obejtivosmetododelcaso.pdf

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Case Writingfor Business Education:

Writing Objectives and Selecting a Case Topic

Marc Robinson, Ph.D.

The William Davidson Institute

at the University of Michigan

June 21, 2012


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Welcome

Marc Robinson Director of Educational Outreach/GlobaLens, WDI

3 years: +400% in case adoptions

+450 case studies written + 3 courses, 10 modules

Formerly: Director of Distance Learning, Schoolcraft College

Senior Instructional Designer & Curriculum Specialist, CapellaUniversity

Consultant in National Security and Anti-terrorism USAF Officer

Sandra Draheim Marketing Manager, Educational Outreach/GlobaLens, WDI

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Agenda

I. GlobaLens Overview

II. NextBillion Casewriting Competition

III. Teaching & Learning TheoryIV. Case Method

I. Setting your objectives

II. Choosing a topicIII. Getting started

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Objectives

After participating in this webinar, participants will be able to:

Describe the ways adults learn

Define case-based learning / the case method

Write good objectives for a business case study

Choose a topic for a business case study

Start an outline for a business case study

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GlobaLens

Started 2007 as casewriting partner to the Univ. of Mich. Business School

Casewriting, publication, submitted materials

Marketing to educators globally

400% growth in usage annually

Largest catalog of niche cases in select areas Social impact

Base of the Pyramid

Entrepreneurship

Growing collection of courses / modules

Awards

2011 University of Michigan Provosts Teaching Innovation Prize

Oikos Case Writing Competition Winners

NextBillion Case Writing Competition Winners

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NextBillion Casewriting

Competition to identify, publish, and reward writers of the most

instructive real-world business cases of social entrepreneurship and

market-based methods

1st place: $3,500

2nd place: $2,500 3rd place: $1,000

Judges:

Hui Wen Chan, impact analytics and planning officer at Citi Foundation

Stuart L. Hart is the Samuel C. Johnson Chair in Sustainable Global Enterprise and

Professor of Management at Cornell Universitys Johnson School ofManagement Bob Kennedy is the Tom Lantos Professor of Business Administration at Michigan's Ross

Business School

M. S. Krishnan is the Joseph Handleman Professor of Information Systems and

Innovation and Professor of Business Information Technology at the Ross School of

Business

Marc Robinson is the director of GlobaLens

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How adults learn Adults need:

The reason for learning something Need to Know

Experience (including error) to provide the basisfor learning activities

Foundation

To be responsible for their decisions in education

and involved in planning & evaluation of theirinstruction

Self-concept

Content and skills that that haveimmediate relevance to their work and/orpersonal lives

Readiness

Problem-centered rather than content-orientedlearning

Orientation

Internal versus external motivators Motivation

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What is a Business Case?

A teaching tool that tells a story about a

situation that an organization faced

Designed to be solved through classroom

discussion, there is no right answer

Central decision point, or dilemma, is crucial

A central figure (often a CEO) that has to makethis decision in a given time frame

Bias8


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What a Business Case is Not

NOT a summary of the events at a

company

NOT a research paper

In a business case, just present the information

without leading students to a conclusion

NOT a marketing tool for the featured

organization


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Case Method

Advantages

Personal

Real

Specific Experiential

Analytical

Logical

Teamwork opportunities

Communication

opportunities

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Disadvantages

Too specific

Post-hoc experience

Truncated experience

Casewriting skill

Teaching focus


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Poll Question

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Case Development Process

1. Identify your teaching objectives

2. Determine a Featured Organization

3. Gather information from credible sources

3. Create an outline

4. First Draft

5. Second Draft

6. Citations

7. Publishing


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Teaching objectives

Demonstrate an understanding of the roles

companies play in market-based solutions to

poverty alleviation, funding sources available

to start-up companies that choose to operatein the BoP sphere. Justify using BoP

terminology.

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Teaching objectives

Unclear: what will students know / be able to do

Not assessable

Jargon

Demonstrate an understanding of

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Teaching objectives

Unclear: what will students know / be able to

do

Not assessable

Jargon

Demonstrate an understanding of

Better: After discussing this case, students willbe able to choose the best funding source

available to MoVirtu, and justify the choice

using BoP terminology. 15


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Developing good teaching objectives

Skill that must be practiced

Takes some time

Start with a model / discipline and a taxonomy

Can be refined after casewriting has begun

Process (in depth in following slides):1. Explain your case in three sentences

2. Identify three to four key questions* that your case will address

3. List activities students will perform to learn answers to key questions.

4. Repeat the previous steps until youre satisfied.

5. Explain how students will prove they knowanswers to key questions.

6. Identify your role as the professor.

7. Write the objectives (and refine them)

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1. Explain your case in three sentences.

Concise, easy to understand, and jargon-free

Rework your description several times so that the message

hits home with students of varying ability levels.

Example: Today sales professionals must expand their perspective to see their role

in an enterprise-wide, cross-functional context. This case addresses the

basics of selling skills as well as the core sales management building

blocks, including organization, compensation, motivation, hiring, training,

sales tools, process, and leadership. The goal of the case is to show how

integrating the sales function within the companys strategic planningincreases productivity and profits.

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2. Identify 3-4 key questions

No easy-to-define answer

Students will disagree about the right answer.

Use how or why questions as a starting point.

Avoid questions that students can easily answer with one sentence

Example: How do people become leaders?

How do you motivate people?

Why do people avoid work?

How do you manage people?

How do persuade people?

Why are teams better able to tackle complex problems? How do you lead a team?

Address the core ideas within the discipline being taught

Help students make sense of core ideas

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3. List activities students will perform

Activities should reinforce the answers to key questions from Step 2.

Some examples of activities include:

research

discussions

lectures

cases, videos

quizzes

group study

Writing

Additional study materials?

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4. Repeat the previous steps

Until youre satisfied

Check the taxonomy to make sure you have good action

verbs selected

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5. Help students prove they knowanswers to key questions

Difference between knowing and doing.

Knowing

Facts, ideas, and concepts.

Understand the concepts behind the decisions before dealing with them.

Involves an explanation. If the students can explain, from an objective and academic position,

why something should be done, they likely know it.

One way to help students understand is to jot down common student misunderstandings. Example, in sales management, you would not want students to think that there was only one

method to motivate someone. You want them to know that there are many motivation

concepts and that managers should use different techniques to motivate different people to do

the same things.

Doing

Applywhat they know into actions that demonstrate the answers to the key questions.

Appropriate activities (from the previous Step 3) and assignments.

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6. Identify your role as the professor

Style -- lectures, discussion-based, action-based, simulations, the case method, or a blend

Case method

Extremely effective, particularly for establishing business principles and workforce-ready

management training.

Based on Socratic Method: challenge students to search for answers under the guidance of an

expert professor.

Questions are more important than answers Students learn best by doing.

Professors use their expert knowledge to develop questions that force the students to

Clarify (What do you mean by that?)

Challenge assumptions (Is that always the case?)

Provide evidence (What are your reasons for saying that?)

Examine consequences (How can we find out?)

Cases teach important lessons and how to reason like a leader

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7. Write the objectives

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Teaching Objectives

After discussing this case, students will be able to Defend, justify, explain, determine

After discussing this case study, students will be able to

empathize with the frustration and pain felt by urbanresidents using transportation in cities around the world

assess the business opportunities for SMART's IntegratedMobility Hub, which offers a more efficient andenvironmentally and socially sustainable transportation

system make a pitch for SMART's Los Angeles Hub project to an

investment firm

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Teaching Note

Start writing it now! 4 major components:

Overview

Purpose

Analysis

Pedagogy

Overview: The overview provides a brief but comprehensive summary of the

teaching material. It can include, depending on the type ofteaching material:

The context (the industry and geographic region, for example)

The setting (he organization, for example)

The situation which drives the action

The characters

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Finally

Wow, were on slide 25 and I havent

identified my organization yet

Case studies are teaching tools, not just good

stories

Sometimes, though, this part comes first:

Identify the featured organization

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Real situation vs. fiction

Students see through the fiction quickly

Analysis in fictitious cases tends to focus on

divergence from reality

Single event versus composite events

Privacy

Teams

Decisions over time

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Gaps in available cases

Serendipity

Personal / Student experiences

Consulting

Acquaintances

Discussions

Fits your teaching objectives Accepts that a case will be written & published

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Identify the type of case

1. Decision-focused (what you should do)

2. Evaluative (What someone else did)

3. Descriptive (profile)4. Critical Incident (Raw descriptive data)

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Choosing a Protagonist

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Classic cases:

Character driven

Decision-maker

Interview subject

Other teaching tools (conceptual notes and

profiles):

Not character driven

Bias??


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Bias in case

Single point of view = bias

From protagonist point, that is ok

Balance of case needs to be unbiased

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Sources of Information

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Credible No Wikipedia!

Financial information can be changed by a factor

Company Information Interviews

Financial Statements

External data Public perspective (Business press)

Conceptual perspective


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First Steps

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Will you contact the company?

Are you finding everything you need online?

Do you have any trustworthy contacts in the company?

Remember: if you contact a company, you are relying on them

to sign off on the case.

Personal knowledge / introductions

Source close to the release authority

MOA? NDA?

Legal forms

Create a rough outline and identify specific areas where you

may need inside information

Create a few possibilities for decision points


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Thank You

Marc Robinson:

[email protected]

www.GlobaLens.com

Sandra Draheim

[email protected]

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