Page 6 - Why I Like Case Studies

It was all too easy to visualise

the blah, de blah, de blah of

rote teaching.

Unfortunately, there was no

accompanying graffiti

denoting a ‘good’ teacher

which left me with the

question what makes good

teaching?

The solution or at least part
of it, appeared to lie in the

development of business

case studies. Why this was so

has been covered in an

earlier paper. What is covered
here is the journey through

the stages of awareness and

enablement that emerged as case development was

undertaken.

The following narrative appears to be linear in process but it

was far from that. In fact, it was highly fragmented, at times

opaque and often contradictory. Nevertheless, some

milestones that influenced my case study development,

writing and use were identifiable.

The case method hinges on the process of reasoning.
Information is provided and analysis of such is undertaken

by the judicious application of diagnostic tools. In a sense it
allows unexpected consequences to manifest when