O Flynn Case Teaching


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O Flynn Case Teaching

  1. 1. Case Teaching “ Scientists search for ‘critical experiments’. Students of public management should seek to identify ‘critical experiences’ that … [they] could live vicariously through and learn from” (Allison, 1988 p. 298).
  2. 2. Key Points <ul><li>Why use cases and how can I choose a good one? </li></ul><ul><li>How do I prepare students and myself? </li></ul><ul><li>How might I incorporate cases in to my course? </li></ul>
  3. 3. Why Use Cases? <ul><li>Cases … enable students to learn about decision making by putting themselves in the shoes of actual managers. Students analyse situations, develop alternatives, choose action and implementation plans and communicate their findings. Cases are used to test understanding of theory, to connect theory with application, and to develop theoretical insight (Leenders and Erskine, 2001). </li></ul>
  4. 4. Why Use Cases? <ul><li>Student Perspective </li></ul><ul><ul><li>To link theory and practice </li></ul></ul><ul><ul><li>To draw on student experience </li></ul></ul><ul><ul><li>To allow students to be active in problem solving </li></ul></ul><ul><li>Instructor Perspective </li></ul><ul><ul><li>Provide a gateway into academic literature, key concepts and theories, debates in the field </li></ul></ul><ul><ul><li>Apply theory to a real world example </li></ul></ul><ul><ul><li>High level engagement </li></ul></ul><ul><ul><li>Can revisit throughout semester to highlight key points </li></ul></ul><ul><ul><li>Build links between your cases (thematic) </li></ul></ul>
  5. 5. How Do I Choose a Good Case? <ul><li>The “Star” Case </li></ul><ul><ul><li>Poses a problem with no obvious “right” answer and which will have layers of complexity </li></ul></ul><ul><ul><li>Identifies actor/s that have to solve the problem </li></ul></ul><ul><ul><li>Requires the student to use information from the case to address the problem </li></ul></ul><ul><ul><li>Evaluating the problem or potential solutions requires critical analysis skills </li></ul></ul><ul><ul><li>Has enough information to allow for a thorough analysis </li></ul></ul><ul><ul><li>Lynn (1996) </li></ul></ul>
  6. 6. Issues to Consider <ul><li>What can I assume that my students know about working with cases? </li></ul><ul><li>Is there a specific way that I (as instructor) want cases to be approached, analysed, and prepared for assessment? </li></ul><ul><li>If I think this approach is important, how do I relay that to my students? </li></ul><ul><li>What mix of lectures and cases is right? </li></ul>
  7. 7. Equipping Students <ul><li>Introductory session provides space for introducing case study learning and setting up your approach </li></ul><ul><li>Student “coaching” essential – provide them with a framework </li></ul><ul><li>My skills session focuses on three key phases for students: </li></ul><ul><ul><ul><li>1: Individual preparation </li></ul></ul></ul><ul><ul><ul><li>2: Small group discussion </li></ul></ul></ul><ul><ul><ul><li>3: Large group discussion </li></ul></ul></ul>
  8. 8. Instructor Preparation <ul><li>Mastering facts, issues, calculations etc </li></ul><ul><li>Anticipating questions, issues that might be raised, common arguments, points of departure </li></ul><ul><li>Visualising how you want the discussion to run and developing a plan (usually around a set of key questions that you will pose) </li></ul><ul><li>Lynn (1996) </li></ul>
  9. 9. Common Mistakes for Instructors <ul><li>Lack of preparation: </li></ul><ul><ul><li>“ Case teaching is easy, I’ll just write what they say on the board” </li></ul></ul><ul><ul><li>Permitting a lack of preparation by students </li></ul></ul><ul><li>Allowing superficial discussion: </li></ul><ul><ul><li>Be prepared to challenge and probe contributions </li></ul></ul><ul><li>Dominating the discussion: </li></ul><ul><ul><li>This is not the time to give your “perfect answer” </li></ul></ul><ul><li>Withholding “ the ” answer: </li></ul><ul><ul><li>If the “answer” is X they why bother having students spend time and effort trying come up with different answers? </li></ul></ul>
  10. 10. Embedding Cases in Courses <ul><li>How can I use cases effectively in my course? </li></ul><ul><ul><li>Occasional tutorials </li></ul></ul><ul><ul><li>Basis for “lectures” </li></ul></ul><ul><ul><li>Assessment tasks </li></ul></ul><ul><ul><li>On-line discussion starters </li></ul></ul><ul><ul><li>Combination approaches </li></ul></ul><ul><li>Embedding cases in courses e.g. </li></ul><ul><ul><li>People and Performance in Public Organisations </li></ul></ul><ul><ul><ul><li>One case discussion – assessment task </li></ul></ul></ul><ul><ul><li>Case Studies in Public Sector Management </li></ul></ul><ul><ul><ul><li>Course built around a series of cases – all assessment </li></ul></ul></ul>
  11. 11. Case Assessment <ul><li>My “general” approach </li></ul><ul><ul><li>Introduction to the case </li></ul></ul><ul><ul><li>A key problem/issue in the case; </li></ul></ul><ul><ul><li>Theoretically informed alternative solutions to the problem; </li></ul></ul><ul><ul><li>A single proposal drawn from the alternatives identified in part (iii) and a clear rationale for this decision. </li></ul></ul>
  12. 12. Where to From Here? <ul><li>Locating appropriate cases, instructor support etc: </li></ul><ul><ul><li>www.hallway.org (mainly US - free) </li></ul></ul><ul><ul><li>www.anzsog.edu (Australian content - free) </li></ul></ul><ul><ul><li>www.mbs.edu (Australian content – $) </li></ul></ul><ul><ul><li>www.caseplace.org (clearing house, international) </li></ul></ul><ul><ul><li>www.ksg.harvard.edu (international, multimedia - $) </li></ul></ul><ul><ul><li>www.hbs.org (international, multimedia$) </li></ul></ul><ul><ul><li>www.darden.virginia.edu (international, multimedia) </li></ul></ul><ul><li>Writing your own case </li></ul>