Case Study
How to choose a case for teaching What is a case How to analyze a case How to discuss a case
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To draw up case studies, it is first important to understand its various aspects. For an effective case study, one must first understand the principles of a case. It is important to understand what a case is, the types of cases there are and their purposes. Following this understanding, the methods of analyzing and discussing cases must be explored. After mastering these skills, The three stages of problem, decision and evaluation are vital to the organization of the case study.
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In all case studies we should first explore the brief synopsis of the case and its pedagogical objectives.
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In a case method classroom, both the instructor and students must be active in different ways. The art of a case method instructor is to ask the right question at the right time, provide feedback on answers, and sustain a discussion that opens up meanings of the case.
If students don’t come to class well-prepared, the case method will fail because the people responsible for making meaning from the case are not equipped to do it.
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Case discussions are full of facts and information, but they aren’t shaped into single interpretation, the “truth”. Instructors don’t announce definitive conclusions or right answers, although they may discriminate between more and less plausible solutions. Students enter and leave the classroom responsible for the outcomes of the discussion. For students, this is a shift from the comfort of authority and single truth to the hard work of personal responsibility and the unease of ambiguity and multiple meanings.
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Cases are verbal representation of reality. Real business situations involve uncertainty and don’t present selected and sorted information.
A case must have 3 characteristics:
1) a significant real world business issue or issues 2)
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To draw up case studies, it is first important to understand its various aspects. For an effective case study, one must first understand the principles of a case. It is important to understand what a case is, the types of cases there are and their purposes. Following this understanding, the methods of analyzing and discussing cases must be explored. After mastering these skills, The three stages of problem, decision and evaluation are vital to the organization of the case study.
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In all case studies we should first explore the brief synopsis of the case and its pedagogical objectives.
8
9
In a case method classroom, both the instructor and students must be active in different ways. The art of a case method instructor is to ask the right question at the right time, provide feedback on answers, and sustain a discussion that opens up meanings of the case.
If students don’t come to class well-prepared, the case method will fail because the people responsible for making meaning from the case are not equipped to do it.
10
Case discussions are full of facts and information, but they aren’t shaped into single interpretation, the “truth”. Instructors don’t announce definitive conclusions or right answers, although they may discriminate between more and less plausible solutions. Students enter and leave the classroom responsible for the outcomes of the discussion. For students, this is a shift from the comfort of authority and single truth to the hard work of personal responsibility and the unease of ambiguity and multiple meanings.
11
Cases are verbal representation of reality. Real business situations involve uncertainty and don’t present selected and sorted information.
A case must have 3 characteristics:
1) a significant real world business issue or issues 2)