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CASE

CASE. Cases are descriptions of real-life situations, that may (a) include problems, solutions attempted, results and conclusions (research cases) or (b) conclude with a decision-point or dilemma faced by the organization or some of its members (teaching cases) .

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CASE

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  1. CASE Cases are descriptions of real-life situations, that may (a) include problems, solutions attempted, results and conclusions (research cases) or (b) conclude with a decision-point or dilemma faced by the organization or some of its members (teaching cases)

  2. Managerial Competence framework • 1: Develop ‘Situated knowledge’: in the practice of the classroom (K1) • 2: Develop Knowledge as product of situated activity (K2) K2  Transferability of skills to workplace

  3. Early Course Concerns: Goal-related Tasks • Goal 1: Discussion process (‘Situated’ knowledge in classroom practice) • Individual backgrounds • Whole classroom approach to involvement • High tolerance for digressions

  4. Early Course Concerns: Goal-related Tasks • Goal 2: Learning group building • Interaction • Questioning, paraphrasing, summarizing • Small group role plays/ presentations • Goal 3: ‘Learning Contract’ • Formal procedures, expectations • Progression of the course

  5. Early Knowledge-as-Product (K2) Concerns • Focus on “As is”: Situation Analysis • Analysis  Action focus • Sense of responsibility for decisions • Specific actor’s problem versus ‘finance’ problem: organizational perspective

  6. Early Knowledge-as-Product (K2) Concerns • Understanding of specificity of contexts • Ethical boundaries • Links to future sessions and objectives

  7. A Case as a learning tool • Is it born out of a real life situation? Are there real issues and real stakes? • Does it describe a typical situation? • Is the practice-theory nexus clear? • Does it illustrate application of concepts, tools, techniques?

  8. A Case as a learning tool (2) • Is the case focused on decision making? Are there crucial decisions that subjects need to make and can these decisions be used for organizing the case and for class discussions • Does the decision-making need judgement in addition to analysis? • Does the case stand on its own? • Is the length right enough?

  9. Pre-class preparations • Detail of analysis (so that focus on in-class process possible) -- self/ home or office • Check use of case in other courses • Plan of analysis prepared/presented + previous experience reviewed, in a formal meeting • Anticipating points to be emphasized, listed

  10. Pre-class preparations (2) • Study of participant chart (home/ office) • Match expertise with case details • List of opening questions • List of questions for specific student experts • Class participation schema • Review/ fill in individual “progress sheets”

  11. Post-class reflections • Leadership of the discussion process (notes + case suitability) -- case diary • Building the learning group • Instructor-group ‘Learning Contract’ • Individual progression markers • Items to be picked up in the future (specific)

  12. Writing a case • Establish case leads: personal contacts or secondary information sources • Background reading and research: organization, field or area, situation • Develop tentative framework showing the relationships between various aspects of the study • Data collection (documents, discussions, interviews)

  13. Writing a case • Identify sign posts or decision points or events that can provide an organizing framework for the case • Write/ revise • Prepare teaching note (purpose, analysis, supplementary material, key questions and theoretical concepts to be illustrated)

  14. Teaching note • Objectives of the case • Student preparation needed • Background information and technical notes that have to be supplied • Major issues/ concepts to be covered • Teaching strategies

  15. Teaching note • Analysis • Cross references to other cases • Past experiences with the case • Assignments to students (before and after the class)

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