DOCSLIB.ORG

UVA-PHA-0033 CASE WRITING One of the Most Important Aspects of Case Method Teaching Is the Development and Use of Good Materials

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
UVA-PHA-0033 CASE WRITING One of the Most Important Aspects of Case Method Teaching Is the Development and Use of Good Materials UVA-PHA-0033 CASE WRITING One of the most important aspects of case method teaching is the development and use of good materials. Some good cases have been around for many, many years. Although they appear dated and obsolete to the casual observer, they contain issues and problems that have endured and continue to be powerful teaching tools. Students, however, disdain to read cases written as much as 10 years prior. Cases with “old” copyright dates can dampen their interest in the case and even undermine the case’s credibility with them. Students may not get the benefit of discussing an enduring issue if they have “turned off” because of the copyright date. Consequently, the question arises, “Where does one find good, current cases?” and, if that search for the right case fails, “How does one write good cases?” The Current Case Pool Perhaps the largest collection of well-written cases resides in Harvard Case Services (HCS) at the Harvard Business School in Boston, Massachusetts. For many years the Harvard Business School administered an international, intercollegiate case clearing house (ICCH) where they received, cataloged, and distributed cases not only from their own faculty but from others around the world. This practice was discontinued in the early 1980s. HCS now only distributes cases written by their own faculty. While these are primarily intended for Harvard’s own classes, the distribution of cases remains a strong business venture for the school. Harvard produces a hard-copy bibliography of all their cases with useful indices to help you find the kind of material you may need. Recently, they have been experimenting with and distributing electronic versions of this bibliography; soon one may search for topics from a computer file rather than flipping through a bound bibliography. Other sources of current cases include Darden Business Publishing (DBP) at the Darden Graduate School of Business Administration at the University of Virginia, Charlottesville, and Case Reproduction Services at Western Ontario University in Ontario, Canada. DBP publishes an annual bibliography similar to Harvard’s but smaller in scope. The DBP bibliography also includes teaching notes for many of the cases. Other schools, such as Stanford University, Northwestern University, Dartmouth College, and Columbia University also support and encourage case development and writing, although on a much smaller scale. This technical note was prepared by Professor James G. Clawson. Copyright © 1995 by the University of Virginia Darden School Foundation, Charlottesville, VA. All rights reserved. To order copies, send an e-mail to [email protected]. No part of this publication may be reproduced, stored in a retrieval system, used in a spreadsheet, or transmitted in any form or by any means—electronic, mechanical, photocopying, recording, or otherwise—without the permission of the Darden School Foundation. ◊ -2- UVA-PHA-0033 In addition to academic institutions which encourage case writing and dissemination, there are some associations which have meetings to encourage and improve the quality of case writing. Perhaps the best known of these is the North America Case Research Association which holds an annual meeting in November of each year, where new case materials are distributed, discussed, criticized, and encouraged in conference sessions. Although most members of this association do not come from institutions that heavily support and encourage case writing, they have found the case method useful enough in their teaching to have banded together to encourage and help each other to develop current materials. This association also publishes a case research journal which uses a blind referee process to select and print the best of submitted cases. Cases published in the Case Research Journal may be photocopied for educational use without charge. Writing New Cases Finding leads for new cases, collecting the data, and writing and editing the material into a polished and useful case is a somewhat difficult and artful process. In my experience, people can be easily frustrated and confused by their first attempts to write usable cases. For those who stick with it and practice their case writing skills, there are rich rewards to be gained. In addition to learning a new professional skill, one must also overcome the criticism of some colleagues who may denounce case writing as a waste of time. They will cite the lack of generalizability that comes from a research sample of N = 1, the amount of time good case writing demands, and the lack of established case- oriented scholarly groups as reasons why one should not spend time writing cases. There are those who will agree, however, that well-researched and well-written descriptive cases can add significantly to a rigorous research agenda. In this view, descriptive case research is an important early step in the research process that often leads to the recognition of patterns and the formulation of testable hypotheses. Such field-based-research agendas, some agree, are more powerful than those that build exclusively from other academic work or from office-bound reflection. I agree with this latter position and encourage you to consider case development and writing as an integral part of your research activities rather than viewing it only as a teaching-based diversion from real research. The topic of case writing invites a number of important questions: Where can one find leads? What kind of case should one write? How should one structure the case? What kind of data should one include? How can one revise cases? How can cases be disseminated? and many more related queries. We will consider each of the questions in turn. -3- UVA-PHA-0033 Finding Leads For the new case writer, one of the most daunting aspects of case writing can be finding companies that will allow one to come in, collect data, write up, and use a teaching case. It is often easier to get research cases, since those are more easily disguised and less discussed in the classroom. In either case, the following are some suggestions for developing case leads. One of the most productive sources of cases is the executive education program participant, who will often describe a problem to an instructor after class; these problems can easily develop into case-writing opportunities. Other sources may be found among old friends and colleagues from previous businesses or educational programs; casual conversation can reveal a situation that could make an excellent educational case. Company or individual cold calls or following up on situations outlined in the press or literature are less productive. These no-advance-contact situations make it difficult to develop the kind of relationship that is essential for developing a case lead. Case-writing relationship There are several key elements in the case-writing relationship that must be understood and managed in order for the experience to be positive for both parties. The most important issue is credibility. If the case subjects don’t trust your skills or abilities, they will be unlikely to invite you to come in. Early negotiations, therefore, should include a discussion of your experience, your training and schooling, your writing skills, and any other information that will give the subject a sense of confidence in you. You also need to address the question of confidentiality. Anonymity should be complete until the final version of the case is signed off and released by the appropriate officer in the organization. Any data not included in the case must be carefully destroyed or sequestered away so that it will not violate the confidentiality of the relationship. When one approaches a new case-writing opportunity, it is best at the outset to make clear and explicit to those involved that all data collected will be held in confidence and that the subject of the case will have control of all data until he has reviewed, revised, and signed a release form on the final version of the case. Anything less, in my opinion, is a violation of professional ethics and greatly undermines the ability of the case writer to secure case leads. Since control of collected case data and of whether or not the case will be released lies in the hands of the case subject, one occasionally is confronted with a situation where a time-consuming, developed case will not be released. At the last minute, the material may seem to be too current or too sensitive to the subject. Therefore, it is a good idea to negotiate clearly at the outset what the case will be about, what kind of data will be in it, what the tone will be, and so on, so that you can secure a preliminary approval of not only the project but of a reasonable description of what the final case will look like. I remember one situation in which I worked with an individual on a case that described his relationship with his superior officer at a previous employer. Although we had been colleagues at the time and the case was not unduly sensitive from my point of view, he wouldn’t release it. I waited a couple of years and revised the case to make it less direct, but he still wouldn’t -4- UVA-PHA-0033 release it. Clearly, something was sensitive to him. We negotiated for a decade before I finally became convinced that the person would never release the case and any further efforts on it would be wasted. In a similar experience, I worked at the invitation of one company to develop an extensive case on their management style. The data collected involved careful note-taking and tape-recorded interviews with 25 senior executives. We transcribed each interview, picked out the parts we wanted to use, sent the excerpts to each individual, got their release, and then compiled the overall case.
Load more

Recommended publications
  • An Insider Perspective on Implementing the Harvard Case Study Method in Business Teaching*
    US-China Education Review A 5 (2011) 591-601 Earlier title: US-China Education Review, ISSN 1548-6613 An Insider Perspective on Implementing the Harvard Case Study Method in Business Teaching* Karim S. Rebeiz American University of Beirut, Beirut, Lebanon This paper provides practical guidance on the implementation of the CSM (case study method) using the HBS (Harvard Business School) model. The analysis is based on the first-hand experience of the author as a user and implementer of this mode of instruction. The results are further validated with surveys given to MBA (Master of Business Administration) students and interviews given to HBS faculty members. The idea behind the CSM is to simulate a real case business scenario with the surrounding facts and constraints. As it is the case in the real world, the students operate in an environment in which they assume the role of managers who maneuver under pressure and make decisions with the understanding that their decisions could result in irreversible consequences. Ultimately, the HBS method intends to condition the students to become future managers through the acquisition of a combination of functional skills (e.g., strategic management skills), conceptual skills (e.g., decision-making skills), interpersonal skills (e.g., teamwork skills) and leadership skills (e.g., communication skills). Keywords: CSM (case study method), HBS (Harvard Business School), delivery strategy, teacher’s role, students’ preparation, classroom culture, students’ assessment, classroom logistics Introduction The traditional teaching pedagogy (i.e., the lecture style) is a one-way communication flow emanating from an active sender (the teacher) to a passive group of receivers (the students).
    [Show full text]
  • 'Trying Our Own Medicine'
    International Journal of Case Method Research & Application (2008) XX, 3 © 2008 WACRA®. All rights reserved ISSN 1554-7752 ‘TRYING OUR OWN MEDICINE’: THE CASE METHOD OF INSTRUCTION IN THE UNITED STATES IN HISTORICAL PERSPECTIVE William G. Wraga University of Georgia ATHENS, GEORGIA, U.S.A. Abstract The case method of instruction has a long past, but a short history. Focusing on work in the United States accomplished prior to the surge of interest in the case method of instruction that occurred during the 1980s and 1990s, this article attempts to inform on applications of the case method by explaining the case method in historical perspective. A further goal is to recover selected possible “lessons” in the form of themes that emerge from the professional education literature that recent advocates of the case method of instruction have tended to overlook. KEY WORDS: History of case method of instruction, legal education, medical education, business education, K-12 education INTRODUCTION During the 20th-century, in the United States, the case method of instruction became a staple of professional training in many fields. Much advocacy of the case method typically begins with a nod to the origins of the method in legal and business education. Occasionally an obscure precedent is acknowledged, seemingly for literary effect. Only in rare instances have educators in the professions attempted to derive lessons from past experience with cases. Moreover, efforts to build upon professional knowledge about cases are almost nonexistent. Even scholars who have attended to precedents to the late 20th-century surge of interest in the case method, such as Doyle [1990], Merseth [1991a], Kagan [1993], McAninch [1993], and Lynn [1999], often have overlooked important work.
    [Show full text]
  • The Response of Eleventh Graders to the Use of the Case Method of Instruction in Social Studies
    THE RESPONSE OF ELEVENTH GRADERS TO THE USE OF THE CASE METHOD OF INSTRUCTION IN SOCIAL STUDIES MAUREEN E. ADAM B.G.S., SIMON FRASER UNI VERSITY, 1 989 PROJECT SUBMITTED PART IAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS (EDUCATION) @Maureen Adam 1 992 SIMON FRASER UNI VERSITY January 1992 All rights resewed. This work may not be reproduced in uhole or in part, by photocopy or other means, without permission of the author. APPROVAL e: Maureen Evelyn Adam Degree: Master of Arts Title of Thesis: The Response of Eleventh Graders to the Use of the Case Method of Instruction in Social Studies Examining Committee: Chair: Thomas O'Shea ,--. -. - -- -,.-- Selma Wassermann Senior Supervisor Professor v- - - ~ I - - 1 John Wormsbecker #I15-995 West Seventh Avenue Vancouver, B. C. V5Z 1C4 ,External Examiner DateApproved March 31, 1992 PARTIAL COPYRIGHT LICENSE I hereby grant to Simon Fraser University the right to lend my thesis, project or extended essay (the title of which is shown below) to users of the Simon Fraser University Library, and to make partial or single copies only for such users or in response to a request from the library of any other university, or other educational institution, on its own behalf or for one of its users. I further agree that permission for multiple copying of this work for scholarly purposes may be granted by me or the Dean of Graduate Studies. It is unders?ood that copying or publication of this work for financial gain shall not be allowed without my written permission.
    [Show full text]
  • Where Are the Women Leaders?
    Where are the women leaders? Invisible selves: writing women leaders into business school case papers “Business schools hold the key to helping to increase the number of female leaders." Viviane Reding, European Commission Vice-President, 2011 Thesis – Lesley Symons Executive Masters in Consulting and Coaching for Change INSEAD Fontainebleau Wave 13 Jan 2014 INDEX ABSTRACT ............................................................................................................................................. 1 INTRODUCTION ..................................................................................................................................... 2 AIM OF THIS RESEARCH ..................................................................................................................... 4 LITERATURE REVIEW .......................................................................................................................... 4 Identity, Leader Identity and Invisibility ............................................................................................... 4 RESEARCH SETTING .......................................................................................................................... 11 LEADERSHIP LEARNING AND BUSINESS SCHOOLS .................................................................... 13 RESEARCH .......................................................................................................................................... 15 Prize-winning Case Papers ..............................................................................................................
    [Show full text]
  • Rethinking the Case Method
    Rethinking the Case Method Giles Jackson Shenandoah University The case method was introduced into business education almost a century ago with the assumption that to be effective, learning must reflect actual practice. This paper argues that the case method rests on an outdated model of decision-making, one better suited for the simple and relatively stable environments of the post-war era. To regain its relevance and value, a fundamental rethinking of its purpose, theoretical underpinnings, and means of production is required. This is the impetus for Case 3.0, a nascent social enterprise whose aim is to build entrepreneurial capacity, both in the classroom and out in the field. INTRODUCTION The Merriam-Webster online dictionary defines a profession as “a calling requiring specialized knowledge and often long and intensive academic preparation.” From the very beginning, professional schools imparted the requisite body of specialized knowledge using highly standardized methods. But in the late 19th century, the academy began to question the efficacy of lecture and drill as a means to prepare students for the world of practice. Professionalization had taken root, but there had been no equivalent expansion of wisdom — the fruit of a balanced development (Whitehead, 1967). In 1870, a new dean at Harvard Law School, Christopher Columbus Langdell, broke with tradition by introducing cases. Influenced by the prevailing philosophy of inductive empiricism, Langdell viewed law as a science and appellate court decisions as the specimens from which generally applicable principles could be induced. He assembled a representative set of court decisions to create the first legal casebook. Inducing general principles from a small selection of cases was a challenging task for which a new pedagogy was required (Garvin, 2003, p.58).
    [Show full text]
  • International Institutional Case Writing: the Case of St
    International Journal of Case Method Research & Application (2012) XXIV, 1 © 2012 WACRA®. All rights reserved ISSN 1554-7752 INTERNATIONAL INSTITUTIONAL CASE WRITING: THE CASE OF ST. PETERSBURG STATE UNIVERSITY Sergei A. Starov Igor V. Gladkikh Elena E. Rasha St. Petersburg University Graduate School of Management ST. PETERSBURG, RUSSIA William H. Coyle Babson College BABSON PARK, MASSACHUSETTS, U.S.A. Abstract The continuing globalization of business and the globalization of business education require teaching materials transcending country boundaries. Case studies co-authored by writers from several countries have the potential of widespread application and use. Experience at the Graduate School of Management at St. Petersburg University (Russia), shows that institutional cooperation on joint case writing projects with foreign universities does work and can yield results. KEY WORDS : institutional case writing cooperation, case studies as a global product, international co-authorship in case development CHALLENGES OF CASE WRITING AND TEACHING: GSOM’s INTERNATIONAL EXPERIENCE The continuing trend toward Global Business and the globalization of business education require teaching materials transcending country boundaries. The classroom material should address different issues and challenges of the globalization of business and it should be tailored to the needs of audiences in different countries. Saee [2005] wrote that “managers operating within the global economy face major challenges, which emanate from differing political, social, legal, technological, economic, and more importantly, cross-cultural dimensions”. Effective intercultural communication becomes the key indicator of managerial competence within the global economy in many academic and professional communities. It is highly important to write cases that help business students develop intercultural competences for working in a global economy.
    [Show full text]
  • THE USE of CASE ANALYSIS TRAINING and COMPETITIONS to ASSURE LEARNING and SCHOOL-WIDE QUALITY Sid Howard Credle, Hampton University Ruby L
    BUSINESS EDUCATION & ACCREDITATION ♦ Volume 1 ♦ Number 1 ♦ 2009 THE USE OF CASE ANALYSIS TRAINING AND COMPETITIONS TO ASSURE LEARNING AND SCHOOL-WIDE QUALITY Sid Howard Credle, Hampton University Ruby L. Beale, Hampton University Sharad Maheshwari, Hampton University ABSTRACT Accrediting agencies have mandated that member schools provide evidence of the assurance of learning of students in the educational process. This study describes a learning structure based on student participation in case study analysis. After training 103 business students in case method analysis an assessment test of concepts underlying case analysis was administered. Students were given two opportunities to pass the assessment test with a score of 80 percent or higher. The first assessment had an overall pass rate of 87 percent. It was found that upperclassmen performed significantly better than underclassmen with an average score of 91 versus 84 percent. The authors validate the use of the case analysis by engaging students in national case competitions. Based on the portfolio outcomes of the case competitions the authors create an annual Key Performance Index for the School. This index assesses the School’s overall success in competing in and winning national case competitions. It is suggested that the combination of case analysis training, followed by competitive case performance, provides important student competencies and skills and that the data gathered from such activity outcomes can be used to assess the quality of the educational delivery system of the School. JEL: A-2; M00 Keywords: Case analysis, Case competitions, Assurance of Learning, Communication Skills Development, Student Competencies, Key Performance Index INTRODUCTION niversity accrediting bodies are focusing on outcome based- assessment of academic programs offered by the nation’s business schools.
    [Show full text]
  • Employing the Case Study Method in the Teaching of Automated Records and Techniques to Archivists
    522 American Archivist / Vol. 56 / Summer 1993 Supplementary Essay Downloaded from http://meridian.allenpress.com/american-archivist/article-pdf/56/3/522/2748532/aarc_56_3_f8726621m7274616.pdf by guest on 27 September 2021 Employing the Case Study Method in the Teaching of Automated Records and Techniques to Archivists RICHARD M. KESNER Abstract: The purpose of this article is threefold. First, the author briefly introduces the concept of case study methods in teaching and the ways these methods might be applied in the professional development of archivists. Second, this article explores case study writing and reports on what the Society of American Archivists (SAA) in particular is doing to promote the creation of case study materials. Third, this essay identifies areas in which archival educators and practitioners might team up to produce case studies con- cerning the archival administration of electronic records and the use of information tech- nologies in archives. Since the author has no intention of restating in the confines of this short paper the vast body of literature pertaining to case writing and teaching, he has also provided a selected bibliography of useful texts and articles. About the author: Richard M. Kesner is cochair of the SAA Committee on Automated Records and Techniques, and an established author, consultant, and archival educator. In his capacity as Chief Information Officer at Babson College, a leading U. S. institution of business management education, Kesner has employed and written case studies in conjunction with his courses on information re- source management. He has also assisted in the establishment of the "European Case Clearing House at Babson College," the North American arm of the European Case Clearing House at Cranfield (UK), which produces and distributes member institution case study materials worldwide.
    [Show full text]
  • Annual Report Center for Teaching and Learning 2019-2020 O!Ce of the Provost
    Annual Report Center for Teaching and Learning 2019-2020 O!ce of the Provost CTL Table of Contents CTL Mission and Vision . 1 Letter from Provost . 3 Letter from Vice Provost . 5 Letter from CTL Executive Director . 7 Annual Highlights and CTL-Wide Accomplishments . 9 CTL Response to COVID-19 . 14 Provost’s Teaching and Learning Grants . 20 Support for Faculty . 28 Support for Graduate Students . 42 Instructional Technologies . 60 Internal and External Engagement . 66 Appendix A: CTL Leadership and Sta! . 68 Appendix B: CTL Advisory Board . 70 Appendix C: AY 2019-2020 Programs and Services Data Summary . 72 Our Mission The Center for Teaching and Learning (CTL) partners with faculty, students, and colleagues across the University to support excellence and innovation in teaching and learning. The CTL is committed to advancing the culture of teaching and learning at Columbia through all of its programs, services, and resources. The CTL understands teaching as a critical practice, driven by inquiry, experimentation, reflection, and collaboration. We promote pedagogy that is inclusive, learner-centered, and research-based. We support the purposeful use of new media and emerging technologies in the classroom and online to foster the success of Columbia’s instructors and students. Our Vision Our vision is a Columbia teaching community that innovates in evidence-based instructional practices and technology use, promotes and participates in the research on learning, and commits to creating inclusive and equitable learning environments. Letter from the Provost Dear Colleagues: I am pleased to share with you the fifth annual report of the Columbia University Center for Teaching and Learning (CTL), an essential resource for the University’s faculty, graduate instructors, and students.
    [Show full text]
  • Case Centre AGENDA
    FACILITATOR PRESENTER Stephanie Blochinger Richard McCracken Program Officer Director Global Business School Network The Case Centre AGENDA v About the Global Business School Network v About The Case Centre v About Case Studies – Teaching Cases vs. Research Cases v Writing and Teaching Case Studies v Impact of Local Cases v Q&A HOW TO SUBMIT A QUESTION ON ZOOM GBSN: 73 Members in 40 Countries Mission: Improve access to quality, locally relevant management education for the developing world. What We Do: Foster a Network & Partnerships Promotion of Best Practice Capacity Building Programs More info: gbsn.org Case Studies, Impactful Local Voices Richard McCracken Director The Case Centre [email protected] The Case Centre The Case Centre is the independent home of the case method, dedicated to advancing the case method worldwide sharing knowledge wisdom and experience to inspire and transform business education across the globe. • Not for profit organisation and registered charity • Large, inclusive and diverse case collection • Programme of writing and teaching workshops • Scholarships for first time case writers www.thecasecentre.org Case studies • Link between research and teaching, theory and practice • Case study life cycle: • Research • Write – cases as a research output • Teach – classroom impact • Distribute – widening impact • Opportunities for developing the research relationship and further, deeper research Teaching Cases and Research Cases Teaching cases Research cases Objective: to achieve learning Objective: to explore
    [Show full text]
  • Strategies for Effective Case Method Teaching in Large Undergraduate Business Classes Michael Moorhouse Ryerson University
    Ryerson University Digital Commons @ Ryerson Theses and dissertations 1-1-2012 Strategies for Effective Case Method Teaching in Large Undergraduate Business Classes Michael Moorhouse Ryerson University Follow this and additional works at: http://digitalcommons.ryerson.ca/dissertations Part of the Educational Methods Commons Recommended Citation Moorhouse, Michael, "Strategies for Effective Case Method Teaching in Large Undergraduate Business Classes" (2012). Theses and dissertations. Paper 1410. This Thesis is brought to you for free and open access by Digital Commons @ Ryerson. It has been accepted for inclusion in Theses and dissertations by an authorized administrator of Digital Commons @ Ryerson. For more information, please contact [email protected]. STRATEGIES FOR EFFECTIVE CASE METHOD TEACHING IN LARGE UNDERGRADUATE BUSINESS CLASSES by Michael Moorhouse A thesis presented to Ryerson University in partial fulfillment of the requirements for the degree of Master of Business Administration in the program of MBA Global, Ted Rogers School of Management Toronto, Ontario, Canada, 2012 AUTHOR'S DECLARATION I hereby declare that I am the sole author of this thesis. This is a true copy of the thesis, including any required final revisions, as accepted by my examiners. I authorize Ryerson University to lend this thesis to other institutions or individuals for the purpose of scholarly research. I further authorize Ryerson University to reproduce this thesis by photocopying or by other means, in total or in part, at the request of other institutions
    [Show full text]
  • Langdell's Legacy: Living with the Case Method
    Volume 36 Issue 2 Article 3 1991 Langdell's Legacy: Living with the Case Method Russell L. Weaver Follow this and additional works at: https://digitalcommons.law.villanova.edu/vlr Part of the Legal Education Commons Recommended Citation Russell L. Weaver, Langdell's Legacy: Living with the Case Method, 36 Vill. L. Rev. 517 (1991). Available at: https://digitalcommons.law.villanova.edu/vlr/vol36/iss2/3 This Article is brought to you for free and open access by Villanova University Charles Widger School of Law Digital Repository. It has been accepted for inclusion in Villanova Law Review by an authorized editor of Villanova University Charles Widger School of Law Digital Repository. Weaver: Langdell's Legacy: Living with the Case Method 1991] LANGDELL'S LEGACY: LIVING WITH THE CASE METHOD RUSSELL L. WEAVER* TABLE OF CONTENTS I. DEVELOPMENT OF THE CASE METHOD ................. 520 A. Langdell's Contribution ............................ 520 B. The Case Method Assumes Dominance ............... 541 C. The Case Method Today ........................... 543 II. JUSTIFICATIONS FOR CONTINUED USE OF THE CASE M ETHOD ............................................ 545 A. Desirable Context for Learning Law ................. 547 B. Teaching Students How to Read Cases ............... 549 C. Teaching Critical Analysis ......................... 549 D. Developing Mental Toughness and the Ability to Think on One's Feet .................................... 552 E. Learning Law in a System of Precedent .............. 553 F. Understandingthe Legal Process ...................
    [Show full text]