IBS Center for Management Research

Case-Based Learning (A): Introduction to a Student-

Centric Approach & Effective Individual Preparation

Prepared by Debapratim Purkayastha, IBS Hyderabad. It is intended to be a

student resource on Case-Based Learning.

2012, IBS Center for Management Research

IBS Center for Management Research (ICMR)

IFHE Campus, Donthanapally,
Sankarapally Road, Hyderabad-501 504,
Andhra Pradesh, INDIA.
Ph: +91- 8417- 236667 / 68, Fax: +91- 8417- 236668
E-mail: [email protected]

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 A STUDENT-CENTRIC APPROACH TO LEARNING

T he case study method of teaching used in management education is quite different

from most of the methods of teaching used at the school and undergraduate levels.
Unlike traditional lecture-based teaching where student participation in the classroom is
minimal, Case-based learning is an active learning method, which requires participation
and involvement from the student in the classroom. For students who have been exposed
only to the traditional teaching methods, this calls for a major change in their approach to
learning.
Figure 1
Four Ways of Learning: A Comparison of Lecture Method and
Case-based Learning

Lecture Method Case-based Learning

Being Told Being Told

Trial & Error Thinking Trial & Error Thinking

Imitation Imitation

A good lecture may enhance the knowledge of a student but cannot hone his/her
management skills. Moreover, even if students have the knowledge, they might not be
able to relate it to an actual business situation. The truth is that accumulated managerial
wisdom cannot be effectively transferred by lectures and reading assignments alone. Each
managerial situation is unique and requires its own diagnosis, analysis, and unique
management actions. This is where case studies come into the picture. Cases provide
management students with a valuable way to test and develop their managerial skills

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while grappling with real business problems. In this method, you, as a student, take on the
role of an active learner and learn by doing (trial and error) and thinking. Figure 1 shows
a comparison of the lecture method and Case-based learning based on how they employ
the four ways of learning.
As you prepare more than 500 case studies during the program, you get exposed to
different industries, different organizations, and the issues and challenges faced by
managers in organizations and the way managers actually do things. Rather than adopting
a passive role in the learning process, you are forced to step into the scene of action and
into the shoes of the manager and challenged to come up with your own
recommendations and plan of action.

WHAT IS A CASE STUDY?

A case study usually describes the events and organizational circumstances surrounding a
particular managerial situation in a factual manner. It may deal with a whole industry, a
single organization, some part of an organization, or an individual working in the
organization. It puts you on the scene of the action and familiarizes you with all the
relevant circumstances. Your role is to diagnose and evaluate the situation described in
the case and then recommend the appropriate action to be taken.
An important point to be emphasized here is that a case is not a problem. A problem
usually has a unique, correct solution. On the other hand, a decision-maker faced with the
situation described in a case can choose between several alternative courses of action, and
each of these alternatives may plausibly be supported by logical argument. To put it
simply, there is no unique, correct answer in Case-based learning.

OBJECTIVES OF CASE-BASED LEARNING

Students new to the case method are often bewildered by the fact that case discussions do
not conclude with concrete answers. While some may be just curious, others may fret and
fume that after a series of good arguments for more than one course of action, the class
disperses without the ‗right answer to the case‘ being revealed. This is because students
have grown used to the traditional lecture method where they are told what is right and
what is wrong. Business is not an exact science with just ‗one best way‘ of approaching
an issue or of ‗one best way‘ of doing something. There may not be any ‗textbook way‘
of taking managerial action in a particular situation. Whether the managerial action is
right or not depends on its results. What you are expected to learn from a Management
program is how to enhance your skills in analyzing situations, develop your managerial
judgment, and understand what needs to be done in different circumstances. The
objective of Case-based learning is:

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 To increase your understanding of what managers should and should not do in
certain situations.
To increase your understanding of theoretical concepts and their application in real
life situations.
To build your analytical skills.
To enable you to get valuable practice in identifying key issues that need to be
addressed, evaluating alternatives, and formulating workable plans of action.
To develop critical thinking skills and enhance your sense of judgment.
To enable you to gain in-depth knowledge about different industries and companies,
thereby acquiring something close to actual business experience.
Now that you know what the objectives of case-based learning are, you can focus your
attention on building the right set of skills and competencies that will hold you in good
stead in your future management career. Of course, this means that you may have some
unlearning to do before you learn the new way. The consequences to the student from
involvement in Case-based learning are listed in Box 1.
Box 1

Consequences of Student Involvement in Case-based Learning

Case analysis requires students to practice important managerial skills —
diagnosis, making decisions, observing, listening, and persuading – while
preparing for a case discussion.
Cases require students to relate analysis and action, to develop realistic and
concrete actions despite the complexity and partial knowledge characterizing the
situation being studied.
Students must confront the intractability of reality — complete with absence of
needed information, an imbalance between needs and available resources, and
conflicts among competing objectives.
Students develop a general managerial point of view – where responsibility is
sensitive to action in a diverse environmental context.
Source: 1993, C. C. Lundberg and C. Enz, „A framework for student case preparation‟, Case Research
Journal, 13 (Summer) 134/ Michael A. Hitt, R. Duane Ireland, and Robert E. Hoskisson, Strategic
Management (Thomson Southwestern, 6th Edition) Cii.

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YOUR ROLE AND WHAT IS EXPECTED OF YOU
Now that you know the objectives of case-based learning, you may have anticipated what
your role is going to be in the learning process and what will be expected of you. You must
have anticipated that students will have to play a more active role compared to that of the
instructor. Remember that Case-based learning involves tremendous rigor as it requires you
to analyze more than 500 case studies during the whole program. This exposes you to
almost all the industries and numerous companies and management situations.
As case-based learning is student-centered learning, the onus is on you to learn. If you
don‘t take up the full responsibility for your learning, you will gain practically nothing
from the program. Case-based learning works best when it involves the following three
stages:
Individual preparation
Preparation in groups
Class participation
Following this process greatly enhances your potential for learning. Figure 2 shows a
diagram depicting the three-stage process and how each stage contributes to your learning
in a progressive and cumulative fashion.
Figure 2

The Three-Stage Learning Process of Case-based Learning

Learning/Time

Individual
Preparation

Preparation
in Groups

Class Participation

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In case-based learning, while both the instructor and the student start with the same
information, their roles are clearly different in each of these stages, as shown in Table 1.
In Case-based learning, the minimum expectation from you is that:
You will come to the class adequately prepared.
You will actively participate in the class discussion and contribute in a meaningful
way.
You will involve yourself in the group discussions by sharing your views and
analyses with others and, in turn, learn from them.
You will keep an open mind and learn from the instructor and your peers.
Table 1
Teacher and Student Roles in Case-based Learning

When Teacher Student or Participant

Assigns case and often readings Receives case and assignment
Before
Prepares for class Prepares individually
Class
May consult colleagues Discusses case in small group

During Deals with readings Raises questions regarding readings

Class Leads case discussion Participates in discussion
Evaluates and records student Compares personal analysis with
After participation that of their peers.
Class Evaluates materials and updates Reviews class discussion for major
teaching note concepts learned.
Source: Michiel R. Leeenders, Louise A. Mauffette-Launders and James Erskine, Writing Cases, (Ivey
Publishing 4th edition) 3.

You will take responsibility for your own learning.

You will conduct yourself in a civil and professional manner while dealing with
other members of the group and your classmates.
You will maintain academic integrity and respect the confidentiality of case
discussions and notes.
You will commit yourself to continuous learning.

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HOW YOU ARE EVALUATED
You may wonder how you will be evaluated in this method of learning. Mind that in
case-based learning you are being continuously evaluated by the instructor. How you are
evaluated is determined by what your assignment is, and what are the expectations set by
your instructor. Case studies are usually discussed in class in a large group, so class
participations will surely form a basis of the evaluation. However, sometimes, instructors
may require individuals or groups of students to provide a written analysis of a case
study. The class discussion itself may take different forms. For example, you may be
required to make an individual or group-based oral presentation on the case study or
participate in role plays.
The evaluation of a student‘s performance in a case-driven course can be based on some
or all of the following factors:
Participation in classroom case discussions (quality and extent of participation).
Case presentations (communication skills, logical flow, and structuring of the
content, quality of analysis and recommendations, etc.). In case of group
presentation, in addition to these, group dynamics (overall preparation of the group
members, division of load, synchronization, etc.) will also be a criterion.
Written case analyses (logical flow and structuring of the content, language and
presentation, quality of analysis and recommendations, etc.).
Case writing assignments or similar projects.
Case-based examinations.
At times you may wonder how students who apparently go through the same motions score
different grades. For instance, you may have prepared in the same small group and your
share of voice in the classroom is also similar, but you get different grades. The answer may
lie in the fact that there are subtle differences in the way you put forward your views in the
classroom. There are students who try to play it safe and harp on the numerous alternatives
available. They may play on with words refusing to commit themselves wholeheartedly to a
particular solution as they fear that it might turn out to be incorrect. A superior student
exudes confidence and conviction, clearly lays out the priorities, and is decisive and
persuasive. Consequently, s/he is rewarded with better grades.

HOW YOU BENEFIT FROM CASE-BASED LEARNING

By now, you must have understood that there are various benefits that you can derive
from case-based learning. Case-based learning has several advantages over traditional
teaching methods. The skills that students develop by being exposed to this method are
listed in Box 2.

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 Box 2

Inventory of Skills Developed by the Case Method

Qualitative and quantitative analytical skills, including problem identification
skills, data handling skills, and critical thinking skills.
Decision making skills, including generating different alternatives, selecting
decision criteria, evaluating alternatives, choosing the best one, and formulating
congruent action and implementation plans.
Application skills, using various tools, techniques, and theories.
Oral communication skills, including speaking, listening, and debating skills.
Time management skills, dealing with individual preparation, small group
discussion, and class discussion.
Interpersonal or social skills, dealing with peers, solving conflicts, and practicing
the art of compromise, in small or large groups.
Creative skills, looking for and finding solutions geared to the unique
circumstances of each case.
Written communications skills, involving regular and effective note-taking, case
reports, and case exams.
Source: Michiel R. Leeenders, Louise A. Mauffette-Launders and James Erskine, Writing Cases (Ivey
Publishing, 4th edition).

Some of the advantages of using case studies are given here:

Cases allow you to learn by doing. They allow you to step into the shoes of the
decision-makers in real organizations, and deal with the issues managers face, with
no risk to you or the organization involved.
Cases improve your ability to ask the right questions in a given problem situation.
Your ability to identify and understand the underlying problems rather than the
symptoms of the problems is also enhanced.
Case studies expose you to a wide range of industries, organizations, functions,
and responsibility levels. This provides you with the flexibility and confidence to
deal with a variety of tasks and responsibilities in your future career. It also helps
you to make more informed decisions about your career choices.
Cases studies strengthen your grasp of management theory by providing real-life
examples of the underlying theoretical concepts. By providing rich, interesting
information about real business situations, they breathe life into conceptual
discussions.
Cases provide you with an exposure to the actual working of business and other
organizations in the real world.

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 Case studies reflect the reality of managerial decision-making in the real world, in
that students must make decisions based on insufficient information. Cases reflect
the ambiguity and complexity that accompany most management issues.
When working on a case study in a group, you must also be able to understand and
deal with the different viewpoints and perspectives of the other members in their
team. This serves to improve your communication and interpersonal skills.
Case studies provide an integrated view of management. Managerial decision-
making involves integration of theories and concepts learnt in different functional
areas such as marketing and finance. Case-based learning exposes you to this reality
of management.
Case-based learning can help you greatly in becoming a thorough management
professional. Observing all or even most of guidelines provided in the following chapters
will improve your chances of doing a good job on the assigned cases to a great degree.
So, give it your best shot and have some fun exploring what the real world of
Management is all about!

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 INDIVIDUAL PREPARATION

D uring a Management program you may be asked to analyze hundreds of case

studies. Case-based learning may be new to most students enrolled in a
Management course and so it places some tough demands on them. The cases may be
long, open-ended, and complex. Many may not even have any guided questions
accompanying them. The context of the case may seem totally alien. Moreover,
constraints such as limited time and multiple cases to prepare can give anyone a
harrowing time. Faced with this situation, it is easy to become confused and frustrated.
The key is to hang in there, prepare well, and keep positive.

SIGNIFICANCE OF INDIVIDUAL PREPARATION

Case-based learning requires a major reorientation in the way you study and prepare for a
class. As an active learner, your preparation is critical. In the traditional lecture method
you may get away without meticulous preparation, but not so in the case method which
requires class participation. Without preparation you will lack the insights required to
participate in the class discussion in a meaningful way and will also not be able to take
any learning out of the class.
In the case method, the expectation from you is that you will come to the class with a
thorough analysis of the case. This requires you to read the case, give adequate thought to
the situation presented, and arrive at a set of recommendations that you can defend in the
class. Knowing how to prepare well is very important, so is effective time management as
there are bound to be conflicting demands on your time in a Management program.

HOW TO PREPARE EFFECTIVELY

There is no ‗one best way‘ of preparing a case assignment as management problems are
so diverse that no one mechanical way to approach the assignment always works. The
case analysis process is shown in Table 1.

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 Table 1
An Effective Case Analysis Process

a. In general -- determine who, what, how, where, and when (the

critical facts in a case).
Step 1:
b. In detail -- identify the places, persons, activities, and contexts
Gaining
of the situation.
Familiarity
c. Recognize the degree of certainty/uncertainty of acquired
information.
a. List all indicators (including stated "problems") that something
Step 2: is not as expected or as desired
Recognizing
Symptoms b. Ensure that symptoms are not assumed to be the problem
(symptoms should lead to identification of the problem).
a. Identify critical statements by major parties (e.g., people,
Step 3: groups, the work unit, etc.).
Identifying goals b. List all goals of the major parties that exist or can be
reasonably inferred.
a. Decide which ideas, models, and theories seem useful.
Step 4:
Conducting the b. Apply these conceptual tools to the situation.
Analysis
c. As new information is revealed, cycle back to substeps a and b.
a. Identify predicaments (goal inconsistencies).
Step 5: b. Identify problems (discrepancies between goals and
Making the performance).
Diagnosis
c. Prioritize predicaments/problems regarding timing,
importance, etc.
a. Specify and prioritize the criteria used to choose action
alternatives.
b. Discover or invent feasible action alternatives
Step 6:
Doing the Action c. Examine the probable consequences of action alternatives.
Planning d. Select a course of action.
e. Design an implementation plan/schedule.
f. Create a plan for assessing the action to be implemented.
Source: C.C. Lundberg and C. Enz, 1993, A framework for student case preparation, Case Research Journal
13 (summer): 144.

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While preparing a case analysis individually, you may follow these steps:

Understand what is expected of you

It will help if you know what is expected of you before you attack the case. It is likely
that the course handout provided to you covers this aspect. The handout usually contains
a list of other reading materials that you should read along with the case. Also check to
see if there are any questions accompanying the case. This will give you an idea of what
you are expected to do. Even when no questions are given it is usually taken for granted
that you will step into the shoes of the protagonist of the case and tackle the challenge
faced by him/her in your own unique way.
It is important that you get into the shoes of the protagonist at an early stage into the
preparation. Students may not understand the significance of this but it is most important.
Giving advice to others on a situation is easy, so is it to comment on others from a
distance. But being in the decision maker‘s shoes is a different ball game altogether. It
forces you to take ownership and approach the situation in a more serious fashion.
There may also be some complex or descriptive cases where issues may not be clearly laid
out or apparent. Your assignment is to identify these issues and proceed with the analysis.

Read the case to gain familiarity

Read the case quickly to become familiar with the situation, the issues at hand, and action
to be taken. If the instructor has given any questions it will help to read them before you
read the case. Highlight or underline the main points and break the questions down into
key words and phrases and summarize what each question is asking you to do. Also
check out the exhibits as these are sure to provide information that can be crucial to the
analysis of the case. Reviewing the overall organization of the case, particularly how it is
structured under different headings, can also provide you with an indication of the scope
of the case. Rudyard Kipling in a poem wrote:
“I keep six honest serving men (They
taught me all I knew); Their names
are What and Why and When; And
How and Where and Who”
You can also benefit by making these six your best friends. Try to identify What the
issues involved are; Why the issues have arisen (reasons); by When the remedial action
has to be taken (time and timeframe available for remedial action); How these issues can
be addressed; Where (context of the case); and, Who the protagonist is, his/her position,
roles, and responsibilities.

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Read the case thoroughly
Read the case again, more thoroughly this time to ascertain the facts and form your ideas of
the situation described in the case. If the instructor had given any questions, start
developing your tentative answers. Go through the exhibits carefully. As you read, think
about how you can draw on the theories to support your answers to the questions. Consider
re-reading the case just to make sure you haven‘t missed anything. Table 2 shows a general
outline of a case and what you should be looking for while reading the case.
Table 2
A General Case Outline and What You Should Look For
Case Outline What you Should Look for
Introduction Information such as: Who? What? Where? Why? When? How?
Background What is the context for the issues identified?
Information How relevant are the details provided to the issues identified?
What are the probable implications for alternative generation
and recommendations?
Specific areas of How does this detailed information increase my understanding
Interest (Various of the issues and the related aspects?
Headings and What are the analyses I can do with the information provided?
Sub-headings)
What are the relationships between events as well as between
people?
What has led to the current situation?
What are the opportunities and constraints?
Is there any data missing?
Is there any scope for quantitative analysis?
What are the basic issues? Concepts /frameworks?
Challenges/Alter What are the alternatives?
natives (may or What happens if we do nothing (Do nothing analysis)?
may not be
explicitly What are the pros and cons of each alternative?
outlined in the Are there any other feasible alternatives?
case) Can some alternatives be combined?
Concluding Part What is the time frame for resolving the issues?
Which issues are more important than others?
Which issues are more urgent than the rest? Which issues are to
be prioritized?

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 Case Outline What you Should Look for
Exhibits What could be the purpose of giving this exhibit?
How can this help in my analysis of the case?
What do the numbers say? Is there anything unusual or odd
about them?
Is there any scope for quantitative analysis?
Is there any data missing?

Diagnosis

Decide what the main issues in the case are as this is vital to proceed with your case
analysis. You must keep in mind that different kinds of information are presented in the
case study. There are facts, which are verifiable. There are inferences, which represent an
individual‘s judgment in a given situation. There is speculation, which is information
which cannot be verified. There are also assumptions, which cannot be verified, and are
generated during case analysis or discussion.
Clearly, all these different types of information are not equally valuable for managerial
decision-making. Usually, the greater your reliance on facts (rather than speculation or
assumptions), the better the logic and persuasiveness of your arguments and the quality of
your decisions.
The issues you identify will determine which concepts, tools, and analytical techniques
are to be used. For some cases these issues may be clearly laid out or they may be
obvious from reading the case and you will understand them just by reading the
introduction and the concluding section. But for others you may have to decipher them
from all the information provided in the case. The issues that you have identified here are
the ‗immediate issues‘ – i.e. issues faced by the protagonist in the case or the organization
for which the decision is to be taken. Reflect on the causes and consequences of the
behavior, events, or situation described in the case.

Analysis

Once you have identified the immediate issues, you will have to identify the ‗basic
issues‘. These relate to the relevant concepts, theoretical frameworks, tools, and
techniques that are outlined in the course. For instance, the immediate issue for a CEO
may be to expand geographically but he may be undecided on whether to expand by
setting up a greenfield project or by acquiring another firm. One of the basic issues here
might be ―organic growth vs inorganic growth‖.

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Start your analysis by doing some number crunching. While this may be a key
requirement for some subjects such as Financial Management, Operations, Strategy, etc.,
you should do the number crunching even for subjects like Human Resource
Management wherever there is scope. E.g., Check out the company‘s financial condition
and recent performance, cost structure, profit margins, growth rates, revenue-cost-profit
relationships, etc.
Use the relevant theoretical frameworks, tools, and techniques to analyze the issues. In
the class, the instructor will be looking at whether you are able to relate the case facts to
concepts and how best you use the frameworks, tools, and techniques to analyze the
issues at hand.
Many managerial situations entail dealing with opposing points of view, conflicting
estimates, and sketchy information. A case study too tries to capture this and test your
powers of inference and judgment. So you will also have to check out conflicting
opinions and make some judgments about the validity of all the data and information
provided in the case. If you are making any assumptions see that they are reasonable and
rooted in the other facts of the case. You are also required to communicate these when
you are discussing the case.
Some useful questions to ask yourself while analyzing the case are:
What is the time frame for resolving the issues?
Which issues are more important than others?
Which issues are more urgent than the rest?
Which issues have to be prioritized?
What are the basic issues?
What are the analyses (qualitative and quantitative) that I can do with the
information provided in the case?
Are there any cause and effect relationships that I can identify?
What are the opportunities and constraints?
If I am making any assumptions, are they reasonable?
Generating Alternatives and their Evaluation
After reading the case you may have formed your opinion about the situation and what
should be done about it. Reflect on the alternatives that are available, evaluate them, and
only then arrive at any conclusion. It is important to generate as many realistic
alternatives as possible. Also, explore the option of doing nothing as that is also a major
alternative, and at times may be a very courageous one. Evaluate all the alternatives by

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listing out the pros and cons of each. Understand the implications of adopting each
alternative in the short term and long term and their probability of success.
Your conclusions have to be supported with reasons and evidence. For instance, if you
feel that the strategy of a company should be changed you should be prepared to answer
the question ‗Why?‘. Your answer to this question is what the instructor is interested in.
So make sure that you prepare your answers with all the evidence (qualitative and
quantitative) that you can muster.
Recommendations and Action Plan
The idea is not just to come out with a brilliant analysis and list out various alternatives but
to develop a set of recommendations and an appropriate action plan. A manager‘s role is to
take good decisions and actions that produce the desired results. Hence, the most important
step in preparing the case is to arrive at an action agenda for management that lays out a set
of specific recommendations. The set of recommendations should be clearly laid out.
Preparing the action plan entails implementation planning and a plan for monitoring
implementation. The action plan should be specific and list out the nitty-gritty of
implementation such as who should do what, when, where, and how. It will help
immensely if you have a contingency plan.
This is not a brainstorming exercise where you come out with some woolly ideas. Avoid
unsupported opinions, over-generalizations, and platitudes. The recommendations that
you make should be defensible. If you have done a good analysis of the case by following
the steps mentioned here, this section will flow logically from them.

OTHER IMPORTANT ISSUES

Remember that there is no substitute for individual preparation. How you prepare will
determine the effectiveness of your participation in subsequent group activities and in the
classroom. So keep the following things in mind while preparing a case analysis individually:
Manage your time well. You don‘t want one case analysis to take up all your time. The
time you need to spend on a case may depend on the level of difficulty of the case.
Allow yourself some quiet time and decide on a place in which you can prepare the
case analysis. This can be done in blocks and while doing other work like
commuting, eating, etc. Stick to the timelines allocated for each case.
It will help if you read the related concepts and other reading assignments given by
your instructor before attempting the case analysis.
Take notes as you read and when you have finished. You will find this useful and can
take them with you for further discussion. Table 3 shows a sample case analysis chart
that you can consider using. Keeping this with you is highly likely to improve your
level of participation both at the small group level and in the classroom.

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 Table 3
A Sample Case Analysis Chart

DIAGNOSIS

Immediate issues (Prioritized on the basis Basic Issues (Relevant to each immediate
of importance and urgency) issue)

1. 1.
2. 2.
3. 3.
4. 4.

ANALYSIS

Qualitative Assumptions

Quantitative

RECOMMENDATIONS

1.
2.
3.
4.

ACTION PLAN

Who
What
When
Where
How

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Students are often unsure whether the case analysis and recommendations they have done
are correct or not. As long as you have been meticulous in preparing your analysis and
recommendations, and have enough logical arguments and evidence to support your
views, you shouldn‘t worry. There is no ‗one best way‘ of handling a management
situation. While doing individual preparation, you also have to keep certain ethical
considerations in mind. Never attempt to obtain the analysis of the case from any other
source – students who have already participated in the classroom discussion, the
instructor‘s teaching note, or try to contact the institute or author who has written the
case. The process you go through while preparing the case analysis, discussion, and class
participation is what provides you with the learning and prepares you for your future
career. It‘s important to look good in the classroom, but it‘s more important to look good
in the organizations that you will work in later.

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 Bibliography

William Ellet, The Case Study Handbook, (Harvard Business School Press,
2007)
Michael A. Hitt, R. Duane Ireland, and Robert E. Hoskisson, Strategic
Management (Thomson Southwestern, 6th Edition) Cii.
Michiel R. Leeenders, Louise A. Mauffette-Launders and James Erskine, Writing
Cases, (Ivey Publishing 4th edition) 3.
Christensen, C Roland, Hansen, Abby J, Teaching and the Case Method,
(Harvard Business School Press, 1987)
C.C. Lundberg and C. Enz, 1993, A framework for student case preparation,
Case Research Journal 13 (summer): 144.
Louise A Mauffette-Leenders, James A. Erskine, and Michiel R. Leenders,
Learning with Cases (Ivey Publishing, 2001), 69-70
Thompson, Arthur A, Jr. & Strickland III, AJ (1995) Strategic Management:
Concepts and cases (8the Edition) Chicago, IL: Irwin (p.328)
http://www.queensu.ca/ctl/goodpractice/case/index.html
Interviews with numerous students and instructors employing Case-based
Learning.

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