Art of Writing Cases

1. FDP on Case Writing
Dr. Priyanka Panday
Assistant Professor, Doon Business School
Dehradun

2. Agenda for Discussion
• What is Case
• Types of Cases
• Structure of Case
• Structure of Teaching Notes
• Publication of Cases

3. What is Case Study
• A case study is an account of an activity, event or problem that
contains a real or hypothetical situation and includes the
complexities one would encounter in the workplace.
• Case studies are used to understand how the complexities of real
life, influence decisions.

4. Features of a Case Study
According to Kardos and Smith (1979) a good case has the following
features:
• It is taken from real life (true identities may be concealed) and is
believable for reader.
• It consists of many parts and each part usually ends with problems and
points for discussion. There may not be a clear cut off point to the
situation
• It includes sufficient information for the reader to treat problems and
issues.

5. Types of Case
Scenario
• Lot of details on real solutions and
outcomes.
• Students learn on :
• a) Did the manager/leader solve the
problems &
• b) Did the solutions work out and
why?
Factual Case
Scenarios

6. Types of Case
Scenario
• A fictional case study is a detailed
analysis of a hypothetical situation
or scenario created for educational
or illustrative purposes.
• It typically involves presenting a
problem, examining relevant factors,
and proposing possible solutions or
outcomes.
• Commonly used in fields such as
business, psychology, and law
Solution may or may not be
applicable for a given situation.
Fictional Case
Scenarios

7. Approaches to Case Studies
The Analytical Approach
• The case study is examined in order to try and understand what
has happened and why. It is not necessary to identify problems or
suggest solutions.
The Problem-Oriented Method
• The case study is analyzed to identify the major problems that exist
and to suggest solutions to these problems.

8. The Case Study Should :
•Relate the theory to a practical situation; for example, apply the ideas and knowledge discussed in the
coursework to the practical situation at hand in the case study.
Suggest Solution to the
Major Problems
Recommend to the best
solution to be
implemented
Select the Major
Problems in the Case
Detail how this solution
should be implemented
Relate the theory to a
practical Situation
Identify the
Problems

9. Features of a Good Case
• Case studies are usually dry, factual reports full of statistics and
real-world applications. Is it possible to turn them into exciting
online training activities?

10. Contd..
• If you look at the case study section of a textbook, you are likely to
doze off. They often have dull situations described in legal terms.
Each one will include the specific chapter of a company policy that
was violated, citing its page and number. While this is factually
accurate, it holds no relevance to learners. If you really want
effective case studies, you have to use your imagination.

11. 1. Builds A Good Story
• The reason we don’t enjoy case studies is due to their drab
delivery. But just because something is factual, that doesn’t mean it
has to be boring. The trick is to turn it into a story.
• For example, imagine being told a man stole supplies and was
fired. Now, consider hearing the story another way. A warehouse
employee rushes to the hospital after receiving a call that his wife
has been injured. He accidentally leaves on his lifting belt and other
safety gear. These are extraordinary circumstances that shed new
light on the situation. Thus, creating a dilemma in learners’ minds
and evoking emotions.

12. 2. Involves Interesting Characters
• The average case study omits names to protect privacy. So in the story
above, you would be told that an employee was immediately fired for
violating company policy.
• If you had read it like that, it would have no relevance or emotional
impact. Simply by giving the online training character a personality and
backstory, learners now identify with him.
• If you want to protect the privacy of the person involved, engage in a little
creative non-fiction. In the above scenario, we still don’t know his name,
or the department where he works. Or we could present him as a chef or
janitor instead of a warehouse worker.

13. 3. Uses Realistic Scenarios
• Once again, think about the story above. It could happen to anyone.
• Case studies sometimes veer towards the academic. They may express
the above scenario formally. For instance, “An employee was fired on the
spot after he was found exiting the premises with company property. The
company pressed charges. Theft is against company policy”.
• This seems unrealistic because nobody would blatantly steal. learners will
be left thinking the employee grabbed a computer or branded car.
• Giving the story context enhances realism. The message sinks in deeper,
and makes an emotional connection. This is important because studies
show we remember things better when they are linked to a strong
emotion.

14. 4. Makes Corporate Learners Think
Critically
• As a kid, you may have learned the basics. For example, stealing is
bad and unethical. As an adult, you realize there are nuances and
grey zones. For example, in the instance of the warehouse worker
and company property, you want to create a dilemma.
• Was it okay for the man to be fired? Does the context matter?
Would you feel the same way if he was an accountant instead of a
warehouse worker?

15. Check list on Writing a Case Study
• Jargon should be minimum
• Know the case thoroughly
• Be analytical
• Grab the attention
• Present the situation without bias
• Provide relevant details
• Challenge the reader

16. Discussion
•Examples of Different Cases

17. Teaching Note
A teaching note is a document that accompanies a case study and provides
guidance to educators on how to effectively teach the case and facilitate
classroom discussions.
1. Case Synopsis: Provide a concise summary of the case study, including
the key characters, context, and central problem or dilemma.
2. Learning Objectives: Clearly state the intended learning outcomes for
students. These objectives should align with the educational goals of the
course or program.

18. Teaching Note
3. Target Audience: Specify the intended audience for the case
study. This could include undergraduate or graduate students,
professionals, or specific disciplines or industries.
4.Teaching Approach: Describe the recommended teaching
approach or methods for the case. This could include interactive
discussions, role-plays, group activities, or simulations. Provide
guidance on how to structure the class session(s) around the case.

19. Teaching Note
5. Discussion Questions: Include a set of thought-provoking and
open-ended questions to stimulate class discussion. These questions
should encourage students to analyze the case, identify key issues,
consider alternative perspectives, and propose solutions.
6.Analysis and Frameworks: Provide explanations of relevant
concepts and models, and suggest how they can be applied to the
case.

20. Teaching Note
7. Teaching Plan: Outline a suggested teaching plan, including the
sequence of activities, estimated time for each activity, and any
recommended readings or resources to supplement the case study.
8. Possible Outcomes: Discuss potential outcomes or solutions to
the case. Identify different perspectives or approaches that students
may take and highlight the implications of each.
9. References: Include a list of references and recommended
readings for further exploration of the topic or related concepts.

21. Publication of Cases
• Case Centre (UK)
• Harvard Business Publishing
• Ivey Publishing
• European Case Clearing House (ECCH)
• North American Case Research Association (NACRA)
• Case Journals such as Journal of Case Studies, Case Research Journal,
and Journal of Case Studies in Education, Journal of Case Research in
Business and Economics, Journal of Business Case Studies.

22. References
• “How to write case study ”, Monash University, Published in July 2007
• “Reflective writing: A management skill”, http://dx.doi.org/10.1108/01435121011013421, accessed on 8th May
2017
• “Winning project approval: Writing a convincing business case for project
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• “The “dos and don'ts” of writing a journal article”, http://dx.doi.org/10.1108/13665620910924925, accessed on
8th May 2017
• “Writing a scientific publication for a management journal”,
http://dx.doi.org/10.1108/14777260810876349,accessed on 8th May 2017
• “Student-written Case Studies: The Benefits to the Internal Audit
• Curriculum”, http://dx.doi.org/10.1108/02686909410053520,accessed on 8th May 2017
• “Transforming research case studies into teaching cases”,
• http://dx.doi.org/10.1108/17465640810920287, accessed on 8th May 2017.