Case Study Teaching and Live Industry Projects in the College of Business

Edited by Roisin Donnelly

Contents

Foreword

Introduction

Acknowledgements

Case Study Teaching in Business Education

'Working' with case competitions

Using Simulations in Case Studies

Combining traditional case studies and interactive simulations

Turning Gazelles into Unicorns!

Cases in Accounting & Finance -The practical approach

Making a Case for Marketing

The Benefits of Writing Your Own Case Studies

Finance Case Studies - Experiential Learning with Live Companies

Working with the Dublin Simon Community

Problem-Based Learning Cases in Business Marketing

Live Projects with Industry

Undergraduate Live Projects

Postgraduate Live Projects

Foreword

By Dr. Katrina Lawlor

Dean/Director of the College of Business

The case study as a teaching and learning strategy is a signatory pedagogy in the College of Business. Traditionally and uniquely we have used the Harvard Case study in teaching both undergraduate an post graduate teaching. These case studies focus on applied management problems and the students work on finding possible solutions and presenting these to their lecturer.

We are cognisant of the power of the case study and peers as a learning tool in developing diagnostic skills necessary for careers in business and management. Students learning to work together in groups where they share different perspectives and agree a final approach for presentation to peers which they learn to defend. The continuous process of practising these cases is transformative for students. They develop critical and analytic skills, reflect on practice and gain confidence from presenting and defending chosen positions.

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More recently we have seen teaching and learning innovations which complement and extend the case study format. Many lecturers are using simulations in conjunction with case study to test different approaches to solving case issue. Some lecturers are using live cases to generate a problem based learning environment that will achieve module learning outcomes and provide consultancy driven solutions to clients. Finally some lecturers are using short cases which they are writing themselves for both teaching and assessment.

From a research perspective the case study is used both as method for undertaking research and as a research output. Case writing presents it own challenges and there are exemplars of best practice in Entrepreneurship, Accounting and Marketing. The recent case study colloquium highlighted the range of current research and also identified future opportunities.

I commend Dr. Roisin Donnelly in her leadership of design of the colloquium and in the subsequent creation of this eBook for disseminating the professional practice of our staff.

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Introduction

This "Ideas Collective" for case study teaching in the College of Business originated at a Case Study Colloquium for academic staff in May 2019.

The purpose was to bring together staff from across the university who are currently using a case study teaching approach in Business education disciplines along with those who are interested in increasing their awareness of the method and its potential for transforming their practice and enhancing student engagement.

This was a tremendous opportunity for staff in TU Dublin to share their Teaching and Learning practice using the case study method – what works based on what they are currently doing and what the research is telling us.

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Themes which emerged on the day were:
·        Opportunities for co-teaching cases with students;
·        Benefits of fully integrated cases developed across business disciplines;
·   Enabling the connectedness of decision-making;
·        When best to use cases vs case histories;
·        Cultural issues when using cases;
·        How to prepare students for cases;
·        Industry-focused cases;
·        Designing multimedia cases;
·        Getting cases published;
·        Integrating Cases and Lectures;
·        Benefits & Limitations of Cases;
·        Case Sequencing and Teaching Styles;
·        Sharing student views of the Case Method.

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