S UGGESTED F ORMAT F OR P RESENTATION O F THE TEACHING NOTES

(Taken and adapted, with permission, from “Case Research: The Case Writing Process,
Third Edition, 1989, by M. R. Leenders and J. A. Erskine. University of Western Ontario.)

a. IMMEDIATE ISSUES, BAS IC ISSUES AND KEY POINTS OR HIGHLIGHTS

Immediate issues are the key issues in the case itself. For example, the immediate issue might be whether to
choose location A or B for a new plant.
Basic issues are the broader, generalised areas which in the overall course design might call for theoretical
reading , technique application, or lectures, and provide the justification for using session time to teach a case
with the immediate issue(s). For example, for the new plant location A versus B case mentioned above, the
basic issues might be: plant location, capacity planning, or logistics, to name just three possibilities.
Key points or highlights might provide the basis for a wrap-up at the end of the case discussion just to
highlight the more important aspects of the case and its analysis and resolutions.

b. INDICATION OF LEVEL OF ANALYSIS FOR WHICH CASE HAS BEEN WRITTEN

Indicate the potential audiences/participants which might learn from the case. These could include
undergraduate and graduate degree students in various years as well as non-degree participants such as
business executives in courses, workshops or seminars.

c. SUGGESTED STUDENT ASSIGNMENT

The suggested student assignment gives the questions the instructor would like the student to address in
preparing for a session or after it.

d. SUGGESTED ADDITIONAL READINGS OR REFERENCE

It may be necessary for students to read text or article material in conjunction with the case, or in sessions
before it or after it. Specific readings can also be assigned along with the case questions as part of the
suggested student assignment.

e. POSSIBLE DISCUSSION QUESTIONS

Possible discussion questions are questions the case teacher may wish to use in a session to stimulate
discussion when the participants need some pushing or to highlight specific areas of the case.

f. POTENTIAL USES OF THE CASE

Potential uses of the case might identify types of courses or topic areas for which the case may be considered.
For example, “This case can be used in the capacity planning section of a core operations course, but could
also be used as an introduction for an elective course in logistics or in a short executive seminar on plant
location.”

g. ANALYSIS
The analysis section should provide the “answer” to the suggested student questions, and at a minimum,
should be as thorough as what would be expected of a superior student.

h. SUGGESTED TEACHING APPROACH

The suggested teaching approach is intended to give hints as to how the participants might be conducted with
this particular case. If prior experience exists with the case, it may contain statements like: “ We have found
that students tend to get bogged down in the numbers and it may be helpful to get one student to prepare ahead
to start the session or to prepare a transparency.” Or, "role playing works very well with the case if you give
students some advance notice so that they can prepare for it.”

i. COMPUTER SUPPORT AND AUDIO-VISUAL SUPPORT

Computer support lists the programmes and packages which support the case, their availability, and any
comments on their use as part of the total teaching plan.
The audio-visual support section identifies films, tapes, slides, clips, samples, and other materials which might
be useful or available along with the case.

j. PROPOSED SESSION PLAN(S)

The following example session plan gives the sequence of topics and the time allocated to each. This is a single
session plan of 90 minutes given to MBA students.
0 - 5 minutes Introduction
5 - 15 minutes Readings Discussion
15 - 30 minutes Case Discussion Question 1
30 - 60 minutes Case Discussion Question 2
60 - 75 minutes Case Discussion Question 3
75 - 90 minutes Wrap-up and Conclusion
 You may teach a case over a series of sessions, and prefer to present a plan for numerous sessions, and this is
quite acceptable. Your session plan should explain how you would proceed through the life of the case.

Proposed whiteboard plan/flipchart display : a whiteboard plan might, as an example, indicate how to
organise the board so as to give a better overview -analysis on the left board, alternatives centre, and decision
and implementation on the right.

k. OTHER (OPTIONAL)
The other section permits comments of any sort not covered by any of the above headings.