1. Managing the case experience for undergraduate business students
London, 2 June 2017
Christopher Williams
Durham University Business School

2. Introduction 20 years in industry 10 years in business schools
Active researcher and case writer
Teach with the case method

3. Managing the case experience
Overview
Managing the case experience
Classroom
Student motivation
Larger groups
Low work experience
Learning contract
Tutor prep

4. Classroom Management Physical attributes and resources Line of sight
Name plates
Audio
Internet
Comfort factor
Windows
Lighting
Clock
Constraints? 4

5. Classroom Management Facilitating the meeting Time plan
Divide into segments - open up and close down each segment
Open and close session - learning points
Show of hands vs. direct calling
Be on top of individual performance
Be active (walking / pacing)
Use board but don’t scribe
Look (and be) business-like
Connect with students (are they learning?)
Flexibility 5

6. Student motivation Set expectations
Linking case analysis to career progress
Skills development (soft and hard)
Learning about industries or types of companies where you might want to work in the future
Case analysis is fun (role play, volunteering, personal insights) 6

7. Case sessions with larger groups
Size matters!
Have more cases in the module to give everyone a chance
Options to break into smaller groups (depends on constraints)
There is a limit (60 – 70)
Be more active in the class (e.g., checking the blind spots) 7

8. Students with less work experience
It’s less about what they have not experienced, more about what they will experience
Benefits: Learning about what may lie ahead for them
Ask students what they expect, then link the cases
How would they deal with the situation in the cases?
Would they want to work in this type of organization?
Share my own experience and link those who have some 8

9. The learning contract
That cases will be used; how many; what is expected of the student (e.g., “come to class ready to participate in a group analysis of the case situation..”); summative component; how assessed; re-sit opportunity; attendance policy
Reinforced:
Course outlines
Course handbooks
Add-drop period
Administrators
Throughout module 9

10. Tutor preparation The 10 hour rule First prep vs. subsequent preps
Bring in additional insights on case story (tutor researched)
Pro-activity, e.g., make contact with the case author
Assignment questions and timings
Time plan to include warm-up and close / summary 10

11. Managing the case experience
Summary
Managing the case experience
Classroom
Student motivation
Larger groups
Low work experience
Learning contract
Tutor prep