A new approach for case presentation classes

Abstract

This paper describes an approach for those courses in which student teams make a single major presentation, each presentation based upon a different case during the course. While the presentation role with all of its advantages is retained, two new roles, that of board of directors and that of evaluators are introduced. The new roles provide several advantages over the traditional approach. The number of role-active participants in each case is tripled while the number of viewpoints with which the case is approached is similarly increased. The learning experiences from the cases deepen as students take on not only a presentation role, but also that of a board of directors with the responsibility for questioning the presenters and of evaluators judging and commenting upon the other participating teams. The performances of all three teams are discussed openly in review sessions after each case. The strengths and weaknesses of all the teams are identified first by the student teams themselves and then by the instructor. The entire evaluation and discussion are used as learning opportunities for all in the class. In course evaluations, the students have indicated strong appreciation and positive attitudes toward this new case study organization format.