CASE WRITING

1. CASE WRITING TEACHING RESEARCH NATURE Describe an actual business A research strategy for investigating situation a social science issue PURPOSE To establish a framework To guide an empirical inquiry that for discussion and debate investigates a contemporary phenomenon when contextual boundaries not clear & multiple sources of evidence are used CHARAC- Completeness & accuracy Completeness & accuracy essential TERISTICS are important (not essential) STIMULUS A professor recognizes the To develop or disprove theory need to cover certain topic

2. CASE STUDIES: LIMITATIONS Inspite of realism they are not the actual business situation Designed to “fit” a particular unit of class time Designed to focus on a certain category of problems A case is a snapshot taken at a point in time Students make decisions, but don’t have responsibility for implementing the decisions

3. CASE STUDIES: BENEFITS Exposure to “real-life” companies, industries and situations Sharpen analytical skills Help in learning to ask the “right” questions Useful for developing set of principles and concepts Create (renew) sense of fun and excitement Allow high degree of involvement in the learning process

4. CASE STUDIES: TEACHING A VERY DEMANDING FORM OF PEDAGOGY FOR STUDENTS AND INSTRUCTORS “[The instructor] is a planer, host, moderator, devil’s advocate, fellow-student, and a judge” R. Christensen

5. CASE STUDIES: TEACHING A VERY DEMANDING FORM OF PEDAGOGY FOR STUDENTS AND INSTRUCTORS

6. CASE STUDIES:STUDENTS’ PREPARATION SIGNIFICANT AMOUNT OF TIME & THOUGHT - Read and digest the facts - Identify key issues - Look for data that support their analysis - Plan the approach for addressing the issue - Strategy for participation

7. CASE STUDIES:INSTRUCTORS’ PREPARATION - Read the case thoroughly - Prepare the specific concepts and skills to teach - Prepare the class process - Emotional and intellectual engagement - Relinquish control while providing frameworks for learning - Debriefing students - Debriefing on class process

8. CASE STUDIES:INSTRUCTORS’ PREPARATION “[The instructor] is a planer, host, moderator, devil’s advocate, fellow-student, and a judge” R. Christensen

9. Before the Course Begins - Develop overall frameworks of the course (and how each case fits within them). - Learn the names and backgrounds of the students. - Think about the learning contracts (pace, tone, emotional style) - Focus on technical aspects of teaching (how to work the boards, lights, projectors, and audiovisual equipment) - Sit on various part of the room and practice walking around

10. Preparing to Teach a Class - Read the case thoroughly - Prepare the specific concepts and skills to teach - Prepare the class process (avoid rigid teaching plans) - Prepare a flexible board plan (to organize comments into frameworks, and to foster discussion). - If needed, prepare mini-lectures and transparencies to summarize case discussion - Understand contributions individual students may bring - Be aware of “blind-spots” in class

11. In the Classroom - “Be Yourself” (relax and keep a sense of humor) - Emotional and intellectual engagement - Relinquish control while providing frameworks for learning - Learn to manage comments and actions that appear hostile - Manage time effectively in class - Debriefing students - Debriefing on class process

12. After Class - Record class participation - Review the case discussion - Write down suggestion for the next time you teach the case - Think about your next class - Reflect on the progress of individuals, and the class (specially watch for changes indicating a problem) - Plan for student feedback

13. INSTRUCTORS’ PREPARATION “[The instructor] is a planer, host, moderator, devil’s advocate, fellow-student, and a judge” R. Christensen - Read the case thoroughly - Prepare the specific concepts and skills to teach - Prepare the class process - Emotional and intellectual engagement - Relinquish control while providing frameworks for learning - Debriefing students and on class process

14. RESEARCH CASE WRITING Draw cross-case conclusions Modify theory Develop implications Write cross-case report Conduct 1st case study Conduct 2nd case study Write individual case report Write individual case report Select cases Design Data collection Protocol Theory Source: Yin (1988, p. 56)

15. Critical Factors of “Case Study” Teaching RESOURCES AVAILABLE CONTEXT RESOURCES MANAGEMENT “Be prepared... but be flexible” TEACHING EFFECTIVENESS At student level - Transfer of knowledge - Subject tied to cognitive map - Involvement and contribution - Judgment development At context level - Set standards - Set norms - Lower barriers to learning - Freedom to fail - Self-discovery is enhanced At teacher level: - Continuous Intellectual growth - Continuous personal growth - Enjoyment - Ideas for Further Research - Social Skills CLASSROOM PROCESS - Start ups/ closures - Questioning/listening/ responding - Attention/control/ respons- ability/collaboration/ participation - Uncertainty/feedback DELIVERY MANAGEMENT - “When in doubt... trust the students” - “Guide discussion.. but do not control it” - “Encourage to appreciate rich complexity of multiple solutions” - “Foster team work, and respect for individuals” STUDENT TEACHER CHARACTERISTICS SUBJECT TEACHER SELF MANAGEMENT “Be aware... but be yourself””

16. Critical Factors of “Case Study” Teaching RESOURCES AVAILABLE - Assignments - Blackboard & other Audio-visual aids - Teaching plan - Student biographies - Contingency plans - Final Project CONTEXT - Resources - Support - Infrastructure - Prior history of discussion-tea- ching - Grading system RESOURCES MANAGEMENT “Be prepared... but be flexible” TEACHING EFFECTIVENESS At student level - Transfer of knowledge - Subject tied to cognitive map - Involvement and contribution - Judgment development At context level - Set standards - Set norms - Lower barriers to learning - Freedom to fail - Self-discovery is enhanced At teacher level: - Continuous Intellectual growth - Continuous personal growth - Enjoyment - Ideas for Further Research - Social Skills CLASSROOM PROCESS - Start ups/ closures - Questioning/listening/ responding - Attention/control/ respons- ability/collaboration/ participation - Uncertainty/feedback DELIVERY MANAGEMENT - “When in doubt... trust the students” - “Guide discussion.. but do not control it” - “Encourage to appreciate rich complexity of multiple solutions” - “Foster team work, and respect for individuals” STUDENT - Background - Experience - Motivation - Capabilities - Skills - Initial percep- tions TEACHER CHARACTERISTICS - Expectations - Style - Attitudes - Emotions - Experience - Skills - Confidence - Awareness of blind spots SUBJECT - Objectives - Scope - Prior Re- search - Concepts - Techniques - Structure TEACHER SELF MANAGEMENT “Be aware... but be yourself””

17. Importance of Teaching Notes - Increase teaching effectiveness - Save time - Build confidence - Guide casewriting - Contribute intellectual capital

18. What Should a Good Teaching-Note Contain? WHAT the case is about WHERE it fits in a course WHY we are teaching it WHAT we are going to teach HOW we can teach it

19. Teaching-Notes Not substitutes for preparation Nor surrogates for creative reflection Not drama scripts Rather, Preparation accelerators Pedagogical stimulants Reference maps Valuable guidance to expand teaching frontiers

20. Some Final Thoughts About Casewriting process: “Constructive conflict is the essence of the case discussion process and can only be engendered by good case material.” About Teaching-Notes: “They are communicators of pedagogical wisdom and are essential to achieving excellence in teaching.” About Case Study teaching: “Enabling students to engage in intellectual discourse to learn how ideas are shaped and used, and to articulate those ideas clearly.”

21. What is a Teaching Case Study? “It is the factual description of a situation faced by someone in an organization.” A case study must have: - A clear decision focus - Several reasonable, defensible alternatives - Enough depth and different evidence

22. CU College of Business Teaching Program and Faculty Teaching Excellence Program Symposium Mastering the Case Method of Teaching Spring 1999 Dr. Ramiro Montealegre

23. Agenda 1. Philosophy underlying the case method 2. Discussion leadership skills: (questioning, listening, responding, nonverbals, board management, learning contracts, etc.) 3. Discussion process: (teaching plans, opening, managing discussion, establishing closure to case discussion, etc.) 4. Case writing Spring 1999 Dr. Ramiro Montealegre

24. Typology of Questions Open-ended What are your reaction to the Prof. Graham case? What aspect of this problem were of greatest interest to you? Diagnostic What is your analysis of the problem? What conclusions did you draw from these data? Info-seeking What was Janet Macomber’s background? Testing Why do you believe that? What evidence support your conclusions? Sequence Given the time constraints at the end of the class, what is the first step to be taken by Prof. Graham? The second?

25. Effect of a Question Depend on... - tone, - voice level, - speed of delivery, - facial expression, - body stance, - eye contact as well as content.

26. Profiles of Student Participation Student Content Process Frequency Fred, a strengthening Naïve initially, increas- Well organized, Low, participant ing in substance carefully selects increasing questions Robert, infrequent Varies from insignificant No evident problem, Very low participant comments to excellent but little data opening Susan, a single subject Consistently a single Comment carefully Adequate topic placed in discussion, articulately presented Ginger, a well-prepared Excellent--challenging Excellent--careful Moderate, but participant topics or issues, knowledge listener, follows flow, adequate able and thoughtful well-organized Jim, a dysfunctional accurate, but hidden in Poor--answer questions High expert jargon inappropriate for expertise fails to explain clearly, treats others disdainfully

27. Great Contributions to Discussion - Applying conceptual material from the readings or lectures, - Doing some outside readings and applying them to the discussion, - Integrating comments from previous classes into current discussion, - Taking issues with a classmate's analysis, - Pulling together material from several places in the case, - Drawing parallels from previous cases, - By consistently demonstrating that one have carefully read the case and given it careful thought.

28. Typology of Questions (Cont.) Action What needs to be done? Prediction If your conclusions are correct, what might be the reaction of Ms. Macomber? Hypothetical What could have Prof. Graham done at the end of his class, if Ms. Macomber would have not come up with the answer? Extension What are the implications of your conclusions about the Prof. Graham case for teachers using the case method? Generalization Based on your teaching experience, what do you consider to be the major forces that enhance class discussion?

29. Listening: A Critical Imperative Objectives: 1) Gauge the student’s command of material and logic of arguments 2) assess the potential contribution to the group’s continuing dialogue - Listening is an audiovisual exercise. - The key to listening is selectivity. - Invite a colleague to observe the quality of listening.

30. Response: Instant Artistry - Ask a further question - Restate the speaker’s points - Request additional information - Offer a personal analysis

31. Response: Instant Artistry Will my response put the speaker at high risk? Balance the needs of the individual and the wider group? Balance the needs of the class with the needs of the course? Will stretch the group’s knowledge, but permit honorable retreat if expectations are unrealistic? Will response fit the norms and values of learning environment? Balance class time with the needs to explore the topic in depth?

32. Class Openings Opening Question: 1) Linked to class purpose 2) Type of question to employ 3) Instruction of question handling Assigning which student: 1) Volunteer 2) Warned call 3) Cold Call

33. Explicit Learning Contracts - Precise subject of the course - Time and place of class meetings - Textbook and case studies - Assignments - Class format (lecture, seminar, group discussion, or mix) - Instructor’s office hours - Grading policy

34. Implicit Learning Contracts(values, assumptions, and ideals) - Way people speak with each other - Manner in which instructor poses questions - Thoroughness of students preparation for class - Emotional feel of the course 1) Prevent (or contains) attacks, monopolies, intimidation, and conflict handling 2) Encourages enthusiasm, responsible preparation, active participation, risk-taking, courtesy, and cooperation.

35. Assistant Professor Grahamand Ms. Macomber Case StudyFollow-Up - Janet slumped back in her chair, feeling like a defendant released from hostile cross-examination. - Janet listened carefully to the Professor’s closing remarks, but he said nothing to indicate she was right. - Comments from classmates ranged from good-natured teasing to open incredulity. - Janet made a humorous reply to classmates, but made a silent resolution: “This won’t happen again.” - In the fifth week of the course: Janet had become silent, ceasing to voluntarily take part of case discussions. What--if anything--can Prof. Graham do about it?

36. Prof. Graham Rookie (2nd. Year) Committed to case teaching QA & OM Frustrated Disapproved “pat answers” but could not leave class confused. Teach the class It is simple “you idiot is easy” Discussion Spotlighted Janet Interaction: Tone: aggressive “just” “well, well” No time for further comments Assumes: everyone knows that the Janet’s answer was correct Situation 2nd week of classes 10 minutes to go 1 more comment Jane Macomber - younger student - from CalTech - Excellent academic record - limited work experience - Looked nervous & talked softly & apologizing - Brave and risking “I am sorry but class’ recommendation is not an answer” Potential Impact: Emotion: Embarrassment Fear of participation Social ostracism Intellectual Anti-quantitative No answer Class - “Louder” hostility - Frustrated - More work! - “Snickers”

37. Assistant Professor Graham Case Study • The Primary Objectives of this discussion were: • Provide an opportunity to examine a critical challenge • faced by a teacher during a discussion. • Understand the role of the instructor, the need to test • our assumptions, and appreciate the rich dynamics of • the case teaching process. • Provide a common situation to discuss further tools • and skills that are useful in case study teaching.

38. Other Good References Education for judgment : the artistry of discussion leadership / edited by C. Roland Christensen, David A. Garvin, Ann Sweet, Harvard Business School Press, 1991. The art of case analysis: how to improve your college performance by developing better classroom discussion skills, better writing skills, better 'blue book' testing skills, better team skills, better numbers skills, and better presentation skills / Robert Ronstadt. Wayland, Mass. : Lord Publishing, 1993. Teaching and the case method : text, cases, and readings / Louis B. Barnes, C. Roland Christensen, and Abby J. Hansen. Harvard Business School Press, 1994. Teaching and learning with cases : a guidebook / Laurence E. Lynn, Jr. New York : Chatham House Publishers, 1999.

39. Faculty Teaching Excellence Program 1999 Summer Institute for Technology, Scholarship and New Media Pedagogy Case-Based Approach to Teaching June 1999 Dr. Ramiro Montealegre College of Business

40. Coming Up: Mastering the Case Method of Teaching Spring 2000 • A two-day symposium covering: • Discussion leadership skills • (questioning, listening, responding, nonverbals, • board management, learning contracts, etc.) • Discussion process • (teaching plans, opening, managing discussion, • bringing closure to case discussion, etc.) • Case writing Stay Tuned...