When, Why, How of Case Method - Global Business School Network

Report
The When, Why and How of Case
Method in Business Education
Tuesday, September 20, 2011
10:00am EDT
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About Global Business School Network
GBSN is a non-profit 501(c)(3) organization based in
Washington DC working to strengthen management
education for the developing world through a unique
global network of business schools.
•International development capacity building programs
•Networking & collaboration activities and events
Visit us at www.gbsnonline.org
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Member Schools
Executive Board
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Kenan-Flagler Business School, University of North Carolina at
Chapel Hill
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MIT Sloan School of Management
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Stephen M. Ross School of Business at the University of Michigan
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University of Maryland ‘s Robert H. Smith School of Business
Member Schools
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Babson College
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Chandaria School of Business, United State International University
(USIU)
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Columbia Business School
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Copenhagen Business School
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Darden Graduate School of Business Administration,
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Darla Moore School of Business
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ESADE
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Fisher College of Business at The Ohio State University
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Fuqua School of Business
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Fundacao Dom Cabral (FDC)
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George Washington University School of Business
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Gordon Institute of Business Science
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Hong Kong University of Science and Technology
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Haas School of Business, UC Berkeley
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HEC School of Management, Paris
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IEDC-Bled
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IESE Business School-University of Navarra
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IMT Ghaziabad
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IMD-Intl. Institute for Management Development
Indian School of Business
INSEAD
Institute of Business Administration Karachi
IPADE Business School
Koç University’s Graduate School of Business
Lagos Business School
London Business School
Mediterranean School of Business
National University of Singapore
SDA Bocconi School of Management
Strathmore Business School
St. Petersburg State University Graduate School of Management
Thunderbird School of Global Management
Tuck School of Business at Dartmouth
UCLA Anderson School of Management
University of Cape Town Graduate School of Business
University of Chicago, Booth School of Business
Umeå School of Business and Economics
UNISA Graduate School of Business Leadership
Universidad del Desarollo Escuela de Economia y Negocios
Universidad de los Andes School of Management
University of Stellenbosch Business School
University of St. Gallen
Wits Business School
Our Partners
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AACSB
Goldman Sachs
SIX Management AG (Swiss Stock Exchange)
Bill & Melinda Gates Foundation
Johnson & Johnson
International Finance Corporation (IFC)
Tanzania Private Sector Foundation
Aspen Network of Development Entrepreneurs (ANDE)
Association of African Business Schools (AABS)
Africa – America Institute (AAI)
European Foundation for Management Development (EFMD)
Society for International Development (SID)
Global Health Council
GlobalGiving
Business Call to Action (BCtA)
Principles of Responsible Management Education (PRME)
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Guest Bloggers
Throughout September we'll feature guest bloggers and encourage active online
discussions.
Webinars
– The When, Why and How of Case Studies in Business Education, September 20th, 10:00 am
EDT
– Mentoring Case Writers from Inspiration to Instruction, September 30th, 10:00 am EDT
Working Group
– Share ideas for teaching, learn about new cases from colleagues, and get advice about best
practice for using cases in the classroom.
Case Resources
Case Competitions
Please visit www.gbsnonline.org for more information on Case Method Month!
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Facilitators
Marc Robinson
Director
Globalens, William Davidson
Institute, University of
Michigan
Richard McCracken
Director
ecch
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Global Business School Network
When, Why and How of Case Method in
Business Education
Marc Robinson, Ph.D.
The William Davidson Institute
at the University of Michigan
Robert E. Kennedy, Executive Director
September 20, 2011
Welcome
• Marc Robinson
– Director of Educational Outreach, WDI
• 2 years: +400% in case adoptions, +250 case studies
written
• Formerly:
– Director of Distance Learning, Schoolcraft College
– Senior Instructional Designer & Curriculum Specialist, Capella
University
– Consultant in National Security and Anti-terrorism
– USAF Officer
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Overview
• GlobaLens
• Teaching & Learning theory
• Case method
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Objectives
• After participating in this seminar, participants will be able to:
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Describe the ways adults learn
Define action-based learning
Define case-based learning / “the case method”
Explain how case studies assist adults learn by providing action-based,
problem-base, active learning experiences
– Describe how an instructor’s approach to teaching differs from
lecture-base learning to case-based learning
– Identify resources for writing, publishing, and adopting case studies
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GlobaLens
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Started 2007 as casewriting partner to the Univ. of Mich. Business School
Casewriting, publication, submitted materials
Marketing to educators globally
400% growth in usage annually
Largest catalog of niche cases in select areas
– Social impact
– Base of the Pyramid
– Entrepreneurship
• Awards
– 2011 University of Michigan Provost’s Teaching Innovation Prize
– Oikos Case Writing Competition Winners
– NextBillion Case Writing Competition Winners
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How adults learn
• Adults need:
– The reason for learning something
• Need to Know
– Experience (including error) to provide the basis
for learning activities
• Foundation
– To be responsible for their decisions in education
and involved in planning & evaluation of their
instruction
• Self-concept
– Content and skills that that have
immediate relevance to their work and/or
personal lives
• Readiness
– Problem-centered rather than content-oriented
learning
• Orientation
– Internal versus external motivators
• Motivation
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Teaching-Learning continuum
• Teaching-Learning continuum:
– “Teaching” tools:
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One way communication
“Sage on the Stage”
Student as passive receiver of knowledge
Like a play – the actor is the center of attention
– “Learning” tools:
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Interaction and/or student-focused
“Guide on the side”
Student as constructor of knowledge
Like a video game –
the student is causing things to change, but within boundaries
Teaching
Learning
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Teaching-Learning continuum
• Teaching-Learning continuum:
– “Teaching” tools:
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One way communication
“Sage on the Stage”
Student as passive receiver of knowledge
Like a play – the actor is the center of attention
– “Learning” tools:
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Case studies:
• Action-based learning
• Problem-based learning
• Active learning
• Experiential learning
Interaction and/or student-focused
“Guide on the side”
Student as constructor of knowledge
Like a video game –
the student is causing things to change, but within boundaries
Teaching
Learning
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What is a Business Case?
• A teaching tool that tells a story about a
situation that an organization faced.
• Designed to be solved through classroom
discussion, there is no “right” answer.
• Central decision point, or dilemma, is crucial.
• A central figure (often a CEO) that has to make
this decision in a given time frame.
• Bias??
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What a Business Case is Not
• NOT a summary of the events at a
company.
• NOT a research paper.
• In a business case, just present the information
without leading students to a conclusion.
• NOT a marketing tool for the featured
organization
Case Method Formats
• The Classic Case:
– Organized around a problem, challenge, dilemma
– Detailed description of real situation
– Intensive
– Holistic vision of situation
– Timeframe
• The Short Case (Mini-Case, Caselet):
– Short, focused description of real situation. . . teaser
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Professor’s actions
• Develop questions
– Clarify
• “What do you mean by that?”
– Challenge assumptions
• “Is that always the case?”
– Provide evidence
• “What are your reasons for saying that?”
– Examine consequences
• “How can we find out?”
• Guide into “pastures”
– Initial concepts
– Solve the problem
– Generalize
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Case Method Advantages
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Personal
Real
Specific
Experiential
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Analytical
Logical
Team work opportunities
Communication opportunities
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Case Method Disadvantages
• Too specific
• Post-hoc experience
• Truncated experience
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Case Development Process
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2.
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Identify your teaching objectives
Gather information from credible sources
Create an outline
First Draft
Second Draft
Citations
Publishing
Teaching Objectives
• After discussing this case, students will be able to…
• Defend, justify, explain, determine…
After discussing this case study, students will be able to
– empathize with the frustration and pain felt by urban
residents using transportation in cities around the world
– assess the business opportunities for SMART's Integrated
Mobility Hub, which offers a more efficient and
environmentally and socially sustainable transportation
system
– make a pitch for SMART's Los Angeles Hub project to an
investment firm
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Teaching Note
• 4 major components:
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Overview
Purpose
Analysis
Pedagogy
• Overview:
– The overview provides a brief but comprehensive summary
of the teaching material. It can include, depending on the
type of teaching material:
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The context (the industry and geographic region, for example)
The setting (he organization, for example)
The situation which drives the action
The characters
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Distribution
• Self-distribution
• Distributors:
– Harvard
– Ivey
– ECCH
• University of Michigan:
– GlobaLens:
• http://www.globalens.com
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Submitting materials
• globalens.com/submissions
• two-tiered review process
– documentation
– professional publication review
• professionally edit and format the case study
• 25% royalty
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Thank you
• Marc Robinson:
– [email protected]
– www.GlobaLens.com
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The When, Why and How of Case
Method in Business Education
Please visit www.gbsnonline.org for more
information on Case Method Month!
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