1. DEMYSTIFYING CASE STUDY MODULE
Nyakana Joseph

2. Welcome to the Case study launch.
Good Morning
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3. Over view Background info What is a case study Goal Rationale
Assessment plan
conclusions
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4. Background info
Teaching and learning styles are, by their very nature, changing.
In recent years there has been a noticeable move from
Lecture-based activities towards more student-centred activities.
CS are an increasingly popular form of teaching and
have an important role in developing skills and
knowledge in students.
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5. A case Description of an actual situation, commonly
involving a decision,
a challenge,
an opportunity,
a problem or
an issue faced by a person or persons in an organization
In learning with CS, the student must deal
with the situation described in the case,
in the role of the manager or
decision maker facing the situation
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6. Note A case is not a problem.
A problem usually has a unique, correct solution.
To put it simply, there is no unique, correct answer in the case study method.
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7. What is a Case Study? style, structure and approach.
No universally accepted definition for a CS.
The case method means different things to different people.
Consequently, all CS are not structured similarly, and
variations abound in terms of:
style,
structure and
approach.
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8. Bonwell and Eison, 1991; Sivan et al, 2001
It is now documented that students can learn more effectively
when actively involved in the learning process
The CS approach is one way in which such active learning strategies can be implemented at CUU.
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9. Case study cont… Fry et al (1999) describe CS as
Complex examples which give an insight into
the context of a problem awa illustrating the main point.
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10. In general
The term ‘case study’ covers a wide range of problems posed for analysis
Most cases are either based on real events, or
are a construction of events which could reasonably take place.
They tell a story, one involving issues or conflicts which need to be resolved.
the case method is an active learning method,
which requires participation and involvement from the student in the classroom.
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11. Why Use CS in Teaching?
The discipline at CUU are ideal for using CS teaching
because of the wealth of practical, real life examples
that can be used to contextualize the theoretical concepts.
Educational research has shown case studies to be useful pedagogical/Instructive tools.
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12. Why use 2
Grant (1997) CS is an interactive learning strategy, shifting the emphasis from teacher- centred to more student-centred activities.
Raju and Sanker (1999) CS expose students to real-world issues with which they may be faced.
Case studies have also been linked with increased student motivation and interest in a
subject (Mustoe and Croft, 1999)
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13. Why use 3
Allow the application of theoretical concepts to be demonstrated,
thus bridging the gap between theory and practice.
Encourage active learning.
Provide an opportunity for the development of key skills such as
communication, group working and problem solving.
Increase the students' enjoyment of the topic and hence their desire to learn.
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14. Three stages Individual preparation, Small group discussion, and
Large group or class discussion.
N.B: While both the instructor and the student start with the same information,
their roles are clearly different in each of these stages
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15. In general terms
Cases can assess the application of concepts to complex real world
situations, viz
building analytic skills that distinguish high priority from low priority elements
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16. Aim of CS Module The main aim of CS as a generic module is
To enable the Learners integrate the lecture knowledge with the practical skills into
management challenges and decision making.
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17. Learning Outcomes
To apply theoretical learning to practical problem situations;
To develop academic and action research skills.
To develop key skills
group working,
Individual study,
Information gathering and Analysis,
Time management,
Presentations skills,
Practical and self-management.
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18. Learning outcome 2
To gain experience of administration, HR management, problem-solving, etc.
by visiting a working environment off-campus.
To produce own case study at end of semester.
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19. Making a Case Presentation
The key to a good presentation is good preparation.
The instructor shall ask a group of students to present their analysis and recommendations to the class.
Alternatively, individual students may also be asked to make a presentation.
If the case has been studied and analyzed thoroughly,
the content of the presentation should present no problems
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20. Points to note when making a case presentation
AFA possible, divide the content uniformly so that each team member gets an opportunity to speak.
Use visual aids such as OHP slides, Power Point presentations, advertisement/press clippings etc., AMA possible.
Be brief and to-the-point.
Stick to the time limits set by the instructor.
Be well prepared.
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21. Evaluating Student Performance
1. Written case analyses
Logical flow and structuring of the content,
Language and presentation,
Quality of analysis and
Recommendations,
Etc.
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22. Evaluating Performance…
2. Case presentations
Communication skills,
Logical flow and structuring of the content,
Quality of analysis and recommendations,
etc.
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23. Evaluating Performance…
3. Participation in classroom case discussions
quality and extent of participation.
4. Case writing assignments or similar projects.
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24. Additional info During week 5-10 and week 11 & 12
Represent CAs and final presentation
The module involves group exercise and teamwork;
It will be hard to separate individual achievements from those of the group.
Therefore-participation e.g. during presentation.
Presentation during workshops/plenary will therefore attract a bonus.
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25. Benefits from the Case Method
Learn by doing.
Cases improve the students ability to ask the right questions, in a given problem situation.
CS expose students to a wide range of sectors.
This provides students the flexibility and confidence to deal with a variety of tasks and responsibilities in their careers.
It also helps students to make more informed decisions about their career choices.
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26. Benefits …
Strengthen the student's grasp of management theory, by providing real-life examples of the underlying theoretical concepts.
Exposure to the actual working of business and other organizations in the real world.
Reflect the reality of managerial decision- making in the real world.
Improve their communication and interpersonal skills.
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27. The End
Thanks for listening
Q & A
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