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A NEW MODEL FOR BUSINESS EDUCATION: THE REAL-TIME CASE METHOD

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The Real-time Case Method 1
Running Head: THE REAL-TIME CASE METHOD
A NEW MODEL FOR BUSINESS EDUCATION: THE REAL-TIME CASE METHOD
James Theroux, Ed.D.
Isenberg School of Management ~ Room 324
University of Massachusetts
Amherst, MA 01003-4940
Phone: 413-545-5677
Fax: 413-545-3858
theroux@som.umass.edu
Clare Kilbane, Ph.D.
8 Furcolo Hall
School of Education
University of Massachusetts
Amherst, MA 01003
Phone:413-577-2898
Fax:413-545-2879
kilbane@educ.umass.edu
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The Real-time Case Method 2
Abstract
A new type of case study--one that is reported and analyzed in real-time--may present a
useful evolution of the case method. This paper addresses one approach to use emerging
technologies to enhance existing approaches for case analysis. It describes a new type of case
study, the Real-time Case (RTC) and the method used in analyzing such cases--the Real-time
Case Method (RTCM). It illustrates these concepts with examples from the first implementation
of both in Fall 2001 at a small consortium of business schools in the US and Canada. Student and
instructor perceptions of the merit of using the RTC and RTCM are presented. They suggest that
the Real-time Case concept has merit, is enjoyable, and presents a unique offering to existing
instructional practices. This paper closes by discussing the viability of using the RTC in business
programs, identifying areas for future research, and proposes dialogue about the utility of this
method and other case innovations.
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The Real-time Case Method 3
For over one hundred years the case method has been standard practice in schools
of business across the United States. That the analysis of cases is not only common but growing
in popularity seems a testament to the method's established value in preparing business
professionals.
Advocates of the case method in business assert that it is superior to other methods of
instruction in providing students opportunities to develop both the skills and knowledge required
of business professionals (Christensen & Hansen, 1987). Case methods offer students an
opportunity to apply knowledge (Roberts, 2001) connect theory to practice, (Keys & Wolfe,
1988) and learn to collaborate with their peers (Erskine, Leenders, & Mauffetts-Leenders, 1981).
The process of analyzing cases allows students to develop and practice reviewing information
from disparate sources, differentiate between more and less useful pieces of information, and
apply professional knowledge gained from other experiences to making business decisions
(Christensen & Hansen, 1987).
But shortcomings are also associated with the case method. Some suggest the process
oversimplifies business problems--presenting students with an unrealistic view of business
(Andrews & Noel, 1986). Others criticize the type of decision-making skills students learn--
suggesting that learning decision making without responsibility for the consequences teaches the
wrong kind of lessons (Powell, 1954). The implementation of the method requires special skills
and much time. The cases themselves are criticized for being outdated upon publication, failing
to present a realistic view of business, and for being positively skewed (Bradshaw, 1996).
New technologies, the same that have altered the business environment, show great
promise for revolutionizing the case method. The World Wide Web, streaming video, and a
panoply of online teaching tools support the creation of both new types of cases and new
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The Real-time Case Method 4
methods of analysis. This paper deals with one such effort to enhance the case method. It
describes a new type of case study, the Real-time Case (RTC) and the method used in analyzing
such cases--the Real-time Case Method (RTCM). It illustrates both concepts with examples
from the first implementation of both in Fall 2001 at a small consortium of business schools in
the US and Canada. Student and instructor perceptions of the RTC and RTCM are presented.
They suggest that the Real-time Case concept has merit, is enjoyable, and presents a unique, new
offering to existing instructional practices. This paper closes by discussing the viability of using
the RTCM in business programs, identifying areas for future research, and proposes dialogue
about the utility of this method and other case innovations.
The Real-time Case Method: A New Model for Business Education
The Real-time Case (RTC) is a new and unique type of case study that promises to build
expand upon existing methods of using cases in the preparation of business professionals. The
creation of such cases and the activities involved in their analysis are only recently feasible due
to the Internet-based technologies (i.e. the Web, streamed video, document sharing) that make
the inexpensive, rapid, and world-wide publication of materials possible. The concept of the
RTC, conceived of and developed by Jim Theroux of the University of Massachusetts, involves
the creation and instructional use of a case that is produced and analyzed in "real-time."
Learning using the RTC occurs when a repertoire of activities are performed as part of the real-
time case method (RTCM). Instructors teaching graduate and undergraduate level
entrepreneurship courses at a small consortium of business schools in the U.S. and Canada were
the first to implement a RTC during Fall 2001. Numerous case installments or "caselets," became
the subject of students' case analysis during an entire academic term. The effort was supported
by the Coleman Foundation, Sloan Foundation, Kauffman Foundation, and Inc. magazine.
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The Real-time Case Method 5
The RTC combines attributes of traditional cases with three new attributes, namely: 1)
real-time publication of case installments, 2) interactive communication with the case company,
and 3) extended coverage to produce a unique instructional offering. The RTCM presumes the
efficacy of traditional case methods (i.e. Socratic questioning, discussion, and role play) but
builds on them-- capitalizing on the communication and information gathering possibilities
afforded by the RTC's Web-based delivery system. The objectives of the RTCM deceptively
simple. First it is intended to promote a high level of energy, engagement, and participation in
the case analysis process--making courses more appealing. Second, it is intended to teach
students lessons difficult to teach with conventional cases, namely, 1) a greater appreciation of
the complexity of business decision making, 2) a more realistic view of business; and 3) a more
interdisciplinary view of problem-solving.
Here, we provide an explanation of the components comprising a RTC and the activities
associated with the RTCM. These components are illustrated with examples from the
implementation of the Optasite, Inc. case in fall 2001.
Case company. The events and problems described in a RTCs cover events occurring in
an actual company. A case company has two critical attributes. First, it is interested in being the
subject of a case and second, it is willing to cooperate with case producers and share information
with them. Motives for company participation vary. They might include a desire for free
publicity, hopes the process might be beneficial to their success, interest in making a contribution
to business education, or financial compensation. Although any company might make a suitable
subject for a RTC, several characteristics make some more attractive than others. Such
companies have: 1) high-growth potential, 2) business in a high-interest area (e.g. technology ,
transportation, etc.), and 3) venture-capital-backing. Subject companies with characteristics like
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The Real-time Case Method 6
these increase the likelihood that a RTC will be interesting. Each increases the likelihood that the
RTC will present ample, interesting material for publication and analysis.
In fall 2001, Optasite Inc., based in Worcester, MA, was selected meeting all of these
criteria. Optasite, was and still is in the business of maintaining and optimizing the performance
of cell phone systems. Though just a startup, Optasite management has the ambitious goal of
being the first company to offer service to cell phone carriers nationwide. In 2001, Optasite
received $3.2 million in venture capital. When selected, Optasite’s venture funding was due to
run out one month after the real-time case was schedule to conclude. This meant the second
round of fund-raising happened while students and instructors watched. Optasite management
was committed to making the real-time case a success. They made their documents, meetings,
and personnel open to the case writer.
Real-time case installments. The heart of the RTC is the case--delivered in installments.
Short cases or "caselets" consisting of 4-10 written pages are distributed to students via the Web
at regular intervals (weekly, bi-weekly, etc.) by the case writer. The case writer is a skilled
communicator with knowledge of both business and case methods. The case writer's knowledge
and ability to gain appropriate information from the case company are important. They
significantly influence the sequencing and content of individual caselets, the portrayal of facts
and characters, and ultimately its success as an instructional tool supporting instructors'
attainment of instructional goals. Caselets describe problems faced by the company as they occur
during students' analysis. The problems presented in RTC are supplemented by exhibits relating
to problems (i.e. memos, transcripts of meetings, reports, etc- excluding those that might be
confidential). Because such problems actually occur, the caselets and the problems they
communicate in vary in number and complexity. They might present one or many problems.
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The Real-time Case Method 7
Likewise, they might be simple addressing only one of the functional areas such as accounting,
management, human resources or complex integrating various areas. In writing the case
installment, the case writer works with the course director to make sure that case events are not
over-simplified but as realistic as possible.
In fall 2001, the problem-focused case installments were written by an experienced, New
York Times reporter hired to serve as the case writer with input from course director Jim Therox.
The problems posed in the caselets included,
§ How should the company price its product?
§ How will the company deal with competition?
Background material. Such materials are not tied to individual caselets but rather the
case as a whole. Presented in multiple media formats on the Web, supplement students'
understanding of the case company and case context, these materials provide students vital
information about the case company useful in case analysis such as company history,
information about the industry, current marketx, company management, and past and current
financials
In fall 2001, background material on the Optasite and the telecommunications industry
were made available on the web at the beginning of the semester. A company history, videos
illustrating the company product (e.g. a cell phone tower), links to industry web sites, and current
articles about trends affecting the telecommunications industry were provided.
Video interviews with case characters. Recorded interviews with the company
management are another component of a RTC. They are easily distributed on the web using
Windows Media Player and RealNetwork's RealPlayer. Written transcripts may also be provided
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The Real-time Case Method 8
if necessary. Such interviews allow students to develop a better understanding of the case
characters while helping them gain additional factual information about the company.
In fall 2001, video interviews with the CEO, CFO, and VP of Marketing communicated
facts about company developments and decisions being made. They also provided students
opportunities to get a "feel" for these individuals and consider how the various personalities and
leadership styles possessed by these individuals might influence the future of the company.
Technical notes. Technical notes contain a theoretical perspective to the main problems
of the weekly caselets. Their intent is to aid students in connecting theory to practice by
presenting relevant, reliable information that informs students' analysis.
In fall 2001, students were provided technical notes siting three articles from Harvard
Business School Publishing related to pricing issues. These articles were intended to help them
deal with the caselet focusing on pricing issues. Because they were provided with these notes,
students were able to focus their energy on applying this theoretical information their analysis
rather than identifying and locating trustworthy information about the problem.
Weekly news. This feature allows students access to emergent information about the
case company that is not directly related to the weekly case installment. The nature of weekly
news satisfies students' curiosity about the resolution of past case problems. It also serves as an
outlet for communicating information related to other facts that may be important to
understanding what is going on in the company such as, Is the CEO on vacation? Did one of the
managers decide to buy a house (perhaps a sign of his confidence in the company’s future)?
Components of the RTCM
Analysis of the RTC occurs in much the same manner as the analysis of a conventional
case, but differs in terms of student involvement and interactivity. Here we describe this.
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The Real-time Case Method 9
Real-time sharing of student recommendations with the case company. Because the RTC
unfolds in real-time, students may share their knowledge, opinions, and suggested actions with
the case company. Once formulated, student analyses containing these ideas, are reviewed by the
case instructors and shared with the company CEO. The CEO of course, is free to take or leave
these recommendations. The case writer makes his or her best effort to obtain feedback from the
CEO on the quality of the students' recommendations and shares this feedback with the students.
Because input from students is received while the company is in the midst of its decision
making, it often value to the case company. Because students have a personal interest in
company progress, the actions it decides to take has value to the students. Students want to know
whether their ideas are deemed intelligent and their actions are sensible. In many cases students
feel not only intellectually connected with the case company, but emotionally connected as well.
In fall 2001, students’ analyses of weekly caselets were shared via e-mail with the course
director, who in turn shared them with the case company. On one occasion, a group of students
whose analysis was determined "best" by the course director and Optasite CEO was rewarded
with an opportunity to attend an industry trade show with the company management. On this
trip, students in this group expanded on their initial contribution to the company by "scouting
out" competitors and sharing information gained with the company management. This
information made an impression on the company and played a key role in Optasite's strategic
planning.
Use of discussion boards and chat for inquiry. These electronic forums provide support
for inquiry related to the case as a whole and the individual case installments. Topics dealt with
might be general and revolving around problems facing the company, or specific and relating to
particular concerns that crop up in individual caselets. Students, instructors, and case characters
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The Real-time Case Method 10
might all participate at different times. Communication addressing topics might be moderated by
an instructor or not. Students in one class at one University might use them or they might support
interactions among students from different institutions. Likewise, forums might allow students
to seek information from individuals with special information about the case or expertise such as
industry experts or case characters. Instructor preference and instructional goals dictate how
these devices are used.
In fall 2001, discussion groups revolved around a variety of topics devised by both
instructors and students. Instructors observed this method of communication provided
opportunities for deliberate and thoughtful exchanges that were in some cases superior to those
which occurred during class time. Online chats often broke through one of the most frustrating
aspects of conventional cases--the inability to ask questions about the case company. Although
managers in the case company were busy, it was feasible for one manager per week to set aside
an hour to be available to students for live, Web-supported chat.
Live videoconferences with case characters. Such videoconferences allow students to
gain information about the case company on their own without the intervention of the case
writer. Web-supported videoconferences provide a different portrayal of the case characters than
the case installments express. During fall 2001, two videoconferences were held. One with the
company management, company founder, and CEO. When the CEO was later removed and a
new CEO hired, students could speculate about the reason for this action based on their own
knowledge of leadership dynamics.
Use of email chat, and collaboration programs. These technologies allow students to
communicate with one other for the purpose of making and writing up recommendations about
the "problem of the week" described in the caselets. These technologies are the sole means for
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The Real-time Case Method 11
student collaboration when the RTC is used in online instructional formats. They enhance the
communication for students in traditional classes by allowing easy out-of-class communication.
In fall 2001, students used the RTC in both traditional and online courses. Those who
experienced the RTC in an asynchronous online course found various online tools such as
threaded discussion boards and collaboration programs like NetMeeting essential their work in
RTCM All types of students benefited by posting their analyses on the web (after assignment
deadlines had passed). In this way they could learn by comparing and contrasting case analyses.
Tables 1 and 2 present the characterisitcs of the RTC and components of the RTCM.
Table 1: Characteristics of the RTC
Case company § Required characteristics: Interested in being
subject company, willing to share
§ Optional characteristics: high-interest area of
business, high-growth potential, venture capital
backing
Real-time case installments § Published at regular intervals
§ Written by the case writer
§ Problem-focused
§ Includes exhibits
Background material § Provide more information about the case as a
whole
§ Web links and other resources
Video interviews with case characters § Streamed on the web
§ Provide additional information
§ Allow students to get to know more about
personalities
Technical notes § Provide theoretical information pertinent to
analyzing cases
Weekly news § Provides updated information about past case
installments
§ Provides additional information for understanding
the climate surrounding the company
Table 2: Components of the RTCM
Real-time sharing of student recommendations
with the case company. § Focused on "problem-of week" in caselets
§ Filtered through instructors to company
§ Used or discarded at discretion of company
Use of discussion boards and chat for inquiry § Support communication between students
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The Real-time Case Method 12
in one institution or across multiple
institutions
§ Allow communication between instructors
and students and students and the company
Live videoconferences with case characters. § Students get to know personalities and
dynamics
§ Provide additional information for analysis
and understanding of company
Use of email chat, and collaboration programs. § Support online student communication
§ Enhance traditional student communication
Issues related to use of RTC and implementation of RTCM
Although the unique characteristics of the RTC and RTCM suggest it might address some
of the shortcomings of traditional cases and methods, innovation is not without its challenges.
Here we describe some of those, which we think may make implementation more difficult.
Instructor skill and support. Teaching with cases is difficult--requiring that instructors
have special skills and knowledge. Teaching with cases also requires a great deal of time for
preparation (Christensen & Hansen, p. 40). Admittedly, these disadvantages associated with
conventional cases increase when using an RTC. Instructor knowledge, talent, and time are eve
more crucial in the RTCM. In addition, instructors' personality traits also contribute to success.
Instructors implementing the RTC in 2001 were both talented teachers and critical
thinkers. Each had special knowledge of entrepreneurship from personal experience in addition
to a formal education in business. These instructors were able to "think on their feet" and what's
more, they enjoyed it. The excitement of dynamic problem-solving with limited and emergent
information presented a risk that made the RTCM both rewarding and enjoyable.
A well-crafted RTC includes support for instructors as they work to meet these
challenges. Features can be incorporated to help address these such as: 1) instructor notes
corresponding with each caselet that include a summary of the problem at hand and a list of
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The Real-time Case Method 13
suggested questions, 2) an executive summary from the course director or case writer on each
caselet, and 3) consulting from the course director that provides direction on how to implement
the caselet in the instructor's course.
In fall 2001, instructors using RTC received technical help from the producers of course
materials and one-on-one consulting with the course director. They also had opportunities to
share ideas with other instructors through conference calls, email, and chat.
Instructor activities. RTC instructors decide independently how the material will fit into
the total context of their courses, how much time they will devote to case analysis, and what
types of activities they will teach with the RTC. Instructors make decide if students will analyze
caselets individually, in small groups, large groups, or as an entire class. They also make
decisions about additional readings and materials supplied to students for support in their
analysis, the pacing of student analysis, and the grading of student work. The challenge to case
producers then is to support instructor freedom while providing enough "just in time" support to
make the experience of teaching easy, enjoyable, and rewarding.
In fall 2001, all instructors used the RTC in either graduate or undergraduate entrepreneurship
courses. Although the instructional formats through which their courses were offered varied
(e.g. face-to-face, online, videoconference facilitated) all decided to use the case as the basis for
at least half the class activities performed. During “non-RTC time,” instructors lectured or
presented other material. Some was related to the real-time case installment of focus and other
material responded to other instructional goals. In addition, RTC instructors suggested
"technical notes" to the course director. Each instructor assured students reached some
consensus about recommendations for the case company. In general, one student or one student
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The Real-time Case Method 14
team was assigned each week to compose the class recommendation. How assignments relating
to the RTC were graded was also left up to the discretion of individual instructors.
Confidentiality. Confidentiality is always an issue for cases. But ensuring the security of
information about RTC companies is even more issue-laden. Because company information in a
RTC is posted on the Web accessible to any and all who might use it-- both students and
competitors alike--restricted access and electronic forms of security are a necessary precaution.
But password access may not be enough to protect the case company, its employees, customers,
and suppliers. The case company must know this and have the ability to censor information as it
sees fit even at the expense of the case's instructional efficacy.
In fall 2001, students used passwords to access RTC materials. In addition, the
course director offered to change the names of individuals and organizations mentioned in the
case-- a common procedure in case writing. Optasite decided to use real names but reviewed
sensitive material before putting it on the website. On occasion it was necessary to modify or
omit material at the company’s request. The real-time case faced most of the same issues of
confidentiality that a conventional case would. Optasite Inc., like any case company, preferred
to be portrayed in either a positive or neutral manner. The main method for dealing with
potentially negative portrayals was to present the facts of a situation in a non-evaluative fashion.
Funding. JT reviewer three thinks this needs to be addressed. I think that the appropriate
place is here. Spell out first what you conceive being the need and use of the funding. Then
illustrated it with examples of where the funding for the project came from in fall 3001 and how
it was used.
Evaluation and Analysis of the RTC and RTCM
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The Real-time Case Method 15
In the section that follows, we present data from an evaluation of the first effort to
implement the RTCM with the Optasite, Inc. case. In conducting this evaluation, our first goal
was to determine whether there was enough merit in the RTCM concept to justify further
implementation efforts. In determining merit, we were specifically interested in knowing
whether students and instructors: 1) found the RTC concept enjoyable and interesting, 2)
perceived it had value for themselves and for others, and 3) believed that the RTC and RTCM
enabled some type of learning experience not offered by conventional cases.
An additional purpose for conducting this evaluation was to discover whether
assumptions we had about the use of the RTC concept were correct. From the students, we
wanted to discover whether they felt that using the RTC: 1) helped them develop of a more
realistic understanding of business, 2) fostered an integrated view of the various functional areas
of business, and 3) gain an appreciation for the complex nature of business decision making
From the instructors, we wanted to find out 1) if the RTCM is an effective instructional tool and
if so, for what, 2) if using the RTCM was enjoyable for instructors, 3) if the experience of
teaching with the RTCM was different from teaching with a regular case and if so, how, 4) if
using an RTC offered students an experience qualitatively different from those available with
textbooks and traditional cases.
Two final goals for our evaluation were to develop areas for future research and identify
areas where the RTCM might be improved. In our evaluations, we wanted to provide
opportunities for the students and instructors to tell us information about the RTC and RTCM
that we might not be able to anticipate in our focused questions. We included several prompts
about specific aspects of the RTC (i.e. its depth and real-time aspects) and "generic" open-ended
comments with more general prompts as well.
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The Real-time Case Method 16
Student data collection
To find out about students' perceptions of their experience with the RTC, we examined
student evaluation data collected at the end of their 14-week experience with the Optasite, Inc.
case from three of the four implementation sites. Data were collected from students using an
form containing both multiple choice and open-ended questions. A summary of data relevant to
our inquiry obtained from students is presented in Tables 3, 4, and 5. A breakdown of
participants is provided in Table 4.
Table 3: Student evaluation data items 1-7.
Item Response N Percent
1. Compared to a "typical" business
course your have taken to date, how
much did you enjoy the course using
the real-time case?
a: enjoyed real-time case more
b: about the same
c: enjoyed the real-time case less
d: not sure
70%
14%
14%
2%
2. Compared to the business course
that previously was your favorite,
how much did you enjoy the course
using the real-time case?
a: enjoyed real-time (rtc) case more
b: enjoyed rtc the same as my previous
favorite
c: enjoyed rtc less
d: not sure
e: no answer
46%
22%
30%
0%
2%
3. A conventional case study is much
more brief than the real-time case.
How much do you value the in-depth
nature of the real-time case?
a: depth is highly valued
b: depth is somewhat valued
c: neutral
d: depth is somewhat negative
e: depth is very negative
62%
30%
6%
2%
0%
4. Conventional cases are historical,
describing events that occurred from
one to twenty years ago. How
positive do you feel about the real-
time aspect of this semester's case
study?
a: very positive
b: somewhat positive
c: neutral
d: somewhat negative
e: very negative
f: no answer
70%
18%
6%
4%
0%
2%
5. Would you recommend that your
school provide entrepreneurship
courses in the future that include a
real-time case study (based on a
different company each year)?
a: yes
b: no
c: not sure
90%
4%
6%
6. Now that you have studied the
real-time case, how would you assess
your view of entrepreneurship?
a: more realistic view than before
b: no change
80%
20%
7. When you leave the business
program, how memorable do you
think lessons learned using the real-
time case will be compared to other
a: more memorable
b: no difference
c: less memorable
76%
16%
8%
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The Real-time Case Method 17
learning experiences you have had?.
Table 4: Student Evaluation Item 8.
8. Please write one sentence or phrase that describes your experience with the real-time case. (a sample of the
illustrative responses are presented)
§ I found the real-time case was a very useful exercise that provided a foundation for learning both the
material and the web technology. The knowledge gleaned from the case study really helped foster my
understanding of how hard it is to figure out the right way to go.”
§ Helped me understand the multiple factors that make a company succeed or fail.”
§ I was constantly comparing Optasite with my own company. We are experiencing much the same pain.”
§ It was so interactive, and I got a more realistic view of what it means to be an entrepreneur.”
§ The case is very much like my experience in the real world”
§ It might be interesting to divide the class into groups and let each group tackle a different problem (i.e.
marketing, finance, competition) throughout the semester. This would be a way to provide the company
with a more in-depth analysis of the problem, and give the group a chance to think of some longer-term
solutions.”
§ It was too much of one thing. I wish the course had dealt with different companies, not just one.”
§ It was a positive experience, although I found that we were discussing some of the same topics week after
week.”
§ At times hard to follow, and somewhat disorganized, but I guess that’s the real world.”
§ The company and its products were a little too hard for the average person to understand.”
Table 5: Student Evaluation Item 9.
9. Please write three adjectives that describe your experience with the real-time case
Adjectives understood to be
positive Frequency
Interesting 19
Real 6
Exciting 6
Motivating 4
Challenging 4
Educational 4
Stimulating 3
Surprising 3
Useful 3
Fun 3
Engaging 3
Eye-opening 2
Positive 2
Informative 2
Different 2
Interactive 2
Valuable 2
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The Real-time Case Method 18
Other adjectives shared one time each:
Enlightening, Thorough, Practical, Beneficial, Great, Interactive, Informative, Helpful, Fast, Extraordinary,
Rewarding, Sobering, Demanding, Important, Compelling, Terrific, Active, Indescribable, Imaginative, Relevant
to my future, Constantly changing, Insightful, Cutting edge, Dynamic, Fulfilling, Deep
Adjectives understood to be
negative Frequency
Difficult 4
Frustrating 3
Confusing 2
Other adjectives shared one time each:
Scattered, A bit slow, Time-consuming, Tedious, Exhausting
The responses in the preceding tables represent the opinions of 63%, (N=55) of the
students from Sites 1, 2, and 3. Of this group, 67%, (N=37) represented Site 1 (with 44%, N= 25
from Section 1, 12%, N= 6 in Section 2, and 12%, N=6 in Section 3). Sixteen percent of
evaluation respondents (N=9) represented Site 2 and another 16%, (N=9) represented Site 3.
Data from students at Site 4 were excluded from this report because their experience with the
RTC was dramatically different than those at Sites 1, 2, and 3--lasting only 7 rather than 14
weeks. A breakdown of total participation in the RTC implementation is provided in Table 6.
Table 6: Breakdown of RTC Participants by Site
Site
Student Profile Course duration and description
Site 1, Section 1 41 undergraduates majoring in business
14-week undergraduate course meeting
face-to-face 2.5 hours once a week
Site 1, Section 2 12 graduates in full-time MBA program 14-week graduate course meeting face-to-
face 2.5 hours once a week.
Site 1, Section 3 13 graduates in off-campus, part-time
MBA program 14-week elective graduate course with no
formal meeting time and as a result of
being taught in an asynchronous format
on the World Wide Web
Site 2 9 undergraduates majoring in business. 14-week elective undergraduate seminar
meeting face-to-face 2.5 hours once a
week.
Site 3 14 full-time students with a blend of
graduate and undergraduates in various
geographic locations— students had no
business background but were
experienced in technological fields
14-week required undergraduate course
meeting via Centra videoconferencing .5
hour once per week —Part of a larger
diploma program on Technology
Management and Entrepreneurship
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The Real-time Case Method 19
Site 4 22 students in different groups of
undergraduates pursuing degrees in
engineering, computer science, and
information technology
Two 7- week
undergraduat courses with 2 hour face-to-
face meetings once per week
Analysis of student data
In reviewing the data obtained from students, it is possible conclude that the students
found there was considerable merit to the course in which the RTCM and RTC were used. The
wording of items in the evaluation make it somewhat difficult to differentiate beteween students'
feelings for their specific entrepreneurship course, the RTC, and the RTCM, but their positive
feelings are supported by the adjectives students used to describe their experience with the RTC.
Seventy percent, (N=38) reported they enjoyed the course using the RTC more than the "typical"
course they had taken in business. Forty six percent, (N=26) reported that the course with the
RTCM had become their new favorite among business courses. In addition, to these positive
expressions about the course using the RTC (which site instructors believe results from using the
RTC(M)). Students reported valuing different components of the RTC. Sixty two percent,
(N=32) reported that they highly valued the depth of the RTC and 32%, (N=18) reported valuing
RTC components but to a lesser extent. Ninety percent, (N=49) of students responding indicated
feeling positive or very positive about the value of the "real-time" nature of the case. Student
responses to one item seem support suspicions that students believe the RTC has merit. Ninety
percent, (N=49) indicated they would recommend that courses their school offers in
entrepreneurship use an RTC.
Some understanding of whether students believe the RTC and RTCM provide a unique
offering to business education can be developed by considering student responses to several
evaluation items. As stated previously, a majority of students reported valuing the real-time
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The Real-time Case Method 20
aspects and in-depth nature of the RTC. These are features rarely found in other instructional
materials used in business and therefore represent unique offerings. In addition, 76% of students
using the RTC indicated the real-time case was more memorable than their other experiences in
business programs. Did students think the RTC was a unique offering? That so many students
agreed it was more memorable than other learning experiences and has valuable, unique features
seems to suggest that it is.
Positive student feedback regarding the merit and unique attributes of the RTC and
RTCM serve as the justification for future implementation of RTCM and the development of
new RTC. In addition, student input provides both impetus and direction for future empirical
research investigating the impact of RTC and RTCM on student learning. In future research, we
will want to know when, how, and why learning with the RTC promotes student engagement, the
development of decision-making skills, and an understanding of the various functional areas of
business. In addition, we will want to better understand why the RTC is so memorable for
students--conducting long-term studies to discover whether students find the knowledge the
acquire from the RTC useful in their careers. Perhaps one of the most important goals for further
study will be to determine how student learning with RTC is different from conventional cases in
written format and more innovative cases that are current but still historical such as the movie
"Startup.com."
Instructor Evaluation Data and Analysis
Instructor data was obtained through in-depth phone interviews lasting one and a half
hours each. Interviews were conducted three months after the completion of student analysis of
the RTC. All RTC instructors were asked questions revolving around four major concerns,
namely: 1) Is the RTCM an effective instructional tool and if so, what for?, 2) Was using the
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The Real-time Case Method 21
RTCM enjoyable for you as an instructor?, 3) Was the experience of teaching with the RTCM
different from teaching with a regular case and if so, how?, 4) Did using an RTC offer students
an experience qualitatively different from those available with textbooks and traditional cases?
Instructor perspectives were transcribed and were examined to determine their answers to these
questions. The presentation of these data and analysis are presented.
When asked to share whether they found the RTCM an effective instructional tool, all
responded that it was, specifically for: 1) increasing student motivation, 2) building student-self
confidence, and 3) expanding students' level of knowledge and skill related to business. Some
illustrative comments follow:
§ [T]he RTCM provided a special kind of motivation--authentic motivation.
§ I think the RTC allowed the students to gain confidence from being partnered with the
professor rather than being treated in the traditional student-teacher role.
§ They would go on the web . . . they'd try to find competitors . . . there were no right answers
but they were digging in a controlled way and in a directed way so they could apply the
experience into the real-world.
All of the instructors enjoyed using the RTC. Their comments suggest instructors felt using the
RTCM was exciting, challenging, and made teaching more active. Some illustrative comments:
§ Using the RTCM keeps me close to my roots of experiencing entrepreneurship first hand—
strategies, tactics, actions, hopes, heartaches.
§ I really dread going back to teaching my entrepreneurship course in the traditional way. The
traditional way is like a moving sidewalk (as you would find at an airport); the real-time case
is like an amusement park’s scariest roller coaster: exhilarating!
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The Real-time Case Method 22
§ [S]ometimes the information we were dealing with was so incomplete or so complex and/or
"breaking news" changed the agenda so that you just had to be in a "pass action play." Every
minute you're deciding where to throw the ball. I like working in situations like that.
Instructors reported that teaching with the RTCM was indeed different from teaching with a
regular case in several ways. First, they suggested that their role as instructors were different.
They were like consultants and partners than as traditional instructors and engaged in more
modeling. Some illustrative comments
§ The RTC made us much more collaborative. The students and I rolled up our sleeves and
tried to figure out the case together.
§ I learned along with the students. . . everyone is put on the same footing . . .there's no right
answer.
§ [S]tudents thought it was neat that I didn't just tell them I had once solved problems in a
business—I showed them.
§ I acted as a consultant for both the students and the companyI used my knowledge to aid
both in their learning and decision-making process. I modeled for both appropriate use of
knowledge for decision-making.
Instructors also agreed that the skills of instructors were stretched beyond what are
normally required in teaching. Skills identified as being helpful with this aspect of RTCM
teaching were problem-solving, quick-thinking, dynamic analysis, and discussion facilitation.
Some illustrative comments:
§ [T]here was a need to create specific themes and structure in exploring the updates and other
material provided plus facilitate discussion around a central theme. This was not always easy
given the detail of the material available and the structure of the academic program.
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The Real-time Case Method 23
§ [T]he preparation for the RTC also required some links to be made between the case
company situation and other examples of new ventures or growth companies – this was not
always easy given my relative unfamiliarity with some aspects of the US business scene e.g.
taxation implications of certain actions."
All of the instructors agreed to spending more time preparing for teaching but suggested that
they enjoyed the activities related to this time more than those associated with teaching with
more traditional approaches.
All four faculty believed that the RTC offered an experience qualitatively different from
those available with textbooks and traditional cases. One distinct difference from these
approaches was that students learned that the "right answer" to problems is not always evident or
identifiable to students or the case company. Students learned how decisions were made with the
best information available and that many answers to one problem were viable. The RTC was also
different because it enabled students to learn from negative as well as positive examples unlike
traditional cases that tend to be positively skewed or neutral. As the RTC unfolded gradually
while the students were watching, many mistakes or negative examples were not able to be
extracted before students could see them. In most instances, these mistakes were not identifiable
until later. Students were shocked to see reality and wondered (as one instructor recalled) "How
can these guys be in business for a year and a half and totally not have sized up and developed
their product in view of the distinctive characteristics it would have when compared with the
competition?” In the Optasite case, the company made some bad decisions. One instructor
described students' reactions to this saying, I think that was a kind of a real world slap in the
face for some of the students. They were like "Aw, wow! That's not like the books, that's not like
this."
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The Real-time Case Method 24
For faculty, the structure of planning with an RTC was fundamentally different than using
traditional cases and textbooks. This presented a great challenge for them. Some illustrative
comments:
§ The RTC had an uncontrollable learning agenda that was driven by what was happening
in the company.
§ [O]rdinarily I start with the learning objectives of the course and then select case studies
and other learning materials relevant to the objectives. With the RTC I would decide on
the learning objectives after reading the caselet. This was an adjustment for me but I
soon became comfortable with it and I found the approach interesting and refreshing.
Perspectives of the instructor communicated in the interviews suggest that the RTCM
was an effective instructional tool, enjoyable for you as an instructor, and different from teaching
with a regular case. In addition faculty believed it to be a qualitatively different from those
available with textbooks and traditional cases. Many questions for further study emerged from
analysis of instructors' comments including:
§ How did faculty connect analysis of the RTC to their instructional objectives?
§ How can faculty members sequence the RTC caselets with their course content?
§ What activities help business students connect theory to the case during the analysis process?
§ How can materials be created to support instructor use of the RTC?
§ In what ways can instructor skills and knowledge be highlighted and showcased by working
with the RTC?
§ How can the RTC be used to encourage "expert problem-solving skills?"
Discussion
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The Real-time Case Method 25
Now that it has been proven that production of the RTC is possible, a number of
questions must be addressed if more wide-spread implementation is the goal. First, the best use
of the RTC in the curriculum must be determined. By our definition, RTCM is a problem-
focused approach to learning, rather than a mere narrative about a business. Accordingly, the
case writing team’s selection of the foci of the real-time case will determine how it might fit into
the curriculum. Because a real-time case offers extended coverage of a case company, with time
and space sufficient to familiarize students with all the functional areas of a company, it seems
natural for the RTCM to be used in capstone courses that attempt to integrate students’
understanding of the functional areas. Such courses might include strategy, business policy, and
entrepreneurship.
Other courses that attempt to give students a view of general management include field
studies, consulting courses, independent studies, and practicums. It might be argued that RTCM
could deliver high-powered experiential learning far more efficiently than field-based courses.
Although the RTCM would provide less direct contact between students and businesses,
experience with RTC might offer students a higher quality experience than one in the field. The
reasons? First, the RTC’s case writer can report in more detail on the company’s activities than a
student could typically observe in a field experience. Second, while instructors are unable to be
present during all their students' experiences in the field, they would be able to share their
valuable insight on real-world events captured in the real-time case. Third, because all students
analyze the same RTC, students can benefit from the perspectives their classmates share when
analyzing the complex situations in the case.
Although RTCM seems especially suited for integrative/capstone courses, we believe that
it could also be used as the basis for functional area courses such as marketing, finance,
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The Real-time Case Method 26
operations, human resources, organizational behavior, and others. In a functional area course,
the case writer’s attention would be focused on the personnel in the functional area, rather than
the CEO.
Second, we must deal with issues of funding and production. Jim, I'll let you deal with
this. Lewicki asked us to address the following:
Can this be done for less than $100,000 (perhaps mention using a business doctoral
student to be the case writer and the case will be a dissertation). You used a b
One last issue to deal with is: How will faculty be rewarded for the extra effort put into teaching
with RTC?
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The Real-time Case Method 27
References
Andrews, E.S. & Noel, J.L. (1986). Adding life to the case-study method. Training and
Development Journal. 40(2), 28-29..
Bradshaw, D. (1996, May 28). Business education: Setting a good example. The
Financial Times Limited. [online]
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Christensen, C.R. & Hansen, A.J. (1987). Teaching and the case method. Boston:
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Erskine, J.A., Leenders, M.R., & Mauffette-Leenders, L.A. (1981) Teaching with cases.
Waterloo, Canada: Davis and Henderson Ltd.
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Powell, N. (1954). The values and limitations of the case method. In M.P. McNair (Ed.)
The case method at the Harvard Business School (87-97) New York: McGraw- Hill.
Roberts, M.J. (2001). Developing a Teaching Case. Reprint # 901055.
Boston: Harvard Business Press.
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ResearchGate has not been able to resolve any citations for this publication.
Article
Rapid changes have been occurring in the management education and development area, fueled by the callfor accountability, an increase in experiental techniques, the availability of educational technology, and a recognition of the needfor lifetime learning. This review recognizes some of these changes and trends and suggests implications for practitioners. Recent literature in the field is reviewed according to a three-part typology: content, experience, and assessment/feedback. Research gaps in the field are noted and implications for future researchers are discussed.
The values and limitations of the case method
  • N Powell
Powell, N. (1954). The values and limitations of the case method. In M.P. McNair (Ed.)
Business education: Setting a good example. The Financial Times Limited
  • D Bradshaw
Bradshaw, D. (1996, May 28). Business education: Setting a good example. The Financial Times Limited. [online]
Adding life to the case-study method
  • E S Andrews
  • J L Noel
Andrews, E.S. & Noel, J.L. (1986). Adding life to the case-study method. Training and Development Journal. 40(2), 28-29..
Developing a Teaching Case
  • M J Roberts
Roberts, M.J. (2001). Developing a Teaching Case. Reprint # 901055. Boston: Harvard Business Press.