Page 23 - Case Lab Summary

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 I tend

to use an ‘armchair’ (non-factual) case study.

Diagrammatically the interactive e-resource case study may

be represented as shown in Diagram 2: the E-Resource Case

Study diagram.

At its heart is the case study which has been developed by the

lecturer for use with the student body. In the e-resource case

study diagram the case study is depicted as being embedded

in a matrix where its compass points depict an integrative

and interdependent relationship. Furthermore, a ‘live’ case

study may lead to further research on the target company, its

industry or pedagogy.

Case teaching is not about pedagogy per say, rather it is

partly about releasing the lecturer from the regurgitation of

theory to the interpretation of such through a more dynamic

environmental interface. Likewise, case analysis is not simply

about providing a solution to the case. If it were and if we

believe that everything has a price, then the solution to all

cases is simply to sell the company. Finally, research is not a

one off event, rather it is a river at which we drink as the need

and occasion demands. The case study simply provides the