This document discusses case studies and case-based learning. It defines cases as complex narratives from classroom settings that allow for multiple interpretations. Case studies are used in universities and professional education to explore unclear issues, describe complex phenomena, and connect theories to practical situations. The document outlines the importance of case-based learning, including that it helps practitioners examine experiences, bridges theory and practice, contextualizes concepts, and motivates students to problem solve authentic issues. It provides guidance on how to analyze a case by assessing the situation, analyzing problems and causes, considering solutions, and making recommendations.

1. What is management case?
Cases, described as reports of specific, well-documented, and richly described events, have been
suggested as instructional tools in teacher education. Cases are complex narratives observed in a
classroom setting that allow for multiple levels of analysis and interpretation
 Description of an Enterprise (History, Environment, Internal Operations)
 Cases do not have full information, but enough information; Reasonable assumptions
 Not all the case information is important
 It is Manager’s job to Separate Wheat from chaff
Purpose of Case Studies
Purpose of Case Studies
Many recognized universities are using case study for many purposes:
 to explore new areas and issues where theory is unclear;
 to describe a process or the effects of an event or an intervention, especially when such events
affect many different parties; and
 to explain a complex phenomenon
Importance of case based learning
 Case-based instruction has a long history in professional education such as law, medicine, and business, as an
alternative to traditional teaching strategies. To understand case-based instruction, the following will further
explain what a case is, and why it is important for teachers.
 Cases are the reports of specific, well-documented, and richly described events.
 Practitioners can examine and learn from the cases.
 case methods become strategies for helping professionals to ’chunk’ their experience into units that can
become the focus for reflective practice”
 Proposed case knowledge works as a way of connecting the principles of theories to practical situations.
 Through cases,learners have the potential to bridge theory and practice.
 Cases can serve as exemplary models for practical, moral, ethical, and instructional strategies
 Cases are narratives situated in the context of application and emotions that are embedded in place and time.
 Through cases, concepts and principles are contextualized and situated in narrative form so that students can
easily remember and apply them.
 The process of thinking within situated contexts in case-based instruction helps learners acquire their
motivation to teach and to become expert practitioners.
 Shulman (1992) stated that “cases motivate. They stimulate interest in the problems they represent. This is
not a controversial claim. Were it the only value of case methods, they still merit our interest. They certainly
merit the interest of the learners”
 Case-based instruction involves solving authentic problems and working with others to find real solutions.
Therefore,learners find case-based instruction challenging and rewarding (Wassermann,1994).
 According to Harrington (1991), students in case-based teaching have the opportunity to construct
knowledge, build on prior knowledge, connect new knowledge to experience, transform the knowledge, and
grow knowledge structure. Therefore, teacher-educators should be aware of the role of students’
preconceptions and misconceptions in their acquisition of knowledge, and how these might influence the
discussion of cases in case-based instruction. Students can also examine their own beliefs and preconceptions
in case-based discussions.
 In summary, case-based instruction can bridge the gap between theory and practice. Via case-based
instruction, teacher candidates can practice what they may face in the future.

2. How to solve case
1. Situation Appraisal (What is going on?)
2. Problem Analysis (Why did this happen?)
4. Decision Analysis (Which course of action should we take?)
5. Potential Problem Analysis (What lies ahead?)
Key Issues/ Situation Appraisal (What is going on?)
Company analysis
Mission, vision, company history, internal database,
SWOT analysis (Sources of strength forthe company; Cost, Skill, patents, Consumer Loyalty, etc. & areas of
vulnerability for the company)
Success reasons of the company
Failure reasons of the company
Identify textbook models used by the company
Justifications about the overall condition of the company
CompetitorAnalysis
SWOT analysis Success reasons of the Competitors
Failure reasons of the Competitors
Identify textbook models used by the Competitors
Justifications about the overall condition of the competitors
Changing Macro Environment
LE PEST DE
Legal Environment
Political Environment
Economic Environment
Social Environment
Technological Environment
Demographic Environment
Justifications/ Comments about the overall condition of the Macro Environment
Problem Analysis (Why did this happen?)
Problem background
 Collect important key issues or indicators of problem
 Identify the symptoms and causes of potential problems and the aspirations of the company
Problem statement
 Prepare or summarize problem in such a way that can be solved
 Devise and revise the problem statement to develop a specific, actionable, focused and
though-provoking problem statement

3. Analysis Frameworks: The Hardest Hit
An analysis framework is the connecting logic between the individual analyses. The purpose of an analysis
framework is to organize the different messages into a coherent storyline that is easy for the audience to
follow. You can review textbook models to prepare a framework.
The problems are identified and solutions developed best by leveraging the intuition and understanding of
the group members in brainstorming discussion. The analytical tools are actually only tools for presenting
your rationale. Devise a unifying framework to connect the analyses.
Conclusions & Recommendations
This is the critical part of a report where the author looks back over the evidence, reaches a judgment and
looks forward to the recommendations. Recommendations should be kept separate from your conclusions so
that it is clear what is being suggested. This can be a bullet point section. Characteristics of a good
recommendation:
 Solid and understandable reasoning Facts or reasonable assumptions used. A logic chain with no gaps and
no overlaps, good structure and presented clearly and understandably. All recommended actions are
traceable to analysis.
 Compact form Little repetition of known facts unless reworked. No over-proving, focus on key issues
only.
 Identification of all key issues Demonstrated awareness of all key issues and their importance,
unimportant issues not focused onin the recommendation (focus group).
 Considering in which point of time the case is situated Recommendation is feasible to implement in the
era of the case.
 One final solution instead of many alternatives Tangible clear recommendation on what to do instead of
leaving the solution at a “maybe this, maybe that” level.
 Feasible It is possible for the company to do the recommended actions considering for example its
resources and time compression diseconomies.
 Actionable and implementable The recommendation can be acted on and provides at least some guidance
on how to implement it.
 Sustainable The recommended actions make sense in the long term beyond just addressing the
immediate short term concerns.
 Quantified The recommendation is backed up with supporting numbers showing that implementing it
makes financial sense.
Synthesis
A ending slide which summarizes the key points of the presentation. This is some kind of a final
visualization. A synthesis is something rarely seen in case solutions, but something that one juror
recommends. It is ideally a creative summary of the findings. The synthesis was visual and kept as
simple as possible. The reason for having this as the last slide was to create a lasting impression to
the jury. It is important that the jury remembers the key points of the solution so that it can
differentiate from the others shown on the same day.
Backup Slides (Appendices)
Slides the team is not planning to show during the presentation, but which can be used in the
questioning session to prove points. Backup slides are slides that the team thinks should not be
included in the actual presentation, but rather kept as backup in case the jury asks questions related
to a particular area. For example, detailed table, calculations, graphs, charts, acronyms, glossary etc.