The Hindu Business Line : `A case offers exposure to the practical world'

Case studies are common in many educational and training environments, as a method to illustrate key points of a topic under study and also to stimulate thought and discussion. But first, what is a case study? "A detailed study of the development of a particular person, group, or situation over a period of time," is how www.askoxford.com defines it.

Case study is "a research strategy, an empirical inquiry that investigates a phenomenon within its real-life context," says Wikipedia, citing Robert K. Yin. For instance, in a discussion on `ethics in accounting', the Enron episode may well be a case study. Likewise, the Tata-Corus story can come in handy in a seminar on M&A (mergers and acquisitions).

"The beauty is a case can and does take twists and turns. There are no right or wrong decisions. It is ideal for teaching management concepts," says Jayshree Suresh, Professor and Dean, SRM School of Management, SRM University, Chennai. She holds a doctorate in management and her passion is to develop people. "Management exists only in practice and a case offers an exposure to the practical world. Even though there is a flip side to everything, one has to extract the best. I worked in IIM-A where I learnt the case approach and devised cases for classroom discussion," she narrates .

Excerpts from an interview:

Is there a spillover of benefits to the subject matter of case studies?

There are many benefits to students and faculty. In the first place, one learns to apply theory to solve practical problems. Secondly, one learns to listen to another's viewpoint. Thirdly, a systematic analysis equips one to solve problems. Fourth, it hones decision-making skills under uncertainty, as a case never offers full information. Finally, the intensive discussion develops one's communication skills.

The spillover effect is the faculty get a fresh insight into the problem each time. This is because the participants' background influences the views and different aspects get covered. New applications or new approaches could emerge.

What are the challenges in adopting a case study method of education?

In the first place, the evaluation and examination system of Indian universities would need to change from a question-answer format and small case studies to an open book system with cases in examinations. Preparing the faculty and students for the transition is the biggest challenge now.

Secondly, rich cases are needed. A rich case has many angles and a case writer could fail to identify the problems that should constitute a case. Case studies now are merely illustrations. They do not raise issues. The aim is to raise an issue and take decisions by applying management principles.

Thirdly, a case writer must do a lot of research and case preparation would need to be funded.

Finally, students are used to the lecture method — attending a class unprepared. In the case approach, they have to prepare before going to class. The thumb rule is: one hour of case discussion requires three hours of preparation.

How different is the approach to management education in IIM-Ahmedabad (IIM-A) from the rest of the IIMs?

IIM-A concentrates on the case method and students — called Post Graduate Participants — discuss 200 to 300 cases during the two-year programme. Concepts are delivered through cases developed by the faculty members. Earlier, IIM-A used Harvard cases, but later developed Indian cases. Unlike universities, IIM-A awards a Post Graduate Certificate and not a degree. The first Director of IIM-A, Prof Ravi Mathai, wanted a complete change in management education and opted out of the university system.

The final exam lasts three hours. An open book system with a lengthy case accounts for 30 per cent marks; class participation in case discussion and surprise quizzes account for another 50 per cent. Mid term exam is also a written case analysis. There is continuous assessment. The importance of class participation motivates students to come prepared.

Management education in the rest of India does not focus on case studies. Your comments.

There are 1,200 management institutes in India. Along with IIM-A, many Indian universities started the MBA programme, but as part of the commerce department. The business administration department heads were from commerce background without any exposure to management techniques. The examination system too is as in any post-graduate course. The universities did not develop a different approach. The faculty lacks the training to teach through case and there is resistance to change.

Do case studies have to be oriented only to the corporate sector? Or, should B-school students also be exposed to social problems using the case study method?

I agree that it is not necessary for B-school students to be oriented only to corporate sector cases. They should also be exposed to social issues through cases.

Should cases be short, about 1,500 words?

Though a case could vary from half a page to 100 pages, as reading habit is disappearing, it is difficult for students and faculty to read and assimilate lengthy cases. So it would be better to keep cases short. If only a single concept is to be delivered, then a short case may be used, but if it is an integration of various concepts then the length could increase. One can begin with short cases and progress to lengthy ones.

What do you think can be an ideal methodology for case studies in India?

Prof Gopinath of Suffolk University of the US, and I have done research in case methodology of teaching. There are two approaches — the one developed by the Harvard Business School (HBS) and the other by the Sloan School of Management, MIT. In HBS, the faculty is at the front whereas in MIT, students handle the case while the faculty sits back, to interrupt when needed. In the Indian context, the HBS model would be better, though our study showed that students found the MIT method more useful.

The case method requires a trained faculty to guide the discussion, ask relevant questions and motivate the students to participate. Neither should he allow the discussion to lose focus, nor should he pass any judgment. Role-plays and presentations can be a methodology too for case studies.

There can be written presentation or oral discussion of a case. Written analysis helps develop a logical approach and promotes clarity of thought.

Do we need a template or structure for case studies?

I do not believe in a template for case studies. Templates curb creativity and fuzz the thought process. However, logical approaches like problem identification, problem analysis, development of alternative courses of actions, choice of action with justification and implication of the decisions will help in written analysis.

Is greater collaboration between academia and the corporate world needed to make case study methods effective?

Yes. Academicians deliver concepts while professionals offer the practical side. Case leads come from the industry. So industry cooperation is needed, in sharing information to develop good cases. It could serve as an ideal platform for industry-institute interaction. Industry professionals could attend and add flavour by commenting on the practical difficulties and the feasibility of decisions.

What are your thoughts on the appropriate methods of disseminating the insights from case studies?

We can video record a discussion and show the trainers. Case writing contests and case analysis contests can be conducted. Industrial units, like Dabur and Britannia, have sponsored B-school meets for their cases. Last, but not the least, the media can play a big role in promoting change for the better.

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