Case Studies in the Classroom

Lisa House

University of Florida

Why Cases?

• Bloom’s Taxonomy– Evaluation

• From criteria, make judgments

– Synthesis• Produce a new combination not clearly evident before

– Analysis• Distinguish fact from fiction

– Application• Apply methods to solve problems

– Comprehension• Interpret information

– Knowledge• State terms, facts, etc.

Learning Dimensions in Cases

Analytical

Assess situation and identify problems, issues, and challenges

Assess the issue, decision, or opportunity on an importance and urgency matrix

Evaluate decision taken, appropriateness of decision, alternatives and decision criteria

Conceptual

Identify variety of theories and concepts that might be relevant

Identify appropriate theory or concepts

Apply theory or concept

Presentation

Analyze within a reasonable length of time a case that may be disorganized, have extraneous info and missing info

Case Selection/Course Design

• Case-Concept– Use case to develop student desire to learn concept

• Concept-Case– Use case to apply concept already learned

• Capstone Case– Tie concepts together into one large case (typically at

the end of the semester)

• Case-Case– Build entire class using case studies– Focuses on decision making, learning critical thinking

more than subject matter

Preparing to Teach with Cases

• Don’t go in unprepared and expect to “wing it”• Teaching note are very helpful• Determine learning objectives from case• Create a “Board Plan”

– Physical layout of objectives and topics you expect covered in case discussion

• Learn to facilitate

Managing the Case Discussion

Facilitate Grading Contribution

GettingStarted

Use SmallGroups

Getting Started

• Give a easy case – walk the students through– 2 page cases on unrelated topics– Simple case on review topic

• Give an extremely hard case– May be appropriate for case-case method– Used to open students eyes to discovering issues in

cases

Facilitating

• Definitely an “Art”• Some suggestions:

– Don’t call on the person whose hand has been up the longest

– Move around the room, position your body to direct discussion

– Use your body language as part of facilitation– Don’t interrupt or downplay importance of student

contribution– Don’t give “correct answers”

Using Small Groups

• Studies have shown small groups before entire class discussion increases student attentiveness and level of participation (Levin)

• Other benefits include group responsibility, teamwork lessons

• Very helpful to have moveable desks!

Grading Contribution

• Contribution (Quality) not Participation (Quantity)• Can be difficult – may or may not be necessary• Without this, do students take cases seriously?• Some suggestions if you choose to do this:

– Have students list “top 3” contributors of the day– Have a TA who can take notes during discussion to jog

your memory for grading– Use nametags on desks (good idea anyway)– Emphasize what you desire

• Content, Context, Delivery• Quality of Communication

Difficulties

• Ambiguity– Students want a “right” answer– Issue of the case is not always clear

• Style of learning– Not all “A” students will be “A” students and not all “C”

students will remain “C” students!

• Instructor has to deal with feeling of “loss of control”

• Case discussions can “go bad” just like a lecture!

Sources of Case Studies in Agriculture

• Harvard– www.hbsp.harvard.edu– Can download free samples

• Maple Leaf Conference– Held in conjunction with IAMA– Develop one case and have access to other participant

case drafts (many lead to publications later)

• Review of Agricultural Economics• International Food and Agribusiness Management

Review• www.decisioncase.edu

Sources for Training Help

• Pace University Center for Case Education– Conference at Univ. of British Columbia every August

• Richard Ivey School of Business– Conference at Univ. of Western Ontario every August

• Harvard– Seminars offered at various times throughout the year

• Books!