Learning through cases hones students’ decision-making skills, broadens their perspectives, and exposes them to real-world challenges – which is why it’s the cornerstone of Ivey’s learning-by-doing legacy.
And while many of the case method’s benefits come naturally, there are ways to more efficiently and effectively prepare for case discussions. Six Ivey faculty members share some tips for making the most of the experience.
Rob Austin’s tip: Think about your why
Rob Austin is a professor of information systems and holds the Evolution of Work Chair
Equally important as what you should do, is what you should not do, says Rob Austin. Do not compose a perfect jewel of a contribution the night before with the idea that you will launch that jewel into the discussion at exactly the right moment. What will happen instead (unless you are very lucky), he says, is that the right time will pass without you getting called on.
“Then you’ll have the awkward problem of trying to relate your composed point back to something earlier in the discussion. And taking the conversation back to where it was 15 minutes ago does not usually earn a good contribution score, no matter how brilliant your comment,” he said.
As for what you should do, Austin suggests your preparation include writing the central question of the case and each discussion question at the top of a separate piece of paper. Then, after thoughtfully reading and thinking about the case, write your own answer – one you feel you can defend – to each question a little further down on each sheet of paper. Most importantly, on each sheet of paper, list the reasons why you think what you do. Austin says these whys can be facts in the case, logical arguments, relevant experiences you’ve had, calculations you performed – anything that supports your answer to each question.
“In class, think about your whys and refer to them in your notes as you listen to the instructor and your classmates. Your whys will be the source of thoughts that will be good and timely contributions,” he said. “You don’t have to pre-plan what you’ll say, because it’ll come to you out of your whys, as you realize you agree or disagree with what others are saying.”
June Cotte’s tip: Use the margins to document your thought process
June Cotte is a Professor of Marketing
Whether the case is in paper or electronic form, June Cotte suggests you mark the case up with your own ideas in the margins. And don’t just highlight numbers or text in the case that you think are important – explain why. Cotte recommends you consider the following questions: What does this number tell us about the decision we have to make? What does the CEO quote mean for how she deals with customers? Interrogate the case facts to better understand what’s going on, question the assumptions, and have that dialogue between case facts and your own reasoning be written out right there in the margins, she says.
“The first benefit to this is a deeper understanding and appreciation of what you know, and what you do not know, based on the case facts. The second benefit is simply a memory aid; you may prepare a case far ahead and these notes can help you bring your thoughts to mind quickly,” she said. “But the final benefit is directly related to class contribution performance. With your margins notes in front of you, you are better prepared to question others’ assertions, articulate your own well-thought-out answer, and generally follow the case discussion wherever it leads you!”
Mary Crossan’s tip: Be inquisitive
Mary Crossan, MBA ’85, PhD ’91, is a professor of general management and strategy
Mary Crossan likens the process of analyzing a case to being a detective – you have to assess and put together all the pieces before you can come to a conclusion. So read the case with an inquisitive mind and apply what you have been learning in the readings and prior classes, she says.
“For example, in a strategy case, you can flag areas where prior strategy is being discussed and draw some initial ideas about whether the strategy makes sense and then, as you read about the strategic choices, you can piece together the pieces of the puzzle – a bit like a detective,” said said. “Try to move from considering a case a series of facts, but draw from those facts the key implications and insights.”
In the case of strategy, Crossan says to resist the view that there is a “right answer” you must find right away.
“Instead, treat it as an exploration to draw out pieces of the puzzle that will enable you to pull together a set of conclusions,” she said.
Eric Janssen’s tip: Draw from your outside experience
Eric Janssen, HBA ’09, MBA ’21, is a lecturer of entrepreneurship and Executive Director of the Ivey New Venture Project
Noting that some of the best contributions to case discussions come from bringing in outside experience, Janssen recommends drawing from what you’ve learned outside of the classroom. Maybe you worked in a similar industry, or company. Or maybe you have a personal anecdote that relates to the protagonist in the case, he says, and can help illuminate or bring to life the situation in a way that helps others relate.
“Often, students gravitate toward attempting to answer the preparation questions that are provided in advance, but the most interesting conversations often stem from practical, relevant experiences that can be tied into the case,” he said.
Janssen also stresses the importance of being present. He said research proves that having your phone in your bag, or out of the room during conversations actually improves working memory capacity and cognitive function.
“Being fully engaged, and present in the discussion makes you stand out, and in an intimate classroom environment like the one at Ivey, faculty members notice if you are one of the most (or least!) engaged,” said Janssen.
Fraser Johnson’s tip: Take risks
Fraser Johnson, HBA '82, MBA '92, PhD '95, is a professor of operations management, director of the Ivey Purchasing Managers Index, and the Leenders Supply Chain Management Association Chair
To get the most out of case learning, you have to engage in the class discussions, particularly if your view differs from others. Fraser Johnson says many students hesitate to contribute to class discussions because they are afraid their answers are incorrect or not what the instructor is looking for. He encourages students to instead speak up because having a diversity of views adds value to the discussion.
“Students need to put aside these concerns and learn to take risks by engaging in class discussions. Diversity of views, opinions, and analysis helps the class learning process,” he said. “The benefit for you is learning how to frame your arguments and to provide succinct, impactful statements. Developing this skill will serve you well in your career.”
Mary Weil’s tip: Take a three- (or four-) step approach
Mary Weil is a Lecturer in Management Communications
When Ivey faculty talk about preparing for a case class, Mary Weil says they often talk about the three-step method. First, work on your own; second, work with a small group; third, be prepared to contribute and learn in the classroom. Her advice is – don’t skip to the end!
“It’s tempting to want to walk into the classroom with a fully formed answer – it can be tempting to look at what happened and then reverse-engineer the answer, but you lose a lot of good thinking along the way,” she said.
Weil says the first step is to individually read the case, make notes, and work on figuring out the numbers or the strategy. And take that reading step seriously.
“With all the devices clamouring for our attention, it can be hard to make time to read without distractions, so look for a regular time of day to set aside for prep. It might be after dinner or later in the evening – or it might be mid-afternoon. If it’s consistently in your schedule, it’s easier to execute,” she said.
Second, find some other students who have a similar schedule to you and, once you’ve all worked on the case, have a quick chat to pool your ideas. There’s a lot of person-to-person learning that can take place, Weil says.
Third, be open to different opinions during the classroom discussion. If you’re too focused on the idea that there’s a “right” answer, Weil says you might push away a different way of approaching the problem. Or you might be too focused on what actually happened to absorb the broader strategy.
And, finally, Weil suggests a fourth step to the three-step learning process: reflection.
“Taking just two minutes between classes can be so valuable to write down your biggest takeaways. If students do that throughout the term, they can review those notes as they work on their end-of-term assignments,” she said.
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