Eisenhardt 's methodological work. Yin 's guidelines and making positivist assumptions. There are substantial methodological differences between these approaches.
Summary - Assess performance identification of symptoms - Define problems and opportunities While preparing for the case discussion, the student can also make notes with respect to the key aspects of the situation and the case analysis.
These could include points such as the following: Which industry is referred to? Case Discussions in the Classroom A classroom case discussion is usually guided by the instructor.
Students are expected to participate in the discussion and present their views. In some cases, the instructor may adopt a particular view, and challenge the students to respond. During the discussion, while a student presents his point of view, others may question or challenge him.
Case instructors usually encourage innovative ways of looking at and analyzing problems, and arriving at possible alternatives. The interaction among students, and between the students and the instructor, must take place in a constructive and positive manner.
Such interactions help to improve the analytical, communication, and interpersonal skills of the students. Students must be careful that the contributions they make to the discussion are relevant, and based on a sound analysis of the information presented in the case.
Students can also refer to the notes they have prepared during the course of their preparation for the case discussion.
The instructor may ask questions to the class at random about the case study itself or about the views put forward by an individual student. If a student has some new insights about the issues at hand, she is usually encouraged to share them with the class.
Students must respond when the instructor asks some pertinent questions. The importance of preparing beforehand cannot be emphasized enough — a student will be able to participate meaningfully in the case discussion only if he is knowledgeable about the facts of the case, and has done a systematic case analysis.
A case discussion may end with the instructor or a student summarizing the key learning points or 'takeaways' of the session. Student performance in case discussions is usually evaluated, and is a significant factor in assessing overall performance in the course.
The extent of participation is never the sole criterion in the evaluation — the quality of the participation is an equally or more important criterion. Working in a Group If a group of students is asked to analyze a case, they must ensure that they meet to discuss and analyze the case, by getting together for a group meeting at a suitable time and location.
The group must ensure that all the group members contribute to the preparation and discussion. It is important that the group is able to work as a cohesive team —problems between team members are likely to have an adverse impact on the group's overall performance.
Preparing a Written Case Analysis Quite often, a written analysis of the case may be a part of the internal evaluation process.
When a written analysis of a case is required, the student must ensure that the analysis is properly structured. An instructor may provide specific guidelines about how the analysis is to be structured. However, when submitting an analysis, the student must ensure that it is neat and free from any factual, language and grammar errors.
In fact, this is a requirement for any report that a student may submit — not just a case analysis. Making a Case Presentation The instructor may ask a group of students to present their analysis and recommendations to the class.
Alternatively, an individual student can also be asked to make a presentation.
The key to a good presentation is good preparation. If the case has been studied and analyzed thoroughly, the content of the presentation should present no problems. However, a presentation is more than the content.
Some of points that need to be kept in mind when making a case presentation are: Stick to the time limits set by the instructor. Evaluating Student Performance The evaluation of a student's performance in a case-driven course can be based on some or all of the following factors: Benefits from the Case Method The case benefit has several advantages over traditional teaching methods.
The skills that students develop by being exposed to this method are listed in Exhibit 2. The consequences to the student from involvement in the method are listed in Exhibit 3. Some of the advantages of using case studies are given below: They allow students to step into the shoes of decision-makers in real organizations, and deal with the issues managers face, with no risk to themselves or the organization involved.
Their ability to identify and understand the underlying problems rather than the symptoms of the problems is also enhanced. This provides students the flexibility and confidence to deal with a variety of tasks and responsibilities in their careers.
It also helps students to make more informed decisions about their career choices. Duane Ireland and Robert E.Case Study of Successful, Complex IT Projects 1. Executive Summary This case study is a follow-up to the British Computer Society (BCS) Royal Academy.
Every month, the case study department of Harvard Business Review comes up with new interesting case studies comprising of fictitious business problems and this book takes six such case studies along with the insight and analysis on these case studies from the experts.
Use this Business Case template (MS Word 22 pages) to outline the Business Need, Current Process, Services, Expected Benefits, Change Analysis and. Time Management Case Study: Busy Business People.
By Aaron Lynn | 12 comments. A really common question that all productivity consultants get, is “well, that sounds great in theory and it would probably work if I didn’t have all these other things to do but Jim/John/Mary/Sarah, I have a business to run – I don’t have time for all this.
These contain collections of selected case studies, case studies won awards in Global ECCH Case Awards, Baylor-USASBE Student Case Research Competition, Dark Side Case Writing Competition, oikos Global Case Writing Competition, John Molson Case Writing Competition, Asia-Pacific Case .
The case study method of teaching applied to college science teaching, from The National Center for Case Study Teaching in Science.