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Global Business School & Research Centre

FDP on Case Study Analysis & Case Writing

Monday, July 15, 2019 - Tuesday, July 16, 2019 |Global Business School & Research Centre, Tathawade, Pune |Student Capability Enhancement and Skill development programme

The Faculty Development Program (FDP) was successfully conducted by Global Business School & Research Centre, Tathawade, Pune. This Two day program was held on the 15th and 16th July 2019. Around 60faculties attended this FDP program.

Dr. Chetan Chaudhari, Director, GBSRC welcomed the faculties and the Chief Guest Mr. KetanGandhi, Consultant & Corporate Trainer.

The program beganwith the lighting of the lamp and the invocation of Goddess Maa Saraswati.

Dr. ChetanChaudhari, Director of the School welcomed the Chief Guest with a memento andhis welcome address exhorted the faculties to be a good case writer. Mr. Ketan Gandhi, thoroughly explained the procedure of case analysis. His focus was alsoon Case Writing. While explaining analysis of the case he suggested that, Caseshould be divided in three paragraphs. First, Opening Content then Middle paraand End content. End content is about conclusion. While writing case, the focusmust be on how student will learn analytical skills, decision making, andcommunication. He shared his own Case written on “Harley Davidson’s IndiaMarket Dream”. There was detailed analysis of this case. Additionally he saidthat today merely writing research paper is not enough but publication of yourown case is another source of income. 

On 16th July, 2019Prof. Dhanashree Havale welcomed the Speaker. Mr. Atul Gopal, with tagline‘learning by doing’ inspired faculties. He not only taught how to analyse theCase but also how to actually start case in the class. To make it moreinteresting there is need of ‘take away’ from case. While writing case everyonemust think about what will be take away for students with this case. Hissession started with the formation of groups of 5 and asked each group to takeup one of the questions that had been raised by the participants. Each groupmember had to spend the first 5 minutes putting down her thoughts beforediscussion started. Then the groups presented their views before the class.Here is a summary:

 Story Telling: The group did not link it toowell to cases. They had a general talk about borrowing from mythology, and howthis helps build the connect with audience. They also answered an audiencequestion about how stories are different from cases; stories have lesser data.

 Writing cases: Any case should help developcritical thinking skills. Ideally the problem addressed should be a real lifebusiness problem. We can supplement company data with data available in thepublic domain. One of the presenters thought that if a rough draft of the caseis discussed with students or faculty peers, maybe in the form of a caselet, itwould help debug the case before it is presented to the broader class fordiscussion.

 Making cases interesting: Interest can be generated if students can relate to the case. This can be done by using current examples. Role-plays can help in empathy. Simulations can help in scenario building. One interesting suggestion that came was about organising fieldvisits - so that the context build-up happens before a case of that industry gets discussed. The self-observation here was that groups help - as itincreases participation - and thereby interest. And finally, longer cases leadto reduced interest.

 Starting a case: This group actually construed the question as writing a case. So they mentioned that you start with a topic,then collate facts, weave a story around these facts and then create a set of discussion questions.

 Multiple perspectives:  They talked of differentiating solutions from perspectives. They did not recommend multiple solutions, but thought it important to have multiple points of view. Even when it came to multiple solutions, they felt that some of these solutions could be interlinked.

 Preparing for cases: The group felt that cases should definitely be distributed in advance. I differed - and felt that no matter what you do, at least 50% of students wouldn’t have read the case before they come to class. Better to give them some time to read the case in class.The teacher should be ready with her own analysis and hints that could help guide the class discussion towards the intended solution. The group believed that allowing students to use phones and google in class would help improve discussion quality. This group believed that there should be a lot of learning from a single case.

 Relating cases to course outcomes: This group took us on the classical methodology of case solving: problem definition, identification of alternatives, decision making and recommendation. The group felt that if there were some practical take-away it would help. Another interesting advice that they had to offer was that if cases were not to limit them to functional areas like marketing or finance, they would have higher learning value.

CertificateDistribution was done with the hands of Mr. Atul Gopal and Dr. ChetanChaudhari. Dr. Babasaheb Jadhav gave vote of thanks and also promised to the guest that every faculty will start writing case and minimum two cases will be published in this academic year.

Both the sessions were very much interactive and informative.

The Participants were enlightened with the following points:


•        Avoid too many cases

•        Do not try to cover too much in one session Ask students to give their opinions on cases, not facts

•        Do not overcomplicate, have one crisp take-away from one case (eg Tata Nano)

•        When drafting the case keep in mind the take-away

•        Making sessions interactive through group work

•        Divide students into small groups

•        Getting solutions from students

•        Guided discussions

•        Keep reading and participation time for class

•        Post discussion students should be able to retain the take-away.

•        Field visits will help

•        Prizes should be kept to encourage participation

•        To make an impact, Keep it Simple

•        Whiteboard management - Filter student inputs before putting on the whiteboard, reword where required.

•        Flip classrooms - share link of content in advance.

•        The interesting experience of andragogy (adult learning)

•        Will definitely, be writing my own case

•        Getting the case reader to relate to the scenario