Learning With Case Studies VG.pdf

Learning with Cases

INTRODUCTION

The case study method of teaching used in management education is quite different

from most of the methods of teaching used at the school and undergraduate course

levels. Unlike traditional lecture-based teaching where student participation in the

classroom is minimal, the case method is an active learning method, which requires

participation and involvement from the student in the classroom. For students who

have been exposed only to the traditional teaching methods, this calls for a major

change in their approach to learning.

This introduction is intended to provide students with some basic information about

the case method, and guidelines about what they must do to gain the maximum benefit

from the method. We begin by taking a brief look at what case studies are, and how

they are used in the classroom. Then we discuss what the student needs to do to

prepare for a class, and what she can expect during the case discussion. We also

explain how student performance is evaluated in a case study based course. Finally,

we describe the benefits a student of management can expect to gain through the use

of the case method.

WHAT IS A CASE STUDY?

There is no universally accepted definition for a case study, and the case method

means different things to different people. Consequently, all case studies are not

structured similarly, and variations abound in terms of style, structure and approach.

Case material ranges from small caselets (a few paragraphs to one-two pages) to short

cases (four to six pages) and from 10 to 18 page case studies to the longer versions (25

pages and above).

A case is usually a “description of an actual situation, commonly involving a decision,

a challenge, an opportunity, a problem or an issue faced by a person or persons in an

organization.” 1 In learning with case studies, the student must deal with the situation

described in the case, in the role of the manager or decision maker facing the situation.

An important point to be emphasized here is that a case is not a problem. A problem

usually has a unique, correct solution. On the other hand, a decision-maker faced with

the situation described in a case can choose between several alternative courses of

action, and each of these alternatives may plausibly be supported by logical argument.

To put it simply, there is no unique, correct answer in the case study method.

The case study method usually involves three stages: individual preparation, small

group discussion, and large group or class discussion. While both the instructor and

the student start with the same information, their roles are clearly different in each of

these stages, as shown in Table 1.

1 Michiel R. Leeenders, Louise A. Mauffette-Launders and James Erskine, Writing Cases ,

(Ivey Publishing, 4 th edition) 3.

Learning with Cases

Table 1

Teacher and Student Roles in a Regular Case Class

When

Teacher

Student or Participant

Before

Class

Assigns case and often readings Receives case and assignment

Prepares for class

Prepares individually

May consult colleagues

Discusses case in small group

During

Class

Deals with readings

Raises questions regarding readings

Leads case discussion

Participates in discussion

After

Class

Evaluates and records student

participation

Compares personal analysis with

colleagues’ analysis.

Evaluates materials and updates

teaching note

Reviews class discussion for major

concepts learned.

Source: Michiel R. Leeenders, Louise A. Mauffette-Launders and James Erskine,

Writing Cases , (Ivey Publishing 4 th edition) 3.

CASE STUDIES IN THE CLASSROOM

Case studies are usually discussed in class, in a large group. However, sometimes,

instructors may require individuals or groups of students to provide a written analysis

of a case study, or make an oral presentation on the case study in the classroom.

Preparing for a Case Discussion

Unlike lecture-based teaching, the case method requires intensive preparation by the

students, before each class. If a case has been assigned for discussion in the class, the

student must prepare carefully and thoroughly for the case discussion.

The first step in this preparation is to read the case thoroughly. To grasp the situation

described in a case study, the student will need to read it several times. The first

reading of the case can be a light one, to get a broad idea of the story. The subsequent

readings must be more focused, to help the student become familiar with the facts of

the case, and the issues that are important in the situation being described in the case –

the who, what, where, why and how of the case.

However, familiarity with the facts described in the case is not enough. The student

must also acquire a thorough understanding of the case situation, through a detailed

analysis of the case. During the case analysis process, she must to attempt to identify

the main protagonists in the case study (organizations, groups, or individuals

described in the case) and their relationships.

The student must also keep in mind that different kinds of information are presented

in the case study 2 . There are facts , which are verifiable from several sources. There

are inferences , which represent an individual’s judgment in a given situation. There is

speculation , which is information which cannot be verified. There are also

assumptions , which cannot be verified, and are generated during case analysis or

discussion. Clearly, all these different types of information are not equally valuable

Michael A. Hitt, R. Duane Ireland and Robert E. Hoskisson, Strategic Management

(Thomson Southwestern, 6 th Edition) Civ

Learning with Cases

for managerial decision-making. Usually, the greater your reliance on facts (rather

than speculation or assumptions), the better the logic and persuasiveness of your

arguments and the quality of your decisions.

Broadly speaking, the different stages in the case analysis process could be as

follows 3 :

1. Gaining familiarity with the case situation (critical case facts, persons, activities,

contexts)

2. Recognizing the symptoms (what are the things that are not as expected, or as

they should be?)

3. Identifying goals/objectives

4. Conducting the analysis

5. Making the diagnosis (identifying problems, i.e., discrepancies between goals and

performance, prioritizing problems etc.)

6. Preparing the action plan (identifying feasible action alternatives, selecting a

course of action, implementation planning, plan for monitoring implementation)

Exhibit 1

Components of a Situation Analysis

1. Corporate level situation analysis

- Corporate mission and objectives

- Resources and competencies

- Environmental problems and opportunities

- Demographic

- Social-cultural

- Economic

- Technological

- Legal and regulatory

- Competition

- Portfolio analysis

2. Product level situation analysis

- Market analysis

- Describe the product-market structure

- Find out who buys

- Assess why buyers buy

- Determine how buyers make choices

- Determine bases for market segmentation

3 Adapted from: 1993, C. C. Lundberg and C. Enz, ‘A framework for student case

preparation’, Case Research Journal , 13 (Summer):144/Michael A. Hitt, R. Duane Ireland

and Robert E. Hoskisson, Strategic Management ( Thomson Southwestern, 6 th Edition) Ciii

Learning with Cases

- Identify potential target markets

- Competitive analysis

- Identify direct competitors

- Assess likelihood of new competitors

- Determine stage in product life cycle

- Assess pioneer advantages

- Assess intensity of competition

- Determine the competitors’ advantages and disadvantages

- Market measurement

- Estimate market potential

- Determine relative potential of each geographic area

- Track industry sales trends

- Assess company or brand trends in sales and market share

- Make forecasts

- Profitability and productivity analysis

- Determine the cost structure

- Identify cost-volume-profit relationships

- Perform break-even and target profit analysis

- Make projections of sales or market share impact of marketing

expenditures

3. Summary

- Assess performance (identification of symptoms)

- Define problems and opportunities

Source: Developed from Joseph Guiltinan and Gordon Paul, ‘Marketing

Management: Strategies and Programs’, Fourth Edition (New York: McGraw-Hill,

1990), Chapters 2-6/ Joseph Guiltinan and Gordon Paul, Cases in Marketing

Management (McGraw-Hill, International Edition 1992) 2.

The components of a situation analysis for a typical marketing case are given

in Exhibit 1. This consists of situation analyses at the corporate and product

levels and a summary of the results of the analysis. Cases in other functional

areas such as strategy can also be analyzed using similar frameworks. As

mentioned earlier, the situation analysis should be followed by problem

diagnosis and action plan recommendations.

While preparing for the case discussion, the student can also make notes with respect

to the key aspects of the situation and the case analysis. These could include points

such as the following:

x Which company (or companies) is being talked about? Which industry is referred

to?

x What are the products/services mentioned?

x How/Why did the company land in problems (or became successful)?

x What decision issues/problems/challenges are the decision makers in the case

faced with?

Learning with Cases

Case Discussions in the Classroom

A classroom case discussion is usually guided by the instructor. Students are expected

to participate in the discussion and present their views. In some cases, the instructor

may adopt a particular view, and challenge the students to respond. During the

discussion, while a student presents his point of view, others may question or

challenge him. Case instructors usually encourage innovative ways of looking at and

analyzing problems, and arriving at possible alternatives.

The interaction among students, and between the students and the instructor, must

take place in a constructive and positive manner. Such interactions help to improve

the analytical, communication, and interpersonal skills of the students.

Students must be careful that the contributions they make to the discussion are

relevant, and based on a sound analysis of the information presented in the case.

Students can also refer to the notes they have prepared during the course of their

preparation for the case discussion.

The instructor may ask questions to the class at random about the case study itself or

about the views put forward by an individual student. If a student has some new

insights about the issues at hand, she is usually encouraged to share them with the

class.

Students must respond when the instructor asks some pertinent questions. The

importance of preparing beforehand cannot be emphasized enough – a student will be

able to participate meaningfully in the case discussion only if he is knowledgeable

about the facts of the case, and has done a systematic case analysis. A case discussion

may end with the instructor (or a student) summarizing the key learning points (or

‘takeaways’) of the session.

Student performance in case discussions is usually evaluated, and is a significant

factor in assessing overall performance in the course. The extent of participation is

never the sole criterion in the evaluation – the quality of the participation is an equally

(or more) important criterion.

Working in a Group

If a group of students is asked to analyze a case, they must ensure that they meet to

discuss and analyze the case, by getting together for a group meeting at a suitable time

and location. Before the meeting, all the team members must read the case and come

with their own set of remarks/observations.

The group must ensure that all the group members contribute to the preparation and

discussion. It is important that the group is able to work as a cohesive team –

problems between team members are likely to have an adverse impact on the group’s

overall performance.

PREPARING A WRITTEN CASE ANALYSIS

Quite often, a written analysis of the case may be a part of the internal evaluation

process. When a written analysis of a case is required, the student must ensure that the

analysis is properly structured.

An instructor may provide specific guidelines about how the analysis is to be

structured. However, when submitting an analysis, the student must ensure that it is

neat and free from any factual, language and grammar errors. In fact, this is a

requirement for any report that a student may submit – not just a case analysis.

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