Case Technique Essay

Learning with Situations


The case study technique of teaching used in management education is quite different from most of the ways of teaching utilized at the institution and undergrad course amounts. Unlike classic lecture-based educating where college student participation in their classroom is little, the case method is an active learning method, which will requires participation and engagement from the pupil in the classroom. For individuals who have been exposed only to the traditional teaching methods, this necessitates a major change in their approach to learning. This kind of introduction is intended to provide pupils with some fundamental information about the case method, and guidelines as to what they must perform to gain the utmost benefit from the approach. We begin by taking a short look at what case research are, and how they are used in the class room. Then we all discuss the particular student must do to arrange for a course, and what she can expect during the case discussion. We all also clarify how pupil performance is definitely evaluated in a case study primarily based course. Finally, we identify the benefits a student of management can expect to find through the use of the case method.


You cannot find any universally accepted definition to get a case study, and the case technique means various things to different people. Consequently, most case studies are not organized similarly, and variations are plentiful in terms of style, structure and approach. Case material amounts from little caselets (a few sentences to one-two pages) to short situations (four to six pages) and via 10 to eighteen page case studies to the longer types (25 pages and above). A case generally is a " information of an actual situation, generally involving a conclusion, a challenge, the opportunity, a problem or perhaps an issue confronted by a person or people in an firm. ”1 In mastering with case studies, students must handle the situation explained in the case, in the role of the manager or perhaps decision machine facing the specific situation. An important indicate be stressed here is that the case can be not a problem. Problems usually has a unique, accurate solution. However, a decision-maker faced with the situation described within a case can pick between several alternative courses of action, and of these alternatives may plausibly be maintained logical discussion. To put it simply, there is absolutely no unique, appropriate answer in case study approach. The case examine method generally involves three stages: individual preparation, small group discussion, and large group or class discussion. When both the trainer and the pupil start with a similar information, their roles happen to be clearly several in these stages, since shown in Table 1 )


Michiel R. Leeenders, Louise A. Mauffette-Launders and James Erskine, Writing Cases, (Ivey Publishing, 4th edition) 3.

m Learning with Cases

Stand 1 Instructor and Pupil Roles within a Regular Case Class

Once Before Course Teacher Designates case and often readings Works on for course May check with colleagues During Class Following Class Works with readings Prospects case debate Evaluates and records student participation Assess materials and updates instructing note Pupil or Player Receives case and job Prepares separately Discusses case in small group Raises questions regarding psychic readings Participates in discussion Compares personal research with colleagues' analysis. Opinions class discussion pertaining to major principles learned.

Origin: Michiel 3rd there’s r. Leeenders, Louise A. Mauffette-Launders and Wayne Erskine, Publishing Cases, (Ivey Publishing fourth edition) three or more.


Circumstance studies are usually discussed in class, in a huge group. Yet , sometimes, trainers may require people or sets of students to realise a written research of a example, or call and make an oral presentation on the case study in the classroom.

Preparing for a Case Dialogue

Unlike lecture-based teaching, the case method needs intensive preparing by the students,...

References: four hundred

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Leyden Ruben, " On MS, UTAV and Addicting Updates”,, June 13, 2003 It is just a small set of scripts that lives in a actual program

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