaching Notes
		10.9.1 Synopsis of the Case
		10.9.2 Target Learning Group
		10.9.3 Learning Objectives
		10.9.4 Key Issues
		10.9.5 Theoretical Concepts
		10.9.6 Reading Activities
		10.9.7 Teaching Strategy
		10.9.8 Discussion Questions
		10.9.9 Suggested Assignment Questions
	Further Reading
11 Mainstreaming Neurodiversity for an Inclusive and Sustainable Future Workforce: Autism-Spectrum Employees
	11.1 The Case at a Glance
	11.2 Introduction
		11.2.1 Defining Autism
		11.2.2 Strengths and Limitations of People with Autism
	11.3 The Social Issue of a High Employment Rate
		11.3.1 Looking to Future Workforce Needs
	11.4 The History and Development of the AS Employment Market
		11.4.1 Specialisterne: The Social Innovator of Harnessing the Strengths of People with Autism
		11.4.2 AS Employment in Large for-Profit Companies
	11.5 From Affirmative Action to Front-Door Employment
		11.5.1 Affirmative Action
		11.5.2 Toward Front-Door Employment
		11.5.3 Different Models for AS Employment
	11.6 Challenges Ahead
	11.7 Teaching Notes
		11.7.1 Synopsis of the Case
		11.7.2 Target Learning Group
		11.7.3 Learning Objectives
		11.7.4 Reading Activities
		11.7.5 Suggested Assignment
		11.7.6 Discussion Activities
	11.8 Discussion Questions
	11.9 Multimedia Activities
	References
Towards Sustainable Futures in Higher Education
12 F.I.R.S.T: Principles of Discipline for 21st Century Skills
	12.1 The Case at a Glance
	12.2 Introduction
	12.3 Calls for Improved Student Outcomes
	12.4 Human Capital, Cognitive and Non-cognitive Skills
		12.4.1 An Overview of the Human Capital Perspective
		12.4.2 Non-cognitive Skills Are More Important Than Cognitive Skills
		12.4.3 A Case for Increasing Levels of Soft Skills
	12.5 Discipline in Education
		12.5.1 Meanings of Discipline
		12.5.2 Discipline as a Driver of Academic Achievement
		12.5.3 Perceptions of Discipline in University Students
	12.6 F.I.R.S.T. Discipline
	12.7 A Way Forward: Applying the F.I.R.S.T. Discipline Principles
		12.7.1 Assistance for Students
		12.7.2 Structured Internship Programs
		12.7.3 Training and Development Programs
	12.8 Conclusion
	12.9 Teaching Notes
		12.9.1 Synopsis of the Case
		12.9.2 Target Learning Group
		12.9.3 Learning Objectives
		12.9.4 Reading Activities
		12.9.5 Discussion Activities
		12.9.6 Assignments
	References
13 Developing Sustainability Discourse Skills for Business
	13.1 The Case at a Glance
	13.2 Introduction and Background
	13.3 Applying the Teaching-Learning Cycle to Sustainability Marketing
		13.3.1 Understanding the Context of Sustainability Marketing
		13.3.2 Building the Field in Sustainability Marketing: Source Genres
		13.3.3 Text Production in Sustainability Marketing: Target Genres
	13.4 Applying the 3 × 3 Framework to Sustainability Marketing
	13.5 Teaching and Learning Activities to Develop Sustainability Marketing Discourse Skills
	13.6 Conclusion
	13.7 Teaching Notes
		13.7.1 Synopsis of the Case
		13.7.2 Target Learning Group
		13.7.3 Learning Objectives
		13.7.4 Preliminary Reading
		13.7.5 In-Depth Reading
		13.7.6 Post-Reading Suggested Assignments (10 hours per task)
	References