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Indian Business Case Studies Volume I Sandeep Pachpande
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Indian Business Case Studies Volume III Lalit Kanore
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Business Ethics: Case Studies and Selected Readings
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Building Honor in Academics: Case Studies in Academic

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Indian Business Case Studies
Indian Business
Case Studies
Volume II
V P PAWA R
B HAG YA SH R E E K U N T E
SR I N I VA S T UM U LU R I
Indian Case Studies in Business Management

Great Clarendon Street, Oxford, ox2 6dp,
United Kingdom
Oxford University Press is a department of the University of Oxford.
It furthers the University’s objective of excellence in research, scholarship,
and education by publishing worldwide. Oxford is a registered trade mark of
Oxford University Press in the UK and in certain other countries
© ASM Group of Institutes, Pune, India 2022
The moral rights of the authors‌have been asserted
First Edition published in 2022
Impression: 1
DISCLAIMER: ASM Group of Institutes and the Series Editors including the Individual Volume
Authors of the Title Indian Business Studies Volumes hereby declare that the business Case Studies
in the title are developed and as included in this Case Volume are based on Information, event details
and the names of protagonists, issues, the tables and graphic representations are from published
data available in public domain as appearing in daily national and/or regional news media. There
are no sensitive issues included in the contents of the Titles and there are no Intensions to hurt any
Professional/Business/Religious/Social sentiments of individuals, society or organizations and any
regulative machinery.
All rights reserved. No part of this publication may be reproduced, stored in
a retrieval system, or transmitted, in any form or by any means, without the
prior permission in writing of Oxford University Press, or as expressly permitted
by law, by licence or under terms agreed with the appropriate reprographics
rights organization. Enquiries concerning reproduction outside the scope of the
above should be sent to the Rights Department, Oxford University Press, at the
address above
You must not circulate this work in any other form
and you must impose this same condition on any acquirer
Published in the United States of America by Oxford University Press
198 Madison Avenue, New York, NY 10016, United States of America
British Library Cataloguing in Publication Data
Data available
Library of Congress Control Number: 2022938091
ISBN 978–0–19–286938–8
DOI: 10.1093/oso/9780192869388.001.0001
Printed in India by
Rakmo Press Pvt. Ltd.
Links to third party websites are provided by Oxford in good faith and
for information only. Oxford disclaims any responsibility for the materials
contained in any third party website referenced in this work.
Dr R.R. Pachpande
[1947–2009]
‘Education is the Soul of our society’
The series editors and the volume authors of the case volumes titled as
‘Indian Business Case Studies’ published by Oxford University Press have
a deep sense of gratefulness while dedicating these case volumes to the
memory of Dr Raghunath R. Pachpande, the founder of ASM Group of
Institutes Pune, India.
It was with the untiring efforts and strategic vision of Dr R.R. (as he was
known to his close friends and colleagues) which has been instrumental in
ASM group adopting case methodology as a unique element in its pedagogy
which motivated the faculty and students of ASM group of institutes to
develop business case studies on Indian Businesses and use them to teach
management subjects in all branches of Business Management studies.
Dr R.R. Pachpande was a leader beyond parlance and ahead of time in

establishing educational institutes more so in higher studies in business
management specifically in the industrial belts in the state of Maharashtra
with a view to providing best of experiential learning to its students
through closer interactions with business Units around.
Today ASM Group continues the great legacy of Dr R.R. Pachpande under
the leadership of his successors and who have succeeded in taking ASM
Group to global recognition as a unique group of institutes offering world-
class education in all branches of Business Management.
This case volume is dedicated to the memories of late Dr R.R. Pachpande.

Contents
Preface xiii
Acknowledgements xvii
About the Series Editors xix
About the Volume Authors xxi
The How and Why of Case Methodology xxv
SE C T IO N I : C A SE ST U D I E S I N
H UM A N R E S OU R C E S
1. The Culture vs Strategy 3
Learning Objectives 3
Synopsis 4
About Bosch 4
Bosch Company History 5
About Bosch in India 5
Bosch Strike: Talks with Management on 17 September 2014
to Resolve Issues 7
Striking Bosch Workers in India Defy State Government
Ban in October 2014 7
Conclusions 13
Case Questions 13
2. Tata’s Air India ‘Take Over to Take Off ’—A Cultural
Conundrum 15
Synopsis 15
Case Details 16
The Hunt for Talent (Change of Guards) 16
The Attitudinal Change 19
Service Standards 20
Inflight Refreshments 21
The Urgent Renovations 21
The Legacy 21
A Major Handicap 22
Engineering Services 22
Mounting Operational Losses 23
viii Contents
Conclusions 23
Case Questions 24
3. Beyond the Bootstrap 25
Synopsis 25
Case Details: Kurlekar Precision Engineering Pvt Ltd 26
Industry Shift from Mumbai to Pune 27
Internal Chaos and Consequences 28
Conclusions 33
Case Questions 34
4. Starbucks—The ‘Coffee House’ Experts 35
Synopsis 35
The History of Starbucks 36
Motivation 37
Equal Treatment 38
Listen to Employees 39
Good Welfare Measures 39
Teamwork 40
The Strategies to Keep Well Relationship 40
A Goal of Public Welfare 41
Conclusions 41
Case Questions 42
5. Great Thought—Difficult for Business 43
Synopsis 43
What Vedanta Claims 44
Our Approach 44
Our Strategy 45
Our Sustainability Model 45
Community at the Centre 46
A Fresh Perspective 47
Some Food for Thoughts on Sustainable Management 49
Costs of the Conflict 49
Free Prior and Informed Consent 50
Coexistence and Benefit-Sharing 51
Case Questions 52
Contents ix
SE C T IO N I I : C A SE ST U D I E S I N
F I NA N C E M A NAG E M E N T
6. Turmoil in the Banking Landscape 55
Synopsis 55
Introduction 56
Changing Scenario 57
Talent to Compete 57
Legacy Drag 58
Baby Steps 59
Future Imperfect 61
Conclusions 61
Case Questions 62
7. Information Technology and Banking Industry 63
Synopsis 63
Use of Information Assets in Strategic Decision Making 65
The Future Imperfect 65
Conclusions 66
Case Questions 66
8. ING Vysya Bank vs Kotak Mahindra Bank 67
Synopsis 67
Case Details 68
Indian Banking Industry 69
M&A Activity in Indian Banking Sector 69
About Kotak 70
Kotak Mahindra Bank 70
About ING 71
Merger Deal 71
Questions to Discuss 74
9. The Ghost of NPAs 75
Synopsis 75
The Case Background 76
How Grim Is the Situation? 76
What Possibly Led to This Situation? 77
The Path Followed 77
Stressed Assets 78
The Reality 79
Effects of Inadequate Capital 79
Effects of NPA’s 80
x Contents
Conclusions 80
Case Questions 80
SE C T IO N I I I : C A SE ST U D I E S I N
M U LT I D I S C I P L I NA RY A R E A S I N M A R K E T I N G ,
S T R AT E G Y, A N D O P E R AT IO N S
10. ‘Innovation and the Entrepreneurial Urge’ 85
Synopsis 85
Case Facts 86
Entrepreneurs—Take the Bull by the Horn Attitude 86
The Test of Uncertain Times 87
The Track Record 1996–2004 87
The Organizational Structure 88
The Product 89
The Process 89
The Market 90
The Strategic Plans 90
The Challenges 90
Conclusions 91
Case Questions 91
11. Chasing the ‘Long Tail’ 93
Synopsis 93
Product Is the Hero 94
Kitsch Is the King 95
Conclusions 97
Case Questions 98
12. The Price of Owning a ‘Cheetah’ (The Jaguar) 99
Synopsis 99
The Tata’s Status 101
Critical Appraisal of the Takeover of JLR by Tata Motors 102
For the Ford Motors 102
For Tata Motors Ltd 103
Where Are the Synergies? 104
The Ambiguities in the Deal 105
Case Questions 105
13. Liar, Liar—Is ‘Apple’ on Fire? 107
Contents xi
Synopsis 107
Case Details 108
Apple and Microsoft 109
Burying the Hatchets 111
Steve Jobs Era 112
Post-Steve Jobs Era 114
The Criticism on Apple 115
Apple’s Strategy to Re-Establish Customer’s Satisfaction 116
Is It Enough? 118
Conclusions 118
Case Questions 119
14. The Indian Telecom Distress 121
Synopsis 121
Case Details 122
Moratorium Not Enough 123
Rare Situation 124
Conclusions 125
Case Questions 126
15. Who Created the Mess? 127
Synopsis 127
Indian Automobile Industry 129
Mahindra Takes Control of Reva Cars 129
There Are Lot of Development Was Done in the Year 2017 131
Response from Automobile Sector 131
Fact Lies in Electrification 132
Company Strategies 133
Case Questions 134
16. Coca-Cola: ‘Taste the Controversy’ 135
Synopsis 135
Rumours, Myths, and Truth 136
Ethical Waters 137
Drinking Obesity? 140
Creating Doubt: Comparisons with Big Tobacco 142
The End of the Coke Era? 143
‘The Days of Coke Being the World’s Biggest Brand
Are over Forever’ 145
The Move to Master the Brand 146
Case Questions 149
xii Contents
17. Holding On and Letting It Go 151
Case details 151
Infosys India’s Most Admired Company 152
Mr Vishal Sikka Became the CEO 152
Conflict between Narayana Murthy and Vishal Sikka 154
Back to Mr Salil Parekh in His Office 155
Case Questions 156
18. Microsoft’s Acquisition of Nokia 157
Synopsis 157
Strategic Imperatives for M&A 158
Microsoft’s Story towards Acquisition of Nokia 158
Failure of Microsoft and Nokia M&A 160
Future Prospects of Nokia 161
Case Questions 162
19. The Pains of Separation 163
Synopsis 163
Back to Basics 164
Look before You Split 167
Conclusions 168
Case Questions 169
20. What Went Wrong? 171
Synopsis 171
Implementation Details 172
Customer Expectations 174
Reputation 175
Meeting Standards 175
Costs 175
Why Is Branding Important? 176
Conclusions 177
Case Questions 177
Preface
Many universities and management institutes across the globe have

adopted the case study methodology for teaching almost all branches of
management studies since several decades. This trend has been seen in
India also, wherein the Indian Institutes of Management (IIMs) and pro-
gressive management institutes in private sector have implemented case
methodology as an important pedagogical tool in business management
education.
However, there is a severe shortage in Indian business case studies
faced by the B-schools in India and those global institutes associated with
Indian academia. Majority of the case studies studied at IIMs and other
A-grade B-schools in India are from situations in industries in foreign
countries and have very little or no relevance to Indian business situ-
ations. This acts as a major gap for faculty and students engagement in
business management studies both at UG and masters level (PG) studies,
where in for clarification of theoretical concepts is possible mainly
through use of case methodology which enables insight into business
real-life business situations.
Besides, the objectives and purposes for which case studies are de-
veloped abroad are much different from course of studies in Indian B-
schools. Therefore, the dependence on foreign case studies for Indian
students does not provide any real situational insight on Indian business.
Although the curriculum requires taking the students through case study
methodology, there are not many Indian case studies for this purpose.
The main objectives of using case-based teaching as a major pedagog-
ical tool in B-schools are as follows:
1. To facilitate students’ concept development capabilities through ex-

posure to real-life problems in industries.
2. To enable students to correlate theoretical topics with the tech-
niques used in analysing complex issues in business situations.
xiv Preface
3. To develop skills using which students can develop application ma-

trix for the theoretical topics for real-life problem analysis and reso-
lution techniques.
4. Help the students of B-schools to develop orientation towards the
important attributes and attitudinal requirements for effective
handling of complex situations at the workplace.
5. To develop a clear understanding of the techniques used for
problem analysis, situation analysis, and decision analysis and ap-
propriate understanding of the difference between problems and
situations in management.
6. To develop the group-based approaches to solving problems and
challenges at the workplace by appropriate coordination of and col-
laboration with all related aspects of a situation.
7. To develop a reference manual for recording the problems tackled
and the essential lessons learnt from past incidences for use in fu-
ture eventualities of recurrence of issues.
8. To develop the preventive steps that must be initiated to ensure the
problems resolved once do not recur in the immediate future.
Business case studies are basically oriented towards developing the eval-
uative and analytical skills of students towards industry situations. Such
case studies draw the attention of participants of the case resolution
methodology on the in-depth correlative evaluation of the issues in the
case study with the various related topics that the students have to study
about in their classrooms. These case studies could be on issues related
to human resources, industrial relations, product and process, marketing
and finance management areas in business management.
The academic environment across the world too is facing a major dis-
ruption on account of the global pandemic Covid-19 forcing the offline
education system to switch over to online/blended versions of teaching
and learning process. And use of case methodology and simulation exer-
cises are the main in gradients for sustaining effective ways of delivering
experiential learning through use of case and case lets in an online mode
of teaching ensuring student engagements and online interactive ways of
knowledge dissemination.
Oxford University Press in association with ASM Group of Institutes
Pune, India is publishing for the first time a comprehensive case volumes
Preface xv
as series of eight volumes with case studies on Indian businesses selected

from all aspects of business functions like HR, finance marketing, and
operations providing an exciting and long waited opportunity to fac-
ulty and students across the globe to access Indian business case studies
through these case volumes.
We are very confident that the case volumes will receive very good re-
sponse and will be of utmost use to the readers.
Acknowledgements
The series editors wish to acknowledge with thanks the contribution of

data for the case studies from ASM’s Academic Associates the CETYS
University Mexico—Dr Francisco Velez, Dean of Colleges and Dr Faviola
Villegas Prof in marketing for case studies on Apple and Coca Cola as
also several senior faculty from ASM Group of Institutes for their help in
proofreading and editing of the case studies.
We also acknowledge the numerous reporters and of daily newspapers
in business and economics scenarios in India which have been rich and
authentic secondary data sources for design and development of case
studies for the case volumes.
About the Series Editors
Dr Sandeep Pachpande, Chairman,

ASM Group of Institutes, Pune, India
Prof J.A. Kulkarni, Professor,
ASM Group of Institutes, Pune, India
Both the series editors have decades of experience in business case design and
development and also implementation of case methodology of teaching for the
faculty and students of business schools in India and abroad.
The series editors have to their credit of authoring three major
books on business case studies published by globally known publishers
and in conducting workshops for case design and development.
The series editors have a very good network with leaders and stalwarts in
business management studies across the globe and popular as keynote
speakers in many national and international conferences. They have a very
rich experience in organizing national and international conferences and case
competitions.
Currently the series editors are busy completing a unique case
analysis and resolution methodology programme which is under copyright
considerations.
Dr Sandeep Pachpande
Prof J.A. Kulkarni
About the Volume Authors
Dr V.P. Pawar
Dr V.P. Pawar is Director at the ASM Group of Institutes Pune, India.
Dr Pawar holds a PhD in Computer Science and is a (ES) Cambridge
University alumnus (UK). He holds Post Doctorate degree in Artificial
Intelligence, as well as a Master’s Degree in Computer Science, Computer
Application, and an MBA. Dr V.P. Pawar has 19 years of experience in the
Government Sector as Super Class One Ranking Officer.
Dr Pawar has been conferred 11 fellowships in the field of science and
technology from the privileged institutions such as DST (Department
of Science and Technology, Government of India), UGRF (UGC),
University of Cambridge (UK), Microsoft, Oracle Corporation, F.J Trust,
Sakal Indian Foundation.
Dr Pawar has published more than 100+international journals and
conference proceedings in IEEE, Science Direct, Elsevier, and many more.
Dr Pawar is the recipient of 43 National and International Level Patents
(Australia/USA/JAPAN and India). Dr Pawar guided 22 Doctoral stu-
dents for PhD degrees.
Dr Pawar has keen interest in teaching and research case studies
for management studies and he has been a senior jury in several case
competitions.
xxii About the Volume authors
Prof T Srinivas B.com, M.com
Prof T. Srinivas brings along with him nearly 25 years of industry experi-
ence in financial management at functional and strategic finance at board
level responsibilities.
Since previous 15 years Prof Srinivas has been an integral member of
the senior faculty at ASM Group of Institutes Pune engaged in course and
subject syllabus for graduate and postgraduate level studies in finance
and taxation management.
Prof Srinivas has presented several research papers in national and in-
ternational conferences and has designed and developed several business
case studies on topics such as investment banking, assets management,
and taxation issues. He also has authored few case studies in strategic
management and corporate governance.
Prof Srinivas is an authority in all topics related to finance and financial
accounting and his help and guidance is sought after by several of his col-
leagues and students from Finance Management Stream.
Dr Bhagyashree S. Kunte MBA Finance, FCMA, PhD

(Faculty: Commerce and Financial Management)
Dr Bhagyashree Kunte brings with her nearly 15 years of industry expe-

rience at management level in the functions of finance management she
About the Volume authors xxiii
has rich exposure to managerial finance and in overall project financing

responsibilities in several Indian companies of repute.
Over the previous 10 years Dr Bhagyashree has rendered her services
in Finance Management subjects for the UG and PG level studies. She
has to her credit several research papers presented in national and inter-
national level conferences along with her keen interest in adopting case
methodology of teaching to her students in financial accounting and de-
cision science subjects. She has designed and developed case studies in
banking and taxation management topics.
The How and Why of
Case Methodology
An insight in to the use of case methodology in B school pedagogy.
Case Methodology in Business

Management Studies
The main objectives of using case-based teaching as a major pedagogical

tool in B-schools are as follows:
1. To facilitate students’ concept development capabilities through ex-

posure to real-life problems in industries.
2. To enable students to correlate theoretical topics with the tech-
niques used in analysing complex issues in business situations.
3. To develop skills using which students can develop application ma-
trix for the theoretical topics for real-life problem analysis and reso-
lution techniques.
4. To help the students of B-schools to develop orientation towards
the important attributes and attitudinal requirements for effective
handling of complex situations at the workplace.
5. To develop a clear understanding of the techniques used for
problem analysis, situation.
6. To analysis and decision analysis and appropriate understanding of
the difference between problems and situations in management.
7. To develop the group-based approaches to solving problems and
challenges at the workplace by appropriate coordination of and col-
laboration with all related aspects of a situation.
xxvi The How and Why of Case Methodology
8. To develop a reference manual for recording the problems tackled

and the essential lessons learnt from past incidences for use in fu-
ture eventualities of recurrence of issues.
9. To develop the preventive steps that must be initiated to ensure the
problems resolved once do not recur in the immediate future.
Major Types of Case Studies
The entire gamut of business case studies can be classified as follows:
1. Evaluative case studies (Teaching Case studies)

2. Task-or action-oriented case studies (including project-based case
studies)
3. Research-oriented case studies
Evaluative or teaching case studies are basically oriented towards devel-

oping the evaluative and analytical skills of students towards industry
situations. Such case studies draw the attention of participants of the case
resolution methodology on the in-depth correlative evaluation of the is-
sues in the case study with the various related topics that the students
have to study about in their classrooms.
These case studies could be on issues related to human resources, in-
dustrial relations, product and process, marketing and finance manage-
ment areas in business management. Such case studies help the students
mainly to examine their understanding of evaluative steps such as evalu-
ation of the financial situation of a company or the quality aspects of its
products and services, etc.
The task-or action-oriented case studies dwell on business issues that
call for appropriate decision-making capabilities of executives. By in-
volving students of management studies in the resolution activity of such
case studies, the skills learnt by them through the theoretical studies can
be experimented in the resolution exercises. The students can be motiv-
ated to apply their decision-making skills along with their risk manage-
ment ability to make business decisions.
Developing a plan of actions oriented towards the resolution of the
case issues calls for effective role-play techniques as also presentation
The How and Why of Case Methodology xxvii
skills from the part of students; they are normally required to defend their
plan of approach and decisions in front of other students and the fac-
ulty, which helps them improve their capabilities to sustain questions and
criticisms, normal features in business management.
Research-based case studies, as the name suggests, involve stu-
dents in research initiatives to establish a hypothesis or to disprove
a common belief, which influence the progress and sustenance of
business ideologies or even scientific or technical aspects of business
dynamics.
These case studies normally call for prerequisites such as thorough
business knowledge and enough exposure to both the theoretical and
practical aspects of the issues presented in the case studies. Issues of cor-
porate governance and social welfare functions, which have both oblig-
atory and voluntary elements attached to them, are pursued in research
studies to establish the utility purposes of such aspects, which range from
free will to a compelled activity.
Market-survey case studies help students to differentiate between
facts and fantasies of customer behaviour and understand the compet-
itive forces at play in the marketplace. Business environmental analysis
and the study of business options and strategic choices are recommended
areas for case studies calling for research.
However, the real problem today for B-schools is the non-availability
of good case studies on Indian business. Since the usage of imported case
studies from foreign businesses is fast losing its relevance to the Indian
business scenario, which in itself has unique features among the global
economies. India, which is rated as the world’s fourth-largest economy,
definitely needs specific and separate approaches to the case study meth-
odology as a pedagogical tool for B-school studies.
This also calls for intensifying the industry-institute interactions
at least at the B-school level of education. Both sides need to shed
their shy or protective nature to facilitate effective and purposeful
interactions.
Even the government, and specifically the department of higher edu-
cation, needs to emphasize the absolute need for closer contacts between
the higher educational institutes and the business houses in all segments
of the economy. Only then can the studies at higher level be compatible to
the needs of businesses and the educational degrees or qualifications be
xxviii The How and Why of Case Methodology
worthy of any application in the real economic progress of India, based

on domestic skills as relevant to business needs.
Case studies in business management are characterized by their rele-
vance to the theories and practices of businesses across the world. While
there could be cultural differentiation, the need is to align with the basic
purpose of business ventures. Men, machines, and materials form the
basic resources of a business, and customers at the relevant marketplace
create the necessary turnover of these resources.
Every business or entrepreneurial venture is preceded by the ne-
cessity of there being means for survival and creation of wealth by the
stakeholders. It is in a way a mixture of needs, actions, and results in a
perpetual series and cycle of events, which consume and recreate them-
selves for the continuity of life on this planet perhaps.
Case Study: Design and

Development Methodology
Every business or entrepreneurial venture is preceded by the necessity of

there being means for survival and creation of wealth by the stakeholders.
It is in a way a mixture of needs, actions and results in a perpetual series
and cycle of events, which consume and recreate themselves for the con-
tinuity of life on this planet perhaps.
The case studies in business management depend very much on the
‘virtual’ nature of their contents, and the actual and real-life demonstra-
tion of business situations that they bring to the classroom in business
schools help in letting the students correlate the theoretical and practical
aspects of business management.
Case studies should generate interest in the minds of students and
awake in them a curiosity to understand the contents of a case study and
an urge to involve oneself in the case analysis and resolution process.
Then only can case studies be called effective tools that translate real-life
business scenarios to classroom discussion topics.
The case studies in business management are characterized by features
as follows:
The How and Why of Case Methodology xxix
1. Fact-based contents and narrations rather than fantasies and

fiction.
2. Necessity of an appropriate ‘hook effect’ in case contents and the
chronological presentation of a case.
3. Presence of just enough ambiguity and vagueness in the deliber-
ations of the case.
4. Providing clues and not exact solutions to case issues.
5. Providing specificity in the comparison and correlation of case con-
tents to topics of studies in business management.
Case study Based on Facts
In order to make a case study present a real-life situation, it should neces-

sarily be based on the facts of a business situation, either a past situation
or a concurrent happening in the domestic or international business envi-
ronment. However, in order to protect an individual’s or an organization’s
business interests, one may, to the maximum extent possible, camouflage
the names of individuals, organizations or the exact product and process
nomenclatures, besides duly respecting the copyrights of the owners of
the references made, if any, in the case contents.
The students of business management definitely desire to feel involved
when they have to study, analyse, and resolve business case studies;
hence, any distortion in the facts, details not confirming to regular busi-
ness transactions or issues not commonly visualized during the course of
their studies tend to deflect their focus and create a sense of artificiality or
disinterest in their approach to the case study methodology.
In fact, this is one of the most important reasons why case studies
based on industrial situations abroad are of lesser interest to the students
of Indian B-schools, since they do not depict real business scenarios in
the Indian business environment and are deprived of the cultural rele-
vance so essential to Indian students.
It is also observed that in many a case study, an attempt is made by the
authors of the case study to dramatize the narration to such an extent that
the seriousness of the topic in relation to business management studies
xxx The How and Why of Case Methodology
is completely disregarded. And such case studies are remembered by the

students for their fun content rather than facts of business life. This has
an implied risk in that students may totally miss the objective of the case
study methodology of business management studies and consider case
studies as irrelevant to business studies’ requirements.
A good case study, therefore, should necessarily draw the attention of
students to the events and facts normally reported in the business maga-
zines or based on reports appearing in the newspapers, a journals, such
that the students’ natural interests are aroused to know more about the
issues involved through case analysis and discussions. Students who are
aware of the happenings in the business world around them will be happy
to clarify their understanding of the theoretical aspects of their course of
management studies by making the best use of case study methodology.
Necessity of ‘Hook Effect’ in Business Case Studies
For a film to be entertaining and interesting till the last scene, it must cap-
ture the imagination of the audience and make them feel as though they
are a part of the environment created by the film; similarly, it is necessary
that business case studies create a feeling in the students that they are a
part of the case study from the beginning to the final resolution. This is
the essential hook effect that every case study in business management
should strive to achieve.
Mind well that this does not mean the authors should resort to fanta-
sizing the narration of case contents; the purpose of films is pure enter-
tainment, whereas the purpose of business case studies is to develop a
strong sense of attachment of the student towards case contents, as is rel-
evant to their course of studies; it is in their own interests to understand
the analysis and resolution process of a particular case study that looks
so similar to real-life business situations about which they have some
knowledge.
Case studies in business management should provide enough oppor-
tunities for conflicts and disagreements, lively discussions, and com-
petitive team spirit among the students. The case studies should also
generate an interest in the students to look out for additional data from
sources such as the Internet and business magazines, balance sheets of
The How and Why of Case Methodology xxxi
companies, etc., to gather further information to help them understand

management concepts and prepare them to provide effective analysis and
resolutions to the questions raised by the case writer.
Every business executive necessarily suffers much anxiety and related
stressful situations in the resolution of day-to-day problems at the work-
place. The purpose of business case studies is to simulate an environment
that is as real as possible using the case content and analysis and resolu-
tion process.
‘Ambiguity and Vagueness’ in Business Cases
A professional manager often comes across ambiguous and vague situ-

ations including discontinuous changes in their day-to-day activities.
In fact, these situations incite creative and innovative responses from
the managers, leading to ensuring sustainability amidst volatile market
forces. If every step is based on logic and must be preplanned or doctored,
then perhaps life will not be worth living it.
In the parlance of strategic management, we often talk of change
management and of ‘discontinuous changes’, which defy logic and
sense of sequencing of events. The real capability factors for effective
business management are the ones that can manage business uncer-
tainties like never before in globalized competitive environments. It
is these uncertainties, which are the real ambiguities and vagueness
in business management, that the case studies are supposed to imbibe
while the students are on the lookout for logical steps in analysis and
issue resolution.
Case studies should induce the students to think outside the box for the
resolution of issues for a given situation. A case study should not be a drab
story from cradle to grave or a reincarnation of business practices, which
kills the creative capabilities of students and oversimplifies the challenges
faced in effective business management. The case studies should deflect
logic-based thinking to change management areas wherein the students
are required to play different roles in providing long-term solutions to
the issues mentioned in the case studies. Questions such as why, when,
how, how much, who, etc., should naturally surface while analysing and
resolving case issues.
xxxii The How and Why of Case Methodology
‘Clues’ for Case Analysis and Resolution
Providing clues and soft hints along the sequence of events in case study
analysis and resolution will enable students to direct their analyses to-
wards the objectives of the case study. It is often the experience that stu-
dents lose their focus on important aspects of the case study and start
drifting towards issues on less critical points.
This is also quite often the case in real-life industry situations wherein
the major focus in important discussions gets deflected to trivial issues,
resulting in wastage of valuable time, conflicts of interests, and escala-
tion of the problem rather than arriving at any resolution. Business case
studies should make special attempts to keep the focus of the analysis and
resolution methodology oriented on major issues.
This can be done by proper sequencing of events in the case study such
that the readers of the case are provided with links to the theme of the
case as frequently as required by providing clues to the root causes for the
issues and hints to the likely solution or answers to the questions asked by
the case writer.
For example, if the case writer wants the students to compare the case
issues with ‘competitive strategy’ situations, then the mention of ‘com-
petitive environment’ as an often repeated data or issue in the case study
would keep the students focused in their analysis and discussions on, say,
the ‘competitive advantage matrix’, as enumerated by Michel Porter on
strategic business management topics.
Similarly, case studies in human resources (HR) should provide clues
on HR-related issues, rather than constantly talking about competition
and product-related issues. Of course, in the case of case studies in overall
operations management including mergers and acquisitions, it would be
prudent to provide related clues on each functional area and the respec-
tive topics in classroom studies.
Nevertheless, should the clues attempt to mislead the participants, the
very belief and credibility of the case study methodology of studies would
be destroyed. It is also equally important to note that the clues should
only be indicative and not directive in their purpose.
The How and Why of Case Methodology xxxiii
Case Teaching Notes
Case study teaching notes are primarily for the case instructor or the fac-
ulty who use the case study methodology for teaching business manage-
ment topics to students. Following are some of the important aspects of
case teaching notes (these are not exclusive in their coverage; the con-
cerned faculty could add, delete, or modify the same to make their case
teaching process as effective as possible):
Every case presenter should provide students with a brief summary of
the case in order to generate initial awareness and prepare the students to
study the case as a cursory note or a preamble of their expectations from
the analysis and resolution efforts required for the case study.
A list of the main topic and sub-topics intended to be taught through
the particular case study needs to be prepared and discussed beforehand
by the faculty with the students, in order to ensure there is enough clarity
of understanding and expectations from a particular case study.
Reference to important theories such as Maslow’s theory, Herz Berg’s
theory, Michel Porter’s model on business competitive and market forces,
GE 9 cell model for investment decisions, etc., in any other specializa-
tion area of business management studies should be made in a separate
‘Focus of Studies’ part of the teaching notes and should be shared with
the students in advance of case study discussions to enable the students to
consolidate their understanding and applicability of a particular theory
during the analysis and resolution process of case study discussions.
The teaching notes should also contain corollary topics and references
to other aspects of the course of studies, which may not have been cov-
ered in the main case content. Additional information about a product,
process, or business unit or comparisons with similar real-life situations
and relevant market situations, if available with the faculty, is shared
with the concerned students; this will help the students to correlate their
knowledge with this additional information, which refers to an actual
situation.
Every faculty should necessarily collect feedback from the groups or
individuals who have studied the case and their comments on the utility
of the case study towards their course of business management studies
must be noted. This feedback will help the faculty to make necessary
xxxiv The How and Why of Case Methodology
improvements in leading the case study by answering certain observa-

tions made by the participants.
Every faculty should prepare an assignment case study to be com-
pleted by the students, to encourage students to experience the work life
through exercises in case study resolutions.
Prevalent Methods for Case Analysis

and Resolution
Case study methods used for providing clarity on management concepts

mostly focus on either imaginary situations or events based on records
of failures or successes in the organizational setup. Besides, the approach
for case-studies resolution has often focused merely on ‘SWOT’ analysis
(SWOT stands for strengths, weaknesses, opportunities, and threats in-
volved in a project) of an organization with a lesser degree of focus on
failures in areas such as strategic decision making, strategic planning, and
compatibility in organizations to strategic approach and implementation.
The issues in strategically managed companies basically emanate from
weaknesses in strategic thinking and a systematic approach to problem
resolution.
As Dr Peter Drucker, the management guru, says: ‘Management of
many business units are busy resolving yesterday’s problems today. And
there is hardly any clarity between problems and opportunity.’ He con-
tinues: ‘Business investments for competitive advantage need to focus
on investments in opportunities rather than in problems.’ It is observed
that many business organizations take comfort in handing over to the
consultants the real problems of the organization. In the first instance,
there is no reason for problems to exist if one is to ensure strategic cor-
rection during the implementation of strategies in ongoing or new busi-
ness ventures.
The consultants, in many cases, help expedite the early death of such
businesses with their third-party approach (lack of involvement and
commitment) to the issues referred and their practice of extracting hefty
charges for their consultancy reports, most of which are vague prescrip-
tions (glorified ‘sounds good’—type recommendations) that help board-
rooms feel happy that their future is secured.
The How and Why of Case Methodology xxxv
However, in today’s globalized competitive business environment, the

top management needs to lay special emphasis on attending present is-
sues, focusing on the resolution of present issues, burying past problems
with appropriate strategy implementation, and preparing for the future,
which calls for competitive advantage capabilities.
Further, many companies like business process outsourcing (BPO)
companies, knowledge process outsourcing (KPO) companies, and mul-
tinational companies (MNCs) are under the clutches of the managerial
autocratic (‘do as we say’) approach. This reduces the creativity of their
employees, and converts them to mere ‘robots’ in their attitudes and
presentations. Today, from middle school to management studies logic-
based computer-aided business planning processes are being emphasized
rather than creativity-enhancing involvements that call for human en-
deavour in attaining success and satisfaction.
Understanding the major working details of any organization entails the
collection of relevant data from sources such as present status and past re-
cord of organizational health. In majority of cases, we need to analyse the
past performance data. As in the case of biological issues, in an organiza-
tional life history there are events and episodes that occur as major factors
inhibiting the progress or causing the decline of the organization; in such
cases, often the management had no clue or controlling authority over the
organization to understand the issues or prevent the decline in advance.
Diagnosing these maladies affecting an organization is comparable to
a doctor conducting diagnostic investigation into the serious ailments of
his or her patient. For serious ailments (excepting epidemics and conta-
gious diseases), all factors and issues that influence the malady are per-
sonal habits, malnutrition, hygiene factors, and also immunity factors
developed during the past period that are either protective or provocative
to health or sickness, respectively.
Case History Details
1. Symptoms: Present and past, as recorded.

2. Historical data: Business past history, including all important fac-
tors such as details of promoters, financing, products, prices, and
marketing.
xxxvi The How and Why of Case Methodology
3. Factors influencing performance:

a. Congenital factors: Family background (erstwhile business
promoters, vision, mission, and objectives); any effects of ‘suc-
cess sclerosis’ (arrogance due to affluence from past success), or
‘points of inflection’ as is called in business terms, could be fac-
tors that go unrecognized in the present malady.
b. Professionalization and management thoughts on fresh ap-
proach, skill-building, and competence factors: These lead to the
restless urge to change over from complacence to competence
(in a competitive market situation) or from intolerance to infect-
ivity of people and processes (as compared to the ‘we too ran’
attitude of the organization in the past).
c. As in the case of diversification or acquisition and mergers, the
issues could result from correct or defective selection of busi-
nesses (products and processes) or partners, the necessity to
change, consequent changes in management capability, im-
provement anxiety syndrome, etc.
d. Hurdles in succession planning: The ‘Generation Next’ may
have different value systems (sometimes non-compatible with
those of its predecessors) and not have a balanced or matured
approach as seen by business observers.
e. Fresh approach to business philosophy, a new vision or mission
in light of the changing global economy: Both vertical and hor-
izontal integrations (forward and backward integrations) aid
typical expectations of the customers of the emancipated market
environment.
f. Inability to tolerate the impact of coexistence of new and old
cultures.
The following logical, sequential, and important steps help to understand,

in a comprehensive manner, analysis, and resolutions for a case study of
any type of business or industry at both corporate and functional levels:
1. Data collection and segmentation (case details)

2. Discuss issues/dilemmas/problems involved in the case
The How and Why of Case Methodology xxxvii
3. Diagnosis (case analysis): Correlating issues of the case with rel-

evant styles of narration in terms of management terminology, in
practical business life and conducting a SWOT analysis if required
4. Case Resolution (issue resolution—resolutions and
recommendations)
a. Short term (intermediate steps): Damage control steps
b. Long term (back to life): Regaining normal health
c. Preventive steps (impact of implementing the
recommendations)
(i) Consequent prevention-oriented recommendations
(ii) Building strategic capabilities in subjects (organization)
to develop the capability to succeed and develop adequate
immunity in case the challenge or malady repeats or has
side effects in an altogether new dimension
5. Record of lessons learnt
(a) Appropriate record of cause-and-effect analysis of issues (b).
Record of probability analysis
Disease (Investigative
(Prepared for Conse-

Diagnosis (Relevance
Preventive Measures
Case History (Major
Lesson Learnt (Case

Observation) Issues
(Major) of the Case
Record for Future

to Management
quences If Any)
Serial Number
Terminology)
Ref- erence)
Details)
Treatment
short long
term term
xxxviii The How and Why of Case Methodology
Stages/Areas of Activity Tools Recommended

Strategy formulation Vision, mission, objective orientation driver/
business drivers/critical success factors
Strategic analysis Environmental appraisal methods:
Direct–indirect
Macro–micro
External–Internal stake Holders
Organizational appraisal methods:
SWOT analysis
Risk analysis
Boston Consultancy Group matrix
GE 9 cell model
For investment decisions
Strategic options Acceptability
Feasibility
Flexibility
Strategic choice Best choice matrix
Must/wish drill
Strategic decisions Decision matrix
Decision tree
Short-and long-term impact analyses
Strategy implementation Operational control method
Strategic control method
Strategy evaluation Gap analysis
Root cause analysis
Probability factor analysis of present and poten-
tial effects
Corrective steps
Review progress
Reconfirm strategic alignment
The case studies included in this Case Volume II are selected diligently
to provide a very variety of businesses and issues involved in each of the
cases being much different than the other. The chapters cover almost all
types and segments of industry and markets providing a very good op-
portunity for the readers to refer to the aspects explained in this brief note
on case methodology and its utility in concept clarification and exposure
to experiential learning for the students of B schools as also to younger
business executives up the career ladder.
SECTION I
CASE ST U DIE S IN H UM A N
R E SOU RC E S
HR, Entrepreneurship, CSR, CG, and Sustainability
1. The Culture vs Strategy

2. Tata’s Air India ‘Take Over to Take Off ’—A Cultural Conundrum
3. Beyond the Bootstrap
4. Starbucks—The ‘Coffee House’ Experts
5. Great Thought—Difficult for Business
1
The Culture vs Strategy
A Case Study on Bosch India Ltd.
IR Issues in the MNC
Learning Objectives
The given case helps us to understand the role of actors of industrial re-
lations (IR) towards effective HRM in the organization. It analyses the
compliance of the actors under the existing labour laws as applicable to
the organization. It comprehends the attitude of employees, employers,
and industry towards each other and also towards the job. It focuses on
the nuances of people management function and its contribution to-
wards the violence that eventually resulted in lockout. To comprehend
various organizational behaviour concepts that shall help synergize the
employees’ objectives and employer’s goal to analyse the complete inci-
dent with relevant organizational and IR theories.
Synopsis
This case describes an Industrial Relations (IR) situation in an automobile

company in India. It begins with the mention of incidents which begins
with lockout at the company. A lockout is a temporary work stoppage or
denial of employment initiated by the management of a company during
a labour dispute. According to the rule, after the company’s lockout,
workers are not paid till the time it (lockout) is revoked. The monthly
salaries of its employees for the period before the incident will be paid
only after the lockout is withdrawn and the plant starts functioning. The
case highlights the growing number of instances of clashes between the
employees and the management of companies in India, due to unjustified
Indian Business Case Studies. V P Pawar, Bhagyashree Kunte, and Srinivas Tumuluri, Oxford University Press.
© ASM Group of Institutes, Pune, India 2022. DOI: 10.1093/oso/9780192869388.003.0001
4 Indian Business Case Studies
demands by the workers which are often guided by external parties such
as trade unions and political parties. German automobile component
manufacturer Bosch has declared a lockout at its Jaipur plant due to an
‘illegal go-slow’ action since 19 March 2015 and on an indefinite hunger
strike by the union office bearers.
About Bosch
The Bosch Group is a leading global supplier of technology and services.

It employs roughly 375,000 associates worldwide (as of 31 December
2015). According to preliminary figures, the company generated sales of
more than 70 billion euros in 2015. Its operations are divided into four
business sectors: mobility solutions, industrial technology, consumer
goods, and energy and building technology. The Bosch Group comprises
Robert Bosch GmbH and its roughly 440 subsidiaries and regional com-
panies in some 60 countries. If its sales and service partners are included,
then Bosch is represented in roughly 150 countries. This worldwide de-
velopment, manufacturing, and sales network are the foundation for fur-
ther growth. In 2015, Bosch applied for some 5,400 patents worldwide.
The Bosch Group’s strategic objective is to deliver innovations for a con-
nected life. Bosch improves the quality of life worldwide with products
and services that are innovative and spark enthusiasm. In short, Bosch
creates technology that is ‘Invented for life’.
The company was set up in Stuttgart in 1886 by Robert Bosch (1861–
1942) as ‘Workshop for Precision Mechanics and Electrical Engineering’.
The special ownership structure of Robert Bosch GmbH guarantees
the entrepreneurial freedom of the Bosch Group, making it possible
for the company to plan over the long term and to undertake signifi-
cant up-front investments in the safeguarding of its future. Ninety-two
per cent of the share capital of Robert Bosch GmbH is held by Robert
Bosch Stiftung GmbH, a charitable foundation. The majority of voting
rights are held by Robert Bosch Industrie Treuhand KG, an industrial
trust. The entrepreneurial ownership functions are carried out by the
trust. The remaining shares are held by the Bosch family and by Robert
Bosch GmbH.
The culture vs strategy 5
Bosch Company History
1. 1886–1900: The workshop for precision mechanics and electrical

engineering
2. 1901–1923: Becoming a global automotive supplier
3. 1924–1945: From automotive supplier to diversified group
4. 1946–1959: Rebuilding and the economic miracle
5. 1960–1989: Founding of the divisions and breakthrough in
electronics
6. 1990–2015: Solutions to the challenges of globalization
About Bosch in India
In India, Bosch is a leading supplier of technology and services in the

areas of mobility solutions, industrial technology, consumer goods,
and energy and building technology. Additionally, Bosch has in India
the largest development centre outside Germany, for end-to-end engi-
neering and technology solutions. The Bosch Group operates in India
through nine companies, viz, Bosch Ltd., Bosch Chassis Systems India
Ltd., Bosch Rexroth India Ltd., Robert Bosch Engineering and Business
Solutions Pvt. Ltd., Bosch Automotive Electronics India Pvt. Ltd., Bosch
Electrical Drives India Pvt. Ltd., BSH Home Appliances Pvt. Ltd., ETAS
Automotive India Pvt. Ltd., and Robert Bosch Automotive Steering India
Pvt. Ltd. In India, Bosch set up its manufacturing operation in 1953,
which has grown over the years to include 14 manufacturing sites, and
seven development and application centres. Bosch Group in India em-
ploys over 29,000 associates and generated consolidated revenue of about
Rs 15,250 crores in 2014 of which Rs 10,800 crores from the third party.
The Group in India has close to 12,000 research and development associ-
ates and has filed for around 150 patents in 2014. In India, Bosch Limited
is the flagship company of the Bosch Group. It earned revenue of over Rs
9,570 crores in 2014.
Employees of Bosch Bangalore plant go on strike in March 2013.
The employee union of Bosch Ltd, MICO Employee’s Association
(MEA), has begun a ‘tool down’ strike at the Bosch Bangalore plant.
6 Indian Business Case Studies
The company has called it illegal. The strike is the result of the suspen-
sion of a workman at the plant. The company, which makes automotive
components and systems, has had a history of union unrest with the latest
strike being the second such in the last 18 months.
A statement issued by Bosch read, ‘It was observed that some asso-
ciates deployed in a new production line were unwilling to meet basic
production requirements in accordance with the standards of industrial
engineering.’
‘Over the past three months, the workmen adopted a “go-slow” ap-
proach producing significantly lower than earlier attained levels. After
much deliberation, disciplinary action resulting in suspension of one
of the identified workmen was taken.’ The company added that it was
in dialogue with the MEA and the labour commissioner to resolve the
strike.
In October 2011, MEA had launched a similar ‘tool down’ strike to
protest the company’s decision to outsource certain non-core manufac-
turing and support processes from its Bangalore plant in a bid to reduce
costs and competitively price its products.
In 2010 too there was a ‘tool down’ strike that led to Bosch declaring a
complete lockdown after the union employees physically intimidated and
threatened managers of the plant. The manufacturing sector, in particular
the auto sector, has been witnessing major strikes around the country.
Bosch Bengaluru plant ‘tool down’ strike was called off in March
2013. The employee union of Bosch Ltd—MEA has called off the strike
post discussion with the Bosch management on 9 March 2013. The
management and the union meeting concluded with a quick resolu-
tion on the issues, supported by the intervention of Additional Labour
Commissioner.
An agreement was reached on the working model for the new produc-
tion line as per well-established industrial engineering standards. Based
on this, the suspension of one employee has been withdrawn; however
the enquiry on the employee will still continue. The workmen have re-
sumed work at the factory premises starting from the night shift of 9
March 2013.
A quick resolution to the issues has been reached, however, practices
like ‘go-slow’ and the illegal tool down strike, affecting the employees
and the company must be avoided. Bosch Management stresses that in
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and see blue sky above the slate roof of the opposite Hall; and three
pigeons, sunning themselves and conversing throatily across the
way, offered momentary interest; but Clif would have preferred a
wider outlook. Besides, since the windows faced the east, the room
promised to be rather dark after midday. In fact, away from the
windows it was already shadowed.
In the shrubbery along the farther side of the courtyard a gang of
noisy sparrows were chasing each other about, plump, truculent
roisterers who squabbled and fought for no apparent reason. Beyond
them the ivy along the lower wall of the three-story stone building
was still green and varnished looking. Some of the ambitious tendrils
were well above the second line of windows over there. Clif’s gaze
wandered toward the front of the building and was captured by a
moving flash of color at an open window. It was a bit of yellow silk
curtain that swayed beyond the frame in the stirring of a languid
breeze. Clif was viewing that window at an angle, but the room
beyond was flooded by sunlight and so much of it as was within his
range of vision was visible in detail. He could see the end of a couch
tapestried in blue and brown, the corner of a bookcase, a picture on
a wall. But what interested him far more was the object that occupied
most of the foreground.
That object was his late adversary, Kemble. Even across the width
of the courtyard Clif read in attitude and countenance dejection and
perplexity. It wasn’t difficult for the observer to complete the scene
from imagination. Kemble was seated at one side of a table. Across
from him, wearing, doubtless, a look of stern yet patient displeasure,
sat the Mr. Wyatt of whom he had so feelingly spoken. In short, Clif
was viewing his enemy in the throes of an inquiry into his knowledge
of English!
For the moment Clif’s emotion was one of unmixed delight.
Retribution had overtaken the hated foe! Then, however, his feeling
of triumph waned—gave way before a faint stirring of sympathy.
Even if the fellow was a blighter he deserved some pity under such
conditions, and, besides, simple esprit de corps demanded that Clif
should align himself on the side of the oppressed fellow student
rather than with that enemy body the Faculty! For a minute longer he
looked and then turned away. To-morrow, he told himself, he would
hold Kemble to strict accountability, but meanwhile he was “rooting”
hard for that suffering youth and for the confusion of the tyrant.
Away from the window, he gave his attention to the room and its
possibilities. It was furnished with two metal beds, two fumed-oak
chiffoniers, four chairs, of which two were straight-backed and two of
the variety known as morris, and a good-sized study table. There
was, besides, a cushioned bench under each window. The prevailing
color was brown. The furniture was dark brown, the walls were light
brown and a heavy brown linoleum covered the floor. On the latter
were spread three medium brown rugs with dark blue borders. Only
the ceiling of creamy white and the bedspreads of a chalkier hue
offered relief from the general scheme. Even the side curtains at the
windows and the corduroy of the seat cushions were brown. On the
whole, though, the room was rather pleasing, save for the single
exception of lack of light, and, when Clif had switched the electricity
on, even that failing disappeared. The two closets, one at each side
of the door, were of generous size and held such conveniences as a
shelf for shoes, a rod for hangers and a trousers rack on the door.
Oh, he guessed it wasn’t so bad, after all!
And at the moment of reaching this conclusion there was a
commotion at the front of the building, telling him that the first
wholesale influx of students had begun. There was the sound of
voices, the chug chugging of motors, the thud of bags. Then came
the shuffle of feet on the stone stairs, and laughter and whistling. Clif
turned off the illumination, wondering if Walter Harrison Treat had
arrived with the present contingent. Naturally, he felt some curiosity
about Mr. Treat. There were voices in the corridor now, and doors
opened and banged shut. Clif retreated to a window seat, took one
foot in his hands—noting approvingly that the brown leather shoe
chimed in harmoniously with the surroundings—and waited. Then
the door of Number 17 opened, swinging inward leisurely and with a
certain dignity, and the end of an immaculate black suit case came
into sight.
CHAPTER II
GETTING ACQUAINTED
A boy of seventeen followed the suit case, and the first occupant of
Number 17 sighed with relief. Walter Harrison Treat looked more
than possible as a roommate. He was fairly tall, rather thin, wore
excellent but unobtrusive clothes and observed Clif with sober
inquiry through a pair of spectacles. Being made with a very light
gold frame, the spectacles were not especially apparent, and a
second relieved sigh escaped Clif. It would have been a horrible
thing had Treat worn those staring, tortoise-shell contraptions. Clif
was certain he could never live through the school year with a pair of
mandarin spectacles!
They shook hands, Clif with warmth, Walter with a polite reserve
that the other soon learned to be natural with him. Then they talked,
carefully avoiding apparent interest in each other’s affairs. Even so,
however, certain facts regarding Walter were laid bare. He lived in
Boston. Well, not exactly in Boston, you understand, but just outside;
West Newton, to be exact. This was his third year here. He had
entered as a Junior. Last year he had roomed in East Hall. He
thought he might like this better, as it seemed quieter. Over there,
the Juniors had the first and second floors and were a noisy lot. He
was a third classman this year. By rights he should be in the second
class, but he had begun school late, owing to illness when he was
thirteen. What did Clif think of the school?
Presently they selected beds, closets, chiffoniers, window seats
and chairs at the study table, choosing alternately after Clif, at
Walter’s insistence, had spoken first. Then Clif started unpacking,
and Walter, whose trunk had not yet arrived, took himself off to report
at the Office. Twenty minutes sufficed to transfer the contents of
trunk and bag to drawers and closet, and then, since Walter had not
returned, Clif slipped his coat on again and went downstairs. The
scene below had changed since he had last viewed it. Boys
congregated thickly about the Office, wandered in and out of the
recreation room, and liberally sprinkled themselves over the steps
outside. Clif went out and perched himself near the bottom of the
flight. It was not so warm now. He looked at his watch. Twenty
minutes to four. His father would be somewhere about Hartford, he
guessed; that is, barring trouble with that soft tire. He hoped there
had been no trouble, for his father usually left tire changing to him.
Clif smiled. He guessed his father would make pretty hard work of
putting on a new tire! Then the smile faded. He was going to miss his
father a good deal, he told himself. They had been together so
much, that it seemed strange to think that he wasn’t to see him again
for a fortnight. He guessed his father would miss him, too. Maybe it
was going to be harder for dad than for him!
He wondered why he had decided on Wyndham, when there were
so many schools near home which he could have attended as a day
student. Well, that was just the reason, wasn’t it? They had both
thought it would be better if he went far enough away so that he
would get the benefit of school life. “You pick the place yourself,
son,” Mr. Bingham had said. “I don’t care what the price is, only see
that you get your money’s worth.” And so, after months of indecision
during which he had perused a veritable library of prospectuses and
catalogues, Clif had chosen the John Wyatt Wyndham Preparatory
School for Boys for no better reason than that while looking through
the program of last year’s Brown and Dartmouth game he had
paused at a half-tone picture of a clean, earnest looking youth in
football togs and idly read the lines beneath it:
“E. W. Langley, Jr., End. Class of 1923, age 21,

weight 169, height 5 ft. 11 in. Cooperstown, N. Y.
Prepared at Wyndham School.”
Clif had watched “Wuzzy” Langley play football, and “Wuzzy” had
become very close to hero size in Clif’s estimation, and it seemed to
him that a school that could turn out fellows like “Wuzzy,” fellows who
played wonderful football and whose names were synonymous with
all that was clean and healthy and manly, was exactly the school he
was looking for. That evening he told his father that he had decided
on a school, and Mr. Bingham, after learning his reason for choosing
Wyndham, gravely agreed that he had undoubtedly made a wise
selection. If Mr. Bingham was secretly amused he didn’t show it. So
Clif wrote for literature and studied it interestedly. Even if the
description and pictures sent to him had been disappointing he
would still have gone to Wyndham, but they weren’t. On the contrary,
what he read increased his enthusiasm, and after that, until he
received assurance from “J. Coles, Secretary,” that he had been
admitted, he was on tenterhooks.
It wasn’t until close to the time for departure that the thought of
being separated from his father began to dampen his pleasure of
anticipation. There were days, toward the last, when he would have
backed down had Mr. Bingham given him the slightest
encouragement. Keeping on at high school seemed plenty good
enough then. But Mr. Bingham kept on smiling cheerfully and the
fatal day grew nearer and nearer and—then one September morning
they were speeding off in the car, Clif’s trunk in the tonneau, and the
die was cast.
Clif’s somewhat doleful reminiscences were broken into by the
tooting of a motor horn down the drive, and a big blue bus rolled past
to East Hall and disgorged nearly a score of very small, very noisy
boys. “The infant class has arrived,” said a youth behind Clif. A
second bus paused at West Hall and a dozen or so older fellows
went crowding past, bag laden, exchanging greetings. A load of
trunks passed around the side of the wing. The tall clock in the
reception room chimed out four o’clock. Another automobile, a hired
vehicle, crowded to the steps and four more laughing, sun-browned
fellows piled out of it and dragged suit cases and bags to the gravel
while one of the number haggled amusingly with the driver. When
the new arrivals had disappeared inside Clif remembered Kemble
and wondered if that objectionable youth had been released from his
session with Mr. Wyatt, and, if he had, whether he was even now
preparing for his exodus. Judging from the expression Clif had seen
on his face, Kemble’s chance of remaining at Wyndham was mighty
slim! Well, Clif guessed the school would be well rid of him. Fellows
who hadn’t the common decency to mind their own affairs and—and
didn’t know any better than to sit and gloat over another chap’s—
another chap’s—well, embarrassment, weren’t wanted at a school
like Wyndham. No, sir! Only—well, when you came to think of it, it
was sort of tough to get turned down like that. And the fellow was
kind of nice looking, too; and there had been something about him.
Sort of—sort of appealing. Or—or something. Oh, well, Clif didn’t
wish him any ill luck. If they let him stay it wouldn’t make any
difference to Clif. There’d be room enough for both of them in a
school that looked after a hundred and ninety fellows!
Presently he got up and climbed the stairs again to Number 17.
Walter Treat’s trunk had arrived and he was unpacking. Clif sat down
on a window seat and watched. Walter was astonishingly methodical
and particular. It took him many minutes to dispose of a couple of
dozen collars to his liking in the left-hand top drawer of his chiffonier,
and he rearranged his five pairs of shoes exactly three times along
the bottom shelf of his closet. Clif began to wonder if he was going to
like Walter Treat, after all. Conversation was desultory, consisting
mainly of questions from Clif and answers from Walter. The latter
was parsimonious of information, then and ever after. It seemed to
be Walter’s philosophy to never offer anything not asked for and then
to give as little as possible of it. But by dint of requestioning Clif
managed to elicit information regarding school customs and rules
which he stood in need of; information regarding the hours for meals,
the location of class rooms, the time of rising and so on. With his
father—they had reached Freeburg at half-past twelve and had
luncheon at the Inn before proceeding to the school—Clif had been
conducted through the buildings by one of the faculty and had
everything shown and explained. But there were certain details that
Mr. Frost, Latin instructor and Assistant to the Principal, had
neglected, and it was these that Clif now obtained, not without
difficulty, from Walter.
“What sort of a chap is this Mr. McKnight?” Clif inquired. “He’s my
adviser, you know.”
“‘Lovey’? Not a bad sort. He’s Chem.”
“Yes, I know, but is he—is he a young man or a fossil?”
“About twenty-eight, I believe. Haven’t seen him yet?”
“No, I’ve got a date at seven-thirty to fix up my schedule. I’m glad
he’s youngish. And how about Wyatt?”
“You won’t like him. ‘Alick’s’ a tartar. But you won’t have him more
than four hours a week. He’s English Lit.”
“Do you have McKnight, too?”
“For adviser? No, ‘Cheese’ is my ‘nurse.’ He’s French. You don’t
have him until next year.”
“Is Cheese his real name, or—”
“Parks, Charles Parks. They call him ‘Charlie’ sometimes.”
“Do they all have pet names?” asked Clif.
“Naturally. There’s ‘Old Brad’ and ‘Lovey’ and ‘Pink’ and ‘Cocky’—
and ‘Wim’—”
“Who’s ‘Cocky’?”
“Babcock, Physical Director and Hygiene. ‘Wim’s’ Head of the
Junior School. It’s run separate, you know. Then there’s ‘The Turk’
and—” But possibly Walter realized that he was offering unsolicited
information, for he stopped short, selected a towel from a neat pile in
a lower drawer and made for the lavatory. Clif hugged a knee and
watched the shadows creep across the courtyard. Life didn’t look
promising to him just then. This fellow Treat—well, Clif didn’t believe
he was going to find him just what his name implied. Sort of a
“frozen-face,” he seemed. Maybe you were like that if you came from
Boston. Still, there had been a corking chap at the beach last month
who had hailed from the Hub, too. Too bad he wasn’t to have
Benson for a pal instead of Walter Treat. Even that cheeky Kemble
was more—more human, Clif grudgingly acknowledged. He got up
and sent a difficult look toward Mr. Wyatt’s window. It was empty now
and the room was full of shadows. His watch proclaimed four-forty.
There remained, then, an hour and twenty minutes before dinner—
no, supper. Funny scheme, having supper in the evening and dinner
at midday. He didn’t suppose he was going to like that at first. Well,
there were probably plenty of other things he wouldn’t like any better!
He guessed there wasn’t any school that was as nice as a fellow’s
own home. Thinking of the square, brick house back in Providence
made him feel decidedly unhappy. Pretty soon—well, not yet, but in
another two or three hours—the lights would come out all over the
city, and from the window of his room up there on the hill it was like
looking down on fairyland. Sophie would be trotting to the front door
about now, looking for the evening paper. She always got it first and
took it back to the pantry and read the love story and the beauty
hints before any one else could get hold of it. And pretty soon dad
would come walking up the hill, the Boston financial paper held in
one gloved hand, his silver-knobbed stick in the other—no, he
wouldn’t either; not this evening. Clif looked at his watch again. His
father ought to be somewhere around Willimantic now; maybe
further; he had a way of “stepping on it” when the road was clear that
was a caution! Clif wished mightily that he was in that softly purring
car this minute!
Walter came back, looking annoyingly virtuous for having washed
up, and Clif said he guessed he’d walk around a bit. He would have
been glad if Walter had offered to accompany him, as little as that
youth’s society would have appealed to him under other
circumstances, but Walter didn’t offer. He just said “Yes,” in that
irritatingly noncommittal way of his. Clif took up his cap and went out
and down the stairs and so, presently, into the late sunshine. Well, it
was a heap better than that gloomy room, he told himself, and the
threatened attack of homesickness disappeared. He walked down
the drive and out at the wide gate at the corner of the grounds and
on to Oak Street. He knew it was Oak Street because a neat sign
told him so. The village proper began a block south with comfortable
if unpretentious residences that presently merged into the business
district. The hotel, the Freeburg Inn, at which they had eaten a very
satisfactory luncheon, was across the wide, elm-shaded street.
Beyond it was a short block of two-story brick store buildings; a busy,
modern looking drug store, a hardware emporium with one window
devoted to football and other sporting goods, a dry goods store, a
grocery displaying a colorful array of canned fruit, a real-estate and
insurance office. There were more stores on the other side, and
then, at the corner, the Town Hall; and the library beyond that, where
the street branched and a tiny patch of park surrounded a memorial
fountain. At the apex of the junction a small fire house offered,
through a wide doorway, an arresting glimpse of red paint and
shining brass. Clif paused to look in at the apparatus, wondering why
an alarm of fire never came in while a fellow was on hand to get the
benefit of it! Beyond the fire house more residences bordered the
quiet stretch of recently sprinkled asphalt, but they offered small
interest to the boy and he crossed to the other side of Oak Street
and loitered back, stopping before each window until he had
exhausted its possibilities for entertainment. He managed to kill more
than a half hour in this wise, and got back to West Hall about half
after five to find Number 17 empty and dark. The room, however,
looked quite cheerful after he had switched on the lights, and he got
a magazine he had brought with him and read until a few minutes to
six. He was still slicking down his wet hair when a gong clanged
thrice somewhere below. He put out the lights and, suddenly aware
of a very healthy appetite, set out for the dining hall.
CHAPTER III
“LOVEY” McKNIGHT
T he dining hall occupied the ground floor of the rear section of

West Hall, a spacious room of oak beams and rough gray
plaster, of paneled walls and many high windows. On either side, like
soldiers on parade, eight white-draped tables were spaced. There
was, also, a seventeenth table, but this was in the corner beyond the
door that led to Middle Hall, and, whereas the other tables held
twelve persons each, the seventeenth accommodated only Doctor
Wyndham; Mr. Frost, his assistant; Miss Coles, the secretary; and
Mrs. Flood, Junior School matron. At the head of each of the eight
tables along the farther wall sat a faculty member; in Wyndham
School parlance, a “fac”; and his surveillance included not only the
board at which he sat but also the one directly across from it. Seats
at tables bearing even numbers were much sought after since those
were the ones lacking, as one might say, local government. Clif,
though, wasn’t aware of good fortune when he found himself seated
at Table 12; beyond, that is, the good fortune of being provided a
place where food was supplied.
There was nothing especially remarkable about any of his table
companions, he decided after furtive study. Many of the eleven were
of about his own age; three or four were older. One of the latter sat
at the head of the board, a broadshouldered, athletic-looking fellow
of possibly eighteen with good features and a pleasant, crisp voice.
He didn’t talk much, however. Clif mentally catalogued him as a
person of importance, probably a football or crew captain. The boy
on his right was thin and nervous and ate a great deal. The one on
his left was neither thin nor nervous, but, or so it seemed to Clif,
equally heroic with the food. Directly opposite sat a short youth with
a large, square head and hair that grew erect and was very thick and
coarse and black. This youth had table manners never learned from
any book of etiquette, Clif thought. It was evident that the members
of Table 12 were not yet well acquainted, for conversation was
neither general nor frequent. Clif applied himself diligently to the
matter of satisfying his appetite, finding more food than sufficient and
of an excellent quality; then, having finished, made his way out
again.
His course took him around the end of Table 10, and as he passed
he was surprised to find himself spoken to. “Hi, Bingham,” said a
voice. Clif looked, expecting to see Walter Treat, but the boy who
had spoken, seated at the farther side of the table, was Kemble. He
waved the half of a muffin and followed his hail with: “Wait around,
will you? I want to speak to you.” Clif nodded and went on. So, it
appeared, Kemble had survived the ordeal after all! Probably he
wanted to arrange about that scrap in the morning. Evidently he was
a man of his word and didn’t intend to attempt a back-down. Clif
followed some other fellows along the corridor, past the reading
room and library on one side and the offices on the other, and
reached the recreation room. The place appeared pretty well filled,
but, after a moment’s hesitation at the doorway, he saw that there
were still vacant seats along the leather-cushioned bench that
followed the walls from door to great stone fireplace. He picked his
way between the chattering groups and found a place by one of the
front windows and looked about him.
The recreation room was a big square apartment filled with chairs
and couches and game tables. Already several games of chess or
checkers were in progress, and Clif wondered how the players could
put their minds on their problems with such a din of talk and laughter
going on about them. There was one huge table in the center of the
room, and from it half a dozen fellows swung their feet and took part
in a loud discussion with the occupants of several clustered chairs.
Clif couldn’t make out what the subject under consideration was,
because they all talked at once, but it was undoubtedly important
since several of the assemblage were gesticulating excitedly and
getting quite red of face. Clif watched for a minute or two and then
turned his gaze to a checker battle being waged a few feet distant
between two absorbed and silent opponents. He had become quite
interested in it when some one squeezed down beside him on the
bench and claimed his attention.
“Well, I didn’t have any luck,” announced Kemble.
“How do you mean? Aren’t you going to stay?” Clif took pains to
keep all trace of interest from his voice.
“That’s it,” replied Kemble. “I am. Wyatt said he ought to turn me
down, but that that would be too easy on me. Said he was going to
pass me and devote the next three years to letting light in on the
dark places. Or something insulting like that. Anyway, I’ve got to
stay.”
“But don’t you want to?” asked Clif, surprised.
Kemble shook his head gravely. “I don’t know. Of course I did want
to when I came, but Wyatt got me scared so I was dead sure I
couldn’t, and so I had it all planned to go back home. And now he’s
gone and double-crossed me and I’ve got to—to readjust myself, so
to say. Isn’t that the dickens?”
Clif eyed the other suspiciously. “I guess you’ll live through it,” he
said coldly. “What class are you?”
“Third. You, too, I suppose.”
Clif nodded. “Funny you being shy on English. The course doesn’t
look hard in the catalogue.”
“Oh, I don’t suppose it’s hard. I just never got up much interest in
those guys that wrote literature. I’m pretty fair on math and Latin and
history and the rest of the junk, though. Well, I’ll just have to make
the best of it, I suppose. Got your schedule fixed up yet?”
“No, I’m to see Mr. McKnight at half-past seven.”
“We’ll probably get the same hours, mostly,” mused Kemble.
“Fellow sufferers, we twain!”
“Gee, if you don’t want to study or anything, what did you come
here for?” demanded Clif impatiently.
“Thunder! You don’t suppose I came because I wanted to, do
you?” asked Kemble incredulously. “I wanted to stay where I was, at
Morristown. I was dead sure of the First Team this fall, too, hang it!”
“Where’s Morristown, and what First Team do you mean?”
“New Jersey, of course. High School Team. I’d made the backfield
certain if I’d been there. I nearly did it last year.”
“Well, you can play football here, can’t you?”
“Yes, and you can jump out the third-story window, but that doesn’t
mean you’re going to fly! A swell chance I’d have to make the team
here, Bingham! Oh, well!”
“I guess it’s just a question of playing well enough. I’m going to try,
anyhow.”
“That so? Played much? What school?”
“I haven’t played much, no,” answered Clif, “but I mean to. I played
on our Second Team last fall, but just as a sub. I was too light. I’ve
put on eight or ten pounds since then, though.”
“Back?”
“End.”
“Half back’s mine. Still, I’d play—play center if they’d let me! Best
you and I’ll make, though, is a class team or a hall team, or whatever
they have here. Well, if the old high school gets licked this year it’ll
be Wyatt’s fault.”
Clif laughed, and then, remembering that here was an enemy, he
froze up quickly. “I guess it would worry him to know that,” he
remarked with immense sarcasm. “Look here, Kemble, how about
to-morrow?”
“To-morrow?” Kemble looked blank.
“Yes, to-morrow,” answered Clif sternly. “You needn’t pretend
you’ve forgotten.”
“Oh, that! I really had forgotten, though; give you my word,
Bingham. Why, any time you say. That is, if you really want to go on
with it.”
“I certainly do,” answered Clif emphatically. “Unless,” he added
after an instant, “you care to apologize.” He hoped, when he had
said it, that his tone hadn’t sounded as eager to Kemble as it had to
him!
“Apologize? Sure! Why not?” replied the other readily. “That’s
much the best way, eh? You know, I’m about a dozen pounds
heavier than you, old scout, and a couple of inches taller, too, and I
guess—here, put your arm out.” Clif obeyed and Kemble tucked his
fingers under the other’s armpit. “Just as I thought. I can outreach
you by two inches.”
“That makes no difference,” declared Clif warmly. “You said you’d
fight me—”
“Yes, I know,” broke in Kemble soothingly, “but I’ve apologized,
haven’t I?”
“No, you haven’t. You merely said you were willing to.”
“Oh, gosh, why the formality? All right, though. I apologize,
Bingham, for—I say, what the dickens do I apologize for?”
His perplexity was so genuine that Clif’s severity relaxed in spite of
himself. It was, he decided, no use trying to stay angry with this
chap, and having reached that decision he felt much relieved, and
laughed frankly at the puzzled Kemble. Whereupon Kemble’s brow
cleared and he grinned back.
“You’re a perfect ass,” declared Clif indulgently.
“No one is perfect,” Kemble demurred modestly, “although some of
us do come pretty close.”
“Just the same, you were a good deal of a rotter to sit there and—
and make fun—”
“Yes, I was, Bingham, and I’m sorry. I apologize, honestly. It isn’t
much of an excuse, I know, but—but I wasn’t feeling very chipper
myself.”
Clif nodded. Kemble, of course, was referring to that session with
Mr. Wyatt. Then:
“Maybe,” added Kemble more constrainedly, “I’ll tell you about it
some time.”
“Oh!” said Clif, for want of anything better. Kemble was staring
frowningly at the nearby checker board. Observing him, Clif sensed
a matter more serious than the recent English quiz. A silence that
might have become slightly awkward in another moment was
dispelled by the golden tones of the clock across the corridor. They
reached Clif even above the noise of the room, and he sprang to his
feet. “Gee! Seven-thirty! I’ve got to beat it, Kemble. Listen; I—”
“Go ahead. I’m with you.”
In the corridor, where half a dozen boys were awaiting their turns
at the telephone booths outside the Office, Kemble said, “Look for
me in Assembly Hall at eight, eh? I’ll stick around the door.”
“Right-o!” agreed Clif, making for the stairs. “Wear a red carnation,
will you?”
Kemble grinned and waved.
Although Clif reached his appointment several minutes late he had
to wait several more minutes while Mr. McKnight disposed of a
previous visitor, and he used the time in making an interested and
approving examination of his surroundings. There were four faculty
suites in each of the two dormitory buildings, and Mr. McKnight
occupied Number 19, W., just around the corner from Clif’s room.
Number 19, however, didn’t resemble Number 17 much. The study
was a big, nearly square room with windows on two sides. Back of it,
visible between parted draperies of dark blue, was the bedroom, and
from that opened a bathroom of white tiling and gleaming nickel. But
it was the study that enthralled Clif. Everything about it was so
homelike and jolly. There was a small grand piano by the nearer
window with a gorgeous silk prayer rug laid across it. Before the
fireplace ran a huge couch that simply begged to be lolled in, and
there was a shaded light behind one corner, in exactly the right place
for reading. Rugs covered the floor, pictures—good ones, too, Clif
was certain—peered down from the pleasant dimness of paneled
walls, bookcases flanked the chimney. Here and there a deep chair;
its leather cushion a mite shabby from honorable service, held forth
inviting arms. Beside one, on a low stand, lay a blackened pipe, a
magazine, opened face-down, and a heavy brass paper knife. For
the first time Clif discerned advantages in the profession of
pedagogy. If a fellow could live in a room like this, why, gee, teaching
wouldn’t be so bad!
Mr. McKnight sat at the farther side of a desk table, the light from a
green-shaded lamp cutting him off at the top button of his waistcoat
and leaving his face in mellow shadow. But when Clif had taken the
chair across the polished expanse of mahogany surface the
instructor’s countenance was plainly visible. Mr. McKnight was the
youngest member of the faculty, being but twenty-eight. Although his
first name was Godfrey, he was popularly known as “Lovey.” The
reason was obscure. Some said that he had brought the nickname
with him from college, others that it had been conferred upon him
after he had arrived at Wyndham, but none could say why. Clif didn’t
consider that the name suited. In the first place, “Lovey” was rather a
large man, dark haired, keen eyed and deep voiced; and, after that,
there was nothing at all effeminate in his manner nor affectionate in
the tone in which he had bade Clif exchange the chair by the door for
that at the table.
“Your name’s Clifton Bingham,” said Mr. McKnight briskly. “You’re
in the Third Class.”
Clif assented, watching the instructor take a gray oblong of
cardboard from a drawer and begin to write on it. The writing was
small and extremely neat and legible.
“You have five prescribed courses in this term, of a total of
eighteen hours, Bingham, as I presume you know. I include Hygiene,
two hours, and I mention it because formerly one didn’t get it until
Second Class year.” His pen moved rapidly and certainly. “There are
two other courses open to you, either of which you may elect if you
care to. They’re both ‘snap’ courses, you know, Bingham, and won’t
strain you any. But if I were you I’d leave them alone this year; at
least until the next term. I find that you chaps have plenty of work if
you do it right. All right. Now about athletics.” Mr. McKnight laid his
pen down, pushed the gray card aside and folded his hands.
“Anything in that line appeal to you?”
“I’m going out for football, sir,” said Clif.
“Good. You understand that regular participation in some
recognized sport is demanded, and that in any case you are required
to attend gymnasium classes unless excused by the Physical
Instructor, Mr. Babcock. If you are taken permanently on to one of
the football squads you won’t have to bother with gym stuff for a
while. See Mr. Babcock to-morrow, by the way. You’ll find him in his
office in the gymnasium from nine to twelve. Or you can get him at
his study in East Hall, probably. Better look this over and then put it
somewhere where you can refer to it until you’ve got your hours
memorized.”
He indicated the schedule and Clif picked it up and, after a
somewhat vague examination, placed it in a pocket. Mr. McKnight
asked about his roommate, about his football experience and about
himself, and Clif gradually sank back against the chair and felt more
at ease. Mr. McKnight leaned back, too, and listened and watched.
Clif told about Providence and high school and his father and, before
he realized it, how he had decided on Wyndham School. Mr.
McKnight chuckled then, but it was a genial, understanding sort of
chuckle, and Clif smiled in response, and after that the instructor
didn’t seem so awe-inspiring.
“That,” said Mr. McKnight, “reminds me of the story of the boy
whose father and mother wanted him to go to college but who wasn’t
keen on it himself. His father wanted Jack to go to Princeton and his
mother wanted him to go to Harvard. (You can swap the names
around to suit yourself, Bingham. I’m a Princeton man, and I’m telling
it the Princeton way.) Jack didn’t care where he went, you
understand, and so, after his parents had argued the matter for
weeks, he said, ‘Tell you what, Dad. I’ll toss a coin. If it comes down
heads, you win and I go to Princeton. If it comes down tails, Ma wins
and I go to Harvard.’ So they agreed and Jack tossed up a quarter
and when it fell and stopped rolling, there it was leaning up against
the leg of a chair, straight on edge! Jack took a look at it and kicked it
down the register. ‘It’s a “dud.” I’ve got to go to Yale!’”
Clif laughed, but not so heartily as he might have if he had not at
that period been vacillating between Yale and Brown as a scene for
future scholastic and athletic triumphs!
A few minutes later Mr. McKnight said, “I’d like to remind you,
Bingham, that an adviser is one who supplies advice. Most fellows
think his business is only to get them out of trouble. Well, I’m always
glad to do all I can in that way, but you chaps ought to remember
that prevention is better than cure and that if you come here for
advice you’re not likely to come back later for help. Just bear that in
mind, won’t you? And bear in mind that I’ve been through just what
you and all the rest of you are going through—and not so long ago,
either—and know pretty well what your problems and temptations
are. So don’t think I’m no use to you except to advise you about your
studies. Studies, school work, are a small part of your life here. The
real problems and the biggest worries are likely to concern your
relationship with your fellows, your attitude toward the school, your
social and athletic interests. Very often the smallest problems are the
hardest to solve, Bingham. Well, when you run up against something
that you can’t settle to your own satisfaction come and see me and
we’ll talk it over. Maybe we’ll find the answer that way, maybe we
won’t; but it always helps to talk it over. Sort of blows the fog away.
You’ll find me here in the evenings, generally, and always between
five and six. And that reminds me: Friday evenings, after study hour,
we get together here and have a sort of quiet shindig; talk a good
deal, have a little music, maybe, and get acquainted. Not much in
the way of excitement, you know, but usually a pleasant time is had
by all. Drop in as often as you can, Bingham, and bring a friend with
you.” Mr. McKnight glanced at his watch. “You’ve just time to make
assembly hall before the fun starts. Good night. Drop in often,
Bingham. You don’t have to wait for a Friday evening, you know.”
Traversing the dimly lighted corridor of Middle Hall, past the
gloomy caverns of the darkened class rooms, Clif was sensible of a
new cheerfulness. The echoes aroused by the brisk tramp of his feet
on the old, worn floor sounded almost friendly to him.
CHAPTER IV
A BOY IN A WHEEL CHAIR
T o reach the assembly hall, which occupied the entire first floor
rear section of East Hall, just as the dining hall occupied the
same location on the other side, Clif had to go the length of Middle
Hall, pass into the wider corridor of the newer building beyond, turn
left and follow the main corridor to the staircase. East Hall, save for a
dozen rooms on the third floor, was devoted principally to the use of
the Junior School, composed of boys between the ages of eleven
and fourteen. Mr. Clendenin, known as “Wim” because of his
invariable custom of signing himself “Wm. Clendenin,” was at the
head. The Juniors had their own parlor, recreation room, library,
reading room, game room and office on the ground floor. They ate,
however, in the dining hall in West and shared the class rooms in
Middle with the older students. Middle, once containing all there was
of the school, had long since been remodeled into class rooms only.
Doctor Wyndham, the Principal, occupied a suite of three rooms
and bath on the second floor of East Hall. Other suites, smaller,
similar to Mr. McKnight’s, were situate in each of the newer
buildings, and accommodated fourteen faculty members.
Clif descended the stairway to the first floor corridor. At the far end
the vicinity of the assembly hall entrance was crowded with boys
who, waiting outside until the last moment, had now begun to crowd
through the wide doorway. Clif concluded that he was the last one to
arrive, but he wasn’t, since, as he passed the open door of a room
beyond Mr. Clendenin’s office, he was obliged to step quickly aside
to avoid collision with a wheel chair which, emerging noiselessly on
rubber tires, had given him no warning. The chair was occupied by a
boy a year or so Clif’s senior. A dark plaid rug covered the lower part
of his body. On a shelf stretched between the chair arms lay a book
and a fountain pen. The occupant of the chair propelled it by the

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(Download pdf) Indian Business Case Studies Volume Ii V P Pawar full chapter pdf docx

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Indian Business Case Studies Volume II

Indian Business Case Studies Volume I Sandeep Pachpande

Indian Business Case Studies Volume III Lalit Kanore

Indian Business Case Studies, Volume 4 Priti Pachpande

Selected Essays, Volume II: Studies in Theology Andrew

Building Honor in Academics: Case Studies in Academic

Studies on the Derveni Papyrus, volume II Glenn W. Most

Strategic Leadership for Business Value Creation:

Business Ethics: Case Studies and Selected Readings,

Indian Case Studies in Business Management

‘Education is the Soul of our society’

Dr R.R. Pachpande was a leader beyond parlance and ahead of time in

This case volume is dedicated to the memories of late Dr R.R. Pachpande.

Many universities and management institutes across the globe have

1. To facilitate students’ concept development capabilities through ex-

3. To develop skills using which students can develop application ma-

as series of eight volumes with case studies on Indian businesses selected

The series editors wish to acknowledge with thanks the contribution of

Dr Sandeep Pachpande, Chairman,

Prof T Srinivas B.com, M.com

Dr Bhagyashree S. Kunte MBA Finance, FCMA, PhD

Dr Bhagyashree Kunte brings with her nearly 15 years of industry expe-

has rich exposure to managerial finance and in overall project financing

An insight in to the use of case methodology in B school pedagogy.

Case Methodology in Business

The main objectives of using case-​based teaching as a major pedagogical

1. To facilitate students’ concept development capabilities through ex-

8. To develop a reference manual for recording the problems tackled

Major Types of Case Studies

The entire gamut of business case studies can be classified as follows:

1. Evaluative case studies (Teaching Case studies)

Evaluative or teaching case studies are basically oriented towards devel-

worthy of any application in the real economic progress of India, based

Case Study: Design and

Every business or entrepreneurial venture is preceded by the necessity of

1. Fact-​based contents and narrations rather than fantasies and

Case study Based on Facts

In order to make a case study present a real-​life situation, it should neces-

is completely disregarded. And such case studies are remembered by the

Necessity of ‘Hook Effect’ in Business Case Studies

companies, etc., to gather further information to help them understand

‘Ambiguity and Vagueness’ in Business Cases

A professional manager often comes across ambiguous and vague situ-

‘Clues’ for Case Analysis and Resolution

Case Teaching Notes

improvements in leading the case study by answering certain observa-

Prevalent Methods for Case Analysis

Case study methods used for providing clarity on management concepts

However, in today’s globalized competitive business environment, the

Case History Details

1. Symptoms: Present and past, as recorded.

3. Factors influencing performance:

The following logical, sequential, and important steps help to understand,

1. Data collection and segmentation (case details)

3. Diagnosis (case analysis): Correlating issues of the case with rel-

(Prepared for Conse-​

Lesson Learnt (Case

Record for Future

Stages/​Areas of Activity Tools Recommended

1. The Culture vs Strategy

This case describes an Industrial Relations (IR) situation in an automobile

The Bosch Group is a leading global supplier of technology and services.

1. 1886–​1900: The workshop for precision mechanics and electrical

About Bosch in India

The main objectives of using case-based teaching as a major pedagogical

1. Fact-based contents and narrations rather than fantasies and

In order to make a case study present a real-life situation, it should neces-

(Prepared for Conse-

Stages/Areas of Activity Tools Recommended

1. 1886–1900: The workshop for precision mechanics and electrical