From the time the first case study was taught at Harvard Business School till today, academicians and students across the globe are unanimous in understanding that this pedagogic tool facilitates in-depth understanding of business situations and enhances analytical and thinking skills. The term case study is used to refer to a broad range of material right from a two page story with questions at the end, a textbook chapter intended to be a five minute end of-lecture illustration, to a 60 page problem narrative with no questions used over a two hour class discussion. A business case study is a simulation of a business situation in the classroom. The case study method of teaching helps students hone their analytical and problem solving skills.

Student-centric

The case method of instruction and the participant-centred learning, followed almost exclusively by management institutions, place students at the center of the learning experience to set the management graduate apart. Cases are written not only to bring business realities into the classroom, but to provide an interactive teaching tool to instructors; who through this method of teaching link management concepts to real life situations. In most management courses, cases are used as a tool to facilitate the teaching fraternity to deliver to learners the opportunities to use management processes to identify and solve organisational or business problems. Cases are written keeping in mind or focussing on an industry, an organisation, or businesses of global interest. Within the cases are presented, problems and situations that need to be analysed and resolved. By analysing situations described in cases and presenting conclusions students become skilled at effectively using the tools, techniques, and concepts that combine to form what is known as the management process. Case studies are a powerful pedagogic approach to the study and understanding of managerial effectiveness. Cases motivate students to think, add variety to pedagogy and give a sense of relevance to the principles of management.

Unnecessary apprehension

Despite its merits, some business management schools are yet to embrace it as a pedagogic tool. Most times faculty are apprehensive about using case studies for various reasons, some of which are asking open ended questions in the class room especially those which are required to evoke responses rather than silence from students, keeping a particular tempo in class by asking follow up questions to sustain case discussion; handling digressions and a dialogue with an especially combative student; dealing with sensitive and shy students as well as reticent and avoidant students as also with the case of dominating ones; responding to inappropriate statements; worrying about having to say, "I don't know"; and bringing a closure on the discussion. Faculties also fear losing control over the discussion. Many educators also have limited experience and exposure to the case method of learning in their own educational backgrounds.

Several progressive business schools across the world have included the case method of teaching in their curriculum. The growing interest in using cases as instructional tools indicates a need for the development of new cases.

Case writing

Case writing is both an art and a science. There are few, if any, recipes for case writing. However, what distinguishes an excellent case from the run-of-the-mill is that when the students say, “I have really learnt from that discussion”. The case method of teaching is considered truly fruitful and successful if the instructor learns too. Hence a case study has peculiar demands on the writer of the case, and brings in the need to cater to both the instructor and the student simultaneously. The rigor begins right from the moment a business problem is identified and becomes potential case study material. The case writer assesses the underlying concept and the teaching objectives, before even actually beginning to write the case. Besides which the case writer needs to constantly and consistently remain focused on the issue throughout while writing the case. At the same time, the writer needs to keep the narrative gripping and yet simple.

The case writer has to bear in mind that a case cannot stand on its own. Its value lies within the context of a classroom discussion, much as a painting comes to life only when viewed or a novel when read. So throughout the entire development process, the case writer has to keep in mind the audience, the classroom discussion, and ultimately the learning experience.

There are very few academicians and Business schools who actively engage in writing case studies. The foremost being the Harvard Business School (HBS). Other institutions such as Wharton, INSEAD, Darden, Thunderbird, and Richard Ivy also publish case studies. Several schools in Europe, the US, South East Asian countries China and India are using case studies and encourage their faculty to write and teach through the case method. The European Case Clearing House (www.ecch.com) of Cranfield University in UK is a rich resource of case studies and other teaching material.

Icfai has a special research wing which is dedicated solely for developing case studies and promoting the case method of teaching. At Bangalore, the Icfai Research Centre (IRC) in tandem with the Icfai Business School focuses on developing case studies besides publishing executive reference books. IRC has developed about 250 case studies, since its inception in 2004. It has also developed other pedagogic tools such as the structured assignment (enables students to prepare for case discussions in class) and teaching notes to aid faculty to orchestrate class discussions.

IRC not only develops case studies but also disseminates information on how to write case studies to academicians, external writers and student-writers. IRC is conducting a two-day workshop scheduled on February 29 and March 1, 2008, on case study writing and teaching. The Workshop will provide novice and experienced teachers with skill and confidence in writing and teaching cases. The participants would gain: 

A solid grasp of the teaching concepts behind the case method;
Time tested approaches to preparing and leading discussions;
Multiple means of integrating case teaching into courses;
Techniques for creating a more dynamic classroom environment
New contacts who share an interest in interactive teaching.
Access to a constantly expanding collection of teaching cases carefully selected for their quality and ease of teaching
Discussing pedagogic issues with other member participants and building a sense of community via this case

writing and teaching workshop

The workshop will be conducted by Dr Vedpuriswar and Prof Nishikant Mukerji, with years of experience in both writing as well as teaching case studies. It targets faculty who want in-depth guidance on developing an initial draft case into a finished product. This Workshop acts as a platform to receive group input and expert editorial advice. The payoff to each and every participant is when learning from the workshop is translated into their teaching. Classrooms would come alive with motivated students, stimulating discussions, better prepared graduates and most of all a renewed joy in teaching and learning.

For details contact: The Centre Head, Icfai Research Centre, 66/A, Annamalai Arcade, 13th Cross, 6th B Main, JP Nagar, 3rd Phase, Bangalore-560 078. Ph: 080- 26493697