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WRITING CASES (INCLUDING TEACHING NOTES)

The case study method represents a departure from traditional learning approaches. In the traditional model, a teacher delivers information through a monologue, occasionally posing questions to the audience, while students play a mostly passive role, absorbing the knowledge imparted by the professor. In stark contrast, the case study method epitomizes active learning, active listening, and the real-time exploration of novel concepts, rendering it dynamic, fast-paced, and an energizing instructional tool.

This guide delves into the art of composing case studies (along with teaching notes) in a manner that fosters an enriching learning experience for entrepreneurs. It revolves around the identification, formulation, and evaluation of crucial insights within various business scenarios, achieved through case studies and the ensuing class discussions.

Understanding the Case Study Method

At ECC, we define the case study method as an educational technique where students confront specific, realistic business challenges, presented with sufficient information. Through this method, we can simulate actual business problems, allowing entrepreneurs to grapple with these issues before encountering them in the real world. In authentic business scenarios, cases typically encompass a range of intricate challenges and complex decision-making processes – mirroring the essence of the case method. Furthermore, the information provided can be extensive and often presented in an unstructured manner, mimicking real-world situations where relevant details might be omitted.

At ECC, we categorize cases into two overarching groups: decision cases, in which students assume the role of decision-makers, and analytical cases, where students receive the outcomes of a business situation and are tasked with dissecting the reasons behind those outcomes. In decision cases, students must navigate the future of a company, requiring them to make critical assumptions and estimate the consequences of various decisions. The goal of case analysis lies in selecting pertinent information and structuring it to address the case’s challenges and make informed decisions. Often, these decisions must be made with incomplete information and reliance on assumptions, mirroring the realities of the business world.

Preparation is Key

The initial step for any author is to determine what students should gain a better and deeper understanding of through the case study method. The fundamental purpose of this method is to immerse students in authentic business scenarios, rife with complexities and nuances, demanding analysis and decision-making. Therefore, when selecting an entrepreneurial aspect for the case, authors must assess the availability of data for such a case.

Authors should:

  • Select an Educational Topic: Choose a topic that offers educational value to entrepreneurs.
  • Ensure Substance: Ensure that the case contains sufficient substance to serve as a robust foundation for classroom discussions.
  • Determine Case Type and Length: Consider the type and length of the case. At ECC, we broadly categorize cases into two types (as detailed below).
  • A longer case permits the author to delve deeper into the intricacies of the issues at hand, whereas a shorter case is more concise, focused, and easily digestible, enhancing the case’s adaptability and accessibility.

Understanding the Case Study Method

At ECC, we define the case study method as a learning technique wherein students encounter specific and realistic business challenges presented with ample information. This method simulates business problems, allowing entrepreneurs to experience and address them before they manifest in real-world scenarios. In actual business situations, cases typically entail a complex web of problems and intricate decisions. This mirrors the structure of case studies. Additionally, case information may be extensive and unstructured, often omitting crucial details.

We classify our cases into two broad categories:

– Decision Cases

  • Decision Case. In the realm of decision cases, we delve into scenarios that demand action, placing students in intricately complex situations. These cases find frequent application in problem-based learning, a pedagogical approach that immerses students in problematic scenarios, compelling them to assume the roles of decision-makers, both within the specific problem context and among relevant stakeholders. This immersive experience drives students to analyze the situation critically and formulate action-oriented recommendations.
  • Role Play Cases. Within the domain of role play cases, we encounter scenarios closely resembling decision cases. These cases are structured around genuine business situations, yet they diverge by incorporating multiple perspectives. Participants in role play cases engage in dynamic interactions with fellow participants, each adopting a distinct role, perspective, and personalized solution to the business challenge at hand. The overarching objective remains the same: to nurture the growth of the startup company. However, each role player harbors a unique agenda, necessitating thoughtful accommodation and collaboration to propel the company forward.

– Analytical Case

  • Analytical case. In the realm of analytical cases, we delve into reference cases that not only elucidate a particular scenario but also encompass the selection and subsequent evaluation of a solution. Through a meticulous examination and rationale regarding the chosen course of action and its resulting consequences, students attain a profound comprehension of the pertinent variables within a specific context.
  • Inspirational Case. Within the realm of inspirational cases, we explore the operational approach of genuine business scenarios, incorporating both the chosen solution and its triumphant outcome. Students engage in a critical analysis of these cases, scrutinizing the reasons behind the success of these solutions. This introspective process offers students insights into success stories, inspiring them as they navigate their own distinctive circumstances.

Preparatory Work

The initial step in crafting a case study is to establish the desired learning objectives. The case should introduce entrepreneurs to real-world situations that challenge them to analyze and make decisions. Authors should select a topic relevant to entrepreneurial education, ensure there is substantial content for class discussions, and determine the case’s type and length. Longer cases deepen the complexity of issues, while shorter cases enhance readability and focus.

What makes a case a Good Case?

The primary objective in crafting a case is evidently to write the case as well as possible. There exist certain fundamental principles governing the composition of a good case, commencing with the requirement that it should possess a compelling narrative. This narrative should be underpinned by verifiable facts, a well-constructed plot, and a problem amenable to resolution. All these elements collectively serve as the foundation for fostering active engagement among students and cultivating their critical thinking skills within the framework of a dynamic classroom discussion. Moreover, the essentials of a good case encompass the following components:

– descriptive data, but also omitted data for assumptions;

– relevant issues and principles;

– arguments to support and defend assessment criteria; and

– decisions to resolve and conclude the case. (Mcdonell, 2002)

Numerous studies have delved into the key elements that contribute to the success of a case. Below, we outline the recipe for crafting a successful case:

  • Captivate with Intrigue: To ensure a case resonates, it must ensnare the reader’s attention through a compelling narrative. This entails an enthralling beginning, an informative and coherent middle section, and a succinct, impactful conclusion. Throughout the case, its educational message should remain prominent.
  • Evoke Engagement: Establishing empathy between readers and the characters within the case enhances engagement. Achieve this by humanizing the company’s challenges and delving into the characters’ dialogues, thoughts, and struggles.
  • Relevance is Key: A successful case revolves around a topic that is pertinent to its audience. This relevancy is especially crucial for students. Although discerning a case’s pedagogical value may be challenging until it’s discussed in class, every case author should have a theoretical foundation for what students should learn about the subject matter.
  • Stir Controversy: A case should present contentious issues that stimulate discussion. Without debate-worthy elements, classroom discussions may falter.
  • Embrace Incompleteness: An effective case leaves room for students to deliberate and learn. It should pose open-ended questions and dilemmas that encourage interpretation and lively debates. In a thought-provoking analogy, Wrage (1994) likened a good case to a bad lecture. Just as a good lecture elucidates complex issues with clear answers, a good case leaves students in the dark, challenging them to resolve intricate problems.
  • Conciseness Matters: Less is often more when it comes to case length. Short cases are more manageable to create, easier for students to read and absorb, and simpler to teach. In essence, brevity enhances effectiveness.
  • Information is Essential: A case should provide the necessary information for students to make informed decisions. It is imperative that students have access to all pertinent data to formulate viable solutions.
  • Demand a Resolution: In cases that provoke conflict, students should be compelled to make decisions. Cases where students assume the role of problem-solvers and heroes are inherently engaging. However, the problems presented should not be straightforward; they should offer multiple possible solutions.
  • Seek Universality: To maximize student engagement, a case should be applicable to a broad audience. It should impart general principles rather than focusing solely on specific details.

Creating a Case Draft

It is imperative that the case author comprehends the fundamentals of the case method of learning. This method entails ensuring that the case provides entrepreneurs with new knowledge, igniting their thirst for further learning. Case-based teaching should serve as a conduit for entrepreneurs to delve deeper into insights by bridging the gap between theory and reality. Moreover, a well-constructed case should serve as the foundation for classroom discussions, wherein both the educator and fellow classmates challenge and inspire the entrepreneurs. The case should captivate every entrepreneur, drawing them into the excitement of the classroom discourse.

During the drafting phase, it is essential to determine the specific needs the case should address, identify unique approaches and perspectives on the issue, and then search for an appropriate company that has encountered the issue in question. Remember that a case is primarily written to facilitate class discussions. Thus, while crafting the case, the author should contemplate which issues should be discussed and ensure that the case provides the necessary information and structure to foster productive discussions. Writing a case may require some skill development, and there are established guidelines and fundamental principles to adhere to. Writing a case is about following these guidelines meticulously.

A case should offer sufficient information to stimulate a productive discussion. However, cases should mirror real-world complexities, which means that, like real situations, some information may be missing, requiring assumptions about the future. Nevertheless, background information about the company and the industry should always be included as it is the foremost information an analyst would seek. Depending on the type of case, its structure may vary. In a Decision case, it should explicitly state the business problem the company faces, necessitating a decision. In an Analytical case, it should describe a sequence of events, requiring an identification of how various factors come into play. Discussions occur by identifying information and assumptions, which are then applied to appropriate models and theories.

Ideally, the case should contain most of the information, while assumptions should be explored in greater depth during the discussion, provided they are limited. However, if the goal is to develop a solution with a more pronounced focus on models and theories, it may be better to explicitly state the assumptions employed by the company. In the case of time-specific scenarios (e.g., the 2009 financial crisis), specific contextual details for that period should be included. Timeless cases, on the other hand, require less of this contextualization.

The case should not dictate what the entrepreneur should do but, through class discussions, foster learning in an environment conducive to dialogue. Consequently, it is crucial that the case serves as a strong foundation for these classroom discussions. The steps below, gathered from experienced case writers, outline a process that aligns with the traditions of case writing but is by no means the only approach.

Steps in Crafting a Case

Establish Learning Objectives and an Engaging Narrative

Begin by defining the learning objectives that the case should offer to the entrepreneur.

Craft an engaging narrative that provides realistic details for analysis and seamlessly fits into a classroom setting.

A. Introduction

Introduce the company’s operations and the relevant industry. Clearly articulate the business problem at hand, stating the necessary information and assumptions.

Identify the needs and summarize this information concisely. Remember that the title, introduction, and outline give the entrepreneur their initial impression of the case, so ensure clarity and informativeness.

B. Issue Identification

Start by identifying the key issues, problems, and opportunities within the organization. Distinguish between issues, symptoms, and problems, ensuring a focus on underlying problems. Focus on two to five key issues or operations in the case. And provide information on the causes, effects, and those responsible for the issues, backed by relevant theories or research.

C. Issue Analysis

Delve into a detailed examination of the issues. Utilize information provided in the case and apply established theories and tools to analyze the situation.

D. Recommendations and Alternative Solutions

Allow room for the analysis and generation of specific strategies to address the identified issues. Acknowledge uncertainty in future outcomes and specify the assumptions underlying proposed solutions. Detail the implementation timeline, responsible parties, and actions to be taken.

E. Finalize the Case

Review the initial draft to ensure it meets the standards of a good case in terms of content and structure. Confirm that the case offers ample information for students to make recommendations grounded in established theories and facilitates effective class discussions. Ensure a logical flow and coherence in the case’s content.

Then do the process over again in the loop stage until the case reaches its final form.

TEACHING NOTES

At ECC we strongly encourage authors to include Teaching Notes with their cases, as they greatly enhance the educational value of the material and contribute to more effective teaching and learning experiences. The Case center states that 95% of their 50 most popular cases have Teaching Notes. With Teaching Note, it is ensured that case studies are used effectively in educational settings. Teaching Notes serve as a comprehensive guide for instructors and help them maximize the pedagogical potential of the case study in their courses. Below we provide a detailed breakdown of what we at ECC advise that a Teaching Note should contain:

A. Basic Case Information

In the initial section of the Teaching Note, it is advisable to provide a comprehensive overview of the case so that a quick evaluation can be made by potential users. ECC believes that such information is:

  • Title: Clearly state the title of the case which the Teaching Note is written for.
  • Target Audience: Specify the intended audience, ranging from beginners to advanced participants.
  • Synopsis: Outline the main theme or topic. Offer a brief overview of the core subject and surrounding context of the case.
  • Learning Objectives and Key Issues: Clearly state the learning and teaching objectives and identify the critical issues addressed by the case.
  • Time Allocation: Indicate the recommended duration for discussing the case.
  • Background Reading: Suggest supplementary materials and references related to the case or its broader context.
  • Teaching Strategy: Describe how the case can be effectively integrated into class sessions, offering ideas for engagement, group work, and learning consolidation.

B. Discussion Elements

The core of a case lies in its ability to present a captivating topic, complemented by compelling discussion questions. Here, we recommend the following discussion elements:

  • Discussion Items: Outline the core topics or issues to be addressed during the case study.
  • Background to the Case: Provide essential context and background information to set the stage for discussions.
  • Discussion Questions: Provide a compilation of stimulating queries to steer classroom conversations and furnish a set of inquiries crafted to foster dynamic and perceptive class exchanges.
  • Suggested Solutions and Discussion Angles: Offer potential solutions or perspectives for instructors to consider during discussions.

C. Case Utilization Guidance

Case Utilization Guidance offers valuable recommendations for optimizing the use of case materials and enhancing learning outcomes. Here, we recommend the following discussion elements:

  • Teaching Strategy: Describe how the case study can be effectively employed in-class sessions. This may include suggestions for trigger questions, group work ideas, and techniques for consolidating learning.
  • Session Structure: Provide a structured plan for conducting the case study session, including time limits, activities, and multimedia requirements.
  • Grading Guidelines: Offer recommendations for evaluating student performance, and aligning grading with the case’s learning objectives.
  • Links to Resources: Suggest relevant online resources, including videos and audio materials, to supplement the case study.
  • Author’s Insights: Share the author’s experiences with the case, including feedback received and any challenges encountered.
  • Quantitative Cases: If the case involves computations, include correct answers and explanations for calculations.
  • Analysis of Data: If quantitative data is included in the case, provide results of essential data analysis to assist instructors and verify calculations.
  • Written Papers: If applicable, provide guidelines for written assignments related to the case study, along with a grading rubric.
  • Real-World Context: For field and public cases, include a description of “what really happened” to add a practical dimension to the case.

REFERENCES

Andersen, Espen and Bil Schiano. (2014) Teaching with Cases: A Practical Guide. HBS Publishing, MA.

Barnes, Louis B., C.R. Christensen, and Abby J. Hansen. (1994) Teaching and the Case Method. 3rd ed. Boston: Harvard Business School Press.

Christensen, C.R. (1983) Teaching by the Case Method. Boston: Harvard Business School.

Mcdonell, Maureen. (2002) Making a Case for the Case Study Method. Social Education, 66(l):68-69.

Robyn, Dorothy. (1986) What Makes a Good Case? Kennedy School of Government Cases, Harvard University, Cambridge, MA.

The HBS Case Method. https://www.hbs.edu/mba/academic-experience/Pages/the-hbs-case-method.aspx

Wrage, Stephen D. (1994) Best Case Analysis: What Makes a Good Case and Where to Find the One You Need. International Studies Notes , 19(2):21-38.