Using Case Study as a powerful tool
in learning and teaching Business Studies
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Case Study – what is it?
Teaching strategy of using Case Study is defined as a particular instance of
something used or analysed in order to illustrate a thesis or principle (Oxford
University Press, 2013). This method refers to teaching a
completed story which presents realistic, complex, and contextually rich situations
and often involves a dilemma, conflict, or problem that one or more of the
characters in the case must negotiate.
Case Study – Why is it important in
Business Studies learning and teaching?
Advantages of the implementation of Case Study in Business Studies learning and teaching
Using Case Study is crucial in
teaching Business Studies. It provides a stimulating and relevant framework for
students to apply to problems encountered in the business environment. Students
also investigate business planning and use a range of information to assess and
evaluate business performance (Board of Studies NSW, 2010).
Carnegie Mellon University (2013)
extracted an advice from Professor Paul Lawrence who states that Case Study is
“the vehicle by which a chunk of reality is brought into the classroom to be
worked over by the class and the instructor. A good case keeps the class
discussion grounded upon some of the stubborn facts that must be faced in real
life situations.”
Using of Case Study strategy is a
formal activity which often runs throughout the lesson. It bridges the gap
between theory and practice and between academic and real situations (Barkley
et al., as cited in Carnegie Mellon University, 2013).
Case Study is an effective strategy
in teaching Business Studies because it fosters problematic knowledge, deep
understanding in intellectual quality required by the course set by the Board
of Studies NSW. In addition, learning through Case Study fosters intellectual,
social and moral development by assisting students to think critically about
the role of business and its ethical responsibilities to society (Board of
Studies NSW, 2010). Furthermore, teaching Case Study promotes students learning
in investigating, synthesising and evaluating contemporary business issues and
hypothetical and actual business situations. This provides communicational
business, and pushes students to apply mathematical concepts appropriate to
business situations in order to achieve the syllabus outcomes.
Case Study - Negative impacts on Business Studies learning and teaching
As mentioned, Case Study is used as a powerful tool in teaching and learning Business Studies, however, from a different point of view, Stand
Ford University(2013) cites Hamel (n.d.) who argued that a qualitative case
study is limited as it depends on the sensitivity and integrity of the
writer/researcher. The researcher is the primary instrument of data collection
and analysis to produce the product [case study]. Both the learners of case
studies and the writer/s, need to be aware of biases that can affect the final
product because the issues of reliability, and validity are limited. It is also very difficult to draw a definite
cause/effect from case studies. Further, the case study ‘has basically been
criticised for its lack of representativeness and its lack of rigor in the
collection, construction, and analysis of the empirical materials that give
rise to this study (Hamel as cited in Stand Ford University, 2013).
Both positive and negative impacts, of the Case Study tool, on learning and teaching, in turns, are extremely important because they indicate actual features in the management of real businesses. This helps both students and teacher/s widen and reinforce business knowledge and critical thinking skills, in authentic and meaningful learning that contribute towards their learning and teaching achievements successfully.
Case Study – How is it implemented in
teaching Business Studies?
Depending on the purpose of learning
outcomes and teaching contexts, the teacher selects the appropriate case studies.
It is advised that the teacher should
apply six steps to implement the teaching strategy of using Case Study
(Carnegie Melon University, 2013):
Step 1: students are given
the reasonable length of time to read and think about the
case. At this stage, questions are raised such as ‘What is the nature of the
problem the central character is facing? What are some possible courses of
action? What are the potential obstacles?’ should be briefly answered.
Step 2: the teacher
summarises and provides some guidelines for how to approach learning outcomes
by clarifying how she/he wants students to think about the case, asking
students to put themselves in the position as if the student were the presiding
judge or a consultant hired by this company. Asking students what they would
recommend. In general, the teacher breaks down the story into smaller
components that she/he wants students to take in analysing the case. A series
of questions should be prepared in advance to enhance this step. At this stage, Low,
Middle and Higher order questions should be carefully designed for
learning, such as ‘identify the constraints each character in the
case’, ‘evaluate the decisions each character made and their
implications’, ‘explain what you would have done differently and
why’.
Step 3: Students learning
through grouped-works of two to four for each group. The teacher monitors them
to make sure everyone is involved. At this stage, the differentiated
strategy should be applied. The teacher allows each group to work and
concentrate on specific tasks. For example, group A works on answering for
identifying ‘three potential courses of action and outline the pros and cons of
each from a public relations standpoint’, group B might be charged with keeping
the others on task and watching the time; group C’s role might be to question
the assumptions or interpretations of the group and probe for deeper analysis;
and so forth.
Step 4: Productive
and active Learning- All groups present their solutions /reasoning.
Learning solutions are shared, discussed and collected / stored for meaningful
and further learning.
Step 5: Reinforced
learning – the teacher allows students to ask questions for
clarification and to move discussion to higher level. Carnegie Melon
University(2013) indicates that ‘one of the challenges for a case-based
discussion leader is to guide the discussion and probe for deeper analysis
without over-directing’.
Step 6: Critical
thinking and synthesizing issues adopted and raised. The teacher is to
conduct and bring the various strands of the discussion back together at the
end of the lesson to make sure all students have learned and understood the
case study.
References:
Board of Studies NSW (2010). Business
Studies. Stage 6 Syllabus,pp4,5.
Carnegie Melon University(2013). Case Study.
Retrieved 25 November 2013 from
