This was a conference presentation given as a Professional Development Workshop at the beginning of a conference for the Federation of Business Disciplines Annual Meeting in Oklahoma, USA

Andrews, Scott

The Case Centre

University of Worcester Research and Publications

Scott Andrews 1Turning Existing Teaching Material Into Compelling CasesFederation of Business Disciplines Annual Meeting, OklahomaPresented by Scott Andrews, University of Worcester, UKOn behalf of The Case CentreUS office: UK office: e info.usa@thecasecentre.org e info@thecascentre.orgt +1 781 239 5884 t +44 (0)1234 756410Scott Andrews 2Turning Existing Teaching Material Into Compelling CasesFederation of Business Disciplines Annual Meeting, OklahomaPresented by Scott Andrews, University of Worcester, UKOn behalf of The Case CentreUS office: UK office: e info.usa@thecasecentre.org e info@thecascentre.orgt +1 781 239 5884 t +44 (0)1234 756410Scott Andrews 3Turning Existing Teaching Material into Compelling Cases1. What makes a ‘Compelling case’?2. Why use the case method?3. What sources of existing class data would you select for a case?4. Is this a good story? If so why?5. What is the focus of the case?6. How does the case connect with Key Learning Objectives?7. What does the learner have to do?8. How does the material enable the tutor to keep the learner on board?9. How does a Case differ structurally from other class resources?10. How do you evaluate its effectiveness?Scott Andrews 4The Case MethodStudent discussion of a planned sequence of cases, drawn from actual situations, with responsibility for analysis and conclusions about issues within the case resting with the students.The case “teacher’s” role is seen as one of learning facilitator - guiding student discussion, rather than providing answers.The focus is on student learning throughtheir own individual and joint efforts.Scott Andrews 5Value of the case method?Talk to me and I will listen Show me and I will observeInvolve me and I will learnScott Andrews 6What is a case study?adapted from J.Heath (1998)A case study (or a case) is a description of a situation, or an account of a sequence of events, which raises issues for discussion and/or problems for analysis and solution.Scott Andrews 7What makes a good case - IMD?• It fulfils pedagogic objectives• Tackles a relevant important issue• Has a personal touch• Provides currently useful generalisations• Contains contrasts and comparisons• Has the data required to tackle the problem, but not too much• Is controversial• Is short• Is well structured and easy to readAbell, D., ECCHO, Fall 1997Scott AndrewsCase Writing according to RSM, Rotterdam• A case, not just a story• Situation-specific, fresh topic• Relevant, important issue• Objective, in perspective• Broad enough to allow generalization• Specific enough to allow thorough exploration• Personal touch• Contrasts, tensions, controversy, or other dramatic elements• Layers (immediate & root issues)• Well structured and easy to read8Scott AndrewsMost popular global cases….• Cases with a simple and clear focus• A hot topic with broad relevance• Shorter cases (10 pages or fewer)• Cases about emerging economies• Cases with teaching notes that also have concrete assignment questions or exercises• Role plays and exercises (instructions have to be very clear)9Source RSM, RotterdamScott Andrews 10Case studies can provide practise in:• Analysis and critical thinking• Decision making• Judging between courses of action• Handling assumptions and inferences• Presenting a point of view• Listening to and understanding others• Relating theory to practiceadapted from J.Heath (1998)Scott AndrewsSo what is the focus?11Leadership?Management?Branding?Quality?Decision making?Stakeholders?Strategy?Scott AndrewsResearch Case vs Teaching Case• Source RSM Case Centre12Research case Teaching casedescription storyexplanation embedded in the storyfaithfulness often twisted and highlightedchronological not alwaysno perspective(s) protagonist(s)little or no drama preferring drama and controversyScott Andrews 13Experiential learning modelConcrete experienceHave an experienceObservations and reflectionsReflect on the experienceFormation of abstract concepts and generalisationsDraw conclusions from the learning experienceTesting implications   of concepts in new situationsTry out what you have learnedScott AndrewsCase ClassificationThere are three ways to classify the case:1. Types of case – content2. Mode of treatment of the case data3. Presentational formattingScott Andrews1. Types of cases• Incident case• Background case• Exercise case• Situation case• Complex case• Decision caseScott Andrews2. Mode of treatment of case data • Field or Desk Research• Simple or complex, Long or short• Single or multiple issue• Issue raising vs problem solving vs problem identification vs decision making• Perspective - level of management• Inductive or Deductive• Divergent or ConvergentScott Andrews3. Case Presentational Formats• As a single case or in bite size pieces?• Chicken and egg case• Sequential case• Envelope case• Additional materials• The development of the teaching note/Map• Media format• Paper based• Video based• Web based• Interactive CD-ROMScott Andrews 18The case map• Provides a framework for a journey• The starting point – what do the students bring into the classroom• The destination – key learning objective• Interesting visiting points (analysis)• Directions – carefully crafted questionsData - Map - PeopleStarting point DestinationpointTarget learner group: ____________Case title: _____________Classprerequisites________________________________________________________Interesting visiting points – analysis____________________________________________________________________________Carefully crafted questions –directing____________________________________________________________________________Key learningobjectives________________________________________________________Orientation and mode of treatment of the case __________________ _______________________________________________________Case teaching planSMART-H0-05Scott Andrews 20Teaching notes - latest update• As of December 2015 46% of cases in The Case Centre collection had teaching notes. However, for the 50 most popular cases this figure rises to 95%.• Average 1485 teaching notes downloaded from thecasecentre.orgeach month• Length of teaching notes• Longest: 120 pages• Shortest: 1 page• Average: 11 pagesScott AndrewsTop selling cases in 2015 SCHOOL TITLE OF CASE DISCIPLINE NO. PAGESFIELDDESKTN?1 INSEAD Unilever in Brazil (1997-2007) Marketing 22 F Y2 HBS Wolfgang Keller at Koningsbrau-Tak(A) HRM/OB 18 F Y3 HBS Cola Wars Continue: Coke and Pepsi in 2010Strategy and General Mgmt22 D Y4 University of CaliforniaZara : Staying Fast and Fresh Prod & OpsManagement20 F Y5 HBS Aqualisa Quartz: Simply a Better Shower Solution Marketing 18 F Y6 HEC (Paris) Michelin Fleet Solutions : From Selling Tires to Selling KilometresMarketing 15 F Y7 CIBER Zara Prod & OpsManagement15 F Y8BabsonIntelligent Medicine: The Novartis-Proteus Alliance (Japanese version)Marketing 8 D YScott Andrews 22The case teaching note• Summary of the case• Teaching objectives and target audience• Teaching approach and strategy• Analysis• Additional readings or references• Feedback• What happened nextScott Andrews 23TN - additional functions• New perspective on case• Discussion notes• Assignment questions• Teaching questions• Time span• What happened next….• Background materials/slidesScott Andrews 24Sources of case data• Armchair casesBased on the writer’s own experience• Desk researchBased on company reports, newspaper or magazine articles, television programmes• Field researchBased on interviews and/or observations in the host organisationScott AndrewsMost common sources of Case data?• Field research – 50.4%• Generalised Experience – 4.8%• Published Sources – 35.1%• Unspecified – 9.7%25Source: What Drives Case Sales, 2009 © IMD International Field research – 50.4% Generalised Experience – 4.8%Published Sources – 35.1% Unspecified – 9.7%Scott Andrews 26Developing the case study1. Data collection• need specific vs trawling2. Data restructuring• deciding structures• writing and editing the case3. Case enhancementa) supplementary materialb) Teaching noteAdapted from J Heath (1998)Scott Andrews 27Case writing according to McNair (Harvard)• Create interest and“a willing suspension of disbelief”• Case structure• Time structure• Narrative structure• Plot structure• Expository structureScott Andrews 28Time structure- chronology, historical sequence• Make it clear when case events occurred.• Avoid the present tense (unless in reported speech).• Avoid words such as this year, currently, recently. Use actual dates instead.Source: Heath (1998)Scott Andrews 29Narrative structure- the flow of events in an unfolding storyThe first task in writing a case is to tell a story, to present an interesting and readable account of the events and circumstances of the case situation.Source: Heath (1998)Scott Andrews 30Telling stories• Stories matter.  They are where we lose ourselves in order to risk other possibilities, where we can escape and play, or confront and confess.• We do not listen to stories; we join in.• And in accompanying the players of that story we meet many sides of ourselves that we can take back to our lives when the playing is over.• But good stories need to be told well if they are to envelop us.  Flair, humour, truth and insight are all tools that must be well honoured.Source:  Stephen Clark, A very big gig, Sunday Telegraph, 17/11/96Scott Andrews 31Expository structureSource: Heath (1998)- disclosing, unearthing andcommunication of information• Provide opportunities for discovery.• Decide how explicit you need to be for the target reader group.• Do not over-estimate the reader’s knowledge.• Do not under-estimate the reader’s intelligence.Scott Andrews 32Plot structureSource: Heath (1998)- the clash of people and ideasthe elements of drama within a caseThere is usually a central theme or issue - the main storyline or plot -together with a number of subplots that have some kind of impact on one another.These typically concern the actions and motivations of the “actors” in the case situation.Scott Andrews 33McNair’s 4 structures in Black Sheep Breweries?• Case structures• Time structure• Narrative structure• Plot structure• Expository structure• the establishment of Black Sheep Breweries in 1992 (p.1)• Business Expansion Scheme in 1992. (p1)• offered shareholders tax-free benefits for a period of five years (p.1)• promotional split for 1996, was as follows (p.2)• taken over by Scottish and Newcastle in 1987 (p.3)• profits over the last 5 years (p.4)Scott Andrews 34McNair’s 4 structures in Black Sheep Breweries?• Case structures• Time structure• Narrative structure• Plot structure• Expository structureThe story of the Black Sheep brewery is a true depiction of a 'country' brewery, in contrast with the macro-brewers or what Theakston termed " the Burton and London biggies." The brewing of all their beers used very traditional vessels and ingredients, and was fermented exclusively in Yorkshire slate squares. Only proven techniques that …… (p.1)Scott Andrews 35McNair’s 4 structures in Black Sheep Breweries?• Case structures• Time structure• Narrative structure• Plot structure• Expository structure"The outlook we had when we begun, and the reality we have experienced regarding our profits over the last 5 years, have been greatly different. The greatest variance, has been regarding the 'bottom line' - it has not grown as fast as we initially anticipated, and this is all attributable to ever increasingly squeezed margins." Pondering these thoughts for a few moments one began to wonder what were the real opportunities and threats that lay ahead for the company.  A forthcoming meeting of the shareholders would be sure to provide the opportunity for some challenging questions and Theakston’s vision for the future would play a critical role in encouraging ongoing shareholder investment.  (P.4)Scott Andrews 36McNair’s 4 structures in Black Sheep Breweries?• Case structures• Time structure• Narrative structure• Plot structure• Expository structureThe brewery was set up by Paul Theakston as a Business Expansion Scheme in 1992…. offered shareholders tax-free benefits for a period of five years, (p.1)“….always been able to sell as much as we have wanted to - our problem, has been matching capacity with demand.” (p.3)"We see ourselves as a single site brewery” (p4)“…our profits over the last 5 years, …the 'bottom line' - it has not grown as fast as we initially anticipated …attributable to ever increasingly squeezed margins."  (p.4)A forthcoming meeting of the shareholders (p.4)Scott Andrews 37Writing the case• degree of repetition• means of representing data• Internal consistency• emphasisConsider:• choice of words• sentence length• use of quotations• change of paceSuggestions:• keep the case writer out of the case• opinions may be more important than facts• check all verbs and adjectives for the impression they conveyAdapted from: Heath (1998)Scott Andrews 38The written case - the classic Harvard formIn the first paragraph you make a statement about the issue which must be decided in the company.In the second paragraph you give a little background about the company and its place in the industry.In the third paragraph you tell how the situation requiring action developed.Then, as needed material is available, you give additional data about the way management handled earlier events leading up the the issue, and the data from which alternative courses of action might be visualised.You carefully leave out of the case your own opinions and evaluation.Scott Andrews 39Case researching & writingAssuming you are developing a case which incorporates both field and desk based data….• Identifying the need for the case study• Identifying appropriate opportunities• Making first contact with the organisation• Agreeing parameters for the case research• Deciding the boundaries of the case studyScott Andrews 40Case researching & writing cont.• Undertaking desk research• Initial field research within organisation• Writing up the first draft• Compiling the support material• Checking draft against original objectives• Further field and desk research• Formal release authorisationScott Andrews 41Reflections on learning…What was the most important thing you have learned from this PDW session?What conclusions have you drawn about using the case method for teaching and writing?What actions will you take as a result of these conclusions?

Turning Existing Teaching Material Into Compelling Cases

Abstract

Similar works

Full text

Available Versions

University of Worcester Research and Publications