Insights Into Experiential Pedagogy

Insights into Experiential Pedagogy, Volume 6, 1979

A STRUCTURED APPROACH TO CASE ANALYSIS AND REPORTING Alfred G. Edge, University of Hawaii Denis R. Coleman, University of Hawaii ABSTRACT Although the case method of instruction is popular in the business school, one frequently finds students entering case courses without experience in case analysis. In the case method primary importance is placed upon the development of skills in decision-making; whereas in the normal classroom lecture the focus is on acquisition of knowledge. This difference in emphasis requires a significant adjustment for the introductory student. They quickly find that the instructor will not provide the right answers, but rather attempts to guide them through a variety of decision-making experiences so that they develop their own skills. The amount of guidance, and structure, that the instructor provides in a case course can have an important effect on student performance and attitudes. The problem of this introductory adjustment and the guidance that should be given to students are the subjects of discussion in this paper. INTRODUCTION Case analysis and reporting is more an art than a science; there are no “cookbook” rules that lead to brilliant analyses and presentations for each case. However, it is possible for instructors to give students aids--guidelines, checklists, and examples--which describe the “science” aspect of case analysis. Then, as students gain experience in case analysis, they will identify further guidelines, checklist items, and examples to add to the tips given by their instructor to lead to more effective and efficient analyses. A checklist is an enumeration of key points about a topic. Each point can be explained by a brief comment and, often, an example (e.g., a checklist on “How to Participate in Class Discussions” might include: Prepare Before Class, Push Your Ideas, Listen to Others, Recognize Flow of Discussion, etc.). A checklist covers a topic area that might...