Case analysis promotes the discussion of organisational
problems and as such is problem-oriented rather than concerned with the acquisition
of knowledge. The case study is concerned with practice; what are the problems
of the organisation and how can they be solved? Theory can provide a framework
against which solutions can be tested. Case studies may be designed to develop:
| Comprehension
| Students need to grasp the detail of the case, often with limited
time available, and to differentiate between relevant and irrelevant information |
| Analysis |
Students
need to break the case study into its constituent parts and examine the relationship
between the parts |
Problem diagnosis |
Often
it is unclear what the problem is and why it is a problem and, indeed, who it
is a problem for |
Problem solution | Case studies
often require the generation and evaluation of different options. A key question
is often 'What would happen if X did this?' |
Application
of theory | Often a case involves the application of general managerial
or ethical concepts or theory to a specific example
|
| Use
of quantitative tools | A case may encourage the application of quantitative
data so that students can understand how such data can be used (and misused) |
| Presentation
skills | An important part of any case study may be the presentation
of findings either orally or in the form of a written report. A key management
skill is communication and the suitability, feasibility and acceptance of solutions
may be tested |
| Team-working skills | It is rare that
managers work in isolation and most managers work in teams for at least part of
the time. The case study method can help develop skills required for working in
teams. A good case will generate discussion, allow the students to form opinions
and provide the material to defend those opinions. During discussion new insights
are likely to emerge; as we indicated above, there are usually no right or wrong
answers to case studies |
