Learning to facilitate a case study class from a case study "The Case to Be Made"

A. My 2-3 minutes summary of the case on the key convicts and perspectives:

1. Introduction: The case revolves around Dean Morgan Grant of Coburn School of Business considering the introduction of more case method teaching into the school’s MBA and undergraduate curriculum.
2. Supporters of the Case Method: Strategy and Marketing professors advocate for the case method, emphasizing its ability to develop critical thinking, decision-making, and linking theory to practice. They highlight increased student engagement and active participation as key benefits.
3. Critics of the Case Method: Finance and Accounting professors argue that the case method is less effective for technical, content-heavy courses. Other faculty express concerns about its fit with Coburn’s student culture, fairness in participation, and the significant time investment required from faculty.
4. Concerns Raised: Issues include the case method's inefficiency in certain disciplines, potential disadvantages for quieter or non-native English-speaking students, and the method’s alignment with Coburn's collaborative and non-competitive student culture.
5. Conclusion: Dean Grant is left to weigh the potential benefits of expanding case method teaching against the cultural and logistical challenges presented by the faculty, sparking a broader discussion on how to evolve Coburn's teaching approach while maintaining academic rigor and inclusivity.

This summary presents the core conflict and differing viewpoints, providing a balanced overview of the case’s key elements.

B. Here's a bullet-pointed mind map structure for the case, outlining the main branches and sub-branches:

1. Dean Morgan Grant's Dilemma

• Consideration to introduce more case method teaching.
• Meeting with faculty to discuss pros and cons.

2. Supporters of the Case Method

• Strategy Professor (Jake Jordan):Develops critical thinking and decision-making.Links theory to practice.
• Marketing Professor (Kim Linehan):Higher student engagement.Active participation in class discussions.

3. Critics of the Case Method

• Finance Professor (Tom Gerlin):Ineffective for quantitative disciplines.
• OB Professor (Rohit Gupta):Unsuitable for undergraduate students.
• Accounting Professor (Angela Rodriguez):Inefficient for content-heavy courses.
• International Business Professor (Elsa Germaine):Classroom design issues for case discussions.
• Operations Professor (Janet Wilkins):Mismatch with collaborative, non-competitive student culture.
• OB Professor (Roger Atkins):Fairness concerns: dominance of assertive students, subjectivity in grading.
• Strategy Professor (Sean Johnson):Time-consuming for faculty, impacts research productivity.
• Managerial Economics Professor (Ludwig Koch):Concerns about academic rigor.
• Entrepreneurship Professor (Kathy Wang):Case method not truly experiential learning.

4. Key Concerns

• Student Impact:Fairness: Alpha students dominating.Participation: Subjectivity in grading.
• Faculty Impact:Time investment vs. research productivity.Potential decline in teaching ratings.

5. Cultural Fit and Logistics

• Coburn’s student culture is more collaborative, less competitive.
• Case method perceived as at odds with this culture.
• Concerns about classroom design for case discussions.

6. Conclusion

• Dean Grant faces the challenge of balancing the potential benefits of the case method with the cultural and logistical challenges specific to Coburn School of Business.

This mind map provides a clear and organized view of the key points and issues in the case.

C. If participating in the same class as Dean Morgan, the most compelling points to consider would include:

1. Alignment with Educational Goals:

- How the case method can develop critical thinking, decision-making, and practical skills, aligning with the broader goals of business education.

- The potential to better prepare students for real-world business challenges.

2. Student Engagement:

- The case method’s ability to increase student engagement, which is particularly important in an era of digital distractions.

- The value of active participation in learning, as opposed to passive listening in traditional lectures.

3. Challenges of Implementation:

- The significant time commitment required for faculty to prepare and effectively teach case method classes, and the potential impact on research productivity.

- The cultural fit with Coburn’s student body, particularly concerns about fairness, inclusivity, and students' readiness for case discussions.

4. Balancing Innovation with Tradition:

- The need to carefully balance the introduction of innovative teaching methods with maintaining academic rigor, especially in quantitative and content-heavy disciplines.

- Consideration of hybrid approaches that blend case teaching with lectures to accommodate different learning needs and preferences.

5. Fairness and Inclusivity:

- Addressing concerns that the case method might favor more assertive students and potentially disadvantage those who are quieter or have language barriers.

- Ensuring a fair assessment process and creating an inclusive environment for all students.

6. Long-term Impact on Coburn’s Reputation:

- The potential for the case method to enhance the school’s reputation by producing graduates with strong analytical and decision-making skills.

- The risk of alienating faculty and students if the transition to case teaching is not managed carefully.

These points would likely resonate with Dean Morgan as they address both the potential benefits and the practical challenges of integrating more case method teaching at Coburn School of Business.

D. What I did prepared prior to the class today:

Based on the case "The Case to Be Made" from the Coburn School of Business, the following questions would be effective in facilitating a robust classroom discussion:

1. Question: "What are the core benefits of the case method in business education, particularly in an MBA program, as outlined by the proponents in the case?"

- Expected Answer: Students should highlight that the case method develops critical thinking, judgment, decision-making, and persuasion skills. It links theory to real-world practice, ensures high student engagement, and encourages active participation.

• Develops critical thinking, decision-making, persuasion.
• Links theory with real-world practice.
• Ensures high student engagement.
• Encourages active participation.

- Preferred Student Profile: An experienced MBA student or someone with a background in strategy or marketing would be ideal, as they would likely have strong opinions on the benefits of applying theory to practice.

2. Question: "What are the key arguments presented against the case method, and how do these concerns reflect the specific culture and structure of Coburn School of Business?"

- Expected Answer: The case method is seen as less effective in quantitative disciplines like finance, potentially inefficient for content-heavy courses, and mismatched with Coburn's student and faculty culture. Concerns also include potential disadvantages for quieter students and those with English as a second language, and the time-consuming nature of case preparation for faculty, which could hinder research productivity.

• Ineffective for quantitative/technical disciplines (Finance).
• Inefficient for content-heavy courses (Accounting).
• Mismatch with Coburn’s student/faculty culture.
• Disadvantages quieter students, non-native speakers.
• Time-consuming for faculty, impacts research.

- Preferred Student Profile: A student with a background in finance, accounting, or another technical field could provide insight into the challenges of applying the case method in these disciplines.

3. Question: "How do issues of fairness and student participation play into the debate on case method teaching? What are potential solutions to these concerns?"

- Expected Answer: Concerns about fairness include the dominance of more assertive students in discussions and the subjectivity of participation grading. Possible solutions might include structured participation guidelines, alternative assessment methods, and additional support for non-native English speakers.

• Dominance by assertive/alpha students.
• Subjectivity in participation grading.
• Structured participation guidelines.
• Alternative assessment methods.
• Support for non-native English speakers.

- Preferred Student Profile: A student who has experience with case discussions, possibly in an OB or psychology context, where understanding group dynamics and inclusivity is crucial.

4. Question: "Considering the objections raised, what strategies could be implemented to gradually integrate more case teaching into Coburn’s curriculum without alienating faculty or students?"

- Expected Answer: Strategies might include piloting case-based courses in specific programs, offering faculty development workshops on case teaching, providing additional support to students unfamiliar with the method, and using hybrid teaching models that blend lectures and cases.

• Pilot case-based courses in specific programs.
• Faculty development workshops on case teaching.
• Hybrid models blending lectures and cases.
• Student support for unfamiliar methods.

- Preferred Student Profile: A student with an interest in educational strategy or curriculum design, possibly someone with experience in educational administration or who has attended business schools with diverse teaching methods.

5. Question: "How does the concept of academic rigor intersect with the case method according to the faculty, and is there a way to reconcile these concerns?"

- Expected Answer: Some faculty believe that the case method compromises academic rigor by prioritizing debate over in-depth analysis. Reconciliation might involve ensuring that case discussions are supplemented with rigorous quantitative analysis, possibly through follow-up assignments or hybrid teaching approaches.

• Concern over compromised academic rigor.
• Supplement case discussions with quantitative analysis.
• Use follow-up assignments to ensure rigor.
• Hybrid approach balancing theory and practice.

- Preferred Student Profile: A student with a strong analytical background, possibly from an economics or operations research background, who can critically assess the balance between academic rigor and practical application.

These questions are designed to engage students from various backgrounds and fields of expertise, ensuring a well-rounded discussion that explores multiple facets of the case method in business education.