CASE STUDY ANALYSIS What is a case study? A case study is a vehicle for learning about organisational and management issues. It provides a simulated organisational situation through which theoretical concepts and approaches can be applied and their feasibility and suitability assessed, thereby providing greater insights into organisational and management issues. The case study approach seeks to identify issues, analyse problems, and develop solutions to these problems and to assess implementation challenges arising from these solutions. The case study method is based 0n real life practical problems and, as such, seeks to make the issues come alive for the students. Case studies vary considerably in length, in the amount of information contained, in the number of issues raised and in the ways they are taught. Sometimes the problem for analysis is clear and sometimes it has to be dug out of a wealth of, often conflicting, information. A case study rarely contains all the information one would like. However, managers are rarely in a position to make decisions with complete information. Managers make assumptions where information is incomplete, but taking care to justify those assumptions. Case studies rarely have right or wrong answers; answers may be more or less appropriate depending upon the strength of the supporting arguments and the use that is made of the available information. Sometimes that information is in the form of financial data, data about customers, or in the form of opinions expressed by different stakeholders. The student needs to assess the validity of the different kinds of information and the weight to be given to it. All of this can, of course, be very frustrating, but managing involves making decisions with limited information, limited time and limited resources. Skills developed by case study method Case analysis promotes the discussion of organisational problems and as such is problem-oriented, rather than concerned with the acquisition of knowledge. The case study is concerned with practice: what are the problems of the organisation and how can these be solved? Theory can provide a framework against which solutions can be tested. Case studies may be designed to develop: • Comprehension: students need to grasp the detail of the case, often in a limited space of time, and to differentiate between relevant and irrelevant information • Analysis: students need to break the case study into its constituent parts and examine the relationship between them • Problem diagnosis; often it is unclear what the problem is and why, for example, an organisation is not performing as well as expected • Problem solution; case studies often require the generation and evaluation of different options. A key question is often ‘what would happen if X did this?’ • Application of theory; often a case involves the application of general managerial concepts or theory to a specific example • Use of quantitative tools; a case may allow the application of quantitative data so that students can understand how data can be used • Presentation skills; an important part of a case study may be the presentation of findings either orally or in the form of a written report. A key management skill is communication and the suitability, feasibility and acceptability of solutions offered • Inter-group communication; it is very rare that managers work in isolation and most managers work in teams for at least part of their time. The case study method can help develop skills required for working in groups. A good case will generate discussion, allow the students to form opinions and provide the material to defend those opinions. During discussions new insights are likely to emerge. How to analyse cases It is important that, in the first instance, students should read the case and understand some of the issues. It may be appropriate to read the case quickly to arrive at an overview and then to analyse the different dimensions. Where group work is involved, this could be done in subgroups where each subgroup examines a particular issue before reporting back to the main group. Typically cases might be broken down into issues covering finance, external environment, structure, people, and processes and so on. It is important, however, that in subdividing the case students do not lose sight of the overall picture. The case will raise a number of problems that need addressing and students will need to identify major and minor problems and prioritise their importance. Alternative solutions may be generated and evaluated. Typically, cases require a decision and an implementation plan involving short-term,medium-term and longer-term solutions. Solutions will be tested against the context of the case, the appropriateness of the organizational structures and processes, and the challenge of the wider environment. A case is there to simulate real life and, most importantly provide a learning opportunity for students. Source:Lawton, A and D. McKevitt (eds) (1996) ‘Case Studies in Public Services Management’ Blackwell, Oxford pp2-4