Page 4 - Ice Breaker Article

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“ rather than using large samples and following a rigid protocol to examine a limited number of
variables, case study methods involve an in-depth, longitudinal examination of a single instance or
event: a case. They provide a systematic way of looking at events, collecting data, analyzing
information, and reporting the results. As a result the researcher may gain a sharpened
understanding of why the instance happened as it did, and what might become important to look
at more extensively in future research. Case studies lend themselves to both generating and testing
hypotheses [Flyvbjerg, 2006].”

The case study and the case method hold a tremendous potential for bringing life, reality,
credibility and utility to the pedagogic process. Moreover, when linked to Managed Learning
Environments (MLE) and Virtual Learning Environments (VLE) developing as new technologies
are introduced and applied, a new educational paradigm emerges which is more efficacious to the
achievement of active and deep learning.
Some years ago the author adapted a Robert Heller’s, (2003) quote when commenting:
“Strategy [Case studies/Multimedia Applications are] is like sex when all is said and done more
is said than done.” [Gallagher,2007].

At the time it seemed that business case study development, analysis and use suffered from
a number of shortcomings, not the least of which was a paucity of choice. In itself, this was a
serious weakness, and one which was further compounded by an even worse supply of business
case study teaching guides. Today, very little has changed, though the application of new
technologies hold the promise of radical transformation.

As already said, it rapidly became apparent to me that my initial thoughts on case study creation,
development, and use, based on the relationship between key stakeholders of the lecturer and the
student as noted by Merseth [Merseth, 1991], could not be sustained when online, interactive
applications were introduced. A third stakeholder, the higher education institution, entered the equation
when interactive, online applications were developed and dramatically realigned all stakeholder
expectations. Where before, the lecturer could, when developing a paper-based case study, undertake
this research from his own resources now, when online interactive business case studies are
undertaken that call for a greater resource base, this may no longer be the case. As Bonk [Bonk, 2004]
commented in the

“Perfect E-Storm ……. [there] are now dozens of innovative learning technologies to cloud the
online landscape.”

This fact alone has resource, training, pedagogic and process issues which impact on case
development.

Diagrammatically, the relationships between these constituent elements of the lecturer, the
student and the institution can be shown as in the Case Study Flow Chart, diagram 1. Two streams
of activity flow from the traditional business case study methodology A and B both of which
generate research output.