Teaching cases
Teaching cases
Theory in practice
What makes a good teaching case
Develop case teaching skills
Finding the right case study
Teaching cases
Cases in the ANZSOG library have been designed as teaching cases, for use in high level public sector management development.
Lawrence Lynn has defined a teaching case as "…a story, describing or based on actual events and circumstances, that is told with a definite teaching purpose in mind and that rewards careful study and analysis."
The story usually has a lead protagonist, who is faced with some kind of dilemma. In the case method, students read the case before coming to class, where the teacher leads discussion of issues arising from the case, sometimes highlighting key concepts that it illustrates. The process is interactive. The learning depends as much on the students' preparation and contributions as the teacher.
- Case teaching gives practical shape and illustration to concepts.
- Cases are excellent vehicles for sensitising students to the kinds of judgements they need to make and skills they need to exercise in managing in various circumstances.
"The essence of professional skill is the ability to make decisions under trying circumstances," Laurence Lynn.
See What is the case method? 
Theory in practice
Michiel Leenders and James Erskine of Ontario's Ivey School of Business explain:
"Cases are used to enable students to learn about decision-making by putting themselves in the shoes of actual managers. Students analyse situations, develop alternatives, choose action and implementation plans and communicate their findings. Cases are used to test understanding of theory, to connect theory with application and to develop theoretical insight. Cases enable students to learn by doing and teaching others." (Leenders et al, 2001).
What makes a good teaching case?
- It is useful for discussing concepts
- It is different from a research case study
- A teaching case is an elaborate form of a question rather than a settled version of an'answer'
- It poses a question to which there is no obvious right answer
- It focuses on people as actors or decision-makers
- It is engagingly written.
A 'star-quality case' (as defined by Lynn) will exhibit the attributes above, while prompting students to think critically and analytically to evaluate the problem and potential solutions. The case should include sufficient context and other information for an informed discussion.
Two main types of cases are used in teaching, although other variations are possible.
- In prospective cases, the story is suspended at a decision point. The class, asked to suggest what to do next, experience the dilemmas a real manager is likely to face.
- In retrospective cases, the whole story is told. Here class discussion will evaluate the decision taken, and possible options.
Develop case teaching skills
Case teaching calls for a presenter who is very familiar with the case itself and expert on relevant concepts and content. Teachers also need to be adept in leading discussions, asking well-framed questions and being prepared to probe further to follow up. During a session, they must simultaneously keep track of:
- The facts of the case
- The substantive concepts that can be explained using the case
- The process of the discussion (e.g. ensuring everyone is contributing, key positions are getting airtime, moments for 'punchlines' are orchestrated, etc.
At relevant intervals, the presenter may interpolate brief statements or even mini-lectures, linking the points being made to each other or to key concepts.
The Case Program can provide advice and support for those new to case teaching. This includes arranging observation of experienced case teachers.
See also Writing resources and Teaching resources
Finding the right case study
ANZSOG case studies may be stand-alone single cases, single cases with a teaching sequel ("what happened next") or multi-part cases. Vignette cases, which can be read in class before discussion, are now being developed. The usual practice with a full-length case is to distribute at least the first part for pre-reading.
Associated teaching material may include teaching notes, recommended reading, reference lists, DVDs and audio discs and interactive online material.
Complete case studies are identified by a title and number. The number refers to the year of publication, the unique identifier, and, for multi-part cases or those that include an epilogue or sequel, the part number. The primary case listing indicates if associated material such as teaching notes is available.
The footer on the first page of each case includes a version date showing when the case was finalised for upload to the website. Some cases may be updated to reflect developing events, or feedback from teacher users. Before re-using a case, check the version date on the footer.