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Managing the case experience for undergraduate business students London, 2 June 2017

Managing the case experience for undergraduate business students London, 2 June 2017 Christopher Williams Durham University Business School. Introduction. 20 years in industry 10 years in business schools Active researcher and case writer Teach with the case method. Overview.

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Managing the case experience for undergraduate business students London, 2 June 2017

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  1. Managing the case experience for undergraduate business students London, 2 June 2017 Christopher Williams Durham University Business School

  2. Introduction • 20 years in industry • 10 years in business schools • Active researcher and case writer • Teach with the case method

  3. Overview

  4. Classroom Management • Physical attributes and resources • Line of sight • Name plates • Audio • Internet • Comfort factor • Windows • Lighting • Clock • Constraints? 4

  5. Classroom Management • Facilitating the meeting • Time plan • Divide into segments - open up and close down each segment • Open and close session - learning points • Show of hands vs. direct calling • Be on top of individual performance • Be active (walking / pacing) • Use board but don’t scribe • Look (and be) business-like • Connect with students (are they learning?) • Flexibility 5

  6. Student motivation • Set expectations • Linking case analysis to career progress • Skills development (soft and hard) • Learning about industries or types of companies where you might want to work in the future • Case analysis is fun (role play, volunteering, personal insights) 6

  7. Case sessions with larger groups • Size matters! • Have more cases in the module to give everyone a chance • Options to break into smaller groups (depends on constraints) • There is a limit (60 – 70) • Be more active in the class (e.g., checking the blind spots) 7

  8. Students with less work experience • It’s less about what they have not experienced, more about what they will experience • Benefits: Learning about what may lie ahead for them • Ask students what they expect, then link the cases • How would they deal with the situation in the cases? • Would they want to work in this type of organization? • Share my own experience and link those who have some 8

  9. The learning contract • That cases will be used; how many; what is expected of the student (e.g., “come to class ready to participate in a group analysis of the case situation..”); summative component; how assessed; re-sit opportunity; attendance policy • Reinforced: • Course outlines • Course handbooks • Add-drop period • Administrators • Throughout module 9

  10. Tutor preparation • The 10 hour rule • First prep vs. subsequent preps • Bring in additional insights on case story (tutor researched) • Pro-activity, e.g., make contact with the case author • Assignment questions and timings • Time plan to include warm-up and close / summary 10

  11. Summary

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