Maria Spindler and Eva Maria Bauer1
Research Case Studies as Learning Challenges for Managers
Abstract
During their Master’s programmes, MBA students who work in middle management
positions, work on real-life situations in the form of case studies, applying practical
and theoretical perspectives. The framework and support ensure that the managers
have a different environment helping them to distance themselves from their own
working contexts. Students with other business backgrounds, the instructors and the
course’s theoretical background all enable the researchers to step back from their
own mindsets and emotional involvements and develop a critical perspective towards
their own situations. In this MBA programme the research case study is developed as
an instrument for investigating unclear and critical phenomena in which the
researcher is interested. It is used as a vehicle which translates a management
phenomenon into a comprehensible language. By telling the core story it becomes an
effective opportunity to create an appropriate distance and new mindsets, resulting in
new opportunities to understand and act.
The managers become researchers of their own management practice; they switch
roles from practitioner to researcher, widening their perspectives in order to become
systematic researchers of their own management practices. The manager as
researcher is an active party in observing his or her own learning. Hence a research
case study becomes a living contribution enabling managers and organizations to
move more effectively within a constantly changing environment and to add to their
repertoire of available actions.
1. Introduction
This paper is based on the authors’ experience of three MBA programmes2 in
'Communication and Leadership'. During their Master’s programmes the students
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had to work on real-life situations in the form of case studies, applying practical and
theoretical perspectives. Most of the students work in middle-management positions
in Austria, Germany and Switzerland; the authors work in this MBA programme as
programme leader3 and seminar leader4.
Our intention in using research case studies with MBA students is to encourage them
to develop knowledge and abilities which will serve them in the long term in their
careers as middle managers. Thus we would like to focus in this paper on the
question of what and how the research perspective of a case study can contribute to
the learning of the managers and how this learning can be supported.
2. Initiating, positioning, setting the framework and conditions
MBA market research in 2006 showed that at that time neither other departments
within the Danube University Krems nor other MBA programmes for management in
the German-speaking further education sector offered explicit research case studies
as Master's theses in their MBA programmes5. The decision to offer case studies as
Master’s theses made a clear distinction between this programme and others within
the Danube University.
Primarily the MBA course ‘Communication and Leadership’ was intended for alumni
of different MSc courses at the Danube University. This ensures that they have
already written Master’s theses consisting of lengthy theoretical parts followed by
empirical parts. The highly practical relevance of the case study in the course of the
Master’s thesis is attractive for students and one of the important criteria for choosing
the MBA 'Communication and Leadership'.
The basic idea of the initiator6 was to strengthen the link between study and practise
in the course. The students already had expertise in different disciplines from their
1
Spindler, M. & Bauer, E.M. (2010) Research Case Studies as Learning Challenges for Managers. (Paper, 14 pages) M/O/T
International Conference: "Management makes the world go round". December 1 - 4. 2010, Online Publication:
http://www.iff.ac.at/oe/content.php?p=34&lang=mot&nr=
2
The fourth programme started on 8 November 2010.
Karin Schmerold was the replacement as programme director for Eva Maria Bauer when she went on maternity leave during
the second course. Together with Maria Spindler, Karin Schmerold also submitted the proposal for this paper.
4
Maria Spindler is external expert for research case studies and management.
5
See further Bauer, E. M. (2006a).
6
The research case study was initiated by Eva Maria Bauer
3
2
jobs, so the assumption was that they were looking for an extension of their
knowledge in terms of communication and leadership. As they are already employed
as leaders, the case studies give them the opportunity to analyse their situations and
consider what they have learned in relation to their management practise.
Presuming that this new concept of writing a Master's thesis would be almost
completely new, the university informed interested students about the requirement to
write a case study-based thesis during this professional MBA course in its ‘Factbook’
and its ‘folder’ and on its homepage.7 At the point of initial contact, potential students
were also informed that such a case study-based Master’s thesis would have to be
written. When applying to the Professional MBA programme, they had to submit a
letter of intent8 including the following points regarding their proposed research case
study and its motivation:
•
Which case study from your professional environment do you propose to work on
during this Master’s programme?
•
Please describe the distinctive features and difficulties of the case and define
which steps have already been taken to deal with the case.
•
Please give reasons why this case should be dealt with during your study.
In the admission interview with the programme director the chosen case was
discussed. The programme director gave initial feedback on whether the case would
be a good basis for the Master's thesis and how to define the case. The students
were also asked about their access to the empirical data and the framework of the
case.
To ensure that neither the managers nor their companies experience difficulties
because the Master’s thesis has been written about their own working environment,
they have the option to block publication of the Master’s thesis for five years. For
most students this option is important because they are concerned about negative
reactions from upper management. In addition, the students may choose to write the
case study anonymously, but by so doing they run the risk that the case will become
very general, not including detailed information which would enable learning.
7
8
See further Bauer, E. M. (2010a) and Bauer, E. M. (2010b) .
See further Bauer, E. M. (2006b).
3
3. Theoretical assumptions for work with research case studies
3.1. Meta-­‐management as provocation for managers One of the reasons this concept of case studies was attractive was that managers
have to deal with a complex living system9 and to learn to question strategy,
leadership and corporate culture within their area of accountability and beyond.
Managers are expected to deal with functionality, to have an idea where to use which
structure, which style of leadership communication, and which culture in order to
reach their goals. This requires:
• Maintaining an overview, acting on the meta-level rather than going into too
much detail;
• Supporting experts rather than telling them what to do;
• Setting up the best-fitting scope of action in order to ensure a productive
and appreciative workforce rather than telling them step by step what to do;
• Learning as a system, team and organisation how to set up and tear down
the adequate structure and leadership culture which are needed;
• Finding ways to build and increase the unity of a team or organisation while
exploiting the variety of the different interests and expectations, and while
keeping the tailor-made product and special needs of the client in mind10.
3.2. Managers as researchers of their own management practice The initial concept of Kurt Lewin11 and the German roots of qualitative research like
Kritische Psychologie12 and the Austrian action research perspectives13 led to the
conclusion that case studies could be an approach to help managers switch roles
from practitioner to researcher and to widen their perspectives in order to become
systematic researchers of their own management practices. The manager as
researcher is an active party in observing his or her own learning.
We understand a research case study as an approach to investigating unclear and
critical phenomena in which the researcher is interested. The manager is keen to
9
See further Spindler, M. & Steger, M. (2008, p.512 ff) and Malik, Fredmund (2003)
See further Spindler, M. & Steger, M. (2008, p.512 ff)
11
Spindler, M. (2010)
12
See also Markard, M. (2000)
13
Altrichter, H. & Posch, P. (2006) and Spindler, M. & Steger, M. (2010, p.52f and p.317ff)
10
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investigate the unexplained past and present situation in order to find answers which
will help both researcher and organization to learn and move forward. The research
case study is used as a vehicle which gives an organizational and management
phenomenon a face and translates it into a common and comprehensible language,
thus raising the awareness of those involved and making situations and their specific
phenomena visible both outside and inside the organization (e.g. for other managers
and companies in similar situations). It is an effective opportunity to create both an
appropriate distance and new mindsets, resulting in new opportunities to understand
and act.
3.3. Storytelling as living access to change and learning for oneself and for others Using the concept of storytelling should give access to the story behind the story and
encourage investigation of learning within the case and the case writer him or herself.
The story should be told in a way that moves the storyteller and potential readers. To
focus on changes and 'lessons learned’ we found the concept of Robert McKee14
helpful. The story begins with a situation in which life is in balance and is thrown out
of balance by an 'inciting incident'. We advised the students to tell their story within a
certain timeframe in which a dramatic change forced the company to act. Providing a
timeline as a graphic illustrating the main impacts and main changes clarified the
students’ thinking and helped them to stay in line and keep focused. We focussed on
storytelling as narrative and an inductive approach; we advised the students to jump
into the field and phenomena, start collecting data and writing15.
3.4. Learning from the past for the future We followed a variation of Kurt Lewin’s circle as one of the main sources for the
action research approach16. We assumed that the research results would be more
valuable for the researcher/manager and the company if they have already been
tested as implemented solutions for the 'inciting incident'. Thus the researcher tells
his/her own story about the problem-solving process as the core of the research case
study. The resulting learning is derived from solutions already implemented and
14
15
16
McKee, Robert: (2003)
According to the concept of storytelling in Czarniawska, B. (2006).
Lewin, K. (1953 and 1997)
5
tested. The knowledge is already tested; it is not just a plan or criticism of a current
situation. Thus the author can be certain that the plan has worked in that specific
case and can be useful for other cases in similar contexts.17
Diagram 1: Action Research Circle18
Through the systemised story including observation, interpretation, planning and
implementation, the feedback from colleagues and instructors, and the reflection on
theory, the past can be seen anew. Thus present and future perspectives can
become different and lead to different interpretations, planning and implementing.
4. Helping the managers to become researchers
4.1. A tailor-­‐made research case study for managers By the end of the third programme we had developed a vast array of material
designed to support the students in writing their cases, to help them open themselves
by widening their perspectives for the past and the future of their own situations and
opportunities for the company.
17
18
See further the topic of generalisation in qualitative research at Markard, Morus (1993)
Spindler, M. (2010)
6
Diagram 2: Overview of the Sections of the Master's Thesis19
19
Spindler, M. (2010)
7
4.2 A tailor-­‐made support process for the managers as they develop their case studies As programme director and seminar leader the authors have been considering the
process of supporting the students in their move from manager-mindset to
researcher-mindset as a learning process for a year now. Especially in the third
programme we developed a comprehensive and successful collaboration and
learning environment, resulting in following steps:
1. Workshop 1: Set the framework20, clarify the requirements of the program, the
needs of the students and support measures, consider first peer-group
settings according to similar topics and intentions. The students explore and
define their main interests and the phenomena of the research case study.
The instructors pay special attention to emotional involvement and hidden
agendas.
2. Workshop 2: The researchers present their first drafts in front of an audience
(the other students/researchers and the instructors (seminar leader and
programme director)). The presentation and critical feedback force the
researchers to explain as precisely as possible. The focus of the feedback is:
•
Where does the researcher start? What are the assumptions, motivations
and involvements of the manager which act as the drivers for taking a
closer look at this story?
•
Definition of the research question and/or assumption. At this step the
researchers decide what should be investigated in detail and why.
•
Definition of the heart of the story, the phenomena, their interconnections
and their limits.
3. Workshop 3: The researchers present the status quo or the progress of the
case in front of an audience (the other students/researchers and the
instructors). The presentation and critical feedback again force the
researchers to explain as precisely as possible. The focus of the feedback is:
20
See further Bauer, E.M. (2010) time plan for the case studies
8
•
The research case study as a story within a timeframe, preferably using
a graphic showing the ''inciting incident' that throws life out of balance.
•
Phenomenon – description of the origin, the changes and results from
different perspectives.
•
The context of the core case:
o A brief history of the company: foundations, mergers, the story of
failure and learning, etc.
o The present environment of the core case, for instance the
technical requirements, the competitors, changes in the law.
•
An answer to the question is useful, so that further questions can arise
concerning the phenomenon and the context.
•
The story is classified by topic and made comprehensible for the
audience/reader.
In this third workshop the students also receive guidance on the theoretical
part of the Master’s thesis.
After these three workshops the empirical part is finalised. Over the summer the
students write the entire Master's thesis. During this period the members of the peer
group help each other most. By this time they know each other very well from the
workshops and have learned how to give and receive feedback. In September the
instructors read the drafts of the entire case studies and the students receive one-toone feedback.
The establishment of supportive peer groups was an important step for the
development of the case studies and for the students’ learning. It involved three
approaches through the three programs:
• Self-organisation into small groups sharing similar research interests: The
students had nothing in common except content similarity of their work.
• Virtual community: We installed discussion forums and feedback sections. The
students were concerned about the anonymity and had great difficulty with the
additional working hours on the virtual platform.
• Workshops based on presentations and feedback: This approach was very
successful, although the students were reserved about giving feedback and
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helping each other. By the third workshop the culture opened up and mutual
support was very welcome in terms of both giving and receiving.
5. Learn to research for oneself and for others Especially during the second and third programmes we realised that this approach
makes the researcher a living instrument within the framework of the research case
study. It both enables and requires the researcher to use his/her interest and opens
the door to his/her learning. The researcher as a living resource provides access to
management and organizational phenomena and their connections. This accessibility
exists both inside and outside the organization, for science as well as for other
managers and organizations. Through this reflected interest, hidden phenomena and
critical points of an organization become delimited and accessible for research.
The researcher uses interviews to obtain multiple perspectives on critical points, thus
generating material which is reflected on through the application of course theory.
He/she perceives and comprehends different interests and contexts, achieving a
necessary distance from the existing patterns of perception, learning and change.
The respective phenomena in management are explored and translated into a
language comprehensible to all involved stakeholders and other interested parties.
Thereby the researcher contributes to the wellbeing of different stakeholders in
relation to their organization. The researcher gains for him-/herself and the
organization new options for action.
Our experience as researchers and instructors has shown that a research case study
can become a comprehensive approach which makes the unexamined visible when:
•
The researcher who is emotionally entangled gets support from a group of
researchers and instructors. This assistance helps him/her to disentangle and
step back in order to gain the necessary distance.
•
A research diary is used to absorb emotional pressure so that it can be processed
or worked through.
•
Practitioners see theory to be useful as an exploratory and descriptive tool. In this
way a case study can be seen as an emancipating approach which generates
knowledge and opportunities for development:
o For researchers and their own practice as managers
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o For companies and their staff
o For other organizations and for academic research.
Diagram 3: The Researcher as Living Source21.
Our practice has shown that a research case study where emotional aspects are
included and consciously used becomes a rich and highly reflective technique. In
such a case, organizations as well as the people living and working in them gain new
access to the phenomena of organizations and management. Against the
background of the interplay of different interpretations and interests, the culture of
learning receives the central focus it deserves.
6. Conclusions and main findings After the third programme the following main findings and insights were formulated:
The individual’s identification with the case increases throughout the research
process. The managers analyse, find and recognise more; using the background as
21
Spindler, M. & Schmerold, K. (2010, p.2)
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their starting position, they investigate the phenomenon deeply. The focus changes
from a management to a research perspective; this role change is based on the
students’ obligation to find and use sources through which emotions and actions are
scientifically justified. The shift of the focus is:
• From daily business and emotional behaviour to well-grounded, reasonable
interpretations;
• From self-centralised observation to observing from a 'third perspective' which
includes and improves the system perspective;
• From management practitioner to expert for analysis within the organisation.
The establishment of supportive peer groups was an important step for individual and
organisational learning and involved three approaches:
• Self-organisation into small groups sharing similar research interests;
• Virtual community;
• Workshops based on presentations and feedback.
The research case study turned out to be a vehicle to create distance and new
perspectives into the past, resulting in new opportunities for the future. The MBA
programme ensures that the managers have a different environment helping to
distance them from their own working contexts. The students with other business
backgrounds, the instructors and the course’s theoretical background all enable the
researchers to step back from their own mindsets and emotional involvements and
develop a critical perspective towards their own situations. Hence a research case
study is a living contribution enabling managers and organizations to move more
effectively within a constantly changing environment and to add to their repertoire of
available actions.
7. List of diagrams Diagram 1: Action Research Circle22
Diagram 2: Overview of the Sections of the Master's Thesis
Diagram 3: The Researcher as Living Source
22
Spindler, M. (2010)
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8. References and Empirical Sources Altrichter H., /Posch, P. (2006) Lehrerinnen und Lehrer erforschen ihren Unterricht.
Regensburg: Klinkhardt.
Bauer, E. M. (2006a) Darstellung internationaler Vergleichbarkeit. Internal Paper of
IJZ. Krems.
Bauer, E. M. (2006b) 'Letter of Intent'. Krems.
Bauer, E. M. (2010a) 'Factbook'. Krems
Bauer, E. M. (2010b) 'Folder'. Krems
Czarniawska, Barbara (2006) Narratives in Social Research. London: Sage
Publications.
Donau-Universität Krems (2010) 'Infowiki'. https://infowiki.donauuni.ac.at/infowiki/index.php5/Sperre_von_Masterthesen (download from
8.11.2010)
Lewin, Kurt (1997) Defining the Field at a Given Time. In Psychological Review:
Resolving Social Conflicts & Field Theory in Social Science. Washington, D.C.:
American Psychological Association., No. 50, S. 292-310.
Lewin, Kurt (1946) Action Research and Minority Problems. In: Journal of Social
Issues., Vol. 2, No. 4, S. 34-46.
Malik, F. (2003) Strategie des Managements komplexer Systeme. Ein Beitrag zur
Management- Kybernetik evolutionärer Systeme. Bern, Stuttgart und Wien:
Haupt Verlag.
Morus Markard & Ausbildungsprojekt Subjektwissenschaftliche Berufspraxis (2000):
Wider Mainstream und Psychoboom. Kritische Psychologie und studentische
Praxisforschung. Hamburg: Argument.
McKee, R. (2003) Storytelling That Moves People. In: Harvard Business Review,
June 2003, R0306D.
Spindler, M. (2010) Einführung in Case Study. (Introduction to Case Study). Wien.
Spindler, M. & Schmerold, K. (2010) Proposal for this paper for the MOT Conference.
Wien.
Spindler, M. & Steger, M. (2008) Metamanagement in gebildeten Unternehmen.
Saarbrücken. VDM.
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Spindler, M. & Steger, M. (2010) Zwischen Universität und Unternehmen. Kultur-,
sozial- und wirtschaftsorientierte Forschung im Spannungsfeld von
theoretischen Ansprüchen und praktischen Interessen. Wien: Verlagshaus
Hernals.
Yin, Robert K. (2003) Applications of Case Study Research. (Second Edition)
Thousand Oaks. London. New Delhi: Sage Publications.
Dr. Maria Spindler
Consulting and Research
Stephansplatz 8a/17
1010 Vienna, Austria
www.maria-spindler.at
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