7 Tips for Teaching with Case Studies Effectively

Ivey Publishing recently reached out to Ivey professors Fraser Johnson and Glenn Rowe for their thoughts on case teaching, including topics such as student engagement and teaching unfamiliar cases.

Johnson currently teaches courses in operations, purchasing and supply chain management, and logistics. Rowe, an emeritus and adjunct professor, has taught courses in strategic analysis and action, corporate strategy, and strategic leadership. Both Professors have published numerous popular cases with Ivey Publishing.

7 Tips for Teaching Cases Effectively

1. The problem with using an unfamiliar case

Whether hot off the press or a bit older, using a case new to you can be one of the most difficult aspects of teaching. If teaching two sections containing the same case, then that means you're only encountering it twice per year. As Rowe explained, it could sometimes take four or five times — two or three years or more — before he was truly comfortable.

2. Be a facilitator: content vs. process

While sympathetic to the difficulties associated with new cases, Johnson urges faculty to always be cognizant of the process of teaching. He recalled Ivey Professor Robert Klassen's distinction of process v. content, where content — the numbers, technical analysis, etc. — is useless without an attention to process: the budgeting of time for an introduction, analysis, alternatives, implementation and so on.

"When new faculty members came in, the first thing they focused on was the content, but they needed to be wary of the process to have a good discussion," said Johnson.

3. Motivate the discussion

Instead of getting caught up in the content, Johnson offered a different approach. "Get right into the decision, the meat of the case analysis," he suggested. After it was clear what students believed were the key recommendations for the case, then came the time to support decisions with analysis and with linkages to the broader organizational context, including the firm's strategy.

4. Take risks and try new cases

Johnson recalled just how easy it is to get stuck in a rut using out-of-date cases in order to avoid learning how to teach a new case. Instead, he suggested faculty be prepared to take chances with certain materials, new cases, and new opportunities. Be wary though, he cautioned, “because you were going to run into some dogs once in a while.”

Certainly, a new case and teaching plan may meet with a flat response, but the benefits of new cases are worth it. Johnson likes to look at cases from other writers to avoid a stagnant approach. It is easy, he said, to "put a fence around what you see as the analysis and teaching approach." Conversely, the advantage in looking at outside cases is the combination of multiple high-level perspectives. Johnson suggested creating your own teaching note to make the transition from prep to classroom more efficient.

For Rowe, looking to new cases from others boiled down to a feeling of engagement: "I think the important thing was to find cases that you did not become bored with." Students were going to notice that feeling of engagement and respond more favourably.

5. Don't shy away from low-profile cases

Students tend to gravitate towards companies they already know well. When the case in front of them has the same name as the coffee cup on their desk, it makes for a potent reminder of the reality of these issues. Nonetheless, Rowe disagreed that they should be given any priority: "Whether it was a small furniture store in Toronto or the largest oil company in the world … for me, the issues were the issues."

It is important to make sure students understand that senior managers face similar decisions in both large and small organizations. Rowe had a similar philosophy regarding the distinction between non-profit and for-profit: while both types face unique challenges, they have the same core business issues.

6. Avoid post-script information (the real-life decisions)

Both Johnson and Rowe were quick to point out that what the decision-maker decides is often irrelevant to class discussion. "Instructors may have had more intellectual horsepower in a class discussion than one individual at a company had at their disposal when they made the decision," explained Johnson.

Rowe, however, outlined some exceptions:

• Class visitors might wish to discuss current operations at the end of a class.
• Post-script info is sometimes required if updating older cases.

In one scenario, Rowe updated a case from the mid-1970s with videos from 1990 and 2010 to demonstrate the effectiveness of the company's strategy long term.

7. Know your students

The obvious difference in teaching grad students is, of course, the experience level, since senior managers bring a lot to bear over their fresh-faced, younger peers. As Johnson explained, the key to teaching MBAs lies in leveraging that expertise. An instructor should know what industries students have worked in, what sorts of problems they faced and how they can convey this experience to their peers.

Bonus tip: Get students involved

Last but not least, Rowe proposed asking students why they joined a business school: "Generally, most would say they came to learn from their fellow students." Unfortunately, on the undergraduate side, especially, it was not uncommon for students to shy away from putting themselves in the spotlight. He said instructors shouldn’t let them.

Use warm-calls to alert students to specific questions you might ask, ask friends or members of a learning team to help a student contribute, and, if all else fails, try a cold-call before letting more active students dominate the discussion.

Once students do participate, use positive reinforcement to maintain engagement. Johnson hoped that faculty members would realize “the impact of recognizing the accomplishments of individuals.” Celebrating their work was crucial in fostering a positive, risk-free and intellectually stimulating environment.

Explore More with Ivey Publishing

Ivey Publishing offers a wide range of business cases designed to engage students and build decision-making skills. Whether you are interested in cases with complex challenges or compelling stories to support educators worldwide, browse our extensive catalogue to see how the right case can transform your class.

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