DEVELOPING AN EFFECTIVE TEACHING STRATEGY
James W. Camerius
Northern Michigan University
The case system, properly used, initiates students into theways of independent thought and responsible judgment. Itfaces them with situations that are not hypothetical butreal. It places them in the active role, open to criticismfrom all sides. It puts that burden of understanding uponthem.
Charles Gragg, Harvard University
INTRODUCTION
This paper discusses the case method of teaching. The
method of instruction is described, alternative case teachingstrategies are reviewed, and the rational for the case approachis presented. Several ways to effectively implement the casemethod in the college classroom are suggested.
THE CASE METHOD OF INSTRUCTION
The case method of teaching is considered a real world
experience because a case study is a record of an issue actuallyfaced by an organization executive, together with the surroundingfacts, opinions, and prejudices which influence executivedecisions. The strength of the case method as an educationaltechnique is its ability to arouse the interest of the student byplacing him or her in an active role rather than that of apassive participant.
The case method calls for participant decisions. Students
analyze the case situation, share views with their peers, andpropose problem solutions. Participants are expected develop aplan of action for case resolution.
In higher education, the instructor’s task is typically
viewed as providing students with (1) knowledge, (2) techniques,(3) skills, (4) approaches, and (5) philosophies. The casemethod does not hinge upon knowledge acquisition. In fact, casestransfer knowledge inefficiently. Cases also provide limitedexperience in applying techniques. The case study method ofinstruction, however, is useful primarily in developing skills,approaches, and a philosophy of management.
EFFECTIVE CASE TEACHING STRATEGIES
In the traditional lecture method, the professor is the
master and expert. The student is the listener and absorber ofinformation. By contrast, in the case method, the professorplays the role of facilitator and explorer. The student isdirectly engaged as a participant and joins the instructor as afellow explorer (Erskine, 1996).
There are three major communication strategies in the case
approach: (1) class discussion, (2) group discussion, and (3)written reports (Kerin and Peterson, 1995).
Class Discussion: This approach expects each student to
actively prepare and participate in the discussion. Student andinstructor ideally carefully analyze the case prior to the
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scheduled class period. Although no simple formula can ensure acorrect solution to all problems at all times, use of a
systematic decision-making process can increase the likelihood ofarriving at better solutions. Preparation for each assigned caseusually requires four or five hours. Written notes aid inrecalling pertinent information and raise the quality ofdiscussion. Requiring students, as a follow-up project, tocreate a short summary, which logically organizes the specificfacts, ideas, and analysis, and generalizations developed in theclass discussion heightens student comprehension and learning.
Group Presentation: In this approach, a team of four to
five students conducts a rigorous analysis of a case which theypresent to the class. Team members may role-play with members ofthe class serving as an executive committee receiving thepresentation of a task force or project team. Groups may beformed by the instructor or by student choice. Students areencouraged to select a team of complementary skills (financial,oratorical, organizational, etc.). Students should bediscouraged from forming groups based solely on friendship.
Written Report: This approach relies upon a written
analysis of the case. It is similar to preparations for theclass discussion approach, but the written report is carefullyorganized, typed, and grammatically correct. No one approach toorganizing a written case analysis is considered best. A typicalapproach, however, has three sections: (1) identification ofissues and problems, (2) analysis and evaluation, and (3)
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recommendations. The first section should contain a focusedparagraph that defines the problem and identifies constraints andoptions available. The second section, analysis and evaluation,assesses the external environment, the organization andalternative strategies, and should represent the bulk of thewritten report. The last section consists of a feasible set ofrecommendations. Students are encouraged to commit to adecision.
WHY USE THE CASE METHOD?
The primary objective of the case method is to develop
decision-making skills (Blunden and McGuinness 1993). Decision-making is a skill, and skills are developed by practice. One ofthe most effective ways to practice in the classroom is byexamining decision-making situations experienced by managers andmaking choices.
The case method has several advantages over the traditional
lecture method of instruction (Blunden and McGuinness, 1993):PARTICIPATION
The case method relies on the active participation of
students. Students, individually and collectively, takeresponsibility for their own learning.ANALYSIS AND INTUITION
The case method requires students to decide which
analytical tools and techniques to use in complex situations andthen to deal with the practical problems of implementing their
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decisions. The complexity of case situations often forcesstudents to interpret areas that appear unclear or ambiguous,
read between the lines and make decisions with less than complete
data. Such situations point up the fact that numbers do notalways tell the whole story and help students develop theirintuitive decision-making skills.INTEGRATION
The case method simulates conditions of reality simulation.
Cases are contextually rich. Typically, they cross functionallines. In most cases they are based upon real circumstances; andreal circumstances don’t respect the arbitrary boundaries ofacademic fields or functional areas. The case approachhighlights the integrative nature of decision making. Forexample, students cannot completely deal with a marketingdecision without considering the financial or behavioralimplications that may arise.DECISION MAKING AND INITIATIVE
Cases encourage decision making skill development under
conditions of uncertainty. The case method requires studentsmake to decisions, develop specific recommendations, and producedetailed action and implementation plans. This approachencourages students to exercise initiative and leadership.Students tasked to compose detailed implementation plans, andencouraged to make though decisions, develop initiative,leadership, and an action orientation.
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PERSUASIVE COMMUNICATION SKILLS
Cases sharpen interpersonal and communication skills. The
small group and class discussion inherent in the case method,requires that students practice persuasive verbal communicationsskills. Complementary written reports are intended to persuadethe reader that the course of action recommended is viable anddesirable.
CONTEXTUAL RICHNESS
Reality-based cases are multidimensional. While students
are exploring primary issues and concepts, supplementary issuesand situations often arise. For example, cases set in
entrepreneurial, international, or service environments explorethe special characteristics of those environments. Collateralethical issues may also be germane, but not central, to the case.Case studies, therefore, can provide a platform for examiningbroader social, political, and legal pressures uponorganizations.
IMPLEMENTATION OF THE CASE STUDY METHOD (Erskine, 1996)PREREQUISITES
1. Physical Facilities
Classrooms should be designed specifically for caseteaching. Physical accommodations may provide tieredseating in a horseshoe design. Seats should swivel tofacilitate communication with the instructor and other
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students. Room size can vary from seating for 30 tomultipurpose lecture halls that accommodate hundreds.2. Student Identification
Cards and Tags
Participants in case discussion should be able toidentify each other by proper name. Name cards andlabel tags are recommended to personalize exchanges andfoster intimacy and a sense of realism.Class Pictures
Photographs facilitate communication through
recognition and familiarity. Group templates with namesand silhouettes and/or individual photographs alsoencourage a sense of group identity intended to increaseinterpersonal exchanges.Data Cards
Data cards that provide student contact and backgroundinformation (including student vocational aspirations)provide the instructor with a greater awareness ofstudent need that enables him or her to manage classdiscussion more purposefully.Social Gatherings
Informal receptions, social gatherings and dinnersassist in developing social relationships. These may beheld at the beginning of the case study course on eithera more formal level or held on a regular basis to permitsharing of ideas outside of the classroom area.
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3. Materials
Write Your Own
Student-authored cases, if prepared from realsituations, can be rewarding to both instructor andstudents. As scholarly pieces of work, cases can betailored to fulfill class objectives. Use ofinstructor-authored cases enhances instructor
credibility as one who not only teaches with cases, butalso creates them. Writing cases, however, is timeconsuming and requires a perspective that differs fromthe intellectual and communication skills inherent incase teaching.Text plus Cases
Casebooks provide a collection of cases.
Comprehensive teaching notes assist case instructors towork with students in maximizing the learning potentialof the case. Case selection will depend on the coursetaught (level or discipline), course objectives, andinstructor insights and preferences. Case Sources
1. Ivey Bibliography. The Richard Ivey School ofBusiness at The University of Western Ontario maintainsa bibliography of 3,000 cases which cover a variety oftopics.
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2. The Harvard Collection. Harvard University has aninventory of 5,000 cases. This collection reflectspioneering work in case research and writing.
3. The Primis Custom Publishing System (and others). This
custom publishing system of McGraw-Hill, Inc., permitscase teachers to design a oersonalized case text.Instructors choose text contents from a database ofexisting textbooks, supplements and case studies tosatisfy their needs.
4. Other Clearing Houses. The European Case Clearing House
(ECCH) case inventory is broad in scope. Case abstractsare available on-line. Cases are also available fromother clearing houses such as Darden, IMD and INSEAD.
CASE TEACHING PREPARATION
The case method of teaching requires a heavy investmentof instructor energy and planning. The student must commitas well. Of various approaches to secure studentparticipation, this author favors a unique “agreementcommitment.” A commitment session follows the introductorylecture at which instructor and student sign the agreementsimultaneously at the podium to emphasize the seriousnessof the commitment.1. BEFORE CLASS
The instructor assigns the case and collateral
readings. The instructor may use one or more approachesto prepare for class. He or she may utilize the case
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teaching note (TN) accompanying the case as a
supplemental source. The TN provides a case summary,statements of objectives, teaching suggestions, anddiscussion questions with suggested answers. Someinstructors consult with colleagues for additionalperspectives. Student preparation for case discussionmay involve either writing an analysis that follows aninstructor prescribed format or responding to assignedquestions. Small group discussion preceding the formalclass session is encouraged to obtain multiple views anddevelop student interest in the case specifics.2. DURING CLASS
Assigned readings may be reviewed by the instructorusing the traditional lecture method. Students areexpected to raise questions regarding the readings. Thecase analysis part of the session emphasizesparticipation, led by the instructor, who acts asfacilitator and explorer of the case analysis ratherthan master and expert. An optional epilogue canprovide closure.3. AFTER CLASS
Following the class session, the instructor evaluatesstudent contributions either by reviewing the students’written recommendations or simply assigning a pointscore to their contributions. Separately, theinstructor also should evaluate materials and update
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teaching notes. To derive full benefit from the casemethod, students should exchange their analyses withcolleagues and identify how major course conceptsapplied to the case.
CONCLUSION
This paper has discussed the case method of instruction.
The active participation of students in the process makes thecase system an educational method of great power. The caseapproach invites students to define problems and develop feasiblesolutions. The paper suggests that the instructor may teachcases using a variety of methods.
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REFERENCES
Blunden, Robert G., and Norman W. McGuinness, “The Real CaseMethod: A Response to Critics of Business Education,” CaseResearch Journal, Winter 1993, pp. 106-119.
Erskine, James A., “Teaching with Cases,” Handout at the CaseWriting Workshop, 13th WACRA International Conference, WarsawSchool of Economics, June 23-26, 1996.
Gragg, Charles I., “Because Wisdom Can’t be Told,” Harvard
University, Boston: Intercollegiate Case Clearing House, 1951.Kerin, Roger A., and Robert A. Peterson, Strategic MarketingProblems, (Englewood Cliffs, N.J.: Prentice Hall, Inc., SeventhEdition, 1995).
Spalding, James B. Jr., Bennett L. Rudolph, Jim L. Grimm, and
James W. Camerius, “Real-life, Down-to-Earth, and Practical,” MMAFall Educators’ Conference Proceedings-1998, pp. 1-3.
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