ICHRIE Johnson & Wales Case Study Competition and Publication Series

1. ICHRIE Johnson & Wales Case Study Competition and Publication Series Marianna Sigala Professor of Tourism

2. Why case studies? From solution-based to question-oriented teaching & learning strategies for helping students develop the following skills: • identifying and recognising problems • understanding and interpreting data • understanding and recognising assumptions and inferences, as opposed to concrete facts • thinking analytically and critically • understanding and assessing interpersonal relationships • exercising and making judgments • communicating ideas and opinions • making and defending decisions • learn how to differentiate between major and minor issues, • discover business patterns • distinguish problems from symptoms, and • synthesize their thoughts into coherent, articulated and actionable decisions

3. Successful case studies • Relate the theory to a practical situation • Identify the problems and their situation • The case study does not provide answers • Case studies raise questions and allows the student to work through the decision-making process and find his or her preferred solution • Case studies are as realistic as possible • A good case study is more than a description of facts

4. How to write case studies

5. How to generate an idea and data for writing case studies • Workplace – internships • student and employee experiences • student placements • own, relatives’ or friends’ experiences • critical incidents; observations or involvement • Industry visits; observations; interviews; focus groups • Mass media – Internet - Publications

6. Two types of case studies The Problem-Oriented Method The Analytical Approach The case study is analysed • to identify the major problems that exist and • to suggest – probe students to identify solutions to these problems. • The case study is examined in order to try and understand what has happened and why. • It is not necessary to identify problems or suggest solutions.

7. Four styles of case studies • illustrative (descriptive of events) • exploratory (investigative) • cumulative (collective information comparisons) and • critical (examine particular subject with cause and effect outcomes)

8. Writing a case study STRUCTURE

9. 1. Abstract - Introduction • Outline the purpose of the case study • Provides a scenario of the case study • Describe the field /context of research – this is usually an overview of the company • Outline the issues and findings of the case study without the specific details • Identify the theory that will be used • Introduce the protagonist(s) • Note any assumptions made (you may not have all the information you’d like so some assumptions may be necessary eg: “It has been assumed that…”)

10. summary of the five questions : • what • who • why• where • when The opening paragraph of the case should typically contain the following information: • WHOSE role is the student to assume? • WHO is the key decision maker? • WHAT is the nature of the issue/problem? • WHEN did the case take place? Specify the date line in this paragraph. • WHERE did the case take place; Whatorganization? • WHY did the issue/problem arise?

11. 2. MAIN BODY - Findings • Identify the problems found in the case. • Each analysis of a problem should be supported byfacts given in the case together with the relevant theory and course concepts. • Search for the underlying problems and not only symptoms, for example: cross-cultural conflict may be only a symptom of the underlying problem of inadequate policies and practices within the company. • Can be divided into sub-sections, one for each problem.

12. 2. MAIN BODY - Findings Tell the whole story -- usually in a chronological order Explain and give details of the issues faced by the firm How you tell the story can make a difference: • Tell more than one side to the story so that students can think of competing alternatives. • A good case usually revolves around at least one major issue that is usually simple to identify but not necessarily easy to resolve. • Engage the reader by using quotations from interviewees or stakeholders of the case • Write neutrally: play the role of an honest investigative • You must NOT provide any diagnosis or prognosis. • Use sub-headings to allow the reader to follow the story and find information easily Don’t provide any analysis, or “lessons learned” in the case; leave that in the teaching note.

13. 3. Discussion • Summarise the major problem/s • Identify alternative solutions / scenarios / dilemma to this/these major problem/s (there is likely to be more than one solution per problem) • Briefly outline each alternative solution and then evaluate it in terms of its advantages and disadvantages • No need to refer to theory or coursework here.

14. 4. Conclusions • Sum up the main points from the findings and discussion

15. 5. Additional Material • graphic or visual aids such as budgets, organizational charts, mission statements or technical specifications • Websites • Press releases • Videos • Interviews • Photos

16. Teaching Notes (1) Summary-synopsis of the casea brief description of the case and its context. Teaching objectives o Minimum one for a short mini-case to 3-4 for a longer case o Should be as specific as possible o Explain why they are important and relevant for the course Target audienceThe target group, courses or class level/ level of difficulty, for which the case was written and specific prerequisites (what are the students assumed to master beforethe case is taught) If multiple target audiences, discuss different teaching strategies

17. Teaching Notes (2) Teaching approach and strategy: Asking the right question is an art: Offer ‘trigger’ questions for opening and advancing the case discussion: Challenging case discussion questions with sample answers. Controversial questions create more discussion Consider a combination ofclosed and open-ended questions Suggestions for group work or student assignments Suggestions for a teaching plan: suggested class time, broken down by topics Indication of the case’s demands on course time-tabling

18. Teaching Notes (3) Analysis- sample answers If applicable, an update of “what actually happened” Provide examples of REAL sample answers – bothoutstanding ones and marginal ones (or even incorrect ones) A case may not have a single correct answer – try to highlightthe diversity of opinions and approaches The analysis should offer comprehensive answers to the list of questions and should, at least, be as thorough as one would expect from the best student. If the case includes quantitative data, it might suggest ways of utilising the data, and should ideally include the details of any spreadsheet analysis. At the very least it should indicate the techniques to be used for analysing the data.

19. Teaching Notes (4) Additional readings or references Suggested additional readings should be listed if it is necessary (or helpful) for students to read text or other material in conjunction with the case.  Specific readings can be assigned from these lists. Feedback It should provide an indication of how the case worked with different student groups; where possible indicating the case’s suitability for written assessment or examination, role-playing, or other forms of use. Where known, it might also include the actual outcome of the case situation, and some follow-up facts.

20. Reading – References • LLOnline, IT Case Study http://www.monash.edu.au/lls/llonline/writing/information-technology/case-study/ • Kimberly, N & Crosling, G 2005, Q Manual, Monash University, Caulfield East, Vic, pp.47-49. • Management Case Study, L & L Online tutorial http://www.monash.edu.au/lls/llonline/writing/business-economics/management/index.xml • Colorado State University. Case study writing. http://writing.colostate.edu/guides/guide.cfm?guideid=60.

21. ICHRIE Johnson & Wales Case Study Competition and Publication Series • enhance the ICHRIE services and benefits to its membership • create a new publication outlet of ICHRIE provide a new way of ICHRIE and its members to participate in the advancement of hospitality & tourism education • foster and strengthen the communication between academia and industry within tourism and hospitality • establish ICHRIE as a valuable source for hospitality & tourism educational material • reinforce the role of ICHRIE as a communication hub and facilitator of knowledge exchanges between research, academia and industry in hospitality & tourism

22. A major reason to write and submit a case study ?

23. ICHRIE Johnson & Wales Case Study Competition 1st Prize • The author(s) of the case study achieving the highest score will receive a single prize of 1,000 USD plus one free I-CHRIE conference registration for the lead author and $100 off the registration fee for any multiple authors. 2nd Prize • The author(s) of the case study achieving the second highest score will receive a single prize of 750 USD. 3rd Prize • The author(s) of the case study achieving the third highest score will receive a single prize of 500 USD.

24. Case study winners also: • Present their case study at the annual ICHRIE conference in a special session • Are publicly recognised in printed ICHRIE publications • Receive their awards at the ICHRIE Awards Gala Dinner Ceremony • Publish their case study in the JHTC

25. Only ICHRIE members are eligible to get an award/prize, but non-members can also submit a case study (as a co-author)

26. ICHRIE Johnson & Wales Case Study Competition • Annual competition • It has been running for 5 years already (about 20 + case studies submitted per year) • Every case study is blindly reviewed by 3 reviewers • The 6th edition of the competition for 2016 will be announced soon • Submission deadline around the end of April 2016 • Watch the ICHRIE website for updates and submission guidelines for the case study competition www.chrie.org/membership/case-study-competition/index.aspx

27. Journal of Hospitality & Tourism Cases (JHTC) • Peer-reviewed referred journal • 5 volumes published already (4 issues each volume) • Acceptance rate (around 60 - 70%, but most case studies come from the case study competition) • Around 25 cases submitted every year • You can submit case studies at any time JHTC is accessible at : www.chrie.org/publications/jhtc/index.aspx

28. Types of case studies • Case studies may be compiled from field research, published sources and/or generalised experience. • The case studies may refer to any topic and subject area related to the tourism and/or hospitality field and industry. • The case studies must be a maximum of 5,000 words, excluding figures, tables, annexes and bibliography. • Each case study submission must be accompanied by a teaching note of a minimum of 1,000 words

29. Guidelines for writing case studies Case studies must: • be topical and relevant to current tourism and hospitality issues • be engaging in order to deliver an interesting learning experience in the classroom • explicitly identify, explain and support the teaching objectives of the topic subject • thoroughly analyse the theoretical concepts and framework that underpin the topic of the case study • include questions / management dilemmas that will be able to probe class discussions and debates • any tables, figures, exhibits, annexes and/or supplementary items should also explain and support the teaching objectives and theoretical concepts.

30. Guidelines for writing teaching notes Teaching notes must include: • a summary of the case • Identification of the target audience(s) • the recommended teaching approach and strategy to be adopted by other educators • Analysis / explanation of the teaching objectives and the theoretical concepts • additional readings and/or references

31. No time to write a case study ? Why not contributing as a reviewer of case studies? Just e-mail me: marianna.sigala@unisa.edu.au

32. Thank you for listening ! Marianna Sigala Professor, University of South Australia