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Case Studies Module Overview

Why use case studies
Learning objectives of case studies
Steps in analyzing a case
Common errors made in case study analysis
Sample Board Plans

Compiled by Darren Paproski - Adapted from

the University of Technology Sydney Writing

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Case Studies
A useful learning tool used in management
education to give student a feel for the
complexities if the real work and how the
theories, models and research being studied can
be used in practice.
A case study is a description of an actual
administrative situation involving a decision to be
made or a problem to be solved.

Compiled by Darren Paproski - Adapted from

the University of Technology Sydney Writing

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Learning Objective
To diagnose what the problems or issues in the
case are, and why they have occurred, to consider
a variety of solutions; and to justify what you
believe to be the best solution.

Compiled by Darren Paproski - Adapted from

the University of Technology Sydney Writing

4-4

Steps in Analyzing Case Studies

1.
2.
3.
4.
5.
6.

Gain an overview of the case

Establish what has happened (specify objectives)
Determine the causes
Develop possible solutions
Evaluate these solutions
Formulate recommendations (write up solutions)
Alternative: 1. What is the business problem; 2. What factors
affect the problem; 3. How would your team solve the problem?
Justification.

Compiled by Darren Paproski - Adapted from

the University of Technology Sydney Writing

4-5

1. Gain an overview of the case

Ask students to read the case quickly to gain
familiarity with major events and characters and
to note what seems to be the central problem(s).

Its a good idea to ask the

students to read the case to
be discussed prior to coming
to class.but in practice this
seldom happens.
Compiled by Darren Paproski - Adapted from
the University of Technology Sydney Writing

4-6

1. Gain an overview of the case

Note that case studies often contain substantial
information with information presented in
sometimes chaotic order.
Case studies usually present information
chronologically.

Compiled by Darren Paproski - Adapted from

the University of Technology Sydney Writing

4-7

2. Establish what has happened or

the Business Problem
Ask students to go over the case in greater detail
to establish a clear picture of what has happened.
Establish the who, what, where, and when of the
situation.

Compiled by Darren Paproski - Adapted from

the University of Technology Sydney Writing

2. Establish what has happened or

the Business Problem

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NB: There is at least one fundamental business

problem in every case.
The problem may be How to collect money from a
deadbeat customer but the issue may be broader
How can they reduce accounts receivable aging
to 30 days or less?

Compiled by Darren Paproski - Adapted from

the University of Technology Sydney Writing

Specify an objective for the

managers involved

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Once the business problem(s) have been identified

students should think about the outcomes they
would most hope to see for the company.
Let students know they are Consultants on the
case.
Quantify the desired results if possible. We wish
to reduce A/R aging by 15%.

Compiled by Darren Paproski - Adapted from

the University of Technology Sydney Writing

4-10

3. Determine the causes and issues

Ask students to consider a variety of possible
causes or issues to see how well they are
supported by the facts of the case and how well
they explain what has happened.
Try to separate symptoms from problems.
Rank order the critical problems/issues

Compiled by Darren Paproski - Adapted from

the University of Technology Sydney Writing

4-11

4. Develop possible solutions

Students should develop several possible solutions
to the problem(s).
Different solutions may need to be considered,
depending upon whether the aim is:
to have prevented what has already happened
to salvage the present situation
to avoid similar problems in the future.

Compiled by Darren Paproski - Adapted from

the University of Technology Sydney Writing

4-12

5. Evaluate these solutions

Consider each possible solution, detailing exactly
what would need to be done to implement it.
Solutions will likely be in line with the concepts
learned in the course.

Compiled by Darren Paproski - Adapted from

the University of Technology Sydney Writing

4-13

5. Evaluate these solutions

Ask students to think about any constraints or
impediments that are likely to make it difficult to
implement any of the possible solutions (e.g.
technological constraints, personal limitations, lack
of resources (people, budget)
Assign weights and values to the solutions
Why are the chosen ideas superior and how will they
work?

Compiled by Darren Paproski - Adapted from

the University of Technology Sydney Writing

4-14

6. Formulate recommendations
Students should recommend exactly how the
solution can be implemented.
A broad view of the situation should be taken.
Mention that it may be best to implement a
relatively simple, inexpensive solution with
contingency plans for more elaborate solutions if
the first ones fail

Compiled by Darren Paproski - Adapted from

the University of Technology Sydney Writing

4-15

Write up solutions
It is generally a good idea to have student groups
write up solutions to cases and hand-in to their
instructors.
If class time permits, instructors may call on
various groups to present problems and solutions
recommendations.

Compiled by Darren Paproski - Adapted from

the University of Technology Sydney Writing

Common Errors in Analyzing Case

Studies

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Not understanding and accepting the facts of the

case
Not explaining exactly what the problems are and
why they have occurred
Making unwarranted assumptions to try to simplify
the case
Sticking to generalities, such as they must try to
improve communication

Compiled by Darren Paproski - Adapted from

the University of Technology Sydney Writing

Common Errors in Analyzing Case

Studies

4-17

Not integrating the various points into a

preferred solution
Not using theories and concepts currently being
studied in the course
Seeking ways out of the situation (such as fire
them all) rather than trying to solve the problems
Ignoring practicalities

Compiled by Darren Paproski - Adapted from

the University of Technology Sydney Writing