 ABC's New Business Case
Study Language Program / Other Business Programs
 A case study describes typical administrative issues or problems
confronting a manager in an organisation. Ideally it is taken from real life. It is
usually presented from the standpoint of the decision maker involved.
Problems may be stated, though not always explicitly. The case author will provide
supporting information about the business, its environment and the circumstances
surrounding the problems.
A case is used as an educational vehicle. It gives students the opportunity to place
themselves in the position of the decision maker. Therefore a successful case is one which
offers debate on alternative courses of action, rather than offering a single
"correct" outcome or solution.
Teaching by the case method is particularly valued for its ability to introduce a close
simulation of reality into the classroom. It generates high levels of reasoning,
involvement and group participation by students.
Address in Moscow: 123242 Moscow,
P.O. Box 46
Telephone number: (095)
109-0676 & 109-6526
Examples of Case
Studies:
Business
Development Services in Russia
New Business Development Program
Case Study
The
Role of the Business Incubator as an Economic Development Tool in Provincial Russia: A
Case Study
AUTUMN/FALL 2000
Teaching with Case Studies 2000:
A truly international event
The fifth European case teaching workshop was held in Rotterdam earlier this year.
Twenty-eight participants
from nine different countries attended the fifth European Case Teaching workshop at
Rotterdam School of Management this year. Professor Michiel Leenders of the
Richard Ivey School of Business, University of Western Ontario led the workshop which is
designed to introduce the case method, and to provide an opportunity for experienced
instructors to reappraise their techniques and style.
The participants, who came together at RSM’s excellent new
facilities, worked on four different cases over the three days of the workshop, including:
‘Lockhurst International ® ’, ‘Professor Bob Jones, Technological
University’ and ‘The Purchasing Co-op’.
These cases were analysed and discussed using a detailed framework. As
Professor Leenders states: "The key assumption underlying case teaching and learning
is that it is possible to remove the mystique of the case method by understanding and
practising the fundamental prerequisites. Individual reading and preparation, small group
discussions and large group discussions are interspersed through the timetable of this
workshop to maintain a developmental approach."
Julia Djarova of Rotterdam School of Economics believes that Teaching with
Cases was an effective exercise for a number of different reasons: "Firstly, the
work-shop focused very intensively on specific information that was condensed into
man-ageable sections. Mike’s experiences also gave me an insightinto the practical
use of case studies. The communication with colleagues during the workshop was also
valuable; we all came from very different backgrounds and were able to share a variety of
experiences. Last but not least, the workshop made me think about things that I do not
usually have time for!"
Samsinar Sidin and Soon Yau Foong came all the way from University Putri
Malaysia to attend the workshop, and although the change in climate was some-thing of a
shock to them, they felt that the opportunity to learn about a method which encourages
participative and active learning was worth it!
Other countries represented at the workshop included England, Ireland,
Netherlands, Germany, Portugal, Spain, Austria and France which made this work-shop the
most international to date.
Despite the heavy workload, the group also managed to spend an evening at
the Euromast in Rotterdam, which provided a wonderful panoramic view of the city.
If you would like information about next year’s Teaching with Cases
work-shop, please contact Lisa Wade at: la.wade@ecch.cranfield.ac.uk.
Participants who
attended the workshop in Rotterdam
© Foto de Ijssel
Group discussion
© Foto de Ijssel
What is Case Method Teaching?
- A Case - a complex educational instrument that appears in the form of narratives
- By nature “interdisciplinary”
- A case includes information and data
- Good cases are drawn around problems, or “big ideas”
- Narratives are constructed from real-life problems confronting real people
- Study Questions - questions that require students to examine consequences and concepts
relevant to the case.
- Study questions don’t ask students to know factual information, but for them to
apply knowledge
- Study questions promote understanding
- Discussion - opportunity to discuss answers to study questions
- small groups out-of-class assignments
- small group in class assignments
- Students are primed for whole class discussion
- Debriefing a case - using discussion teaching
- use reflective listening, paraphrase
- make sure “big ideas” surface
- suspend your desire to tell students what to think
- students’ mental habits are developed
- Follow-up - information about issues is not dispensed in an orderly fashion. Because
answers have not been given, the need to know is more urgent.
- research reports
- newspapers magazines
- films, novels, etc.
- How long should it take?
- a class period?
- a new case every 2 weeks?
- longer?
Writing your own cases
- Good writing is good writing is good writing
- Write in a way that will grab the reader
- reconsider from a reader’s perspective
- Involve the reader’s five senses
- Vary the length of sentences
- Put the most important details are the beginning or end of paragraph
- The opening of the narrative should draw readers immediately into the story
- Cases are built around events of consequence
- Cases elevate tensions between conflicting points of view
- Written so readers grow to care
- Cases end on the horns of a dilemma
- What’s the “big idea”
- list curriculum concepts
- outlines
- syllabi
- What comes first, the big idea or a good story?
- What’s the dilemma?
- A good case builds up to a climax
- If the dilemma is real, students will put themselves in into a similar situation
- If the dilemma is phony, students won’t be drawn into meaningful discussion
- Study Questions
- sequence questions to surface issues of layers uncovering deeper issues.
- avoid questions that can be answered “yes” or “no”
- “How would you describe . . .”
- “Based on your own experiences . . .”
- “As you see it, what role did . . .”
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