Journal of Management Education OnlineFirst, published on December 30, 2009 as
doi:10.1177/1052562909349923
The Undergraduate Case
Research Study Model
Journal of Management Education
XX(X) 1–31
© Organizational Behavior Teaching
Society 2009
DOI: 10.1177/1052562909349923
http://jme.sagepub.com
Gina Vega1
Abstract
Student-written cases are powerful pedagogical tools that can lead to
improved understanding of business situations, more informed analysis,
emphasis on reflection, and clearer expository writing, all of which are critical
skills for business students. Cases provide an opportunity for students to
enjoy an active learning experience and derive the experiential payback
that such activities offer. In this article, the author describes an innovative
method for combining teaching cases and research cases that gives relatively
inexperienced undergraduate students practice in applying theory to
practice. The project was designed for a small business management class
for which the learning objectives go beyond content and theory application;
students gain the additional benefits of development of interpersonal skills,
an enhanced ability to deal with ambiguity, and the extension of insight
and originality. The article provides a design for the implementation of the
case-writing process, sample assignments and student work, and theoretical
supports that focus on qualitative methodologies. Although the disciplinary
focus is small business and entrepreneurship, the process of student case
writing can be readily transferred among and beyond business disciplines.
Keywords
case writing, student writing, small business
Who doesn’t like a good story, especially if it challenges you to help someone solve a problem? We use cases ubiquitously in business classes for their
1
Salem State College, Salem, MA, USA
Corresponding Author:
Gina Vega, Bertolon School of Business, Salem State College, Salem, MA 01970, USA
Email: gvega@salemstate.edu
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Journal of Management Education XX(X)
illustrative value (an interesting story) and for the challenges they pose to
solve a business dilemma. The story draws the reader in, as the protagonist’s problem engages the reader emotionally and intellectually. Writing the
case study challenges the writer: Clear communication, creativity, and
research skills must be developed. For this reason, I have worked with my
undergraduate students to develop a process for them to write cases for
classroom use.
The purpose of this article is to describe the undergraduate case-writing
process that I have developed as a term-long project for a course on entrepreneurship and small business management. I present a set of assignments designed
to lead students through writing a case about an entrepreneur and one business
problem that the entrepreneur has faced. The case research study and its
related learning objectives, assignments, assessment, and samples of student
work provide a complete outline of this term-long project. Several rubrics,
student handouts, a timeline of deliverables, and other elements appear in
Appendices A to H.
Benefits of Student Case Writing
Many researchers have described the benefits of having students write case
studies as an adjunct to reading and analyzing published cases (Bailey, Sass,
Swiercz, Seal, & Kayes, 2005; Forman, 2006; Jones & Woodruff, 2005;
Whitt & Grubbs, 1991). These benefits can be grouped in three general categories: skills development, content application, and personal growth. Skills
development includes improving student proficiency in written communication and interpersonal skills (Forman, 2006) and strengthening students’
analytical skills and their ability to think, write, and make presentations
(Whitt & Grubbs, 1991). Content application includes integrating learning
and applying theory to practice skills (Jones & Woodruff, 2005) and encouraging currency in researching local companies (Whitt & Grubbs, 1991). Personal
growth includes developing opportunities to expand personal and professional
networks (Forman, 2006), stimulating creativity and increasing motivation
and collegiality (Jones & Woodruff, 2005), building student confidence and
composure (Whitt & Grubbs, 1991), fostering tolerance for ambiguity and
incompleteness, learning to distinguish between the significant and the
trivial, and providing an opportunity to develop original thought (Bailey
et al., 2005).
Articles that discuss undergraduate case writing focus on the development of the personal case—a self-revelatory case about a personal problem
or situation that the student has experienced (Ashamalla & Crocitto, 2001).
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3
Personal cases can be valuable exercises in reflection and the development of
self-knowledge, often the purview of organizational behavior courses. However, they can be less helpful when trying to understand a variety of specific
contexts, including the general area of entrepreneurship or small business
management.
Small Business Cases
The case research study project portrayed here was designed for use in a
small business management course; thus, the examples and assignments refer
to interviews with entrepreneurs and small business owners. However, the
project is easily adapted for use in other business courses. Writing cases is a
particularly instructive way for students to learn about businesses and those
who run them, because it respects the unique qualities that each entrepreneur
brings to his or her business, and it helps students embrace difference as they
consider their own future careers.
Generally, there are two major categories of cases: teaching cases and
research cases. A teaching case often presents a problem for students to
solve and is meant to generate class discussion and individual or group analysis. A research case is written for the purpose of developing and testing
theory and extending concepts and does not leave the reader with a problem to solve (Kagan, 1993; Leenders & Erskine, 1989; Naumes & Naumes,
2006).
I have designed a set of case-writing assignments that comprise a termlong project. The result incorporates elements of a teaching case with
elements of a research case to be investigated and written by undergraduate
students. This project has the goals of improving students’ writing and analytical skills while teaching them how to access their creative and synthetic
capabilities through the development of narrative. Students build networking
and relationship skills through involvement with business owners. I have
implemented this set of assignments over the course of several semesters,
each time tweaking the process a little more to improve it.
The Case Assignment
The written case is the major deliverable of the term, valued at 25% of the
students’ grade. The project is normally done in dyads or teams comprising up to five members for several reasons: It can be difficult to identify
many different companies willing to participate in a student project; the
presentations at the conclusion of the term require several class meetings;
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Journal of Management Education XX(X)
and the project is too comprehensive for most undergraduates to undertake alone.
The purpose of the project is to allow students the opportunity for deep
insights into entrepreneurial behavior and attitudes, helping them understand
what may make a person behave in a specific way. What makes an entrepreneur do what he or she does? What makes a small business owner get up
every day and do all the challenging tasks required of him or her? The students interview an entrepreneur or small business owner (selected from a
group of volunteers) and observe the operations of their business to determine how this entrepreneur or small business owner overcomes obstacles.
The case research study focuses on the history of the entrepreneur’s business
experience and the most satisfying and most challenging experiences related
to the business.
The written case research study is composed of 11 distinct elements
as shown in Table 1: The Hook, The Industry, The Company Story, The Entrepreneur or Small Business Owner, The Problem, Commentary, Alternating
Sections of E-Voice (Entrepreneur’s Voice) and R-Voice (Researcher’s
Voice), Alternatives, Final Recommendation, Methodology, and A Final
Word. The development of the Entrepreneur’s Voice (E-Voice) and
Re searcher’s Voice (R-Voice) is explained in detail in a later section of this
article.
All the above elements must be addressed in the final written case. The
teams practice each of the elements in class to increase student confidence and
understanding. I also emphasize the importance of integrating into the case
research study the theory and concepts that students have learned in other
business courses.
The final written case research study is formally presented to the class
and invited entrepreneurs. All team members are required to participate
actively in the presentation. The PowerPoint-supported presentation is
20 minutes long and includes a brief overview of the industry, company,
and entrepreneur followed by a description of the methodology the team
used. The students discuss the kinds of problems the company experienced and the main problem of the case, for which they propose alternative
solutions and their final recommendation with its rationale and theoretical support. The written case research study and the presentation, along
with all the interim assignments, are supported by a series of rubrics designed
to provide summative graded evaluation and formative developmental
guidance.
The learning objectives that relate to this project are explained to the
students as follows:
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Table 1. The 11 Elements of the Case Research Study
1
The Hook
2
The Industry
3
The Company
Story
4
The Entrepreneur
or Small Business
Owner
5
The Problem
6
Commentary
7
Alternating sections
of E-Voice and
R-voice
This is the beginning of the case that grabs the
reader and generates interest in reading further.
It should not be an abstract or synopsis of what
is to follow. Instead, it should stimulate interest
or curiosity in the reader for what is to come by
suggesting the main problem of the case.
This is an abbreviated industry note. It includes a full
description of the services or product in question,
the overall size of the industry in the region,
identification of the primary factor that produces
profit within the industry, major barriers to entry,
competition, and any other information that will be
helpful in understanding the context of the business.
An organizational history—when the business was
founded, who founded it, how big is it at present,
the most salient features about the business at this
time, and similar background information.
A detailed description of the protagonist—the reader
should be able to see the person. Use as much of the
protagonist’s language as possible to help the reader
hear the way the protagonist might react or respond.
Write this in the E-voice to the greatest extent
possible. Use the narrative format (storytelling
format) so that it sounds like fiction, even though
it is factual. Some of this section will have to be
reproduced by the researcher as it is has been
observed during data collection because it is
unlikely that the entrepreneur will spell out in
quotable language the human interactions that
the researcher observes. Note that the problem
as identified by the entrepreneur may not be the
problem that the researcher perceives.
Use the R-voice to comment, provide analysis and
identify theories, or connect concepts or learning
that help explain the protagonist’s behavior. Be as
specific as possible when making these identifications.
Write about the protagonist’s personal business
history, most satisfying business experience,
advice for new entrepreneurs, or other stories,
alternating with discussion/commentary by the
researcher. Try to apply at least one theory or
concept to each E-voice revelation.
(Continued)
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Journal of Management Education XX(X)
Table 1. (Continued)
8
Alternatives
9
10
Final
Recommendation
Methodology
11
A Final Word
Propose at least three recommendations to solve the
protagonist’s problem. Discuss them with pros and
cons.
Make one firm recommendation and explain why you
have made this recommendation.
How did you collect the research for this case study?
How did you get to know the entrepreneur? How
many interviews did you do? Where did you do
them? What forensic research did you undertake?
Which Web sites did you visit? How many drafts
did you complete? How did you and your research
partner interact?
This is a personal reflection on the process of
researching and writing the case study/oral history.
What have you learned by doing this project?
Learning Objectives
1.
2.
3.
4.
5.
Develop and strengthen creativity skills and openness to innovation by visualizing facts as if they were fiction and by looking at
problems in a new light through the qualitative research process.
Incorporate flexibility and adaptability into your repertoire, increasing your entrepreneurial potential by meeting the scheduling and
business needs of others and completing the complex assignments
on an established schedule.
Improve your ability to communicate in writing through completing
a written case according to set criteria, and orally, particularly in terms
of convincing others, through giving a presentation based on your case.
Evaluate your own potential in the area of small business by comparing your willingness to address the kinds of challenges your
entrepreneur has willingly undertaken and sharing what you have
learned during “The Final Word.”
Experience self-organization, self-direction, and leading others by
working in a team over the course of a semester and producing a
significant deliverable in a timely way.
In the following sections, I describe how I support students to meet these
objectives and fulfill the requirements of the project. See Appendix G for
an overview of the relationships among Learning Objectives, Course and
Project Elements, Benefits to the Student, and Methods of Assessment.
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7
The Case Research Study
The case research study is central to the small business management course,
with assignments and interim deliverables related to each business content
area (advertising, budgeting, ethics, motivation, negotiation, franchising, and
succession) and each process area (qualitative research, writing, leading and
collaboration, and creativity).
To assess the preexisting quality of student writing, I administer a short
precourse survey. This survey includes the “Anticipation Guide” (Appendix A)
that surfaces a series of entrepreneurship-related issues about which students
may be uncertain. Students select a topic that interests them and then write
one paragraph about it. I administer the same Anticipation Guide and writing
assignment at the end of the term to evaluate changes in content acquisition
and facility of written expression.
Basic Components of Case Study
Development (Learning Objective 1)
Data Collection (Valuing the Ordinary in the R-Voice)
There are two aspects to the process of data collection—the forensic and archival research and the live interview and observation. Both are necessary to get a
clear picture of the phenomena that interest the researcher. It is important to
begin with archival research so that the researcher is prepared when meeting the
entrepreneur. We start with an industry report. We begin the term with a visit
from the business librarian to inform students about databases and new resources
that are available through the college and on the Internet to help them prepare
their industry research and company background before they meet with their
entrepreneurs.
This paper is brief (no more than three pages) and provides concrete and
specific information about the industry in question. It includes things such as
the size of the industry nationally and locally, identification of the primary
profit center within the industry and the industries on which the one in question depends, barriers to entry, opportunities for growth, competition, major
challenges, and other relevant information.
Undergraduates are often receptive to a directive approach with clear
guidelines and research protocols to help them direct their own research
appropriately. The goal is to suggest research parameters and behavioral
guidelines that will yield high-quality learning. I begin to introduce data collection for qualitative research early in the term, generally in the second
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Journal of Management Education XX(X)
week. For example, we practice simple observation techniques: two lines of
standing students face each other; one line of students makes some minor
change in their individual appearance, and the facing student must identify
the change made—such as eyeglasses on or off, hair parted differently, or
sleeves rolled up or down. We prepare for interviews, as well: we design
open-ended questions, role play scenarios, design semistructured interviews
for the protagonists of cases we study in class, and more (see Appendix C for
the timeline of such activities). I provide a series of handouts, samples, and
templates for student use during their research project.
Storytelling (Expression of the Story in the E-Voice)
One important message that the students need to internalize is that qualitative research requires concurrent data collection and sense making,
because their tendency is to separate these two processes as in quantitative
research (Ragin, Nagel, & White, 2004). This combined process can make
data collection more complex sounding than it needs to be. The concept of
using oneself as a data collection tool and participating actively in the
research process is alien to most students, but once they internalize the
value of their role and recognize that they are respecting the ordinary by
giving voice to “regular people” (Katz, 2004), their creativity becomes
liberated and they succeed in learning the entrepreneur’s story (Learning
Objective 1).
The emphasis in the semistructured interviews is on finding good stories
about the entrepreneur, the company, or the situation. Stories bring life to
business situations and create impressions of people that make them more wellrounded and realistic. When we hear a story, the natural tendency is to want to
hear more, and that is the foundation for these undergraduate case studies. You
can test this hypothesis yourself easily by reading the two short statements
below.
When Jennifer and Fred emerged from the conference
room, the flush on their faces was not due only to the
hot weather. The sound of Al’s angry shouting behind the
door leaked into the corridor where the next two-person
account executive team waited for their “team-to-boss”
meeting. “I can’t take too much more of this,” said Jennifer.
“If it keeps up, people are going to start looking for other
jobs. This time, he really went too far.”
Al’s bad temper
intimidated
everyone who
worked for him.
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9
The sample on the right is a simple statement without evidence of its truth
or falsity. Ho hum, Al is cranky. This is no way to keep a student reading! But
in the left-hand sample, we have learned a lot. The sample on the left exhibits
all the characteristics of a good story—it is concrete, identifies real people, is
common knowledge to the employees, is believable, and it describes a
social contract, the way things are done in this organization (Morgan &
Dennehy, 1997). We have learned that the organization has at least four
account executives, there are both men and women with the same job title,
the boss has periodic meetings with the staff, the boss is a difficult man to
deal with, there is general dissatisfaction within the organization, and the
boss’s people skills leave something to be desired. Here, the left is rich with
dysfunction; the right tells us nothing. Stories are far more enlightening
than we expect.
Everyone has stories to tell, even the boss—especially the boss when
we’re doing research about a small business. Asking questions such as “Can
you tell me about a time when . . .” opens the door to a story. According to
David Boje (1991), organizational stories are stories about a person in a
situation that has a beginning, a climax, and a resolution. They are constructed with five main parts: the setting, the sequence of events, the crisis,
finding out what the central character learned, and the moral (Morgan &
Dennehy, 1997). Incorporating several of these stories within the case
enlivens the read and provides solid qualitative data for analysis. I provide
a simple practitioner article by Robert Dennehy (1999) to clarify to students
what a story is, and then we spend some class time telling stories to one
another, prompted by questions starting with “Can you tell me about a time
when . . .”
Designing the interview questions is part of the storytelling process.
Asking weak questions will result in listless stories or responses that verge on
irritation, such as “Whaddya mean a story? I don’t have time for stories.”
Such a response can easily intimidate the inexperienced researcher. Instead, it
pays for students to design a series of questions that are more likely to spark a
detailed response. These questions should focus on specific events or situations: “Can you tell me a war story about a time when your deliveries didn’t
come in as expected and you had a shipping deadline to meet?” “Was there a
time when sales stalled so much that you couldn’t make your payroll?” As an
alternative, the researcher can focus on standard organizational audit questions such as suggested by Morris (n.d.) and shift them into a storytelling
format.
For example, instead of asking how “innovative, risk-taking, and proactive is this venture,” one might ask the entrepreneur to tell about a time when
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Journal of Management Education XX(X)
she had to take a risk. The researcher can follow up with questions about
how that felt, how her employees responded, and similar evocative secondary queries. Or, instead of asking about “the dominant management style
in the company,” the researcher can ask about a time when everything
seemed to be going wrong, then follow up depending on the response. Other
questions that are likely to generate a story are the following: “Tell me about
a time when you failed.” “What happened the last time you tried to make a
major change within the company?” “What do you think is the biggest problem you have faced in this business?” Of course, all these questions require
follow-up.
Sense Making and Expression in the R-Voice
If we follow the “Elements of the Case Study” outlined earlier, sense making
takes place within Elements 5, 6, and 7 (The Problem, Commentary, Alternating Sections of E-Voice and R-Voice). Qualitative analysis is an iterative
operation and needs to be conducted concurrently with data collection
(Berkowitz, 1997, chap. 4).
Relationships (Learning Objectives 1, 2, 4, and 5)
Because business is about relationships, it is valuable to consider the relationship
between the researcher and the entrepreneur. When writing a field-researched
case study, the researcher has a unique relationship with the protagonist of
the case. Rather than the anticipated role of “object” or “research subject,”
the protagonist is the “coresearcher,” a full partner with the case writer. As a
result of this relationship, it can become difficult for the inexperienced student to separate his or her opinions from the facts of the case. Undergraduate
students, in particular, may find distinguishing between their opinions and
the facts challenging. I have designed a method for students to use in the
early stages of case writing that will help them make the necessary differentiation, while making sense of the action.
This method requires the writer to shift between the voice of the entrepreneur/
small business owner and the voice of the researcher/student. “Voice” is a
concept familiar to those teaching in the arts and sciences but not often used
in the undergraduate business school classroom. The story or narrative is
written from the entrepreneur’s perspective, which I have termed the E-voice,
and the theories and commentaries are written from the researcher’s analytical perspective, which I have termed the R-voice. The system is built on one
developed by Argyris and Schön (1974), in which they dealt with dilemmas
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of effectiveness by identifying the chasm between theory-in-use and espoused
theory (“What I do” vs. “What I say I do”). Their work was further developed
by Ross and Kleiner 20 years later (Senge, Roberts, Ross, Smith, & Kleiner,
1994, p. 246), as “The Left-Hand Column” exercise. In this exercise, an individual with an interpersonal problem was to examine it through the expedient
of a two-column page. The right-hand column was devoted to what was actually said during a conversational exchange, and the left-hand column was
used to record what the individual was thinking or interpreting about the
exchange.
The innovation in this approach for case writing by students is the application of the two-column process to surface student tacit knowledge (Polanyi,
1997/1958) and articulate it as explicit knowledge when confronted with
appropriate situations or problems to resolve. The interview is recorded by
the researcher in the two-column format, although the case research study
takes a more traditional written form.
The E-Voice and the R-Voice in Student
Case Research Writing (Learning Objectives 1 and 2)
The process of writing a case requires that the writer articulate clearly what
the entrepreneur has suggested through words and actions. The writer must
also connect these words and actions to broader, more general experiences,
experience an emotional or intuitive response, and make explicit the knowledge that exists below the surface.
The left-hand column is reserved for the words of the entrepreneur/small
business owner (the “E-voice”) and the direct observations of the researcher
that help set the scene. The right-hand column is reserved for student interpretation of the E-voice narrative and the application of relevant tacit or
explicit knowledge (the “R-voice”). When students work in pairs or teams,
the right-hand column can encourage reflection and consideration of multiple
perspectives, drawing from prior learning and creating emergent learning
(Learning Objective 5).
The following example illustrates how the entrepreneur described an
important event that led to a business challenge. The researcher used the left
column (the E-voice) in the entrepreneur’s words to describe the action and
the right column (the R-voice) to reflect on the event. In this situation, the
student had first-hand knowledge of the event and was, therefore, able to
reflect on the entrepreneur’s dilemma. The student applied knowledge
about ethical business practices to express his own perception about the
event:
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Journal of Management Education XX(X)
E-Voice (the Narrative and Supporting
Descriptive Material)
“Danvers was a big project for myself
and Scott. We either knew some of
the victims or they were a friend of
a friend.” The Chimney Guys began
making the rounds throughout the
town from their Yellow Page ads and
the word of mouth about the company
and the work they did. “It was a packed
schedule and it wasn’t as easy as just
doing a cleaning. We were working
on a chimney a day repairing and
rebuilding most caps with stone and
mortar on a rooftop.” The explosion
resulted in damages being assessed by
construction, electrical, and plumbing
companies. They were to come into
these homes, do the work, and bill the
damages for insurance companies to
pay back to the victims. “It was the
biggest pain in the ass I had to deal
with since starting the company. It was
tough because I knew these people on
somewhat of a personal level, but I had
to do what was right for myself and
the company image” says Craig. Many,
not all, wanted their chimneys to be
done at a price that was higher than
what was given in the estimates. “Say
a job was going to cost them $5,000
they would want us to charge $6,500
or $7,000 so they could pocket the
difference of the cash. They thought
they deserved it for all they were
going through and it put myself and the
business in a situation” (Masone, 2008).
R-Voice (What the Researcher/
Student Thinks About the Narrative)
“I know about the Danvers explosion.
The tragic explosion occurred from
chemicals in a printing plant during
the early morning on November
22, 2006. The blaze was equal to
a 10-alarm fire and 30 towns and
cities sent rescue workers to the
scene. Ninety plus buildings were
damaged within a half-mile square
radius, and it was a miracle that
nobody was killed or even injured.
It was said that the explosion
equaled the same amount of
destruction as a 2,000-pound bomb
would have done.
It’s hard to be the “bad guy” in this
situation. When you know the
people who are suffering the
financial results of an accident, you
really want to help them. But if
you want to build a company with
continuing relationships with the
insurance companies, you have to
balance these things. Mixing friends
and business does not always work
out very well. The Chimney Guys
had to face the dilemma of being
legitimate businessmen or being
everyone’s friend” (Masone, 2008).
It is unethical (and illegal) to provide
false estimates. If they were to
do so, they would certainly lose
insurance business in the future
and might even lose their license to
practice.
The process of researching and writing a case results in some tension
within the narrative by connecting it to previously learned material. The field
notebook, separated into right and left columns, channels the students’ thinking down both paths concurrently. Reviewing the entrepreneur’s words and
connecting them to one’s own observations and reflections helps the student
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13
case authors to identify appropriate theories or previous learning that has not
been identified as “theory,” to the action (Learning Objective 1).
Ultimately, the shifting and reintegration allows the writer to make a recommendation that will help the entrepreneur protagonist solve the problem
that is at the core of the case. The complexity of the frequent shifts makes it
very difficult to isolate different modes of thinking activity. What is helpful,
however, is the resulting integration of logical analysis and emotional or
intuitive understanding. Both are part of every individual, and both spheres
provide valid information and evidence of learning (Learning Objective 4).
I prefer that students not focus on theories that they do not truly understand in favor of their making more intuitive connections that do make sense
to them. The method of analysis described above encourages learners to construct their own theories, even if they do not recognize their ideas as theories,
and make explicit their tacit knowledge. The 11 elements of the case study
(Table 1) demand that the writer continuously perform the right/left shift. See
Appendix B for an example of these elements.
The marginal notes made in the field notebook serve this preanalytical
role. Ultimately, the researcher may decide that those notes are useless or
biased, but without them, there is no place to begin sense making. Inasmuch
as the researcher is the research tool and participates in the research process
actively, sense making must be part of the research.
Asking questions of oneself while asking different questions of others is not an
easy task, nor is it easy to describe this process to students unless they have been
prepared with a thorough grounding in the R-voice/E-voice concept addressed
above. One of the goals of a solid education is to improve on the learner’s ability
to think critically. This critical thinking requires that one think about something
while engaging in a meta-process of “thinking about the thinking about:”
What is the entrepreneur really saying? What does he mean by that?
Wait a minute—someone just came in to ask him a question that seems
very elementary, even to me. But didn’t he say that he believes in
empowering people to make their own decisions? That doesn’t match
the situation that I saw. What does that mean?
And further,
What theories might I apply to this behavior? It seems familiar—what
class did I learn that in? Where else have I seen that? My own boss does
that, doesn’t she? It’s all very confusing when it happens to me . . . I
wonder how that employee feels.
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Journal of Management Education XX(X)
This process of decoding behavior precedes the analysis, which takes place
completely in the R-voice.
Analysis in the R-voice (Learning Objective 4)
The goal of the analysis is to come up with alternatives for action, and subsequently to select one recommendation to make to the entrepreneur. Because
many students believe that theories are “just academic,” they are often surprised to hear that business owners really do conduct situational analysis, pay
attention to the financial ratios, or think through their marketing campaigns
before releasing advertisements.
The goal is that students learn how to apply the theories in the world outside the classroom (see Appendix D). One way to reinforce their learning is
to require that they identify the theories they are using, where they learned
them, how to apply them, and the pros and cons of each. What are the likely
consequences of various alternatives? Which stakeholders will be affected?
What are the important criteria used to determine if the alternative will likely
prove successful? Which alternative would the student recommend? Why?
Anything that makes students more mindful of their actions can only improve
the outcomes. Anticipate that simple cases about simple situations will be
produced.
Technical Instructions (Learning Objective 3)
One strong predictor of a positive outcome when assigning student projects
is the clarity provided by the instructor about expectations. I have designed
instructions in narrative form, template form, PERT charts, grading rubrics,
and self-grading rubrics, some of which are attached here as appendices. I go
over these in class and encourage students to refer to them before handing in
their drafts.
One way I use the grading rubrics is to have students grade each other’s
work in class. First, I assign an in-class 20-minute writing exercise. Sometimes, I require that they write a sample hook. Other times, I have required
that they write a description of their entrepreneur. I collect the papers and
redistribute them to other members of the class, who grade the element
against the grading rubric (Appendix E), adding a developmental comment.
The papers are returned to the original writers, who grade their own work
against the same rubric, comparing it with the grade they already received
from a classmate. I collect the papers, grade them myself, and return them to
the students at the following class. Students have said that this activity was
helpful in understanding what I expected and how they were assessed.
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15
Table 2. References for Rubrics and Feedback Skills
Arter, J., & McTighe, J. (2001). Scoring rubrics in the classroom. Thousand Oaks, CA:
Corwin Press.
Huba, M. E., & Freed, J. E. (2000). Learner-centered assessment on college campuses:
Shifting the focus from teaching to learning. Boston: Allyn & Bacon.
Hunsaker, J. S. (1983). Taking the sting out of negative feedback: How to criticize
constructively. Industrial Management, 25(6), 5-6.
Juwah, C., Macfarlane-Dick, D., Matthews, R., Nicol, D., Ross, D., & Smith, B. (2004).
Enhancing student learning through effective formative feedback.York, UK: Higher
Education Academy Generic Centre.
Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
Michaelsen. L. K., & Watson, W. (1985). Teaching through an experience with giving
and receiving feedback. Organizational Behavior Teaching Review, 11, 111-113.
Stevens, D. D., & Levi, A. J. (2005). Introduction to rubrics. Sterling,VA: Stylus.
Tierney, R., & Simon, M. (2004). What’s wrong with rubrics: Focusing on the
consistency of performance criteria across scale levels. Practical Assessment, Research
and Evaluation, 9(2). Retrieved from http://PAREonline.net.
If you use rubrics in your classes (or want to), there is a rich literature that
will help you to ground your rubrics in developmental and constructive feedback methods. Please see Table 2 for a suggested resource list.
Grading the Assignment
Grading the writing of a Case Research Study is challenging. I provide students with a self-grading rubric (Appendix F) as well as the rubric I use for
grading the final deliverable (Appendix E). The self-grading rubric alerts
students to potential trouble areas when they evaluate the quality of the work
they are about to hand in. They are required to attach this rubric to their final
project (due Week 14).
The rubric that I use for the final project serves as an encyclopedic explanation of my expectations. I include a category in the rubric that addresses
writing quality. The grades most students receive on this process are highly
correlated with the number of drafts they turn in and the commitment they
develop toward solving their entrepreneur’s problem.
Guiding the Student (Learning Objective 3)
I have prepared a Student Guide that explains much of the material within
this article in an accessible format, along with all the appendices, templates,
“how to” articles, grading rubrics, general instructions, and an Instructor’s
16
Journal of Management Education XX(X)
Guide that contains expanded versions of the material in this article as well
as additional teaching aids and background information. These documents
were developed as part of a case-writing project supported by my institution.
My students use the guide throughout the semester as a reference and a
reminder of assignments and expectations.
Students are enthusiastic about the learning derived from the project
and about the process of writing cases. Some of their comments are as
follows:
• “I personally enjoyed this project. It forced me to go out and see
how other small businesses are operating. Being a part of a small
business myself it really hit home for me. Some of the same problems that were at [company name] are basically the root to some of
the problems I see in our small business. It made me feel a little
better to know that other people have problems too; it’s not just us!”
(Learning Objective 4)
• “Overall I enjoyed this project. Trying to solve one of [company
name] problems was challenging and intriguing. I found myself
trying to solve their problem while driving up the highway sometimes. It wasn’t just another problem from a book or a ‘what if’
question. It was a real question that mattered to someone. The outcome of this project wasn’t just to get a grade; it was to see if you
could somehow shed some new light on this problem and hopefully
help in some way.” (Learning Objectives 1 and 2)
• “I really liked doing this project and I think in a good way it opened
my eyes up to the mechanics of owning and operating your own
business.” (Learning Objective 4)
• “One thing I got out of this experience was an eye-opening example of how dedicated and persistent you have to be in order to
open and operate a new business venture. [Owner name] hasn’t
received pay for two full years but he still keeps his head high and
stays motivated to get to work early and leave late.” (Learning
Objective 4)
• “I enjoyed the interviewing process of this project; however working with partners is sometimes very difficult, which I have recently
learned. I believe that it was just ‘the luck of the draw’ when I was
paired with my partner, because I’ve heard horror stories from other
students about group work but never experienced a bad partner;
however, it is also a real world occurrence and this will not be the
first time I encounter a terrible work partner. Therefore, I take this
Vega
17
as a learning experience and realization that things do not always
run as smoothly as expected.” (Learning Objectives 2 and 5)
• “We learned a lot about the printing industry but more importantly
we learned how to conduct a professional interview as well as
received valuable information regarding our future plans.” (Learning Objective 4)
Conclusion
It can be difficult for undergraduate students to grasp the concepts and understand the underlying theory that makes cases valuable learning tools and case
writing an extraordinarily interesting and worthwhile pursuit. They must deal
with the many challenging experiences they are likely to have during the
course of the case-writing project. However, the case research study provides
many benefits for student growth: extension of insight and originality as students are challenged to interpret the statements and actions of the entrepreneur;
integration of theory and practice as students seek potential remedies for an
entrepreneurial challenge; improved communication skills through writing
and oral presentation; enhanced ability to deal with ambiguity as students
seek to identify a problem they feel equipped to address; development of
qualitative research skills through sharpening both listening and observation
abilities during the research process; and development of interpersonal skills
through teamwork and project management. These outcomes are assessed
through the designated series of rubrics and written instructor feedback,
along with oral feedback at the presentation from the entrepreneur and their
classmates. When the final papers are submitted, they are accompanied by a
Contribution Form that outlines the specific contributions made by each team
member (see Appendix H). Use of this form ensures that some of the teamrelated pitfalls such as tourism and free riding are minimized.
Additional benefits include the development of personal and professional
networks that are useful for future interviews and professional interactions,
increased motivation and interest in coursework, and an opportunity to practice their potential future professions. See Appendix G for an overview of the
relationship between Learning Objectives, Course and Project Elements,
Benefits to the Student, and Methods of Assessment.
For these reasons, it appears beneficial to encourage instructors in disciplines that have not traditionally focused on case writing to consider
undertaking similar projects with their classes. The project that I have
described in this article can easily be adapted to other subjects, all of which
are likely to have as desired learning outcomes the benefits outlined above.
18
Journal of Management Education XX(X)
Appendix A
Anticipation Guide
(Use your own questions to direct student interest for your specific course,
generate discussion, and identify business problems of interest. This exercise
starts the conversation.)
Indicate whether each of the statements below is likely or unlikely.
Likely
Unlikely
Statement
1. Writing a business plan is only for getting funding.
2. Accepting all potential projects for production is a wise
course of action.
3. Small businesses started by men generate more jobs than
those started by women.
4. I don’t need to learn how to do financials because I can hire
an accountant to do that.
5. Having my own business allows me to decide how much to
earn and how much to work.
6. I should pay my business bills as soon as they come in.
7. I should pay my bills on a regular date, like the 10th of the
month.
8. It is better to avoid having a partner in your business at the
beginning.
9. Debt financing is better than equity financing for a biotech
startup? for a nail salon?
10. The most important element in starting a business is an idea.
11. Always price your product as low as you can and still make
a profit.
12. You can sell your product by telling people how good it is.
13. It’s your company—you can fire whomever you want to.
14. Inflation is good for small business because it drives prices up.
15. When you buy a franchise, the franchisor guarantees your
success.
Appendix B
Abbreviated Example and Case Template
Most of the elements used as examples below are drawn from student cases
and are excerpts of the fuller elements. They should not be considered complete examples of any particular element. I have not edited any of the student
(continued)
19
Vega
Appendix B (continued)
writing and have shifted from “P.K. McGuane Plumbing and Heating” to
“Risky Business” at the fifth element (The Problem) because no single case
study exemplified all elements equally well.
The Hook
(E-voice)
The Industry
(R-voice)
The Company
Story (R-voice)
“People just don’t want to pay me” my father said to me on
Easter Sunday just before a delicious breakfast. “My biggest
problem is getting the people that you, Bruce, Buck, and
Matt go do these jobs for, to pay me” he continued. My
father, ever the lecturer, reiterated his point. “Do you go
into the store pick something off the rack or shelf and walk
out the front door without paying for it? What makes my
business any different?” I answered, “I don’t know dad,” and
he didn’t know either (McGuane, 2008).
The Plumbing and Heating industry has been around for
centuries. Since the Romans invented aqueducts, people
have been plumbing. It is a little more sophisticated
today than when it first started. Today in Massachusetts,
an apprentice plumber must complete 300 hours of
code class as well as complete a written exam and a
practical application of basic plumbing operations, before
becoming a journeyman licensed plumber. Since it is illegal
in Massachusetts to hire any help whatsoever with a
journeyman’s license, it took an additional 200 hours of
code class and 2 years of working in the trade to be eligible
to take another written exam and pass another practical
application. The census says that there 2,520 such plumbing
establishments in MA. and that those establishments
employ 23,276 plumbers (McGuane, 2008).
P.K. McGuane Plumbing and Heating started in 1923 when
my father’s grandfather, my great grandfather, P.K. McGuane
Sr., started the business in his parents’ garage on East Main
Street in Ayer, MA. Throughout the years a Paul K. McGuane
has run the business. My father, Paul K. McGuane III, is, as
the name would suggest, the third such owner/operator
of the business. It has for the most part remained open
since the day it was started. There was a brief shut down
when my grandfather Paul K. McGuane Jr. died of cancer in
the 1976. My father was forced to sell the business’s assets
and all, then went to work for Raytheon in Burlington as
a maintenance foreman. In 1987, after the birth of his first
baby girl and fourth child, a promised promotion had not
been delivered by his “overbearing, lazy, know nothing,
supervisors . . . Men who thought they knew everything and
(continued)
20
Journal of Management Education XX(X)
Appendix B (continued)
The Entrepreneur
or Small
Business Owner
(E-voice and
R-voice)
The Problem
(E-voice). Note
that the shift to
“Risky Business”
begins here
knew nothing.” Dad had enough, he took out a loan on a
Dodge van and P.K. McGuane Plumbing and Heating
was back in operation and has been ever since
(McGuane, 2008).
My father is a towering man, who commands respect. He’s
the first one to tell you when you’re wrong and the last
one to give praise. Supply clerks do their very best to
keep him happy because his business total in the hundreds
of thousands of dollars every year. My father is a classic
plumber big, strong, in constant pain, with bum knees. My
father doesn’t wear gloves when snaking a line or clearing
debris from a sewer line “if it was going to kill me it would
have done it years ago,” doesn’t wear a face mask when
insulating, and seldom wears knee pads. Over the years, he
has had battery acid in his eyes, suffered a damaging injury
to his left pinky finger, when skin was pulled off by a run
away boiler to the bone, had knee and hip surgery, stitches,
broken bones, cuts, burns, and scars dot his forearms and
hands as well as numerous lumps on his head from crashing
into rafters in basements that are too short for his 6′ 4″
250 pound frame. If you ask my father why he does all this
he would say that he does it because he loves it, because
he likes to see quality work and know that he is the reason
that someone has fresh water, hot showers, and warm
efficient homes, but the driving reason is to provide for his
family. Dad works day and night, weekends and holidays if
need be, to keep work coming in, bills going out; and four
men busy at work (McGuane, 2008).
“The advantages are great,” he said to his family as they
tried to come up with a decision, “but there are some
unavoidable disadvantages that will cause me to lose sleep
over. The main thing is that I will have to wait a whole
year for the new plaza to be built. That means the store
stops running, I have no income coming in, and I have to
pay storage fees for the equipment. The rent is going to
increase in the new building to over $3000 a month. And so
aren’t the taxes. What about the money it will cost to build
the new store? All I’m getting in an empty space with four
walls when I move in. This needs a lot of investment and I’m
not sure it will be worth it. I don’t want all of these years
of hard work to go down the drain. But I also don’t want
to pass on this great opportunity. If I don’t do it someone
else will! Should I invest my time and money for the new
(continued)
21
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Appendix B (continued)
Commentary
(R-voice)
Alternate several
sections of
E-voice and
R-voice
Recommendations
(R-voice)
store, or just move on to another location for my business?
(Qoqi, 2008).
If I was the business owner, my decision would be to wait
for the new store and continue my business in the same
plaza. However, I would only decide this if I had enough
money to invest in this project, and when I’m positive
that I will make a profit. It’s a big risk to take, but that
comes with the territory of owning your own business.
When he initially decided to open this restaurant in
the first place, that was a big investment and huge risk,
but with proper planning and good management he was
successful. Also I wouldn’t pass on the opportunity in
being in such a good location. If I didn’t take this spot,
then someone else will take that spot with another
restaurant. The location is very attractive, it’s close to
the schools, it’s in a residential area, and it’s near office
buildings. Such locations come with a price, but it’s a
price that would be worth it to me, because it would give
me more business (Qoqi, 2008).
I believe that the owner needs to feel in control of the risk,
as we learned in Organizational Behavior. Where is his
locus of control? If he doesn’t believe he can succeed,
he will fail. If he believes he has control over his destiny,
success is more likely.
Well, that’s great! You always complain about how old
the building is, and how it doesn’t attract that many
customers. Once you go back, you’re going to grow your
business and the foot traffic tremendously. Also there will
be other stores occupied by the plaza that will triple the
amount of people coming! said his wife Jorgjia as they
discussed the issue.
If I was the business owner, my decision would be to wait
for the new store and continue my business in the same
plaza. However, I would only decide this if I had enough
money to invest in this project, and when I’m positive
that I will make a profit. It’s a big risk to take, but
comes with the territory of owning your own business
(Qoqi, 2008).
I wouldn’t take the options of going to another location or
moving to the next town over. This is an opportunity to
grow my business and expand it. Why would any business
owner want to down grade their business? By going to the
location in Lexington, it would down grade my business. My
(continued)
22
Journal of Management Education XX(X)
Appendix B (continued)
Final
Recommendation (R-voice)
Methodology
(R-voice)
A Final Word
(R-voice)
restaurant would be smaller, I couldn’t expand my menu,
and my customers wouldn’t have a choice of sitting down
to eat their food. As a business owner I would look for
opportunities to grow, and going into the new plaza would
be that great opportunity (Qoqi, 2008).
We learned in MGT 337 to recognize the difference between
a good idea and a real opportunity. It looks to me like the
real opportunity is to wait until the plaza is rebuilt and stay
in my own established community. Situational analysis will
prove this out.
The downfall of this is the wait until the new plaza is
rebuilt that is a chance that I would be willing to take
if I was in this situation, and if I had the financial means.
The owner of this plaza is also taking a huge risk for
investing millions of dollars into this project, in order to
have better business in the future and make more money
with his new attractive building. He is also losing money
for the year it takes the plaza to build because he’s not
collecting any rent from tenants. However he is also
willing to take that risk in order to achieve his future
goals and have a successful business with his property
(Qoqi, 2008).
I interviewed the entrepreneur three times, using a set of
questions I had designed ahead of time (attached as an
appendix). I tried to tape the interviews but found out that
was distracting, so I did my best to take notes while we
were talking. That was difficult; it would have been better if
I had someone else with me to take the notes. I researched
the industry online, determining the NAICS code, size of
the industry, local competition, and other information at the
following websites: [list here].
I learned a lot more from this process than I expected I
would. I am beginning to see why it is so challenging to
run a business. I just thought it would be straightforward
and I didn’t realize I would have to worry about so many
different things, even things I cannot control (like the
parking situation). As the entrepreneur said, “I didn’t know
how hard all that stuff was. It wasn’t working hard that was
the problem. It was the actual management part that was
the problem. Back when I was there [in my previous job
I always had someone to fall back on, but here it was just
me.” (Barrera, 2008)
23
Vega
Appendix C
Timeline of Deliverables and Major Assignments (15-Week Term)
Week No.
Preterm
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Deliverables and Major Assignments
Instructor lines up small business owners who are willing to
participate and has them sign a consent form (not included
here) (I)
Introduce project (I)
Use Anticipation Guide (Appendix A) to identify specific areas of
student interest (I)
Establish student teams/dyads (I)
Match business owners with student teams (I)
Introduce qualitative research and connect with right brain/left brain
activities (I)
Read: The Executive as Storyteller, Dennehy (S)
Read: How to research an industry handout (not included here) (S)
Visit by librarian
Read: How to read a case (not included here) (S)
More on qualitative research—the role of the researcher and
relationship with the coresearcher; maintaining a research
notebook (I)
Read: How to conduct an interview with an entrepreneur (not
included here) (S)
Lesson on interviewing and question design (I)
Submit interview dates (to be completed by the end of Week 9) (S)
Go over case template and sample (Appendices A and B) (II)
Hand in industry note and draft questions (S)
Practice writing hooks (I & S)
Speaker who fits into your programming
Interviews complete—students hand in copies of their field
notes (S)
Read: How to write up research (not included here) (S)
Read: How to connect the problem to theories (Appendix C) (S)
Grading rubrics (Appendices E and F; rubric for presentation not
included here) (I)
Writing practice
Read: Presentation requirements (not included here) (S)
Case Draft 1 due (S)
Presentation outline due (S)
The Final Challenge (not included here) (S)
Papers due (S)
Presentations (S)
Note: I = instructor responsibility; S = student responsibility.
24
Journal of Management Education XX(X)
Appendix D
How to Connect the Problem to the Theories
During the time you have spent in the business school, you have been exposed
to a great many theories and concepts. Every class you have taken has introduced
you to theories that relate directly to the material to be learned in that course. Now
is your chance to integrate those theories and make real use of them. This project
is not about learning new theories; it is about considering the theories you have
already met and using them to demystify actual business behaviors and situations.
The theories and concepts you have learned in management, accounting,
finance, marketing, and technology can all be applied to your case research
project. However, it is likely that many of these theories have run together in
your mind, or that you have forgotten them once the course in which they
were presented was over. The big challenge for you is to reconnect with these
theories and organize them in such a way that you will be able to select the
appropriate one to apply to the specific problem you are studying.
One way you can do this is to design a matrix similar to the brief sample I
have designed below. If you have forgotten the names of the theories you learned
or the names of the theorists who proposed them, you can refer to your old texts
(if you haven’t sold them), the syllabi of courses you have completed, or your old
course notebooks. If none of these items are available to you, you should simply
find someone who is taking a course you have already taken and ask that person to
lend you the text for a short time so that you can refresh your memory. You might
even ask a professor if you can sit in the office and thumb through the current text.
Sometimes, just a glance at the table of contents will be enough to jog your memory.
Theories/Concepts (List and Use a
Keyword to Identify Each Theory)
Course in Which
They Appeared
Motivation theories
Maslow (hierarchy of needs)
Herzberg (hygiene and motivators)
Adams (equity theory)
Vroom (expectancy theory)
Organizational
Behavior,
Management
MBO
Market segmentation
Acid test (quick test) ratio
Management
Marketing
Accounting
Make your own list here
Situations in Which
They Can Be Applied
Making choices when
presented with
different alternatives;
length of time or
amount of effort a
person puts forth
Planning and goal setting
Who is the customer?
Ability to pay off
current liabilities
25
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Appendix E
Grading Rubric: The Case Research Project
Weak
Missing
0
Exemplary
Makes the reader
want to read
The Hook
further
3
Talks about the
Talks about the
Talks about the
industry in vague industry in terms
industry in terms
terms or is
of 2 or 3 of the
of all the requested
The Industry
missing.
suggested areas.
areas to provide full
2
3
context.
6
Provides very
Provides limited
Provides a full
little background information about
history of the
information
the company history company, as well
The Company
about the
and/or facts about
as complete
Story
company.
current operations. information about
1
3
current operations.
4
The reader can
The reader has a
The reader is able
form only a very general idea of who
to picture the
limited mental
the entrepreneur
entrepreneur and
The Entrepreneur
picture of the
is and how the
can anticipate the
or Small Business
entrepreneur
entrepreneur
entrepreneur’s
Owner
or the
behaves.
future actions.
entrepreneur’s
5
10
behavior.
2
The key situation The key situation
The key situation
in the case is
in the case is clear,
in the case is fully
The Problem or
unclear.
but it reads like a
elaborated and
Situation
1-6
report.
complete. It reads
7-10
like a story.
11
No explanations An attempt is made
Theories that
or theories
to provide theories
explain the
that explain the
that explain the
entrepreneur’s
Commentary
entrepreneur’s
behavior, but they
behavior are
behavior are
are not specific.
identified and
provided.
7-10
applied correctly.
1-6
11
Is an abstract or
synopsis.
1
(Continued)
26
Journal of Management Education XX(X)
Appendix E (continued)
Weak
Exemplary
Other stories
Other stories
Two additional
beyond the
or situations are
stories or situations
key situation
presented, but
are included in
Alternating
are missing,
relevant theories
the appropriate
Sections E-voice
along with their explaining them are
voice, along with
and R-voice
relevant theories. missing or limited.
commentary,
1-7
8-12
theory, and
application.
12-15
One alternative
Two alternatives
Three alternatives
is provided,
are provided,
are fully developed,
consequences
consequences are
consequences
not identified,
not accurately
clearly spelled out,
insufficient data
identified, data
data analysis is
Alternatives
analysis, theory
analysis not
comprehensive, and
not applied
properly conducted, theory is applied
properly.
weak theory
correctly.
0-5
application.
11-15
6-10
The final
The final
The final
recommendation recommendation is
recommendation
is missing.
missing its rationale plus rationale make
Final
0
or does not make
sense.
Recommendation
sense in the
5-6
situation.
1-4
The discussion
The discussion of
A complete
of methodology methodology does
discussion of
is cursory.
not cover several of
methodology,
Methodology
0-1
the important areas. including reference
2-3
to all suggested
areas.
4-5
No reflection
Some learning has
Learning has been
or no learning
been identified.
identified and
Final Word
identified.
2-4
specific examples
0-1
provided.
5-6
(Continued)
27
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Appendix E (continued)
Writing Quality
Weak
Many careless
The case does not
grammar and
appear to have been
spelling errors edited beyond Spellthat could have check and Grammar
been caught
check for style or
by Spell-check
expression.
or Grammar
3-5
check (or careful
proofreading).
0-2
Exemplary
There are very
few grammar and
spelling errors, the
writing is clear,
and the analysis is
easy to read and
engaging.
6-8
Total
Appendix F
Grading Rubric: Self-Grader
Please complete and attach to your draft case research study and to your final
project.
Something Is
Wrong
Presence of all
required elements
(refer to original
assignment)
Issues
What is missing?
Add it.
Adequacy of
discussion of
consequences,
depth of
data analysis,
application of
theory
Weak in one or
more of the
listed areas.
Some primary or
secondary issues
are missing.
Everything Is Correct
Student
Comment
Here
In the column to the
right, list the items that
appear in the Table of
Contents.
All the primary and
secondary issues have
been dealt with and
prioritized.
Issues are fully developed,
including alternatives,
consequences
clearly spelled out,
data analysis is
comprehensive, and
theory is applied
correctly.
(Continued)
28
Journal of Management Education XX(X)
Appendix F (continued)
Something Is
Wrong
Quality of
expression
Would I be willing
to turn in this
report to my
employer?
What grade would
you give this
project?
Student
Comment
Here
Everything Is Correct
I have not run
Spell-check or
Grammar check.
I have not had
someone else
proofread my
work.
If no—fix it!
My work has been
proofread by someone
else and all errors have
been corrected.
C or less
A or B
If yes, you’re done. Hand
it in, along with this
evaluation sheet.
Source: Leach, Sherman, and Vega (2008).
Appendix G
Connecting Learning Objectives With Course Elements, Benefits, and Assessment
Learning Objective
1. Creativity
2. Flexibility
Course/Project
Element
• E-voice/R-voice
• Theory
identification
• Storytelling
• “The Problem”
• E-voice/R-voice
• “The Problem”
• “Methodology”
Benefits to the
Student
• Practice in
interpretation
of nonverbal
communication
• Sharpen
listening and
observation
skills
• Identify and
isolate a
problem
• Define a finite
problem for
resolution
Assessment
Method
• Interview
design
• Interview
transcripts
• Timeliness of
submission
• “The Final
Challenge”a
(Continued)
29
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Appendix G (continued)
Learning Objective
3. Communication
4. Personal
potential
5. Self-organization
and leadership
Course/Project
Element
• Case research
study
• Presentation
• Student guide
•
•
•
•
•
•
•
Benefits to the
Student
• Confidence
• Skills
development
in writing and
speaking
“The Final Word”
• Ability to
E-voice/R-voice
integrate
“Alternatives”
theory and
“Recommendation”
practice
“Commentary”
E-Voice/R-Voice
• Project
Scheduling
management
• Teamwork
experience
Assessment
Method
• Rubrics
• Feedback
from the
entrepreneur
• Class feedback
• Writing
samples analysis
• Selfmeasurement
• Anticipation
Guide
• Timeliness of
submissions
• Contribution
form
a. The Final Challenge is an exercise that asks students to reconsider their case study from
a different perspective (drawn randomly from a selection that range from the eyes of your
12-year-old brother to the eyes of Stephen King or one of many other options). This exercise
is an adaptation of one found in the Thinkpak Revised (Michalko, 2006).
Appendix H
Contribution Form
To Submit Individually with Case Research Study
Case Research Study Title: _______________________________________
Team Members: (please list) ______________________________________
_____________________________________________________________
Using the following table, please list the specific contributions made to this
project by each team member.
(Continued)
30
Journal of Management Education XX(X)
Appendix H (continued)
Name
Contributions
What percentage of the total project work did YOU accomplish? _____%
Acknowledgments
I wish to thank the Salem State College Council on Teaching and Learning for a
summer grant that supported the development of this article and the manuals from
which it was drawn as well as the JME Associate Editor, Mary Ann Hazen, and the
anonymous reviewers for their excellent and supportive recommendations.
Declaration of Conflicting Interests
The author declared no potential conflicts of interests with respect to the authorship
and/or publication of this article.
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