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Panel on Case Teaching NASPAA Conference 16 October 2009

Panel on Case Teaching NASPAA Conference 16 October 2009. Professor Steven Rathgeb Smith Georgetown University University of Washington. Why Case Teaching?. Global Public Management Revolution The New Public Management Greater Citizen Engagement and Participation

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Panel on Case Teaching NASPAA Conference 16 October 2009

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  1. Panel on Case Teaching NASPAA Conference16 October 2009 Professor Steven RathgebSmith Georgetown University University of Washington

  2. Why Case Teaching? • Global Public Management Revolution • The New Public Management • Greater Citizen Engagement and Participation • Growth of Demand for Executive Education • Higher skill levels especially on evaluation • Importance of leadership especially given the more complex organizational forms within public management. • Cases can provide More Timely information than many traditional academic publications

  3. Opportunities of Case Teaching • More direct Engagement of Students in the Learning Process • Greater relevance and realism in teaching and learning • Good cases can be a great fit with the real world experience of public and private managers • Offer many opportunities for innovation in the classroom including small group discussions, on-line discussions, and role-playing and simulations. • Use of sequels and b cases can be used for a wide variety of teaching purposes.

  4. Opportunities of Case Teaching (cont.) • Excellent vehicle for improving analytic and writing abilities of students. • Memo writing • Oral presentations (both individual and group) • Cases can be used in many different courses and contexts • Can be used to address different ideas and issues depending upon the focus of the case.

  5. Opportunities of Case Teaching (cont.) • Enhance Independence and Leadership opportunities for students • Offers students the ability to directly apply lessons from the cases and the classroom to their own work experiences. • Case writing and development are also great learning activities and I have used them extensively with graduate students. • Relatedly, case development can promote university---government/nonprofit partnerships

  6. Case Structure and Characteristics • Classic Case Structure • Absence of editorializing . No Right Answer. Allows an engagement with diverse perspectives and viewpoints. • Decision forcing • Retrospective • Good cases have an element of drama • Provide timely and realistic detail that would not be otherwise available in traditional teaching materials. • Can be paired with academic materials and frameworks

  7. Challenges of Case Teaching • Most people learned traditional teaching styles • Teachers need to acquire new skills in order to do case teaching • Case teaching is heavily reliant on the discussion to promote and enrich student learning. • Students need to be prepared • Faculty need to be comfortable with leading class discussions. • Discussions become more complicated in larger classes.

  8. Challenges of Case Development • Classic teaching case is expensive to develop. • Typical cases are 15-20 pages in length, so students need adequate time for preparation • Cases hinge upon drama and decision point. Thus, situations without drama but nonetheless interesting are not good candidates for case development. • Cases can become dated due to subsequent events.

  9. Need for Innovation in Case Development and Teaching • Multi-media • YouTube clips • Videos. • Quasi-Cases • Web-based cases • Leadership Stories • Diversity Cases • Short cases • Composite cases • Disguised cases

  10. Case Resources • Electronic Hallway (www.hallway.org) • Kennedy School (www.ksgcase.harvard.edu) • Harvard Business School (www.hbs.edu) • Australian New Zealand School of Government (www.anzsog.org) • Program on the Advancement of Research on Conflict and Collaboration, Maxwell School, Syracuse University (http://www.maxwell.syr.edu/parc/

  11. Concluding Comments • Innovation in case development would allow greater diversity in pedagogy and the use of cases in a wider array of formats and teaching purposes. • Also, expansion of cases to different locales and student groups.

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