Case Writing Reconsidered

Abstract

In this article, we argue that the contemporary ideal teaching case is becoming a decision-focused one and that dysfunctional consequences may arise from such a singular focus. The value of the case method is blunted when solely or overly focused on decision making. We suggest that case writers and teachers may usefully rediscover the roots of the case method and encourage and appreciate case variety. Provided is a preliminary listing of alternative case types and a classification of case objectives that support the aim of generating discussion for the enhancement of managerial thinking, not simply decision-making capabilities.

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