Teaching and Analysing Case Studies Ellen Goldberg Director, Integrity Education Integrity Action Copyright Integrity Action

What’s Good about the Case Method? Real World Context – Relevant; Real-world weaknesses Explore Multiple Perspectives – Different viewpoints, outcomes, impacts Requires Critical Thinking and Analysis – Data analysis; choosing appropriate analytic techniques Students Synthesize Course Content – Using different analytic techniques; using information from the course Note: Best NOT to identify the integrity challenges in the case for the students. Let them identify them! 2

Analysis of Case Studies Help students learn to analyse the cases: Study the case Sort out the factual data – do not make assumptions Identify the integrity problems and issues Analyse stakeholders, interests, relationships, organisational context Analyse ethical, social and legal implications Analyse short-term and long-term consequences Reflect on your own experience as you move toward recommending actions to resolve the dilemma in the case 3

Tips for Teaching Cases The teacher’s job: to stimulate a structured discussion by asking questions Therefore, devise a good first question that will stimulate different points of view Anticipate different answers to the first question, to prepare for the continuation of the discussion. Note: The answers should not be in the case… You can distribute ‘epilogue’ after the discussion 4

Tips for Teaching Cases – (cont’d) Keep the discussion interactive Encourage students to draw conclusions There often is no right answer Not all observations are equally good

Integrity Questions for Case Analysis: 1. Study the case and Sort out the factual data – do not make assumptions – What are the facts of the case? (make no assumptions) 2. Identify the integrity problems and issues – Are there any integrity challenges in the case? – What are the most important integrity challenges that need attention? 3. Analyse stakeholders, interests, relationships, organisational context – Who are the stakeholders? What are their interests? What are the relationships between the stakeholders?

– Whose behaviour needs to change in order to resolve the integrity challenges? – What interests are preventing those people from behaving with integrity? – What in the organisational context encourages or discourages acting with integrity? – Would a different set of incentives within the organization encourage acting with integrity? 4. What ethical, legal or social implications are there for their behaviour? – What are the risks and opportunities of their behaviour? 5. Analyse short-term and long-term consequences – What systems, procedures or policies need to change in order to resolve the integrity challenges?

– Are any other changes needed? Which? – Are there ways to reduce or eliminate the corruption in the current case study situation? – What are the options available to act with integrity? 6. Analyse short-term and long-term consequences – What are the risks and opportunities for each option? – What are short- and long-term outcomes for each option? – What can be done immediately to resolve the integrity challenges? – What can be done within the organization to prevent similar situations from developing in future? – Are there others within the organization – or external – who would be interested in influencing change for the better? How could they be co-opted to promote change?