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Teaching Note

A teaching note is a document designed to give other potential instructors valuable insights into the case and the learning which can be derived from it. Ecch has always been a requirement that cases accepted for publication have been tried and tested in a learning environment. Until recently, no criterion has been applied to the teaching note. These standards apply to the scope of the teaching note and do not attempt to dictate the style, structure, or detailed content.

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194 views2 pages

Teaching Note

A teaching note is a document designed to give other potential instructors valuable insights into the case and the learning which can be derived from it. Ecch has always been a requirement that cases accepted for publication have been tried and tested in a learning environment. Until recently, no criterion has been applied to the teaching note. These standards apply to the scope of the teaching note and do not attempt to dictate the style, structure, or detailed content.

Uploaded by

dlombar
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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The case teaching note

Speak to any group of business school instructors who teach extensively by the case method, and you will almost certainly encounter strongly-held opinions on the value and importance of teaching notes. However, even those who shun their use will grudgingly acknowledge that a teaching note, well-written, can be a valuable tool in the process of selecting and adopting a case from the large and growing collection of ecch. This is clearly demonstrated by the extent to which cases that are accompanied by good teaching notes, find their way into the best-selling lists of ecch. 50% of the cases in the ecch catalogue have a teaching note but, 80% of the 50 most popular cases have one. It has always been a requirement that cases accepted for publication by ecch have been tried and tested in a learning environment, and have been proved to be pedagogically effective. However, until recently, no criterion has been applied to the teaching note with the result that some lodged with ecch in past years are of very doubtful substance. In the interests of meeting the expectations of potential case users, some basic standards for teaching notes have now been introduced. These standards apply to the scope of the teaching note and do not attempt to dictate the style, structure, or detailed content. However, they will ensure that a reader can expect a document described as a Teaching note to contain certain fundamental elements.

What is a teaching note? A teaching note, usually, but not necessarily, produced by the author of the case it accompanies, is a document designed to give other potential instructors valuable insights into the case and the learning which can be derived from it. It will also provide suggestions on how to maximise the learning potential of the case. Teaching notes may vary from the detailed and discursive, to the short and informal. However, irrespective of length, there are certain elements that should not be ignored or overlooked when preparing a teaching note. These elements are listed below and, for a teaching note to be accepted for publication by ecch, it will be necessary for authors to ensure that all six elements are adequately addressed. 1 Summary of the case The teaching note should include a brief description of the case and its context. Teaching objectives and target audience It should describe, with examples, the key issues and intended learning objectives, indicating the target group or class level for which the case was written.

ecch the case for learning

Distributed by ecch, UK and USA www.ecch.com All rights reserved Printed in UK and USA

North America t +1 781 239 5884 f +1 781 239 5885 e ecchusa@ecch.com

Rest of the world t +44 (0)1234 750903 f +44 (0)1234 751125 e ecch@ecch.com

The case teaching note (contd)

Teaching approach and strategy It should suggest how the case may be used in class and ways in which the class may be conducted. It may offer trigger questions for opening and advancing the case discussion, suggestions for group work or student assignments, how to consolidate the learning, etc. Useful additional information could include suggestions for a teaching plan. It should also give some indication of the cases demands on course time-tabling. Analysis The analysis should offer comprehensive answers to the list of questions and should, at least, be as thorough as one would expect from the best student. If the case includes quantitative data, it might suggest ways of utilising the data, and should ideally include the details of any spreadsheet analysis. At the very least it should indicate the techniques to be used for analysing the data. Additional readings or references Suggested additional readings should be listed if it is necessary (or helpful) for students to read text or other material in conjunction with the case. Specific readings can be assigned from these lists. Feedback It should provide an indication of how the case worked with different student groups; where possible indicating the cases suitability for written assessment or examination, role-playing, or other forms of use. Where known, it might also include the actual outcome of the case situation, and some follow-up facts.

References The Case Teaching Note J Heath (John Heath Associates) Case Research: The Case Writing Process M R Leenders and J A Erskine (The University of Western Ontario) Case Method in Management Development J I Reynolds (International Labour Office)

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