THE CASE STUDY REFERENCE GUIDE

INTRODUCTION

CASE STUDY METHODOLOGY & ANALYSIS

“Far from being ends in themselves, the disciplines (case methods & problem-based learning) are means for answering generative ‘essential’ questions. Indeed, armed with the disciplines and with the possibilities of interdisciplinary work, individuals are in the best position to revisit these essential questions and to arrive at their own, often deeply personal answers.”

-HOWARD GARDNER &

VERONICA BOIX-MANSILLA

Welcome to case study examination and THE CASE STUDY ANALYSIS REFERENCE GUIDE: A STRAIGHTFORWARD APPROACH TO ANALYZING MARKETING AND MANAGEMENT CASES. This case analysis guide represents a condensed, yet comprehensively designed analysis tool for students, instructors and professors.  You will be pleased to know that this analysis guide was written in such a manner as to offer you the essential knowledge components to maneuver through business marketing and management cases.  This effort was accomplished without the complexities of extensive analysis that you may find in traditional case study analysis textbooks.  None-the-less, this case study guide will not ‘short-change’ you in terms of both the critical steps and processes in analyzing cases.

“What the faculty have to cultivate is the activity in the presence of knowledge, what the students have to learn is activity in the presence of knowledge.”

-ALFRED NORTH WHITEHEAD

Case methodology was likely to have evolved during the evolution and fundamental construct of problem solving, problem-based learning and/or problem analysis.  The models associated with modern-day problem learning were developed in the early 1970s- long after case analysis had become well grounded in academic experiences.  [Savin-Baden, 2000, p13-16]               Essentially, problem solving addresses behavioral models, cognitive models and information–processing models of actual business situations.  All of the aforementioned rationally based decision models were foundational tools and main elements of case study analysis. [Brighton, 1980, p10-13; Ackoff, 1978, p189-204; Glasgow, 1997, p48-56]   The concept of case study germinated as far back as 1908 with Dean Edwin Gay from Harvard.  (Barnes, Christensen & Hansen, 1994)  Case analysis-based writings were active since 1924and published print as far back as 1933 [Gilbert & Gragg, 1933; Lombard, 1955].  The net of the above dialogue should ground us in knowing that there is a well-founded link between case method skills and problem-based learning.

Case study analysis is an exceedingly potent process of determining the problems, issues and solutions of a specific business situation [Schnelle, 1967, p21].  Many business consultants use a variety of case study analysis products to solve very difficult client problems [McNearney, 1961; Lawrence & Clark, 1991; Kalba, 1974-1975; Kirton, 1989; Lachman, Global Spatial Data Infrastructure (Organization) & Science & Technology Policy Institute (Rand Corporation), 2002].  In fact, most of our nation’s finest business schools require their students to learn case study analysis (Harvard Case Method is undoubtedly the most famous).  These universities and colleges know that case study analysis builds critical thinking capabilities amongst their students [Schnelle, 1967 p12-13].  It also prepares the graduating student with important competitive skills to meet the challenges of today’s workforce.

“Through the integrative teaching and learning approach, students build upon the basic skills taught in the early years of schooling-- Students are also engaged in critical thinking and decision-making which is an essential goal of our (most) educational system.”

-NANCY G. NAGEL

Case study analysis offers a set of powerful tools that are able to go right to the core of the problem, identify the issues, dissect and order the issues into manageable bit-sized chunks, and then proceed to fix the problems [Schnell, p15-17; Glasgow, p53-57].   It is a systematic process that enables its user(s) to carefully analyze the situation, present meaningful details, and resolve the situation with the style and grace of a surgeon.

Of course, you might guess that something so powerful may take a bit of time and mental energy to learn how to use it, or should I say, learn how to use it well.  Okay, you’re right, but we’re not talking about years, or even months.  Depending upon your reading and comprehension skills, you’ll likely be able to grasp the elements and process of case study analysis in just a few days.  And, with practice, in just no time you’ll be on your way to analyzing even the most robust cases.

“Understanding is about making connections among and between things, about deep and not surface knowledge, and about greater complexity, not simplicity.”

-VITO PERRONE

Experimenting with Case Study-A critical role of the instructors and teachers of case study is the leadership of the case discussion process.  You must be able to lead the process by which individual students and the overall group can explore the complexity of a specific case situation.  The key to effective discussion leadership is the instructor’s artistry, which consists primarily of mastering detail.  These details, comprised of skills and techniques, can be observed, abstracted, and taught.

The student’s role