CASE Cases are descriptions of real-life situations, that may (a) include problems, solutions attempted, results and conclusions (research cases) or (b) conclude with a decision-point or dilemma faced by the organization or some of its members (teaching cases)

Managerial Competence framework 1:Develop ‘Situated knowledge’: in the practice of the classroom (K1) 2:Develop Knowledge as product of situated activity (K2) K2  Transferability of skills to workplace

Early Course Concerns: Goal- related Tasks Goal 1: Discussion process (‘Situated’ knowledge in classroom practice) –Individual backgrounds –Whole classroom approach to involvement –High tolerance for digressions

Early Course Concerns: Goal- related Tasks Goal 2: Learning group building –Interaction –Questioning, paraphrasing, summarizing –Small group role plays/ presentations Goal 3: ‘Learning Contract’ –Formal procedures, expectations –Progression of the course

Early Knowledge-as-Product (K2) Concerns Focus on “As is”: Situation Analysis Analysis  Action focus Sense of responsibility for decisions Specific actor’s problem versus ‘finance’ problem: organizational perspective

Early Knowledge-as-Product (K2) Concerns Understanding of specificity of contexts Ethical boundaries Links to future sessions and objectives

A Case as a learning tool 1.Is it born out of a real life situation? Are there real issues and real stakes? 2.Does it describe a typical situation? 3.Is the practice-theory nexus clear? 4.Does it illustrate application of concepts, tools, techniques?

A Case as a learning tool (2) 5.Is the case focused on decision making? Are there crucial decisions that subjects need to make and can these decisions be used for organizing the case and for class discussions 6.Does the decision-making need judgement in addition to analysis? 7.Does the case stand on its own? 8.Is the length right enough?

Detail of analysis (so that focus on in-class process possible) -- self/ home or office Check use of case in other courses Plan of analysis prepared/presented + previous experience reviewed, in a formal meeting Anticipating points to be emphasized, listed Pre-class preparations

Study of participant chart (home/ office) Match expertise with case details List of opening questions List of questions for specific student experts Class participation schema Review/ fill in individual “progress sheets” Pre-class preparations (2)

Post-class reflections Leadership of the discussion process (notes + case suitability) -- case diary Building the learning group Instructor-group ‘Learning Contract’ Individual progression markers Items to be picked up in the future (specific)

Writing a case 1.Establish case leads: personal contacts or secondary information sources 2.Background reading and research: organization, field or area, situation 3.Develop tentative framework showing the relationships between various aspects of the study 4.Data collection (documents, discussions, interviews)

Writing a case 5.Identify sign posts or decision points or events that can provide an organizing framework for the case 6.Write/ revise 7.Prepare teaching note (purpose, analysis, supplementary material, key questions and theoretical concepts to be illustrated)

Teaching note 1.Objectives of the case 2.Student preparation needed 3.Background information and technical notes that have to be supplied 4.Major issues/ concepts to be covered 5.Teaching strategies

Teaching note 6.Analysis 7.Cross references to other cases 8.Past experiences with the case 9.Assignments to students (before and after the class)