Writing Teaching Cases

Department of Management Studies, Chittagong University, Bangladesh, World Bank Project April 26, 2011

Md. Zahurul Alam Phd. University of Chittagong zahurul_cu@yahoo.com

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Agenda
define case-based learning identify types of teaching cases designing good teaching cases identify benefits from case-based learning and when they are least effective conducting research to support the writing of teaching cases
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Definition of Case-based Learning

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

Definition of Case-based Learning

The resulting case provides sufficient information to allow students to identify the factors that contribute to the units success or failure, problems that the unit might be facing, and suggestions for addressing those problems.

Definition of Case-based Learning

The case, typically, is not explicit in identifying any of these factors and does not provide students with solutions.

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 a cultural assimilator)
(Waterman & Stanley, 2005)
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Criteria for a Good Teaching Case

Tell a story. There should be a beginning, a background, a middle, and a conclusion. Be interesting and capture the interest of the student. Use names for the characters (even if fictional), and dialogue should play a major role in the case.
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(Modified from North American Case Research Association)

Criteria for a Good Teaching Case

Be accurate. Cases are histories of decisions and situations. They should report the reality of what happened in an unbiased and non-judgmental manner. Fictional cases are seldom effective, so choose something from your own practice, experience, and research.

Criteria for a Good Teaching Case

Have a decision focus. They should place the student in a position of having to consider alternatives and make decisions. Reflect the reality of the situation in the local or national context. (indigenization)

Criteria for a Good Teaching Case

Be self-contained. That is, sufficient information should be contained in the case so that students have the information needed to identify reasonable alternatives and make informed decisions.

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Criteria for a Good Teaching Case

Generate conflict. There should be more than one viable option before the decision-maker. It is the weighing of pros and cons of identifiable alternatives that generates learning. Conflict should not be 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 needed almost always requires interviewing the people who were in the organization at the time the situation occurred.

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Criteria for a Good Teaching Case

The ethics of writing a case study mandate that you have permission from the source of the case to use the case. Check to be sure that there are no problems with using the client organization.

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Why Use a Case Approach in Teaching?

Cases enable students to put themselves in the shoes of actual practitioners. Cases test student understanding of theory, connect theory with application, and develop theoretical insight. While cases are not the most efficient way of learning, they are among the most effective.
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Why Use a Case Approach in Teaching?

Students get to see a real situation in a holistic setting and are required to analyze situations, develop alternatives, choose plans of action and implementation, and communicate and defend their findings in small groups and in class.

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Skills Developed by Students in Using 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 Least Effective?

When generalizations, theories, or models are desired outcomes When class time is limited May not be effective for some learning styles, especially for introverts or students studying in a second language

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Why a Unit Would Cooperate in Developing a Case

To a large extent, a case is a donation to the process of continuing improvement in education (CSR). If the organizations name remains undisguised, the organization might benefit from student identification at times of recruitment. The organization could use the case in internal training programs.
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Why a Unit Would Cooperate in Developing a Case

There could be some benefit to having an outsider ask detailed questions about the situation. However, case writing is not consulting, and few promises or benefits can be given other than gratitude of the school, 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

Primary Release May interview/telephone others in organization Requests data Writes rough drafts Reviews rough drafts with case writing supervisor Starts teaching note draft Sends two copies of polished case to contact and encloses release form for signature.
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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 case study. Only when applicable, it might be helpful to answer the following questions in writing your case: What is the background of the organization involved? What is the background of the industry?
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Developing the Case Study

Who are the principals or characters involved? What has occurred in the organization prior to the actual beginning of the case? What are the specifics around the specific decision-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 not share information (e.g., the actual financial statements). Anonymity means that you will share the information but not associate it with a specific individual or organization.

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Confidentiality/Anonymity
Throughout the case writing process, case writers must maintain strict confidentiality with all information provided by an organization. The draft must be submitted to the organization to verify the accuracy of the case content.

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Confidentiality/Anonymity
When satisfied, a designated person in the organization signs a release form permitting the school to use the case. If the form is not sign, it must not be used!

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Release Form
I have read the case entitled _______, written by __________. I release the information related to this case and give permission to the author(s) to publish this case as it is now written for use in his/her/their courses or in a collection of cases to be used for training purposes or in a journal/text of case studies. Dates, Signatures, Printed Names, Positions, Organizations, and Locations
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Checklist for Reviewing Your Case

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 Your Case

Value of Objectives Is the objective worthwhile in class time and students preparation time? In other words, is the invested time worth the stated objectives? Does the case fulfill its stated objective? To what degree does it meet its objectives?
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Checklist for Reviewing Your Case

Pedagogy Suitable topic for graduate course? Level of narration, subject matter, popularity, or chance for acceptance by potential users the market. Significance to the field of the topic area. Will it make students think?
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Checklist for Reviewing Your Case

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 Your Case

Does the case contain issues the reader can focus on? Does it have handles to grab to begin analysis? 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 Your Case

Writing Mechanics Is the case well written? Have you used spelling and grammar checkers? Does it provide a good feel for the organization and situation? Clarity Is it easy to read and understand? Are headings used to organize the case? Are the text and numerical presentations concise? Does one topic flow into another?
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Checklist for Reviewing Your Case

Content Interest Does this case tell an interesting story? Accuracy Accurately illustrates a particular, real situation, often disguised to protect anonymity. Complete and adequate:
For a proper analysis To make a realistic decision To develop realistic implementation
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Checklist for Reviewing Your Case

Clarity of graphs, charts, and tables for key data. Relevance of case data to implied problems of case. Complexity is it appropriate to the objectives and the course? Reasonableness of any red herrings or distracters within the case.
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Checklist for Reviewing Your Case

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?

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