USING A 2 - PAGE CASE TO INTRODUCE CONCEPTS OF BUSINESS STRATEGY INTERACTIVE SESSION Developments in Business Simulation and Experiential Learning, Volume 31, 2004 USING A 2 - PAGE CASE TO INTRODUCE CONCEPTS OF BUSINESS STRATEGY INTERACTIVE SESSION Philip H. Anderson University of St. Thomas phanderson@stthomas.edu Brian Peach The University of West Florida bpeach@uwf.edu MATERIALS AND EQUIPMENT REQUIRED KEYWORDS: cases, strategy, concepts OBJECTIVE(S) OF THE SESSION • Blackboards or at least three pads and easels THEORY • The purpose of this session is to demonstrate the pedagogical value of short cases and provide session participants with practical hands on experience through participation in a structured analysis of two classic short cases -- Morton Ltd. And Robin Hood. • The value of case studies has a long list of documented support. The references provided below constitute only a small list of research conducted in this area. • Session participants will gain insights into using short cases in general and these two cases in particular, and see how they can use short cases to introduce students to, and/or test them on, concepts of business strategy. • Examples of Concepts in the Cases to be Discussed: • Core competence • Sustainable Competitive Advantage • Managing Technological Change. • Industry Key Success Factors TARGET AUDIENCE • Tactical (Short-run) vs. Strategic (Long-run) Decision Making • Business faculty who teach business strategy, who are looking for short cases to introduce course concepts, or summarize and reinforce course concepts. • SWOT analysis • Identifying key issues facing firm • Developing and selecting alternatives • Any faculty who use cases in their courses and are interested in improving their skills at leading a case analysis. • Implementation issues PEDAGOGICAL IMPLICATIONS • 10-20 participants • The use of short cases can set the stage for analysis of long, complex cases. The short cases present students with a ‘manageable” problem, while demonstrating the richness that can be discovered in the case with a comprehensive analysis. Students can practice how to approach a case analysis without being overwhelmed by the depth and breath that exists in cases exceeding 20 pages. They are also simultaneously made aware of the rigor needed to adequately analyze any case. TIME NEEDED (INCLUDING DEBRIEFING/DISCUSSION TIME) • 2 hours. One hour for each of the two cases. SESSION DESIGN • A case will be distributed to session participants to read. (5- 10 minutes) • The 2-page case also provides the opportunity for in-class testing of students. While a large case requires significant outside-of-class preparation, a 2-page case can be used within a 30-45 minutes time limit to test students’ comprehension of course concepts. • The session leaders (acting in the role of instructor) will lead the session participants (acting in the role of students) in a case analysis discussion. (30-40 minutes) • Debrief (10-20 minutes). • The session participants will act in the role of the student, analyzing and discussing the case handout under the direction of a session leader experienced in teaching the • This design will be repeated using a second case. • Case notes will be provided at the end of the session. 149 mailto:phanderson@stthomas.edu mailto:bpeach@uwf.edu Developments in Business Simulation and Experiential Learning, Volume 31, 2004 particular case. This direct involvement will allow the session participants to experience the case in a true “experiential” session rather than just intellectually discuss its merits. IMPLEMENTATION ISSUES • Early in term to introduce course concepts. • Middle to late in the term to (a) test students analytical skills regarding course concepts or (b) to provide a “breather” case that does not require extensive preparation (e.g., use in the first session following spring break). • End of term as a vehicle to review and emphasize key course concepts. REFERENCES Bailey, J. (1956). The Case Method of Teaching Human Relations and Administration: An Interim Statement. Harvard University Press. Christensen, C.R. & A.J. Hansen. (1987). Teaching and the Case Method. Harvard Business School. Gosenpud, J. & Washbush, J. (1993). Comparing the Simulation with the Case Approach. Again! Developments in Business Simulations and Experiential Learning. Gragg, C.I. (1956). The Case Method at the Harvard Business School. M.P. Harvard University Press. Towl, A. R. (1969). To Study Administration by Cases. Harvard University Press. Whetten, D. & Cameron K. S. (1991). Developing Management Skills. Harper Collins. 150 Table of Contents Volume 31, 2004 Controlling the Complexity and Orenting Target Groups by a Modular, Server-Based Business Game System Learning Network Demonstration: Delivering Business Education in a Distance Learning Environment Economic Evolution, Human Capital Investment, and Adult Distributed Electronic Learning: A Literature Review Designing a Globalization Simulation to Teach Corporate Social Responsibility Developing and Teaching an Online / In-Class Hybrid: A Demonstration A Model for Evaluating Online Instruction An Evaluation of a Distributed Learning Course: A Students'-Eye Perspective Blended Learning Strategy Improved Business Writing Skills How to Receive and Process Attachemnts while Greatly Reducing the Risk of Viruses and Trojans Introducing Online Components to a Class: How to Increase teh Likelihood of Success Teaching Strategic Communications Online: Using Learning Outcomes to Develop a Case-Based Course Implementing Distance Approaches to Education: A Panel Discussion for ABSEL: Las Vegas, 2004 MANDI: Learning Management Through Field Sales Experience An International Capital budgeting Experiential Exercise A Primer To Combating Terrorism: Playing It Safe While On Overseas Assignment (An Experiential Exercise) Integrating The Business Curriculum With A Comprehensive Case Study: A Prototype The Case Brief: A Model For Case Analysis, Writing And Discussion Technology Infused Pedagogy And Delivery – A Sure Bet? A Proposal For Panel Discussion Absel Conference 2004 Research Strategy And The Bkl: Getting The Most From The Absel Archives Simple But Effective: Rediscovering The Class Discussion Needle And Thread: An Activity For Examining Various Management Behaviors A Customized Excel Data Analysis System For Use In Undergraduate Marketing Research Team Leader Selection - Does It Matter? The Power Of Perspective: Reframing Your Framing Skills For Innovative Instruction In Leadership And Influence Exercise: How Should Merit Raises Be Allocated? An Online Situation For Problem-Based Learning In A Junior-Level Management Course The Eden Alternative As A Roadway For Change: A Service Learning Quality Improvement Project Avoiding Catastrophe: The Role Of Individual Accountability In Team Effectiveness Omega Systems: A Change Management Exercise The Risks And Rewards Of Providing Students A Structured Cheating Opportunity Experimentation With Assessment Techniques: A Proposal For Panel Discussion Using A 2 - Page Case To Introduce Concepts Of Business Strategy Interactive Session The Integration Of Appreciative Inquiry And Experiential Learning For Peak Performance Appreciative Inquiry Case Story: New York City Leadership Challenge Individual Achievement Versus Team Performance: An Empirical Study With Business Games Some Strategists Don't Learn Or Can't Learn Computer Simulation: A Design Architectonic On The Value Of Bugs In Simulation Environments Online Sales Forecasting With The Multiple Regression Analysis Data Matrices Package Simulation Exercises And Problem Based Learning: Is There A Fit? A Study Of Business Game Stock Price Algorithms Assessing Individual Performance In A Total Enterprise Simulation Information Use In A Business Game Determining The Value Of A Firm Unsorting Algorithms For An Ordered List And Its Application To Business Simulations Teaching Public Finance Management Through Simulation Antecedents Of Game Performance Student Expectations Of Classroom Teaching Practices In Developing And Presenting Course Information In Hong Kong Implementation And Impacts Of The Balanced Scorecard: An Experiment With Business Games Impact: Shocking The Legacy Mindset Implementation Of The Eepad Framework Of Business Processes In An Accounting Information Systems Course Are Business Games Really Delivering What Students Are Led To Believe?? Reporting Lessons Learned: What Gets Reported; Who Gains Value Teacher Expectations Of Classroom Teaching Practices In Developing And Presenting Course Information In Hong Kong Student Reactions To The Use Of A Computer-Based Simulation As An Integrating Mechanism For A Mba Curriculum A Cognitive Investigation Of The Internal Validity Of A Management Strategy Simulation Game The Casino Challenge: Making Simulation Delivery A Safe Bet! Accounting For Company Reputation: Variations On The Gold Standard Foreign Currency Hedging: A Simulation The Influence Of Variables Easily Controlled By The Instructor/Administrator On Simulation Outcomes: In Particular, The Variable, Reflection. Absel Awareness Among Business School Faculty Validating Business Simulations: Does High Market Share Lead To High Profitability? Simulation Debriefing Procedures Coaching And Business Simulations: A Formula For Success? A Seminal Inventory Of Basic Research Using Business Simulation Games The Influence Of Scorecard Evaluation On Decisions And Outcomes