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Writing Teaching Cases

Department of Management Studies,Chittagong University, Bangladesh, World Bank

Project

April 26, 2011

Md. Zahurul Alam Phd.University of Chittagongzahurul_cu@yahoo.com

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Definition of Case-based Learning

CBL is learning that occurs through ananalysis of a detailed, intensive study of areal unit, such as a corporation, an NGO, apolitical entity, or any of its divisions.

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Definition of Case-based Learning

The resulting case provides sufficientinformation to allow students to identify thefactors that contribute to the units successor failure, problems that the unit might befacing, and suggestions for addressingthose problems.

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Definition of Case-based Learning

The case, typically, is not explicit inidentifying any of these factors and does notprovide students with solutions.

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Types of Teaching Case Studies

Extensive, detailed case Descriptive, narrative case; may be given

successively (in parts) Minicase Bullet case

Fixed choice options case (similar to acultural assimilator)(Waterman & Stanley, 2005)

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Criteria for a Good Teaching Case

Tell a story. There should be abeginning, a background, a middle, anda conclusion.

Be interesting and capture the interest ofthe student. Use names for thecharacters (even if fictional), anddialogue should play a major role in thecase.

(Modified from North American Case Research Association)

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Criteria for a Good Teaching Case

Be accurate. Cases are histories ofdecisions and situations. They shouldreport the reality of what happened in anunbiased and non-judgmental manner.

Fictional cases are seldom effective, sochoose something from your ownpractice, experience, and research.

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Criteria for a Good Teaching Case

Have a decision focus. They shouldplace the student in a position of havingto consider alternatives and makedecisions.

Reflect the reality of the situation in thelocal or national context. (indigenization)

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Criteria for a Good Teaching Case

Be self-contained. That is, sufficientinformation should be contained in thecase so that students have theinformation needed to identifyreasonable alternatives and makeinformed decisions.

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Criteria for a Good Teaching Case

Generate conflict. There should be morethan one viable option before thedecision-maker. It is the weighing of prosand cons of identifiable alternatives thatgenerates learning. Conflict should notbe created or invented; if it existed in the

real situation, report it.

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Criteria for a Good Teaching Case

Be field researched. The detail neededalmost always requires interviewing thepeople who were in the organization atthe time the situation occurred.

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Criteria for a Good Teaching Case

The ethics of writing a case studymandate that you have permission fromthe source of the case to use the case.Check to be sure that there are noproblems with using the clientorganization.

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Why Use a Case Approach inTeaching?

Cases enable students to put themselvesin the shoes of actual practitioners.

Cases test student understanding oftheory, connect theory with application,and develop theoretical insight.

While cases are not the most efficient wayof learning, they are among the mosteffective.

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Why Use a Case Approach inTeaching?

Students get to see a real situation in aholistic setting and are required to analyzesituations, develop alternatives, chooseplans of action and implementation, andcommunicate and defend their findings insmall groups and in class.

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Skills Developed by Students inUsing Case Studies

analytical/reasoning sifting and evaluating data questioning skills in communicating to others group skills sensitivity and awareness to

others problem solving decision making

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When Are Teaching Cases LeastEffective?

When generalizations, theories, or modelsare desired outcomes

When class time is limited May not be effective for some learning

styles, especially for introverts or studentsstudying in a second language

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Why a Unit Would Cooperate inDeveloping a Case

To a large extent, a case is a donation tothe process of continuing improvement ineducation (CSR).

If the organizations name remainsundisguised, the organization mightbenefit from student identification at timesof recruitment.

The organization could use the case ininternal training programs.

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Why a Unit Would Cooperate inDeveloping a Case

There could be some benefit to having anoutsider ask detailed questions about thesituation. However, case writing is notconsulting, and few promises or benefitscan be given other than gratitude of theschool, its faculty, and its students.

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Case Writers Responsibilities

Determines case needs Searches for case leads

Telephones or e-mails to request interview Prepares for interview Conducts interview

Selects issue(s) to write about

(UWO)

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Case Writers Responsibilities

Writes proposed opening paragraph Determines additional data still needed for

the case Presents planned case Raises disguise issue

Seeks verbal agreement to proceed.

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Case Writers Responsibilities

Case Release Makes necessary changes

Sends final case to contact person Registers and makes case available for

distribution through:

personal use in class a case study journal or other journal a case study data base

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Developing the Case Study

There is no "one correct way" to write a casestudy. Only when applicable, it might behelpful to answer the following questionsin writing your case:

What is the background of theorganization involved?

What is the background of the industry?

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Developing the Case Study

Who are the principals or charactersinvolved?

What has occurred in the organizationprior to the actual beginning of the case?

What are the specifics around the specificdecision-point in the case?

What is the specific decision to be made? What options are under consideration?

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Confidentiality/Anonymity

Confidentiality means that you will notshare information (e.g., the actual financialstatements).

Anonymity means that you will share theinformation but not associate it with aspecific individual or organization.

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Confidentiality/Anonymity

Throughout the case writing process, casewriters must maintain strict confidentialitywith all information provided by anorganization.

The draft must be submitted to theorganization to verify the accuracy of thecase content.

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Confidentiality/Anonymity

When satisfied, a designated person in theorganization signs a release formpermitting the school to use the case. Ifthe form is not sign, it must not be used!

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Release Form

I have read the case entitled _______, writtenby __________.

I release the information related to this case andgive permission to the author(s) to publish thiscase as it is now written for use in his/her/theircourses or in a collection of cases to be used fortraining purposes or in a journal/text of casestudies.

Dates, Signatures, Printed Names, Positions,Organizations, and Locations

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Checklist for Reviewing YourCase

Objectives Are objectives explicitly stated in teaching

notes? Clarity of stated purpose of objectives. Specificity and relevance of case objectives.

(Midwest Case Writers Association)

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Checklist for Reviewing YourCase

Value of Objectives Is the objective worthwhile in class time

and students preparation time? In otherwords, is the invested time worth thestated objectives?

Does the case fulfill its stated objective? To what degree does it meet its

objectives?

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Checklist for Reviewing YourCase

Pedagogy Suitable topic for graduate course?

Level of narration, subject matter,popularity, or chance for acceptance bypotential users the market.

Significance to the field of the topic area. Will it make students think?

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Checklist for Reviewing YourCase

Teachability Will the students learn from this case? Will the stated objective of the case be met? Extent of specialized knowledge required

by professor? by students?

provided or supplemented by auxiliary material?

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Checklist for Reviewing YourCase

Does the case contain issues the readercan focus on?

Does it have handles to grab to beginanalysis?

Is the issue(s) relevant to todays world? Does it aid in understanding valuable

theories, concepts, techniques? How well does it lend itself to use of theory

or basic principles?

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Checklist for Reviewing YourCase

Writing Mechanics Is the case well written? Have you used spelling

and grammar checkers?

Does it provide a good feel for the organizationand situation? Clarity Is it easy to read and understand? Are headings used to organize the case?

Are the text and numerical presentationsconcise?

Does one topic flow into another?

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Checklist for Reviewing YourCase

Content Interest Does this case tell an interesting

story?

Accuracy Accurately illustrates a particular,real situation, often disguised to protectanonymity.

Complete and adequate:

For a proper analysis To make a realistic decision To develop realistic implementation

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Checklist for Reviewing YourCase

Clarity of graphs, charts, and tables forkey data.

Relevance of case data to impliedproblems of case.

Complexity is it appropriate to theobjectives and the course?

Reasonableness of any red herrings ordistracters within the case.

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Checklist for Reviewing YourCase

Student questions optionally provided. Not superficial Guides development of in-depth

understanding Implies alternative approaches to analysis. Elicits specific decisions and action.

Teaching notes are provided.

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Thank you!

Questions?