Page 9 - Ice Breaker Article

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surface learning as linkages have not yet been made. However, once the linkages between the
individual elements in a case are established the holistic nature of the case study begins to emerge
e.g. juxtaposing a time-line of events against share price movement allows critical event analysis
to begin (Diagram 3).

From the critical event analysis the student should be able to appreciate the fact that the new
CEO has overseen the launch of a new product into both the US and Chinese markets but has
experienced negative reviews within the industry and is facing a battle with its competitors for the
industry standard of production. The outcome is that share price has dropped by nearly sixty
percentage points indicating that the market does not have confidence in the new product
becoming the industry standard. Subsequently however, the share price rallies indicating perhaps,
that some form of alliance has been made with its competitor?

It is therefore, the responsibility of the lecturer to provide the milestones and directions for the
students to follow especially at the start of their journey. Recognition of this by the lecturer is crucial
as the test of a case study lies with the instructor, the situation and its setting. The test of a case lies
with the instructor, the situation and its setting. If the case produces an exciting and provocative
learning experience for those participating in its use then that is a good case. It emphasizes
synergistic collaborative learning [Boehrer & Linsky, 1990]. Perhaps at this point the role of the
lecturer should be clarified. He is part of the learning equation. He has to provide as a minimum a
working solution that enhances the students learning process. Current wisdom says that there is
no standard form for a business case study. Business case studies will vary in length, style, format,
and data presentation. However, the common feature of the case study is the route to
understanding and arriving at a resolution for it. This resolution is simply a process, driven not by
the search for answers per se, but rather, by continually asking questions such as,

‘Why?’
‘What was the cause?’
‘What was the effect?’ and
‘What impact did this have on performance?’

If these questions can be answered then solution generation and justification for such are well
underway. For the lecturer then, the aim is to create a vehicle that, through the application of
judicious questioning, fosters a learner centered and action oriented experience geared to
producing a stimulating and challenging and illuminating pedagogy for the student.

However, students new to the case method may experience an element of fear when first
confronted with this form of complex, unstructured problem. It is at this point that an ‘armchair’
(non-factual) case study was introduced.

The case study was distributed to the students with the instruction that all they should do is
read it. When the class meets the students are informed that, if it is alright with them, they will be
treated as ‘congenital morons’ with little or no knowledge and with little expectation of serious input
to the solution as he examines the case study and draws out the analysis by examining each
paragraph of the case study? Furthermore, he will read out each paragraph and will call upon them
for their take on each paragraph in terms of their interpretation of it i.e. what is being said (Board
1).

The essential tool necessary at this point is the chalk board where important concepts can be
written and developed as they emerge from the lecturer led discussion. Board work gives structure
to the discussion and students who are new to the case method often find that a practical worked
solution drawing on the experiences of the class (and lecturer) alleviates some of the initial
trepidation associated with the unfamiliar. The simple fact of writing important concepts on the
board as they emerge from the discussion and showing key points and their linkages goes a long
way in assuaging case method fear and preparing the students for independent analysis of future
case studies. The onus here though, lies with the lecturer to do the work and provide the worked
solution.