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
Conceptual
Presentation
Assess situation and
identify problems,
issues, and challenges
Identify variety of
theories and concepts
that might be relevant
Analyze within a
reasonable length of
time a case that may
be disorganized, have
extraneous info and
missing info
Assess the issue,
Identify appropriate
decision, or opportunity theory or concepts
on an importance and
urgency matrix
Apply theory or
concept
Evaluate decision taken,
appropriateness of
decision, alternatives
and decision criteria
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
Getting
Started
Use Small
Groups
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!