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Section A
Suggestions for Case Method Teaching
Suggestions for Case Method Teaching
A-2
SUGGESTIONS FOR CASE METHOD TEACHING
The most popular, as well as the most perceived effective, approach to
teaching strategic management is the case method. Its strengths include a
real-world orientation (believed to generate student involvement) and the
ability to focus on developing decision-making skills by taking an
integrative and conceptual, yet action-oriented, approach. This method may
not go well, however, if the instructor is inexperienced in the use of cases
and/or the students are not motivated to do more than a superficial reading
of the cases. A capable case instructor must be able to force the typical
student to go beyond satisficing at a very low level (e.g., “In my opinion,
they ought to fire the CEO.”).
If given a free rein, the average undergraduate tends to Monday morning
quarterback the case. For example, if everyone knew that Hershey Foods
successfully developed and marketed a new type of sugar-free candy this year,
Suggestions for Using Cases
There are many ways to use cases. Some instructors prefer to generate open
Open Class Case Discussion
One approach is for the instructor to lead the discussion with penetrating
questions and answers, like Professor Kingsfield in the classic film, The
Paper Chase. A majority of instructors prefer to begin the analysis with a
1. Read the case over carefully before class. Then study the case.
Calculate common size financial statements and adjust for
inflation. Any obvious problem areas?
Suggestions for Case Method Teaching
3. Decide how you’re going to run the class. What key points need to
be addressed? Can you break the class up into teams and have them
4. Put together a usable seating chart. If the class meets for a
long period of time, ask the students to make their own name
cards and to bring them to class each time. Bring pieces of paper
and magic markers for them to use at the first meeting (one
5. Start with the basics. Call on someone to state the basic facts
of the case. Ask him or her to describe the firm. When was it
founded? What does it make? How well is it doing? The first
undergraduate will probably respond in terse sentences, such as
“It makes electronic parts.” Getting more information may require
6. Go through your outline section by section. Put the topic
headings on the blackboard as they are discussed and write in key
points under each. Remember to leave enough time to develop
alternatives with pros and cons for each. Force the class to make
Suggestions for Case Method Teaching
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7. As a final note, you may wish to tell them what actually happened
to the firm in the case (if you know). They enjoy hearing a
Suggestions for Case Method Teaching
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Exhibit 1
DIFFERENCES BETWEEN THE TYPICAL GRADUATE
AND TYPICAL UNDERGRADUATE CASE COURSE
══════════════════════════════════════════════════════════════
1. Have read the
case before
class
4. Value of
response when
called upon
5. Flow of
discussion
Grad students
Probably 100%
Usually very good
Once started, can flow
on its own with the
instructor only
steering discussion;
Easy to get off on
tangents.
Undergraduates
Probably 70%
Usually poor to
satisfactory
Needs constant prodding by
instructor; Very hard to
build momentum; Easy to
keep on course.
Suggestions for Case Method Teaching
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Student Oral Presentations
A second approach to using cases is the student oral presentation. This has
been used quite successfully by a number of instructors. By the second or
third day of class, the students are placed into teams, each composed of
three to five people. Each team is then assigned a case to present during the
semester. This approach may be used during the second half of the semester if
the instructor chooses to lead an open discussion during the first half. It
may also be used during the first half instead of open class case discussion
if a simulation or project is planned for the second half of the course.
Among its advantages are:
- The instructor gets off stage and is no longer responsible for case
analysis.
One critical bit of advice: Coach the first team to make sure it prepares a
solid professional presentation. The rest of the class will take their cue
from the first team. If it’s done well, the rest will probably go well. If it
goes poorly, the rest will tend to be of low quality. The biggest
disadvantage of the student oral presentation is that unless something else
Written Case Analysis
There are at least three approaches to use with written case analyses. One is
the comprehensive student report that covers all the issues of the case in a
complete manner, including references and exhibits (ratios, pro forma
financial reports, product life cycle drawings, etc.). A second approach is
the short report prepared in response to a specific question, such as, “If
the firm continues with its present strategies and objectives, where will it
be in 5 years?” A third approach, which we strongly recommend, is the
Suggestions for Case Method Teaching
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Source: J. D. Hunger, “The Case Method of Teaching: Some Helpful Hints,”
Proceedings, Midwest Society for Case Research (March 1985): 7.
Suggestions for Case Method Teaching
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Exhibit 2
CASE PRESENTATION EVALUATION FORM
Case Team
Excellent + Acceptable Poor -
I. Organization and Presentation of Report
A. Dress and manner _____
B. Length of report _____
II. Contents of Report
A. Situation Definition
1. Considered current performance, mission, objectives, etc. _____
2. Considered corporate governance (if applicable) _____
B. Situation Analysis
1. Distinguished between symptoms and underlying problems
or causes _____
2. Distinguished between fact, opinion, and own inferences _____
Suggestions for Case Method Teaching
A-9
C. Alternative Assessment
1. Identified all feasible alternatives _____
etc., as pros and cons _____
D. Recommendation
1. Clearly presented the recommendation _____
E. Maintained proper balance among situation definition and
analysis, alternative assessment, and recommendation _____
III. Overall Evaluation
COMMENTS
STRENGTHS │ WEAKNESSES
│
│
│
│
│
│
Suggestions for Case Method Teaching
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Exhibit 3
PRESENTATION APPRAISAL SHEET
______________________
(Print Your Name)
Case: ______
Date Case Presented _
A. TEAM APPRAISAL (Circle One)
Excellent Very Good Good Marginal Poor
Reasons:
═══════════════════════════════════════════════════════════════════════════
B. INDIVIDUAL APPRAISAL (Evaluate Each Person)
1. _ _ _ _ __________
2. _
3. _________
4. _
Suggestions for Case Method Teaching
The grading of a written comprehensive report is often aided through the use
of a case evaluation form, such as the one suggested for oral presentations
in Exhibits 2 and 8. These forms help to ensure that the instructor considers
all aspects of case analysis and provides the students with clear-cut
comments on key aspects of the report. Exhibits 2 and 8 can be used for both
oral and written reports. In the case of a written report, we recommend
modifying Exhibit 2 by replacing the factors in Section I with the following:
A. Legibility
B. Length of report
Structuring the Course
Unless the class is very familiar with the case method, we recommend that the
students carefully read Chapter Thirteen, Suggestions for Case Analysis. The
appendices are especially useful. Given our interest in the strategic
Cases 9-34 typically deal with many aspects of strategic management and (for
the most part) are equally appropriate for oral presentations, written
reports, and strategic audits. They deal with general issues in strategic
management and can be assigned depending on the steps they emphasize in the
strategic decision-making process or on the basis of difficulty or
complexity. They range from large business corporations to small,
entrepreneurial firms and not-for-profits, and are organized for the most
part on the basis of industry.
