Case Study Teaching Method

8/13/2019 Case Study Teaching Method

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CASE STUDY TEACHING METHOD

Presented By:

Anshita Shrivastava 121203


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An MBA student

reads more than

200 case studies in

two years !


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EVOLUTION

The Case Method in legal education wasinvented by Christopher Columbus Langdell,Dean of Harvard Law School from 1870-1895.

The Harvard Business School Case Studyapproach grew out of the Langdellian method.But instead of established case law, businessprofessors used real life examples from thebusiness world to highlight and analysebusiness principles.


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Types of Cases

Incident Case:

The incident case is a short and focused case thatdescribes a single incident or problem. Students arerequired to illustrate a concept or method indeveloping a solution or recommendation. There isno need for pre-class preparation by students as ahand-out in class is sufficient to facilitate casediscussions from scratch.

Background Case:

The background case conveys information on agiven industry or company in a more compellingway compared to a conventional reading orhandout. The illustrated business backgroundfacilitates the students identification with thepresented data and serves as the basis for exploringa specific business issue.

Exercise Case:

The exercise case allows student to apply a specific

concept or technique that has been explained in atraditional lecture. This type of case is used wherequantitative analysis is required. The manipulationof numerical data within the context of a realbusiness situation is more challenging andinteresting than a purely academic exercise.

Situation Case:

The situation case requires an analysis of theinformationembodied in the case and asks studentsto delineate the significant relationships existingamong the various items of data. The class roomdiscussion is designed to develop an understandingwhy things went wrong and how could that havebeen avoided.

Complex Case:The complex case offers a significant issue that is

immersed in a mass of data. Students are requiredto filter and identify the essential issue fromsuperficial ones and to pay attention to possibleinterdependencies embodied in the case.

Decision Case:

The decision case asks students to state what theywould do in the circumstances described andrequires them to formulate an action plan. In therole of a decision maker or in diverse roles (similarto a role play), students must develop a variety offeasible approaches and exercise judgment inselecting the approach with the highest probabilityof success.


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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.


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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 andsolve the problems described in the case.


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ROLE OF TRAINER

Choose case studies that match your course objectives, allowing students to applywhat they learn in the course to the scenario

Instructors may assign questions prior to class to focus students on the particularissues they plan to address in the class session.One of the hallmarks of a casediscussion is the dynamic interaction between students, who engage inpresentations, lively debate and ad hoc role plays.

Instructors identify students who hold opposing views and ask questions designedto stimulate debate, or they can assign them to various stakeholder groups withdifferent points of view of the problem or situation at hand.

Instructors encourage input from both sides of the issue until the students uncovermost or all of the learning points identified in advance by the instructor.

Instructors will lead students to experience an aha moment during whichconventional wisdom is trumped by deeper, more seasoned insights.


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REQUIREMENTS

Case studies are typically accompanied byteaching manuals or notes, which outline thebasic premise of the case study, how it can be

used within a course, learning objectives,assignment questions, a typical class discussionflow, and key takeaways.

A case study discussion typically requires at least

one class session to fully implement. Some multi-part cases or multi-player role plays will requiremore time.


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ADVANTAGES

Multidisciplinary

Develop generic skills such

as decision making,problem solving and

collaboration skills

The mimic of real-life

scenario may enhancestudents engagement to

the subject

DISADVANTAGES

Hard to generalize from a

single case

Possible biases in datacollection and

interpretation (since single

person gathers and analyzes

the information


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THANK YOU!!!

Documents

Case Study Teaching Method