Turning the Tables on Student Case Analysis Assignments

摘要

The value of using case studies in business education has been well documented by Shaprio (1988), Bruns (1993), Corey (1998), and Hammond (2002) to name a few. In fact, Hammond (2002) argued that the case method is "the most relevant and practical way to learn managerial skills" (p. 1) and further suggested that perhaps the greatest benefit of cases is helping students develop skills associated with learning to ask the right questions. While we strongly agree with this objective, our experience suggests that it is the instructor who asks the vast majority of questions during case discussions, not the students. To address this situation, we have turned the tables on the students in the classroom by taking on the role of analyst ourselves. The purpose of our approach is in line with the overall goal of our school, which is the development of effective managers. To this end, by turning the tables, students are put in the role of manager and decision maker with the responsibility of critiquing a professional presentation. A thorough critique would include a determination of the appropriateness of the tools and techniques used in the analysis; the comprehensiveness of the analysis; and the validity of the results. These are skills and judgments managers face daily. This approach provides an opportunity to accomplish a number of objectives: (1) demonstrate a professional presentation, (2) reinforce the application of tools and techniques, (3) demonstrating that great presentations may hide logical/analytical flaws, and (4) drive home the value of asking the right questions.