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Case Study Note

1. Case studies are an effective way for students to learn about real-world situations and develop problem-solving skills through analysis and discussion. 2. The case method involves students individually analyzing a case, discussing it in small groups, having a full class discussion, and drawing broader lessons. There are no right answers, and students are responsible for their own learning. 3. A well-prepared case provides enough factual details and context around an actual managerial situation to allow students to identify issues, alternatives, and make recommendations without explicitly stating the solution.

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Shailee Mehta
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112 views4 pages

Case Study Note

1. Case studies are an effective way for students to learn about real-world situations and develop problem-solving skills through analysis and discussion. 2. The case method involves students individually analyzing a case, discussing it in small groups, having a full class discussion, and drawing broader lessons. There are no right answers, and students are responsible for their own learning. 3. A well-prepared case provides enough factual details and context around an actual managerial situation to allow students to identify issues, alternatives, and make recommendations without explicitly stating the solution.

Uploaded by

Shailee Mehta
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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A Note on case study for Students By Dr. A. K.

Dasbiswas Professor and Dean Lectures and readings are a highly efficient way to acquire knowledge and techniques. Exercises and problems sets are excellent beginning tools for learning about application and limitations of techniques. But the development of philosophies, approaches, and skills is probably best served by case method. It is used in well-orchestrated concert with other approach. What is case? Case is built around the concept of encountered situation-- metaphor and simulation. The situation student may face as a manager in working situation may be different but similar. Similar to learning cycling/swimming, simulation is experienced based, learner based; it is powerful, personal and intimate method of learning. What are limitations of case learning? No right answers. Freedom of learning, students are responsible, not the faculty. Only students know when they understand; of course changing your opinion itself is learning. Four steps of learning: 1. Individual analysis and preparation 2. Small group discussion (optional ) 3. Class room discussion 4. At the end of class, generalization about learning. Reading material (marked as "R") provided in the course material and textbook provide structure and technique. Students should ask "right questions". Faculty may provide specific ques for each case. Following ques are generally relevant to all cases. Who is Protagonist? What are Protagonist's objective (implicit or explicit)?

What decisions must I make -- implicit or explicit? What SWOT/P (Strengths, Weakness, Opportunity, and Threat/Problem) I face? What evidence do I have to help make decisions-- is evidence reliable, unbiased? Can I improve it? What alternative action available? What criteria should I use to judge the alternatives? What action should I take? How can I convince class that my approach is best? What did I learn? How does the current theme relate to past cases/my own live experiences? How is a case prepared? Similarity with medical case history. A good case of Ivy league business school normally does some 100 hours encounter with company to get essential facts and present in a manner to illustrate some, rather than other aspects of situation and encourage "2nd opinion" about resolution of issues. Who decides what's right in a case? Unlike medical analogy, an administrative case is not examined in isolation, but in a community of 30 to 140 students. Each probably uncover some piece of evidence others have overlooked. So students not only learn analysis but persuasiveness of presentation. Spend much time in thinking during discussion-- ultimately group/class may move entirely in different direction. Case teaching can be done in four methods 1. Lecturing 2. Theorizing 3. Illustrating 4. Choreographing Lecturing Faculty literally leads the class through a case analysis, pretty much following sequence that he/she feels is most appropriate, and emphasizing those parts of analysis that faculty feels are most useful Theorizing
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Faculty essentially uses the case as a vehicle to convey conceptual or theoretical knowledge. Illustrating This technique is normally followed by management consultants and speaker to use as war story to illustrate certain important management ideas. Choreographing It is an instrument to stimulate inductive framework. Faculty normally does not intellectually dominate the discussion, nudges them through important topics building blocks for understanding the topic. Faculty normally draws broad based conclusion, thoughtful characterization of the various relevant viewpoints and how they provide building blocks for understanding the topic under consideration There are four sections to a good case class Decision orientation--- There is always a tendency, especially in MBA class, to procrastinate and seek arm chair refinement. So faculty ask action question to bring the different perspectives to the foreground. Theme analysis---Normally faculty picks up four to five most important themes for the case context and drive the themes sequentially. While making transition from one theme to other, faculty summarizes the out come of that discussion. Structure --- Faculty captures some of the thematic arguments and end point of debate on the board/flip chart. Closing ---An inductive learning with summary; it should be reflection of themes, it underscores arguments within these themes but show linkages between the themes--- it shows how arguments finally hang together. Some faculty gets to analysis via the action plan, some faculty set a reflective tone in class by seeking the analysis first. There is no one way to effectively sequence a case class. But faculty always asks questions: what would you do if you were the case protagonist?

A good case class is one where, with the instructor's help, students learn and build, and learn how to learn.
Source: various publications of Harvard Business School

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