KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name INCM 9601 / International Conflict Management
Department College of Humanities and Social Sciences
Degree Title (if applicable) Ph.D. in International Conflict Management
Proposed Effective Date Spring 2012
Check one or more of the following and complete the appropriate sections:
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
X New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Approved
Volker Franke
Faculty Member
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
1
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
___
Course Prefix and Number
___
Course Title
___
Class Hours
____Laboratory Hours_______Credit Hours________
Prerequisites
___
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ___INCM 9601_______________________
Course Title Case Writing and Case Teaching_____________________
Class Hours
1____Laboratory Hours___0___CreditHours___1____
Prerequisites Admission to the PhD Program
Description (or Proposed Degree Requirements)
In this course, students are introduced to the case study methodology and learn how to design and use case
studies effectively in their professional environments. Students develop their own idea for a case study on a
topic of particular interest to them. The study includes a target audience, a compelling story, one or more
identifiable case/policy decision dilemmas, teaching notes, and some ideas about the policy implications of
the dilemmas presented in their case.
III.
Justification
Conceiving of the classroom as a learning laboratory where we attempt to approximate complex realities
using case studies and decision exercises promotes social interaction, relationship building, coordinated
planning, shared sense-making and intuitive thinking. The specific course content – topics, readings, prior
discussions, etc. – increases the salience of certain issues, thereby providing an indirect frame steering the
discussion and solutions in a particular direction.
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IV.
Additional Information (for New Courses only)
Instructor: Dr. Volker Franke
Text: see syllabus
Prerequisites: Admission to the PhD Program
Objectives:
Upon completion of this course, students should:
 Appreciate the utility of the case study method for instruction in academic and professional education and
training contexts;
 Be able to distinguish between historical/retrospective, fictional and decision-forcing case studies and feel
comfortable employing the case methodology in their own teaching;
 Understand how to develop case studies and teaching notes based on their specific course needs and
research interests;

Be able to design their own case study, including story line, dilemmas, target audience, learning
objectives, and suggestions for how to teach their case.
Instructional Method
-Lecture, presentations, group discussions, projects
Method of Evaluation
Participation
Case Presentation
Case Draft
V.
40%
10%
50%
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
0
0
0
0
0
0
0
0
TOTAL
0
Funding Required Beyond
Normal Departmental Growth
0
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VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
INCM
9601
Case Writing & Case Teaching
1-0-1
Spring 2012
Regular
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
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VII Attach Syllabus
INCM 9601: Case Writing and Case Teaching
Fall 2012
Dr. Volker Franke
Class Meetings:
Office Hours:
Phone/Office:
Email:
Aug. 31; Sep. 14-15
T 10-12 a.m. and by appointment
770-423-6127; SO 2019
vfranke@kennesaw.edu
Course Description
In this course, students are introduced to the case study methodology and learn how to design and use case studies
effectively in their professional environments. Students develop their own idea for a case study on a topic of
particular interest to them. The study includes a target audience, a compelling story, one or more identifiable
case/policy decision dilemmas, teaching notes, and some ideas about the policy implications of the dilemmas
presented in their case.
Student Learning Objectives/Outcomes
Upon completion of this course, students should:
 Appreciate the utility of the case study method for instruction in academic and professional education and
training contexts;
 Be able to distinguish between historical/retrospective, fictional and decision-forcing case studies and feel
comfortable employing the case methodology in their own teaching;
 Understand how to develop case studies and teaching notes based on their specific course needs and
research interests;
 Be able to design their own case study, including story line, dilemmas, target audience, learning objectives,
and suggestions for how to teach their case.
Course Requirements and Grading
Attendance and Participation:
Complete all readings prior to class and attend all class meetings. This course is taught in an intensive format which
does not allow you to make up readings or assignments down the road. If you are not prepared to complete the
assignments when they are scheduled in the syllabus, you will not be able to participate in the classroom activities.
The success of this skills-based course is largely dependent on classroom discussion and active participation. The
class will serve not only as a forum to discuss conceptual ideas but will also be a laboratory for you to test out
instructional ideas and to teach your case. Your participation in the course will count for 40% of your overall course
grade.
Case Draft:
The only assignment for this class is a draft of a case study including teaching notes based on your specific topical
interests. Two students may co-author a case study. Draft cases do not need to be fully developed, but should
contain a convincing story, key actors and their respective positions, clearly identifiable case and policy dilemmas,
decision parameters and alternative courses of action. In addition, all case drafts should be accompanied by
preliminary teaching notes, providing a pedagogical “road map” with suggestions for how to teach your case to your
target audience. Teaching notes should include references to secondary instructional materials (e.g., academic
articles, books, films, speeches, etc.). Your case draft will count for 50% of your overall course grade.
Case Presentation:
In the final part of the course, you will present your initial case draft including ideas for how to teach it to the class.
This should be a mini-presentation where you introduce the story, actors, dilemmas and teaching ideas and solicit
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feedback from your peers to help you revise your case idea for the final draft. Your case presentation will count for
10% of your final course grade.
Evaluation and Grades:
Participation
Case Presentation
Case Draft
40%
10%
50%
Grading Scale:
The following general grading scale will be used for participation, presentations and completed assignments for this
course:

A to A- (90-100 points): The student made a very strong contribution to the course. Class
discussion, comments, presentations and/or completion of assignments reflected a great deal of
thought about the material and moved the discussion ahead in a constructive manner (e.g., not
merely criticizing the readings/arguments by pointing out limitations, but also suggesting useful
directions for advancing the debate).

B+ to B- (80-89 points): The student contributed meaningfully to the course. Class participation,
presentation and/or completion of assignments went beyond repeating the assigned material
(e.g., pointing to weaknesses/limitations in the literature, but rarely making constructive
suggestions for overcoming those limitations and advancing current knowledge).

C+ or lower (<79 points): The student did not contribute meaningfully to the course. Class
participation, presentations and/or completion of assignments were limited to more or less
repeating the assigned material rather than identifying limitations and making connections or
extensions, or were filled with mistakes and inaccuracies.

F: The student was a net drain on the course, rarely if ever speaking in class and failing
assignments.
The Meaning of Grades:
Grades serve as numeric codes to evaluate your performance in this course. While grades characterize your
immediate accomplishments, they say nothing about your general abilities, skills, or qualities. They also cannot
predict your potential as an individual to grow and learn in the future. Therefore, grades do not reflect my personal
preferences for particular students; they are merely a contextual assessment of your knowledge and performance at a
given point in time.
Academic Integrity:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as
published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct
addresses the University’s policy on academic honesty, including provisions regarding plagiarism and
cheating, unauthorized access to University materials, misrepresentation/falsification of University
records or academic work, malicious removal, retention, or destruction of library materials,
malicious/intentional misuse of computer facilities and/or services, and misuse of student identification
cards. Incidents of alleged academic misconduct will be handled through the established procedures of
the University Judiciary Program, which includes either an ”informal” resolution by a faculty member,
resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to the Code
of Conduct's minimum one semester suspension requirement.
ADA Statement
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Any student who, because of a disabling condition, may require some special arrangements in order to
meet the course requirements should contact the instructor as soon as possible to arrange the
necessary accommodations. Students should present appropriate verification from KSU disAbled
Student Support Services. No requirement exists that accommodations be made prior to completion of
this approved University process. Accommodations are arranged on an individualized, as-needed basis
after the needs and circumstances have been evaluated. The following individuals have been
designated by the President of the University to provide assistance and ensure compliance with the
ADA. Should you require assistance or have further questions about the ADA, please contact:
Carol Pope, Asst. Dir. for disAbled Student Support Services
770-423-6443, 770-423-6667F, 770-423-6480TTY
cpope@kennesaw.edu
disAbled Student Support Services Website
http://www.kennesaw.edu/stu_dev/dsss/dsss.html
Readings:
The following are required readings and, except for the Hersey novel, are available the GeorgiaView Vista course
site:
Volker Franke. “Making Sense of Chaos: Teaching Strategy Using Case Studies,” in Gabriel Marcella (ed.),
Teaching Strategy: Challenge and Response, Carlisle, PA: Strategic Studies Institute, U.S. Army War
College, March 2010: 241-274.
Volker Franke. “Security by Contractor: Outsourcing in Peace and Stability Operations,” Case Study No. 1, Center
for Complex Operations, National Defense University, Washington, DC, September 2009.
John Hersey. A Bell for Adano. New York: Vintage Books, 1988 (first ed. 1944).
Course Schedule and Reading Assignments
Session I:
13:00 – 14:00
14:00 – 15:30
15:30 – 15:45
15:45 – 17:00
17:00 – 18:00
Friday, August 31, 2012
The Case Method – What is a Case?
Case Discussion 1 – Case Study “Security by Contractor”
Break
Case Discussion 2 – Case Study “Major Knight’s Decision”
Designing Your Case
Session II:
08:30 – 10:00
10:00 – 10:15
10:15 – 12:30
12:30 – 13:30
13:30 – 15:30
15:30 – 15:45
15:45 – 17:00
17:00 – 18:00
Friday, September 14, 2012
Bring to class: your case idea and intended target audience, background materials to
design your case (e.g., newspaper or journal articles, interviews, pictures, videos, etc.).
Case Discussion 3 – A Bell for Adano
Break
Discussing Your Case (in Groups)
Lunch
Writing Your Case (objectives, story, dilemmas, hook, outline, illustrations)
Break
Preparing Teaching Notes
Getting Your Case Ready for Teaching
Session III:
Saturday, September 15, 2012
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08:30 – 10:00
10:00 – 10:15
10:30 – 12:00
12:00 – 13:00
13:00 – 15:30
15:30 – 15:45
15:45 – 17:00
17:00 – 18:00
Preparing Your Case Briefing
Break
Teaching Your Case – Case Presentations I
Lunch
Teaching Your Case – Case Presentations II
Break
Teaching Your Case – Case Presentations III
Wrap-Up and Next Steps
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