Learning With Cases

Introductory Note on the Case Method 9B08M085_P  This note details the basic components of case-based learning, a method chosen by professors for its effectiveness. Designed as an introduction, this note outlines the goals of case learning, how to prepare for class discussions and what to expect during group assignments.

Can You Really Learn Finance With Cases?  Ivey Professor Craig Dunbar discusses teaching finance using cases. 

The Student Guide to the Case Method (9B18M128) introduces students to the case method and, in discrete notes, walks them through the tasks that are typically involved in case assignments.

A 7-part Case Guide Series for student learning: 

Student Guide to the Case Method: Note 1 - Understanding the Case Method 9B18M053

Student Guide to the Case Method: Note 2 - Performing a Case Analysis 9B18M054

Student Guide to the Case Method: Note 3 - Preparing to Discuss a Case 9B18M055

Student Guide to the Case Method: Note 4 - Preparing a Written Case Report 9B18M056

Student Guide to the Case Method: Note 5 - Making an Oral Case Presentation 9B18M057

Student Guide to the Case Method: Note 6 - Preparing For and Writing a Case Exam 9B18M058

Student Guide to the Case Method: Note 7 - Using Common Tools for Case Analysis 9B18M059

Integrated Texts

This set of three integrated texts on the case method is written for those interested in participative learning. Written by David Wood and Ivey emeritus professors James A. Erskine and Michiel R. Leenders, along with Louise A. Mauffette-Leenders, the texts are available in simplified Chinese translations published by the Beijing Normal University Publishing Group

Teaching With Cases (IM1063)
Designed to help teachers create a positive learning environment, sharpen their preparation for class and manage case class discussions. Coverage includes preparation for class using the case teaching plan, classroom management, evaluating student performance and case use variations.

Learning with Cases (W33304)
Written to help students prepare, discuss more effectively in small and large groups, and to learn better and faster in the case method. It provides students with a number of tools to analyze case studies, including the case difficulty cube, the three stage learning process, the short and long cycle case preparation process and the case preparation chart.

Writing Cases (IM1052)
Sets a new milestone on how to write good cases quickly. Case writing is identified as a three-phase process, and the book guides the reader through each phase. New ideas in this edition include the Case Origin Grid, The Case Shopping List, action triggers, and the storyline and decision frame cuts. Another addition is the class testing of the new case. The development of the Case Plan with its five components remains as the central planning tool for effective case development. All of the material contained in this text has been tested in over 35 countries on all continents with thousands of workshop participants from many disciplines. For editions in English, French, and Spanish, visit: www.iveycases.com.

The Case Project Guide: How to Write a Great Business Case as a Class Project (IM1051)

Writing a business case as a class project is an effective way to help students integrate theory and practice, build a tolerance for ambiguity, develop critical thinking skills, and improve their writing ability. However, implementing a case writing project in the classroom can be both difficult and time-consuming. The Case Project Guide is designed to make this process easier. This field-tested guide walks students (alone or in groups) through the entire case writing process, including how to structure a case, collect data, define key problems and concepts, write a teaching note, and get a case published. Detailed specifications are included for structured assignments so instructors (even those with no case writing experience themselves) can quickly and easily integrate a case writing project into any traditional or online class (or independent study initiative).

Some Challenges Regarding AI When Teaching with Cases, by Ivey Professor Vanessa Hasse

While many ideas exist for the integration of AI into classrooms (see a recent blog article by Ivey Publishing here), AI can also hamper the effectiveness of case teaching. Below are a few concrete ways to address this.

•  Many students are tempted to ask AI for a case summary instead of reading it. My advice is to demonstrate early on that the instructor will ask follow-up questions. If a student cannot answer a follow-up question for which the answer would have been obvious had they read the case, then the assumption is that they didn't read the case. Coming to meetings or decision-situations sufficiently prepared is an important life skill, so we reflect that in our contribution/participating grading. Another effective way is to use cases that involve active participation, such as negotiations, debates, group exercises etc. It is very hard to hide behind AI when you have to interact with peers on the spot, and these techniques of engagement help turn the learning into truly transformative experiences.
• Some students may turn on AI during class and feed the instructor's questions live into the AI prompt. The student then raises their hand and delivers the AI's answer. Again, intentionally placed follow-up questions can be effective, as is cold-calling. Removing all laptops/cell phones from class can be another option but tends to be less effective. For instance, at Ivey we only provide cases in digital form and not on paper anymore (unless specifically requested and paid for), so students often request using their screens for that reason. Many class activities may also involve laptops and it can impact class dynamics if the instructor has to repeatedly "police" use of electronics. Instead, making students realize on their own that electronics are holding them back during classroom discussions (unless specifically needed) is a much more effective pedagogical approach.
• AI could be helpful to faculty when it comes to preparation, especially if wanting to highlight a concept that is not a focus in the teaching note, or if the teaching note does not provide much opportunity for interactivity. While cases should NEVER be uploaded to AI (copyright reasons), the instructor could ask AI something like this: "Provide me with three ideas for how I could teach the concept of [example] to a class of 70 undergraduate students. Please make it highly interactive, no longer than 15min, and base it on the specific example of [sample company setting]."

We can tell students not to use AI but the reality is that they do. When it comes to case teaching, the above are some of the main concerns I have encountered. Many more arise with regards to case writing, which can be the topic of a future commentary.