CASE STUDY TEACHING METHOD

Presented By: Anshita Shrivastava 121203

An MBA student reads more than 200 case studies in two years !

EVOLUTION
The Case Method in legal education was invented by Christopher Columbus Langdell, Dean of Harvard Law School from 1870-1895. The Harvard Business School Case Study approach grew out of the Langdellian method. But instead of established case law, business professors used real life examples from the business world to highlight and analyse business principles.

Types of Cases
Incident Case: The incident case is a short and focused case that describes a single incident or problem. Students are required to illustrate a concept or method in developing a solution or recommendation. There is no need for pre-class preparation by students as a hand-out in class is sufficient to facilitate case discussions from scratch. Background Case: The background case conveys information on a given industry or company in a more compelling way compared to a conventional reading or handout. The illustrated business background facilitates the students identification with the presented data and serves as the basis for exploring a specific business issue. Exercise Case: The exercise case allows student to apply a specific concept or technique that has been explained in a traditional lecture. This type of case is used where quantitative analysis is required. The manipulation of numerical data within the context of a real business situation is more challenging and interesting than a purely academic exercise. Situation Case: The situation case requires an analysis of the information embodied in the case and asks students to delineate the significant relationships existing among the various items of data. The class room discussion is designed to develop an understanding why things went wrong and how could that have been avoided. Complex Case: The complex case offers a significant issue that is immersed in a mass of data. Students are required to filter and identify the essential issue from superficial ones and to pay attention to possible interdependencies embodied in the case. Decision Case: The decision case asks students to state what they would do in the circumstances described and requires them to formulate an action plan. In the role of a decision maker or in diverse roles (similar to a role play), students must develop a variety of feasible approaches and exercise judgment in selecting the approach with the highest probability of success.

ROLE OF TRAINEE
The case study teaching method engages readers in active learning by putting them squarely in the shoes of real people wrestling with real dilemmas.

ROLE OF TRAINEE
Students read the case studies and accompanying articles and come to class prepared to argue and defend their advice for the protagonist. As students read a case, prepare assignments, and actively participate in class discussions and exercises, they learn how best to approach and solve the problems described in the case.

ROLE OF TRAINER

Choose case studies that match your course objectives, allowing students to apply what they learn in the course to the scenario Instructors may assign questions prior to class to focus students on the particular issues they plan to address in the class session.One of the hallmarks of a case discussion is the dynamic interaction between students, who engage in presentations, lively debate and ad hoc role plays. Instructors identify students who hold opposing views and ask questions designed to stimulate debate, or they can assign them to various stakeholder groups with different points of view of the problem or situation at hand. Instructors encourage input from both sides of the issue until the students uncover most or all of the learning points identified in advance by the instructor. Instructors will lead students to experience an aha moment during which conventional wisdom is trumped by deeper, more seasoned insights.

REQUIREMENTS
Case studies are typically accompanied by teaching manuals or notes, which outline the basic premise of the case study, how it can be used within a course, learning objectives, assignment questions, a typical class discussion flow, and key takeaways. A case study discussion typically requires at least one class session to fully implement. Some multipart cases or multi-player role plays will require more time.

ADVANTAGES Multidisciplinary Develop generic skills such as decision making, problem solving and collaboration skills The mimic of real-life scenario may enhance students engagement to the subject

DISADVANTAGES Hard to generalize from a single case Possible biases in data collection and interpretation (since single person gathers and analyzes the information

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