Financial Management Cases1
The case method is an approach to management education and development of professional skills complementary to the traditional lecture. The traditional teaching of matrix Continental ideally sees the student as an empty basket, presenting the teacher the opportunity to, in the time available, insert knowledge, hoping that this remains once the study period of the discipline is over. However, the methodology of the cases presented in this text already considers the learner as an "ideal" basket full of knowledge ready to be "activated". The teacher’s task is to endeavor to, through the development of the case, reach out and interpret the issues in such a way that the knowledge, studied also in textbooks, becomes expertise, and will remain as the student’s overall cultural experience The proposed case methods identify a methodological process useful for the analysis of different business realities. The study and analysis of the cases necessitates "team work" in cooperation with other peers (peer education).
1. The case method - the approach
The approach that we want to take with the present chapter is the following: 1) Reading and analysis of the business case;
2) enriching skills required by consulting textbooks and other sources of information; 3) discussion in subgroups;
4) development of the case through preparation of a "Report" Analysis of the case; 5) discussion and debate in plenary.
The logical process is outlined in the following chart.
The conditions for proper development of a business management methodology approach through the use of cases are the following: 1. Mutual respect between teacher and students and among students. 2. Students:
a) Discuss the cases after a thorough investigation (case study, reading texts and other sources of information appropriate to the discussion). b) Simulate managerial behavior with high discipline and be willing to consider different points of view. c) Listen and participate actively in all the discussion groups and in the classroom. d) Contribute with ideas, analysis, and personal experience, rather than simply present the facts included in the cases. e) Develop each other’s comments and constructive criticism and debate different points of view. 3. The teacher:
a) Present the case and the educational objectives contained in it. b) Indicate the course of the group discussion that allows learners to analyze the case. c) Evaluate the work of the students and the achievement of specific educational milestones. d) Provide feedback on the work of learners.
e) When discussing as a whole class or in small groups, prepare the path of confrontation, the opening question, the questions for discussion, and closing remarks. Stimulate student-student discussion and encourage the participation of all students. 1.1. The analysis of the case.
The analysis of the business case needs, in addition to some basic knowledge acquired through texts and/or work experience, a methodological approach that is as suitable and relevant as possible to the identification of business needs and addresses them through choices consistent and well-founded on assumptions documented. The Report of the conduct of the case presented below is intended to provide a "universal" guideline to address different business situations with varying complexity. The report is made up of main points divided into subsections. Through proper and consistent construction, the solution of the identified "business problem" represents a natural development of the factors taken into account. Exhibit 1 – Frame for the development of the analysis
Title of case analysis
(a brief statement of what is going on: Who is acting? Why? What the result been? Sentence/paragraph format with punctuation.)
(a concise one-sentence statement (seven to nine words). Must contain “doer”.)
Cast of characters
Name, job title, age...
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