Case study technology Modern educational technologies. Cases - what is it? Case methods and case studies Difference between web quest and case study

Surgut State Pedagogical University

Educational and methodological management

Department of certification and methodological support of the educational process

Case study technology

Review

There are various designations for this learning technology. In foreign publications, one can come across the “method of studying situations”, the “method of business stories” and, finally, simply the “method of cases”. In Russian publications, most often they talk about the method of case analysis (ACS), business situations, case method, situational tasks.

The method of case analysis emerged at the beginning of the 20th century. at Harvard University Business School (USA). The main feature of the method is the study by students of precedents, i.e. situations from business practice that existed in the past. The essence of the method is that the listeners are given a description of a specific situation that a real organization has encountered in its activities or which is modeled as real. The student should get acquainted with the problem (for example, on the eve of the lesson) and think about ways to solve it. In the class, in small groups, the following case from practice is discussed. After analyzing a lot of unimagined problems, students will “get their hands on it” in solving them, and if in further practical activity they find themselves in a similar situation, it will not confuse them.

Case technologies that activate the learning process include:

- method of situational analysis (method of analysis of specific situations, situational tasks and exercises; case studies);

− incident method;

− method of situational role-playing games;

− method of parsing business correspondence;

− game design;

- method of discussion.

Thus, case technology is an interactive technology for short-term learning based on real or fictional situations, aimed not so much at mastering knowledge as at forming new qualities and skills in students. Its main purpose is to develop the ability to work through various problems and find their solution, to learn how to work with information.

The case study method (case method, case-study) is most widely used in teaching economics and business sciences abroad. In modern education, it was first applied at the Harvard Business School. In 1910, Dr. Copeland began to use new teaching technologies in addition to lectures and seminars, involving discussions with students of real managerial situations. Heads of firms and organizations were invited to the classrooms, who shared with students some internal company problems, analyzed them, and developed recommendations for their solution.

The case study method refers to intensive technologies of active learning, it is interactive, focused on cooperation and business partnership, as the work takes place in groups. It can be viewed as a synergistic technology, the essence of which is to prepare procedures for immersing the group in the situation, in the formation of knowledge multiplication effects. The case study method has the following features:

1) the presence of a model of the socio-economic system, the state of which is considered at some discrete point in time, the use of actual organizational problems;

2) the possible participation of the maximum number of people in their study, finding out other points of view, comparing different views and making collective decisions;

3) the minimum degree of dependence of students on each other, the availability of each right to correct and incorrect answers, the mutual exchange of information;

4) multi-alternative solutions, the fundamental absence of a single solution;

5) the presence of a system of group evaluation of activities;

6) the organizer of the lesson leads the trainees through all stages of the scenario and performs the functions of an expert, a catalyst for the learning process and a trainer.

The case study method is based on the following principles:

1. The method is intended for teaching disciplines in which the truth is pluralistic, i.e. there is no unambiguous answer to the question posed. At the same time, the task of the teacher is to activate students in the search for various truths and approaches and help them navigate the problem field.

2. The emphasis in teaching is transferred from mastering ready-made knowledge to its development, to co-creation between the student and the teacher. Hence the fundamental difference between this method and traditional methods is democracy in the process of obtaining knowledge, that is, the equality of everyone with everyone and with the teacher in the process of discussing the problem.

3. The results of the application of the case study, in addition to knowledge, are the skills of professional activity, as well as the development of a system of values, professional positions, attitudes, a kind of attitude and world transformation.

In the case study method, the learner is the main actor. The participants of the lesson are involved in the discussion of the real situation and therefore take an active position. The purpose of the case study is to analyze the situation that arises in a particular state of affairs by the joint efforts of the group and develop a practical solution. The choice of the best solution in the context of the problem posed occurs through an analysis of the situation and an assessment of the developed alternatives.

The method of situational analysis, with its skillful use and application, allows you to optimally solve three pedagogical tasks simultaneously:

1) subordinate the educational process to the control influence of the teacher;

2) to ensure the inclusion of students in active learning work - both trained students and beginners;

3) establish feedback, establish constant monitoring of the quality of education and the process of mastering knowledge.

The case method as a form of training and activation of the educational process allows you to successfully solve the following tasks and form meta-competences:

Master the skills and techniques of a comprehensive analysis of situations from the sphere of professional activity;

Make quick decisions (“here and now”);

To develop the ability to demand additional information necessary to clarify the initial situation, i.e. correctly formulate questions for development, for understanding;

Visualize the features of decision-making in a situation of uncertainty, as well as various approaches to the development of an action plan focused on achieving the final result;

Acquire verbalization skills, that is, a clear and accurate presentation of one's own point of view orally or in writing;

Develop the ability to make a presentation, i.e. convincingly present, justify and defend your point of view;

Develop the skills of constructive critical evaluation of the point of view of others;

Develop the ability to independently make decisions based on a group analysis of the situation;

To gain practical experience to benefit from their own and other people's mistakes, based on feedback data.

Cases should be developed and implemented in the educational process, taking into account a number of principles that ensure the effectiveness of their use in training programs:

1) the case must correspond to the learning objectives;

2) the case should be as close as possible to real professional activity (a real event or an artificially created situation, where part of the real material is compiled with some typical problem);

3) the task should be selected in such a way that you can use different ways to find solutions;

4) cases may differ in the level of generalization, in the amount of information presented in them, in the complexity of the problem;

5) case material should not be outdated, it should be updated in parallel with changes in real practice.

In teaching practice, various types of situations are used.

Standard situation- to a certain extent typical, often repeated under the same circumstances; has the same sources, causes; can be both negative and positive.

Critical situation - atypical, as a rule, unexpected, that is, it takes you by surprise, destroys the initial calculations, plans; threatens to violate established norms, regimes, systems of rules, values; can cause material and moral damage, be harmful to health, the environment; requires immediate and radical intervention, revision of criteria, regulations, standards.

Extreme situation(or emergency) - unique, has no analogues in the past; leads to negative and sometimes destructive changes in any objects, processes, views, relationships; entails material, physical and moral losses; requires the involvement of unplanned and unforeseen material and human resources; encourages radical action, unconventional solutions, seeking help, for example: earthquake, fire, flood, snowstorm, volcanic eruption, avalanche.

By the nature of lighting, presentation of material, situations-illustrations, situations-assessments and situations-exercises can be used.

Situation illustration - it is an example from practice (both positive and negative) and a way to solve the situation. Situation-assessment is a description of the situation and a possible solution in a ready-made form: you only need to evaluate how legitimate and effective it is. Situation-exercise consists in the fact that a specific episode of managerial or socio-psychological activity is prepared in such a way that its solution requires some standard actions, for example: calculating standards, filling out tables, using legal documents, etc.

In the literature, situations are also distinguished by other features: by the degree of generalization or by the degree of novelty (known, unknown (new), standard and modified), by the frequency of occurrence and the degree of difficulty in finding their solutions (problematic and trivial), etc. At the same time, Practice shows that it is sometimes impossible to isolate the situation in its pure form. In any of them, some elements of situations of other types may also be present. The type of situations used in the educational process in each case will depend on the specifics of the course being studied, the contingent of trainees, the educational goal set, study time and the experience of trainees.

With all the variety of types of cases, they all have a typical structure. Typically, a case includes:

Situation (case, problem, real life story);

Context of the situation (chronological, historical, context of the place, features of the action or participants in the situation);

Questions or tasks for working with the case;

Applications.

Case development steps:

Determining the place of the case in the system of educational goals;

Search for an institutional system that will be directly related to the topic of the case;

Construction or selection of a situation model;

Creating a description;

Collection of additional information;

Preparation of the final text;

Case presentation, discussion organization.

− holding consultations;

Consideration of situations takes place in several stages.

Analysis of the practical situation in the subgroup. This is the stage of independent work of students. In the case of a small number of students, you can divide those present into pairs. Discussion of the situation in subgroups (small groups) allows you to achieve several goals. First, it allows each trainee to take part in the discussion, express their point of view and get an idea of ​​​​the opinions of other participants. Secondly, it promotes the development of skills of joint, team work. Thirdly, it forces everyone to be fully prepared for the job, since in a small group it is impossible to hide incompetence. The main task of the subgroup at this stage is to prepare to formulate their conclusions and conclusions before the intergroup discussion. A small group can prepare:

List of key events in time;

Table of tasks and decisions;

Consequence diagram;

Graphs of changes in technical and economic indicators;

Visually designed solutions in the form of symbols;

Classification groups of actions and events, tables and graphs.

Preliminary discussion of the situation in the audience. This stage is necessary in order for the teacher to be convinced of the good assimilation of the material by the trainees and the correct understanding by all those present of the problems presented in the situation. The teacher answers questions that arise from the participants in the analysis. Moreover, only those questions are allowed that relate to the explanation of events or facts, and not the explanation of the reasons or options for decisions and actions, if any are described. The subgroup's message provides for an assessment of the positive and negative consequences of possible solutions, a list of risks and potential problems, and assumptions about the possible subsequent development of events.

Intergroup discussion. This stage is carried out on the basis of reports from subgroups. Representatives delegated to each of the subgroups to present the final material present their analysis and proposed solutions, while participants from other subgroups act as opponents. The teacher controls the situation and plays the role of coordinator and leader of the discussion, and, if necessary, an opponent and critic, activating and directing the discussion. It is most advisable to organize a discussion between participants in the analysis, so questions can be redirected to other trainees. The case analysis method allows you to involve trainees in a conversation by direct appeal, for example: “What would you do in this case?”, “What do you think about this?”, “What decision will you make?” etc. These questions should be used both to clarify the opinions of individual participants in the analysis who are actively showing themselves in the classroom, and to involve in the discussion those who prefer to remain silent due to shyness or for other reasons.

Summarizing. It is carried out first by those wishing to speak from the audience, and then by the teacher himself, leading the lesson. He evaluates the conclusions of subgroups and individual participants, as well as the entire course of the discussion. At the same time, options for actions that were not proposed, mistakes made, if any, are formulated and justified, and especially productive solutions are highlighted.

− adequate analytical methods for information processing have been demonstrated;

This method can be used regularly on almost any topic of study, both before the start of the lecture, and during it, and at the end, to check the assimilation of the material. The situations can be applied independently and in seminars and practical exercises. The use of micro-situations of the type "Your actions?" creates an opportunity for the teacher to introduce elements of creativity into the educational process, and requires new independent conclusions and generalizations from the students, focuses their attention on the material being studied.

When planning the educational process, time reserves must be previously found for training using the case method without reducing the quality of theoretical training. In this regard, it is advisable to provide each student with high-quality teaching aids for course modules. Teachers also note the need to change the norms of the teaching and methodological load when using the case method.

The specificity of planning the educational process using the case method is manifested, first of all, in the development of programs of academic disciplines. This work has much in common with similar work in traditional teaching. However, when using cases, it is required:

The article discusses the general features of the development of cases, the choice of the main features of the case, the structure of the plan and the text of the case. An opinion was expressed about the need to take into account the attitude of students to the topic of the future case: students are interested in those cases in which they can see themselves in the position of a decision maker in the near future. The study of the objectives of the case should begin with the formation of a list of all the concepts, theories, tools and techniques presented in the course, as well as the problems and difficulties that the student may encounter in the practical use of the course material. A three-dimensional characteristic of the difficulties of the case is given.

The author focuses on the fact that the case plan is a fundamental document that defines the basis and purpose of the case, its organization, content and completion plan. Five components of the case plan are identified: an introductory paragraph, a brief description of the learning objectives, a case outline described by subheadings, lists of necessary data, and a development schedule.

The stages of developing the text of the case and the methodological note are briefly described.

Kachalin, case-method in the process of teaching disciplines of subject training of students of a pedagogical college // Innovations in education. - 2009. - No. 1. - P. 110-116.

Referring to interactive teaching methods, the case method generates interest and positive motivation, ensures students' emotional involvement in the learning process, and effectively contributes to their professionalization.

Compilation of cases is a laborious process for a teacher, but their use is an effective means of forming the professional qualities of students. Another undoubted advantage of cases is the practical demonstration and implementation of intra-subject and inter-subject communications.

The main sources of case content are social life, including pedagogical practice (plot, problem, factual base), education (goals, objectives and methods of teaching and education), science (methodology). The ratio of these sources in a particular case determines its place in the general typology of cases (practical, educational, research).

The article presents the results of the practical experience of applying the case method in secondary vocational education (on the example of teaching the discipline "Theory and Methods of Physical Education of Children" in a pedagogical college), describes the structure of the teaching case:

1. Introduction: problem statement; the name of the institution; names and positions of the main characters.

2. Problem (a brief description from the standpoint of different participants in the events).

3. Materials for the solution (scientific, methodological, statistical,
normative, legal, literary, etc.).

Mikhailov, and the case method: the process of writing a case // School technologies: Scientific and practical journal of a school technologist No. 5. - P. 106-116.

The author notes that among the many works devoted to the case method, fundamental works covering the technology of writing a case are almost completely absent. An example of development in the field of case writing technology (M. Munter) is given.

Stage 1. Search for initial conditions.

Stage 2. Establishing the first contact.

Stage 3. Collection of information.

Stage 4. Compilation process.

Stage 5. Obtaining permission to publish.

The content of the case material should correspond to several points discovered by a well-known specialist in the field of case method P. Lawrenson:

1. In a case, it is desirable to describe one or more events taken from real business practice.

2. The case must contain the necessary information about the organization as a whole and about the people working in it.

3. The case material should contain the statements of the employees of the organization regarding the problem under consideration.

4. The text of the case should not be overloaded with biographical data of the employees of the organization.

Varieties of case structure are described: temporal, plot and explanatory structure.

Eremin to the discussion of the case in the audience // Innovations in education. - 2010. - No. 5. - S.

The author notes that the work of a student with a specific case consists of three stages: individual preparation; participation in the discussion of the case in a small group; participating in a large group discussion in the classroom. Each stage is described in detail; recommendations were given to students on individual preparation.

Small groups are formed in order to give more students the opportunity to express their comments and ideas. Recommendations are given for preparing for the discussion of the case in a small group. The course of the discussion in a small group is described. The author points out some common types of problems that arise in small groups when discussing a case: incorrect time allocation, insufficient preparation, interpersonal problems, insufficient fixation of consent, recommendations are given for solving these problems.

The sequence of actions of the teacher in preparing for the discussion of the case in the classroom is presented.

Eremin stage of analysis of training cases and assessment of students' work when using the case method // Innovations in education. - 2010. - No. 8. - P. 120-141.

The article discusses the features of preparing and conducting a discussion of a case in a class in a large group, evaluating the work of students based on the results of such a discussion, the features of writing essays on the most common types of cases, as well as the problem of evaluating student essays.

The features of the discussion of the case in the lesson of a large group are revealed. The typical stages of the discussion are described: in the audience before the start of the discussion, "warm-up", discussion, completion of the discussion.

indicates the problem of assessing the participation of students in the discussion of the case, since it is formed taking into account many factors. In particular, it is necessary to take into account the intermediate results, activity and repeated performances of students. Therefore, when taking into account the student's participation in the discussion of the case, it is inappropriate to use the traditional four-point scoring system. It is necessary to evaluate the student for meaningful activity, the components of which are described in the article.

Batovrina - studies as a method of training specialists in the field of management // Pedagogical sciences. - 2009. - No. 1. - S. 138-140.

Training using the method of specific situations allows students to apply the theoretical knowledge gained in practice, develop the skills and abilities necessary for the successful implementation of managerial activities: the ability to make decisions, work in a team, plan, etc. The essence of this method is to consider specific problems from practice by students modern organizations and formulating their decisions.

The most important task in preparing for the use of the method of specific situations for training specialists in the field of management is the selection of situations, taking into account the interests of students. The author points out that one of the ways to solve this problem can be the definition of the contours of the problem situation by the teacher with the opportunity for students to supplement and change the parameters of the situation, taking into account their own professional interests.

The article presents the results of this approach, which was tested in the years. when preparing situations for the course "Personnel Management" for students enrolled in the second higher education program at the Faculty of Public Administration of Moscow State University. During the approbation of the approach, four problem situations were prepared on the key topics of the course: "Personnel recruitment", "Personnel motivation", "Personnel assessment" and "Personnel development".

The author comes to the conclusion that the use of this approach makes it possible to increase the effectiveness of the application of the method of specific situations for training both already established and future leaders, to expand the ability of students to apply the acquired knowledge to solve real practical problems. Obviously, its use is possible not only within the framework of the course "Personnel Management", but also within the framework of a number of other courses and special courses for students of managerial specialties - management, marketing, organizational behavior, public relations, etc.

Panina ways of activating learning: textbook. allowance for students ped. universities. - M.: Academy, 20 Higher professional education). - S. 92-102.

The concept of "case method" and its possibilities in vocational training are revealed. Case study is a teaching technique that uses descriptions of real economic and social situations. A situation (case) is understood as a written description of any specific real situation in the company. The case method is considered as a synergetic technology. The necessity of introducing the case method into the practice of education is substantiated. The sources of case formation are listed. The conditions that must be taken into account when compiling a description of a particular situation are determined. The stages of the teacher's technological activity when using the case method are considered. The stages of work on the situation in the audience are described in detail: 1) introduction to the case; 2) analysis of the situation; 3) presentation of solutions on cases; 4) general discussion; 5) summing up. According to the authors, the case method should be used in organic unity with other teaching methods. Recommendations are given on the combination of the case method and the business game, brainstorming, modeling; tips on using the discussion in the case method are given.

Panfilov pedagogical technologies. Active learning: textbook. manual for university students in the specialties "Pedagogy and psychology" and "Pedagogy". - M.: Academy, 20 Higher professional education). – S. 37-56.

The case study method is considered as one of the situation analysis technologies for active learning. Such technologies, according to the author, include: the method of situational analysis, including the analysis of specific situations, the method of situational learning - case studies, the method of cases, the method of "incident", the method of analyzing critical precedents, the method of playing roles, game design. The goals of the situation analysis technology are listed, as well as the meta-competences that are formed when applying the situation analysis. The prerequisites for analysis contained in the educational situational task are described. Specific and basic situations are considered, as well as such types of situations as standard, critical and extreme. According to the nature of the coverage, the presentation of the material, situations-illustrations, situations-assessments and situations-exercises are distinguished.

The method of situational exercises, situational tasks is described. The signs of a situational task that distinguish it from a specific situation are listed.

The method of situational learning (case study) is considered as the construction of designs of single and multiple cases. The features of this method are given, the varieties of the situation are described, the provisions underlying the method are characterized. A description is given of the types of analytical activities necessary to comprehend the situation. The means of supporting emotional tension in game groups are proposed for the effectiveness of the lesson with the help of a case study. The stages of consideration of situations are described.

As a variation of the case study method, the method of case analysis is considered - the most appropriate interactive technology for short-term training, aimed more at the formation of new psychological qualities and skills than at the assimilation of knowledge. The principles of development and implementation of cases in the educational process are indicated.

The method of incident analysis is also considered - a case, an incident, a collision, usually of an unpleasant nature. It differs from the case method in that its purpose is to search for information for decision-making by the trainee himself and to teach him to search for the necessary information. Possible forms of organization of the lesson are described, as well as the advantages of the "incident" method.

The method of analysis of critical incidents is characterized. It is based on the assumption that a deeper understanding of all circumstances can be achieved through a detailed analysis of one specific aspect of the situation, the so-called critical incident (an event or incident that clearly affected the results of work). The Critical Incident Interview Method is a procedure for collecting observed incidents that are most important or "critical" to effective operation. The stages of the interview are described: preparation, definition of the work goals of the interviewee, clarification of the general idea of ​​the incident, clarification of the context in which the incident occurred, clarification of the role of the interviewee in the incident, creation of an incident diagram, end of the interview.

The method of playing roles (staging), or the method of "acting out" situations in roles, is considered. Its goal is to recreate a true managerial or socio-psychological situation in front of the audience and then give students the opportunity to evaluate the actions and behavior of the participants in the game - the performers.

Gurianova teaching technologies - the basis of the quality of education // Quality. Innovation. Education. - 2010. - No. 2. - S. 12-17.

The article discusses a topic that is relevant for higher education in Russia - improving the quality of education based on innovative learning technologies. Among the promising and effective non-traditional forms of conducting classes that have appeared in Russian higher education not so long ago, the author explores the analysis of business situations based on the case method. The stages of the technology of conducting the analysis of business situations on the basis of the case method are listed: 1) determining the purpose of the lesson on the analysis of the business situation. Acquaintance with the situation, its features; 2) highlighting key issues, authors and personalities who can actually act; 3) "brainstorming"; 4) analysis of the consequences of making a decision; 5) offer one or more options for solving problems from a business situation; 6) reflection. The stage of "brainstorming" is described in detail. The author comes to the conclusion that the analysis of business situations based on the case method is an innovative learning technology that significantly improves the quality of education and contributes to the effectiveness of the educational process.

Breev of a teacher and a student in the learning process // Pedagogical sciences No. 6. - P. 107-108.

The most common forms of cooperation between a teacher and students are the following: joint performance by students of tasks proposed by teachers; brainstorm; polylogical discussion; case study.

Currently, there are two classical case study schools: Harvard and Manchester, American and Western European, respectively. Their difference is that American cases are large in volume, while cases in Western Europe are 1.5-2 times shorter. In addition, Harvard cases offer a search for the only correct solution, while in the American school there are multiple solutions. The methodology for conducting classes using a case study at the Manchester Business School is described.

Maksimov of Russia in Pikalevo // Sociological Studies No. 4. - P. 42-53.

Using the case study method, the article analyzes the events in Pikalevo, which involve subjects (actors) from employees to the head of government. Typical and specific features of actions (interactions) of social actors, changes in their behavior, factors of various levels and nature are analyzed. According to the author, such is the property of cases: to reflect, as in a drop, the entire or almost the entire ocean of social life. Today, when sociologists are limited for one reason or another in conducting large-scale research, case analysis can be a completely acceptable alternative. The reflection of the whole of Russia is the red thread of the presented case: in it almost all the actors of society entered the arena and played their role in typical circumstances. Sources of information are interviews with employees of various socio-professional groups, analysis of documents, publications.

Eremin of educational work using the case method // Innovations in Education No. 4. - P. 77-90.

The following aspects of providing educational work using the case method are considered: advanced training of teachers, legal support for the creation and use of cases in the educational process, planning of the educational process using the case method, the formation of a fund of cases.

When planning the educational process, time reserves must be previously found for training using the case method without reducing the quality of theoretical training. In this regard, it is advisable to provide each student with high-quality teaching aids for course modules. Teachers also note the need to change the norms of the teaching and methodological load when using the case method.

The specificity of planning the educational process using the case method is manifested primarily in the development of programs of academic disciplines. This work has much in common with similar work in traditional teaching. However, when using cases, it is required:

- to determine the goals for the achievement of which it is necessary to use cases;

- determine the relative amount of classroom time associated with the analysis of cases;

- indicate sections of the academic discipline, in the study of which cases should be used, and specific cases related to these sections;

- indicate the didactic orientation of work with specific cases (bringing students to the need to use theory, methods, tools; preparation for subsequent work with cases);

- determine the part of the total time of students allocated to work with cases, including independent work and learning by others;

- to determine how the work of students with cases and work in the academic discipline using cases will be evaluated.

When determining the goals of an academic discipline, it is necessary, first of all, to take into account the direction of training and the characteristics of students. The goals differ significantly if students have or do not have experience working with cases.

The program should include not only case studies, but also independent study of additional materials, as well as the collection of additional information. All this should be taken into account as the time required for students to independently prepare for case analysis.

The fund of cases of a particular university should be formed from both domestic and foreign sources. Along with this, cases developed at this university can be used. Currently, the Graduate School of Management of St. Petersburg State University is implementing a non-profit project "Russian Resource Center for Case Studies". The Center is an electronic library of case studies containing methodically structured case descriptions borrowed from real business practice. Other case databases are described.

The creation of cases and their use in the educational process on the legal basis of the Civil Code of the Russian Federation requires careful documentation of the rights to use cases, ensuring the rights and guarantees of the authors-developers of these didactic tools, as well as compliance with these rights by employers and students.

A behavioral analysis of issues related to the implementation of the case method in higher education in Russia allows us to draw some general conclusions:

- the planning of the educational process becomes more complicated;

− the introduction of the case method will expand with the transition to training based on the Federal State Educational Standard of Higher Professional Education;

− it is expedient to change the ratio of the volumes of educational and educational-methodical work of teachers;

- a large amount of work should be done by universities (improving the qualifications of teachers, planning the educational process using the case method, forming a fund of cases, methodological support of a form of organization of the educational process that is fundamentally new for most universities).

Case technologies in the educational process // Public Education No. 2. - P. 172-179.

Case technology is an interactive learning technology based on real or fictional situations, the main purpose of which is to develop the ability to work through various problems and find their solution, learn how to work with information. The author singles out such methods of case technologies as the method of situational analysis, the incident method, the method of situational role-playing games, the method of parsing business correspondence, game design, and the discussion method. The article gives a brief description of each method, shows the possibility of using case technologies in school practice.

The results of the work with the educational situation can be presented both in writing and orally. The presentation of the results of the case analysis can be group and individual. The report can be individual or group, depending on the complexity and scope of the task. Individual presentation forms a sense of responsibility, self-discipline, will; group - analytical skills, the ability to generalize the material, systematically see the project.

When evaluating a public presentation, the teacher pays attention to:

- for a speech that characterizes an attempt at a serious preliminary analysis (the correctness of the proposals, preparedness, reasoning, etc.);

- range of issues that require in-depth discussion;

- demonstration of the ability to think logically, if the points of view expressed earlier are summed up and lead to logical conclusions;

- offering alternatives that were previously neglected;

- proposal of a specific action plan or plan for the implementation of the solution; identification of essential elements that should be taken into account in the analysis of the case;

− significant participation in the processing of quantitative data, calculations;

− Summing up the results of the discussion.

A case analysis made by a student during a non-public (written) presentation can be considered satisfactory if:

- most of the problems in the case were formulated and analyzed;

− the maximum possible number of calculations was carried out;

- own conclusions were made based on the information about the case, which differ from the conclusions of other students;

− adequate analytical methods for information processing have been demonstrated;

− the drafted documents meet the requirements in terms of meaning and content;

- the arguments given as a result of the analysis are in accordance with the previously identified problems, the conclusions drawn, the assessments and the analytical methods used.

An approximate algorithm for the sequence of teacher actions when using case technologies:

- issuing homework to students;

− determination of the deadlines for completing the task;

- familiarization of students with the system of evaluating the solution of the case;

− determination of the technological model of the lesson;

− holding consultations;

- work on the situation in the classroom;

- introductory speech of the teacher; setting the main questions, if necessary, the distribution of students into small groups (4-6 people each);

− organizing the work of students in small groups, identifying speakers;

− presentation of solutions in small groups;

− organizing a general discussion;

− generalizing speech of the teacher, its analysis and evaluation.

Compiled by: Ph.D., specialist of OSiMSOP, specialist of OSiMSOP.

CASE METHOD AS A TOOL FOR FORMING COMPETENCES

In modern Russian education, the process has begun not in words, but in deeds towards subject-subject interaction of students, teachers and students in the learning process. It is also important that truly innovative pedagogical technologies are initially built on a competency-based approach and are aimed at future professional activities in learning outcomes. Among the most significant for the modern school is the case method.

Case study (case-stady) as a pedagogical technology

Case (from English - case, situation) is an analysis of a situation or a specific case, a business game. It can be called the technology of analysis of specific situations, "special case". The essence of the technology is that it is based on descriptions of specific situations or a case (from the English "case" - a case). The case presented for analysis should preferably reflect a real life situation. Secondly, the description must contain a problem or a number of direct or indirect difficulties, contradictions, hidden tasks for the researcher to solve. Thirdly, it is required to master a preliminary set of theoretical knowledge in order to refract them into the practical plane of solving a specific problem or a number of problems. In the process of working on a case, additional information is often required to feed the participants in the work on the analysis of the situation. Ultimately, students find their own conclusions, solutions from the problem situation, and often in the form of ambiguous multiple solutions.

This pedagogical technology is fundamentally interactive, since it initially introduces students into the process of subject-subject relations “horizontally”, enables students to show activity, initiative, independence in accordance with the opinions of their comrades, and the right of everyone to their own opinion. However, the most important thing is that this approach is directed beyond the educational space, enters the sphere of professional problem solving in this field of knowledge, forms interest and profile motivation. Here, as in true innovative technologies, learning knowledge and the learning process as a whole is not an end in itself, but a tool to enable the student to competency-based learning.

Case technology for a teacher is quite problematic. Firstly, it forces one to deeply master not only the external aspects of the case in its use in the lesson, but also to delve into a special philosophy of thinking and activity. Here the central place will be occupied by the process of developing skills in using, and then developing problem-analytic cases, first by the teacher himself, and then by his students.

A brief excursion into the history of the case study

Case study technology in education was developed in the 1920s in management education at Harvard Business School. The term “situation” had previously been widely used in jurisprudence, but at Harvard, after a lecture, teachers gave students a specific life situation from the field of business or management that contained a problem for discussion, and then there was a lively discussion and finding a solution by the students themselves. An important place was occupied by a collective discussion by students of the found solutions to the problem.

In the world educational practice, the case study became widespread in the 1970s and 1980s. The following data testify to the degree of its importance in modern education: On average, 35-40% of study time is devoted to analysis of typical situations in Western universities. Case studies account for 25% of the time at the University of Chicago Business School, 30% at the Columbia University Business School, and 40% at the famed Wharton. The leader in terms of the number of hours devoted to classes according to this method, its “pioneer” is Harvard. An ordinary student analyzes up to 700 cases during his studies.

In some universities of the USSR, situational analysis was used by leading lecturers in economic departments. Elements of the method of situation analysis were often used in combination with game and discussion methods.

The real interest in case study technology came to us in the 1990s. This is due to the processes of denationalization of the economy, a radical change in the requirements for the skills of specialists in all spheres of the economy and society. The new tasks of the socio-economic market situation "raised on the shield" the competence-based approach, the assessment of a specialist who has the ability to implement theoretical knowledge in conditions of risk, uncertainty of decisions, taking responsibility, analysis of multi-level cause-and-effect relationships. In all areas, a specialist who knows how to work in a team, who is able to generate ideas and technologies for their implementation, who has a penchant for innovation, who is able to critically and quickly and analytically work with huge amounts of information of various types, is becoming in demand.

Case technology is not limited to the educational process, but also becomes a method of scientific research. Thus, the author of these lines is deeply grateful to colleagues from Tomsk for training in the system of university advanced training based on the research cases of Professor G.N. Prozumentova "Changes in educational institutions: the experience of research by the case-study method".

Case study in university and school education

In the context of schooling, the following options for using the case study are possible. When organizingopen discussionaccording to the material of the problem case, the main factors are the skills and abilities of students, the skills of the teacher in organizing discussions. By asking questions, the teacher draws the attention of students to specific information in the text of the case, initiates their answers. During the discussion, the teacher controls its direction, seeking the participation of each student; he can also complete the discussion by analyzing the solution found by the students.

During group surveystudents highlight the problem of the case text, assess the situation, give an analysis of an event or process, present their solutions. The method develops communication skills in students, teaches them to clearly express their thoughts.

Recently, case technology has been usedwhen checking learning outcomes.Students receive an individual case before the test (exam), analyze it and submit a report to the inspector with answers to the questions posed.

The main concepts used in case technology are the concepts of "situation" and "analysis", as well as a derivative of them - "analysis of the situation". The term "situation" can be understood as a state, event, action, a turning point for making a decision, a set of certain interrelated facts that contains a contradiction(s), the need for assessment(s) or ways to reach a new level. The situation should preferably be presented in the dynamics of change (was-is-will be). However, objective or subjective reasons (complex of factors) influence the situation in its uncertainty. Hence, on the basis of analysis, it is necessary to find adequate situational solutions, if this is related to a managerial decision in business (in economics classes). If this is a case with a legal situation, then after analyzing the crime and all direct or indirect data and circumstances, make the right legal decision. If the situation is related to one or another academic discipline, then a complete information picture of the event or problem situation should give impetus to the transformation of school knowledge into action in the post-school professional field.

Work on a case as a situational text begins with the selection of individual content elements, the search for the essence of the problem, contradictions, their causes and possible negative consequences. Practicing the skills of systemic, correlation, factorial, statistical and other types of analysis allows you to come to your own conclusions and solutions from a problem situation.

When conducting a training session based on a case, you can apply additional options for students' work. In the lower grades, students can model and play the behavior of the participants, describe a list of individual factors, signs, the content of the elements of contradictions, motivational settings for the actions of the subjects of this event. In high school - to organize a discussion, "brainstorming", a scientific dispute, prepare and hold a debate on key, but divergent decisions.

When preparing for a lesson, the teacher proceeds from the degree of expediency of using case technology, and goal-setting in the formation of competencies. If we recall the levels of goal-setting according to B.S. Bloom, we recall the following: knowledge-understanding-application-analysis-synthesis-evaluation.

At the level of formation of knowledge and understanding, the main work is based on a lecture, a story, a teacher’s conversation, interactive work with information, etc. However, here we can also use an information case text with the inclusion of the terms and concepts used, formulas and rules and for independent work of students.

At the stage of application, multiple options for describing real life, subject-professional and other similar situations are possible, in which it is necessary to solve a specific problem on the basis of previously acquired knowledge.

The level of analysis and synthesis is most applicable to the inclusion of situational research cases in training. At the center of these situations may be environmental, climatic, socio-economic, historical, technical and technological and other problems. When studying social disciplines, it is possible to apply cases of a biographical, historical-event, sociological, political science nature. As an example, we offer a variant of studying the socio-political history of the middle and second half of the 16th century on the basis of the Ivan IV the Terrible case. The technology of work involves analysis, discussion on the proposed issues and conclusions of students. The case is presented as a set of documentary sources characterizing the dynamics of the religious-mental and political views of Ivan IV.

Mastering the competencies of the highest level of goal-setting by the student is fully consistent with the logic of analytical work on complex cases in evaluating the construction of both the text and the situation itself, identifying cause-and-effect relationships, options for solving the problem, and adequate conclusions. The student here evaluates the outcome of his own research and the decisions of colleagues and opponents on the basis of the developed evaluation criteria. An important place is occupied by educational cases with pronounced educational tasks with an analysis of moral and ethical, moral and legal, socio-political and other situations. Discussion, analysis and finding ways and means of solving problems is important to include the student in an active position as an accomplice in the public life of the country during the period of study.

Thus, case technology is not an end in itself in the work of a teacher, but an adequate tool for the formation of competencies that go beyond the educational space.

Types and content of cases

1. Practical cases. These cases should reflect the situation or case being introduced as realistically as possible. This is a historical source, a real document, statistics in the dynamics of data, even a material artifact or a set of given source-components of a case. This is a case of modeling a real event in history, the ecological state of a local territory, or a case of modeling a technical and technological problem that needs to be solved. The purpose of this case is to develop the skills of refraction of educational, subject knowledge and skills in the post-educational, professional and activity space of real life.

2. Teaching cases. Their main task is education. However, the degree of reality is more reduced to typical learning situations in which the automatism of skills and ways of finding solutions is worked out. In these processes, it is important to develop the skills of synthesis, combining particular cases into typical, regular ones, highlighting common characteristic elements, causes and factors, and possible consequences.

3. Research cases are focused on the inclusion of the student in research activities. For example, based on the study of all available information and the works of a number of authors, the reconstruction of an event, a situation in a complex, the development of a thematic project of a local, regional type, etc. One can give an example of including students in case creation programs for individual stages of the chronology "A person in the events of the twentieth century on materials of oral history”, “History of everyday life in the local history of the region”. Cases of this type may include texts by scientists who worked on this research problem earlier, but used other approaches, sources or research methods.

When developing the text of the case for his lesson, the teacher, in our opinion, can use numerous textual materials of works of art. So in the lessons on the topics of the Great Patriotic War, fragments from the works of writers, participants in the war are quite acceptable due to their maximum reliability. For example, "Soldier's Memoirs" by K. Simonov, "I died near Rzhev" by A. Tvardovsky, "The war has no woman's face" by S. Aleksievich or memoirs of famous commanders.

This includes journalistic literature, works about great scientists, articles from newspapers and magazines, from news publications on the Internet, etc. An important place is occupied by cases based on biographical materials, especially famous personalities of their region. When developing cases for the course of school economics, the teacher has the right to use available sources about local enterprises and companies. In law lessons, as sources for case situations, data from criminal chronicles of local media are used, including for creating video cases.

In the process of selecting existing ones or developing a case by the teacher himself, it is important to completely rework the existing text. First, choose the optimal amount of case text. For students in grades 5-7. - no more than 0.5 - 1 page. For high school students, it is quite possible to work with cases up to 3-7 pages of text, containing from 2 to 5 semantic problematic fragments. The case may include a small introductory or supplementary commentary by the teacher. When preparing the text of a case, it becomes an absolute requirement to remove everything that contains an analysis of the problem, an explanation of the causes of the event, measures taken to solve the problem, value judgments (if analysis of these estimates is not required), and, most importantly, an open presentation of the problem. In our opinion, the problem should be presented indirectly, through a set of facts-difficulties, through enumerating the actions of the subjects of the event, etc. An important task of case technology is to identify and analyze a problem situation, which allows you to build a path and ways to solve it. The case can be supplemented with an appendix with additional information or a list of references for additional study of the issue, situation, a list of Internet resources on the topic.

In all methodological recommendations on case technologies, questions or tasks on the text of the case become an indispensable requirement for working with them. As a task, you can attach an independent collection of additional information by the student himself, a task for developing a computer presentation or project.

Options for organizing work with a case

The work of a teacher and students in a lesson using case technology can be multivariate. Here we cannot analyze in detail even the most common ones. Let's take a look at a few options.

To create a problem situation, a case is distributed to students before a lecture, study of educational material, study of a cross-cutting topic. This text serves to form a problem situation, update existing knowledge, systematize it and determine points of motivation for future educational material. This option is closely related to the “I know - I want to know - I learned something new” method.

The case can also be used for independent study of the topic. In this version, it should be as voluminous as possible, but also take into account the psychological and age capabilities of students. This is possible when studying a compact event, a small topic, the history of a scientific discovery, or a law. Questions should be both on the content of the case and the text of the textbook. In this version, the paragraph of the textbook should be considered additional material, along with other sources from books or Internet resources listed by the teacher.

The text of the case situation can be distributed to students to compare and analyze the issue under study, problems in integration with the lecture, the teacher's story both at the beginning of the lesson and previously at home.

The organization of practical activities can be in a separate lesson in small groups or in pairs, or individually. If the work is built according to the CSR method, then the tasks can be in the form of discrete individual case texts.

In the process of work, students work out in groups the content of the problem situation, causal relationships, conclusions, answers, problem solving. Next comes the development of a common position, the text of the speech from the group is drawn up, the position is defended in its open discussion. If there are two independent decisions or diametrically opposed positions (like "Yes" - "No"), then it would be quite reasonable to go to the next stage in the form of public debate. As in other cases of public presentations, an arbitration panel (expert group) is formed in the class. Experts analyze speeches, analysis of the problem situation, options and ways to solve the problem, the effectiveness of oratory, the consistency of evidence, answers to questions and the correctness of behavior. It is also obligatory to reflect on the topic, the problem solved together and the acquired methods of activity, skills and abilities.

As we noted above, the important components of the case study is its use adequately to the tasks of general goal-setting in the formation of students' competencies (See according to B.S. Bloom).

With older students, it is quite possible to reach the level of developing cases on studied or additional issues and problems within the framework of the regional component of education, project activities. Ultimately, students create an author's research product, develop communicative competencies, form the ability to design their activities, make independent decisions in extracurricular situations based on subject and over-subject knowledge and skills.

Thus, case technologies develop the ability to:

Analyze and fix the problem,

Clearly formulate, express and argue your position,

Communicate, discuss, perceive and evaluate verbal and non-verbal information,

Make decisions based on specific conditions and the availability of factual information.

Case technologies help:

Understand that most often there is no single right decision,

Develop confidence in yourself and in your abilities, defend your position and evaluate the position of your opponent,

To form stable skills of rational behavior and designing activities in life situations.

Bibliography

1. Burawoy, M. In-depth case study: between positivism and postmodernism // Frontier. - 1997 - No. 10 - 11.
2. Changes in educational institutions: the experience of research by the case-stage method / edited by G.N. Prozumentova. - Tomsk, 2003.
3. Kozina, I. Features of the case-study strategy in the study of production relations at industrial enterprises in Russia // Sociology: methodology, methods, mathematical models. - 1995.- N5-6.- P.65-90.
4. Kozina, I. Case study: some methodological problems // Frontier.- 1997.- No. 10-11.- P. 177-189.
5. Mikhailova, E. I. Case and case method: general concepts / Marketing. - 1999. - No. 1.
6. Reingold, L.V. Beyond CASE-technologies // Computerra.-, 2000. - No. 13-15.
7. Smolyaninova, O.G. Innovative technologies for teaching students based on the Case Study method // Innovations in Russian Education: Sat. - M .: VPO, 2000.
8. http://www.casemethod.ru

Material overview

Case technology. Case study method (“analysis of specific situations”).Selevko G.K. Modern educational technologies:Tutorial. - M.: National education, 1998. - 256 p.

History of the Case Study method

The “homeland” of this method is the United States of America, and more precisely, the Harvard Business School.” It was first used in 1924. “The culturological basis for the emergence and development of the case method was the principle of “precedent” or “case”. “The Case Study method is most widely used in teaching economics and business sciences abroad. … At an early stage of its origin, this method was widely used in postgraduate courses in the MBA program… This method of studying economics was proposed at Harvard University in America and has recently become widespread in the study of medicine, law, mathematics and other sciences. “In Russia, they began to use the case method in teaching in the 80s, first at Moscow State University, and then at academic and industry institutes, later at special training and retraining courses” [Smolyaninova O.G. Educational site on the case method of teaching and methods of its use in the educational process of KSU].

Case Study method educational resource

“The case method allows demonstrating academic theory from the point of view of real events... It “allows students to be interested in studying the subject, promotes the active assimilation of knowledge and skills in collecting, processing and analyzing information characterizing various situations” [Smolyaninova O.G. Educational site on the case method of teaching and methods of its use in the educational process of KSU]:

“A good “case”, as a rule, teaches us to look for non-trivial approaches, since it does not have the only correct solution. “I especially appreciate the independence of thinking in the case study method,” says Peter Ekman. “In real business, there are five or six ways to solve a problem. And although there is a classic solution for every situation, this does not mean that it will be optimal "You can make a good decision, and its results will lead to bad consequences. You can make a decision that everyone around you considers bad, but it will lead you to the desired results." [Davidenko V. How does a "case" differ from a suitcase?]

The CASE STUDY method promotes the development of various practical skills. “They can be described in one phrase - creative problem solving and the formation of the ability to analyze the situation and make decisions” [Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students].

The CASE STUDY method develops the following skills:

1. “Analytical skills.

These include: the ability to distinguish data from information, classify, highlight essential and non-essential information, analyze, present and extract it, find gaps in information and be able to restore them. Think clearly and logically. This is especially important when the information is not of high quality.

2. Practical skills.

The level of complexity of the problem presented in the case, reduced in comparison with the real situation, contributes to the formation in practice of the skills to use economic theory, methods and principles.

3. Creative skills.

One logic, as a rule, CASE does not solve the situation. Creative skills are very important in generating alternative solutions that cannot be found in a logical way.

4. Communication skills.

Among them are the following: the ability to lead a discussion, to convince others. Use visuals and other media, cooperate in groups, defend one's own point of view, convince opponents, write a concise, persuasive report.

5. Social skills.

During the discussion of CASE, certain social skills are developed: assessing people's behavior, the ability to listen, support in a discussion or argue an opposing opinion, control oneself, etc.

6. Introspection.

Disagreement in the discussion contributes to the awareness and analysis of the opinions of others and one's own. Emerging moral and ethical problems require the formation of social skills to solve them” [Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students].

CASE STUDY construction technology

The following main stages of creating CASEs are distinguished: defining goals, criteria-based selection of the situation, selection of necessary sources of information, preparation of primary material in CASE, examination, preparation of methodological materials for its use [Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students].

“1st stage. Determine the purpose of creating CASE, for example, training in effective communications within the enterprise. To do this, you can develop a CASE for a specific well-known enterprise, describing its communications used by managers to organize work with personnel within the company. Develop questions and tasks that will allow students to master various types of communications (meetings of different levels, annual report, in-house newspaper, announcements, briefings, etc.).

2nd stage. Identify a specific real situation or firm (sector of the economy) corresponding to the goal.

3rd stage. Carry out preliminary work on finding sources of information for CASE. You can use keyword search on the Internet, analysis of catalogs of printed publications, magazine articles, newspaper publications, statistical reports.

4th stage. Gather information and data for CASE using a variety of sources, including contact with the firm.

5th stage. Prepare a primary version of the presentation of the material in CASE. This stage includes layout, material layout, presentation form definition (video, print, etc.)

6th stage. Obtain permission to publish CASE, if the information contains data on a specific company.

7th stage. Discuss CASE with as wide an audience as possible and get peer review before trying it out. As a result of such an assessment, the necessary changes and improvement of CASE can be made.

8th stage. Prepare guidelines for the use of CASE. Develop tasks for students and possible questions for the discussion and presentation of CASE, describe the expected actions of students and the teacher at the time of the discussion of CASE.

The entire process of Case preparation is based on the skills and abilities of working with information technology, which allows you to update existing knowledge, activates research activities. So, for example, at the stage of collecting information, various sources based on modern communications are used: television, video, computer dictionaries, encyclopedias or databases accessible through communication systems. Often these sources provide more extensive and more up-to-date information. The next stage of working with information is its processing, i.e. classification and analysis of the set of available facts to present a general picture of the phenomenon or event under study. For the convenience of working with numerical information, it is necessary to present it in the form of tables, graphs and diagrams. In this case, spreadsheets are the most effective tool. Next, the students face the question of the presentation form Case, depending on which, you can use either the means of creating electronic multimedia presentations or desktop publishing systems” [Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students.]

A distinctive feature of this CASE STUDY method is the creation of a problem situation based on real life facts.

“The CASE STUDY method illustrates real life... In order for the learning process based on CASE to be effective, two points are important: a good CASE and a certain methodology for using it in the learning process... CASE is not just a true description of events, but a single information complex that allows you to understand the situation. In addition, it should include a set of questions that push to solve the problem. A good CASE should meet the following requirements:

– meet a clearly defined goal of creation

– have an appropriate level of difficulty

– illustrate several aspects of economic life

- do not become obsolete too quickly

- have a national color

- be up-to-date

- illustrate typical business situations

- develop analytical thinking

- provoke discussion

- have multiple solutions

Some scientists believe that cases are "dead" and "alive". “Dead” cases include cases that contain all the information necessary for analysis. To "revive" the case, it is necessary to build it in such a way as to provoke students to search for additional information for analysis. This allows the case to develop and remain relevant for a long time” [Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students].

There are several ways to get a "case" suitable for use in the educational process. First, you can buy a ready-made "case". It is inexpensive (Margvelashvili E., online article).

“It's not expensive, for example, one copy of the "case" developed at Harvard or Darden costs only $10. In the West, buying and selling "cases" prepared in business schools is a whole industry. Harvard alone produces about 700 "cases" a year. The full list of "cases" that can be purchased for use in the educational process from the same HBS includes more than 7,500 items. There are even special organizations like the European Case Clearing House that distribute "cases". In particular, ECCH brings together about 340 different participants, including business schools INSEAD, IESE, London Business School.”

"Information for the" case "can be obtained in two ways: conduct a special study (field research), which involves the collection of financial and other information directly in the company, or work with open sources."

“The first method is widely used by Western business schools, and the second (since no money is allocated for collecting information for writing case studies) has become widespread in Russia.

According to some estimates, the cost of field research ranges from 500 to several thousand dollars. As a rule, every major Western university or business school allocates a separate item in the budget for this, and a significant part of it is formed from the income that the university receives from the sale of its textbooks and student aids. But the budgets of Russian business schools, you understand, do not provide for such expenses.

The main problem faced by the authors implementing this method in Russia is the closeness of our business. “Representatives of companies,” notes Eleonora Vergiles, “sometimes interpret the concept of “trade secret” too broadly. Often, the authors have to change specific data, qualitative indicators, figures taken from the financial documents of the company that provided information about itself in the “case”. However, the general trend persists, demonstrating the positive or negative dynamics of the development of an enterprise or company.

In turn, the "cabinet method" is also imperfect. "Case studies" written using it, as a rule, suffer from a lack of technological, strategic information, the absence of specific figures that can only be taken from the company's financial and accounting documentation - and in Russia it does not fall into open sources. Actually, we have no one to write "cases". Russian business schools are mostly taught by theorists - people who have excellent academic background, but who are completely unaware of the real business environment. In addition, you also need to be able to write "cases", this is not a free-form essay for you. There are only a few specialists in Russia who have undergone appropriate training.” [Margvelashvili E. About the place of the "case" in the Russian business school // "Education abroad" No. 10, 2000].

“The cases themselves are usually written by experienced teachers or groups of students (graduate students) under their strict guidance. Compiling such training material requires painstaking work to collect facts and figures. The fate of each case study project largely depends on whether the company wants to disclose real information about its activities.

Many case authors describe the real problems of the company's management, and then agree with its management to change the numbers in the appropriate proportion. Often the names have to be changed. However, it also happens the other way around, when the company's management provides all kinds of assistance.

Most of the cases used in the world's business schools are written in American educational institutions. In particular, such well-known schools as Harvard and Wharton specialize in their preparation. Russian schools have not yet proven themselves in this field. This is understandable: firstly, such work is expensive. Secondly, companies are not interested in providing reliable information about themselves. “Those who prepare cases are even refused to give the company’s balance sheet, which the company sends to the tax office, although ideally it should be published in the press,” Igor Lipsits testifies. “Therefore, it is still very difficult to find a good case on the material of Russian reality.”

However, something has already been written and even published. At the II Moscow Case Competition, one of the organizers of which was Mr. Lipsitz, the participants were offered cases from Russian business practice for analysis. And the National Training Foundation has even begun a large-scale project to create a database of Russian cases. Work with "cases" is also dealt with in the framework of the MBA Advising courses offered by a number of Russian companies. So examples can already be found, and if you want to successfully study at a Western business school, our advice to you is to train, and the more the better.” [Davidenko V. How does a "case" differ from a suitcase?]

“In Russia, the market of “cases” is still only at the stage of formation. According to Konstantin Kontor, the main difficulty lies in the unwillingness or inability of business schools to pay a lot of money for "cases". Therefore, everyone strives to "pull" the material for free - for example, to borrow a collection of practical tasks and business games from a friend who has visited some Western business school, make the required number of photocopies from it and use them in their teaching practice. Unfortunately, this method is very common. And as long as the situation remains like this, the market will not form in a normal civilized form” [Margvelashvili E. About the place of the “case” in the Russian business school // “Education abroad” No. 10, 2000].

“Initially, cases contained only real information, but in Russian practice, due to limited access to information and the high cost of practical research, fictitious situations are often used.” [What is the case study method and why is it needed?]

Technology of working with a case in the educational process

The technology of working with a case in the educational process includes the following stages: 1) individual independent work of students with case materials (problem identification, formulation of key alternatives, proposal of a solution or recommended action); 2) work in small groups to agree on the vision of the key problem and its solutions; 3) presentation and examination of the results of small groups at the general discussion (within the study group).

In case-based learning, “at least 6 discussion formats can be used:

1. “Student teacher: Cross-examination.

A discussion between the teacher and you. Your statement, position or recommendation will be considered through a series of questions. The logic of your statements will be carefully examined, so be extremely careful.

2. Student teacher: The devil's advocate.

This is usually a discussion between the teacher and you, but sometimes other students may also be involved. The teacher assumes a completely undefensible role and asks you (and possibly others) to take the position of a lawyer. You must actively think and reason, arrange facts, conceptual or theoretical information, your personal experience in a certain order.

3. Teacher-student: Hypothetical format.

Similar to the previous one, but with one difference: the teacher will present a hypothetical situation that goes beyond your position or recommendation. You will be asked to evaluate this hypothetical situation. During the discussion, you should be open to the possible need to modify your position.

4. Student-student: Confrontation and/or cooperation.

In this format, the discussion is conducted between students. There is both cooperation and confrontation. For example, a classmate may challenge your position by providing new information. You or another student will be trying to "repel the challenge". The spirit of cooperation and positive confrontation will allow you to learn more (as opposed to individual efforts).

5. Student-student: "Play a role."

The teacher may ask you to take on a role and interact with other classmates in it.

6. Teacher-class: “Silent” format.

The teacher can raise a question that is initially directed to an individual, and then to the whole class (since no one can answer). [How case-based learning is structured].

Things to keep in mind when preparing a CASE oral presentation: “information about the required equipment and presentation time; presentation structure; level of detail; visual aids; rehearsal; performance planning; freedom of speech” [Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students.]

“The oral presentation of CASE, giving certain knowledge, has the property of a short-term impact on the trainees, and therefore is difficult to perceive and remember. Therefore, phrases should be simple, clear and as precise as possible ... It provides only partial memorization. It is forgotten because it is impossible for most people to remember a large speech word for word. Only key points are remembered. In addition, these key points are very individual from individual to individual. And they may not be key at all for the presenter of the material.

“Shortness of oral speech creates 5 problems that you need to remember and try to avoid when you are preparing a presentation.

A) First of all problems, read the message. A written speech may be revised and rewritten by the author before it is given to the audience. But it is not easy to present it to the same extent in a speech. Who can relive the same feelings that are already over? The act of speaking requires planning. It is very difficult to do this and evaluate what has just been said.

B) If reading oral speech is difficult, listening to it is no less easy. Students can reread the written sentence and remember what they did not understand the first time. But such a wonderful opportunity is not available in oral speech. During normal listening, the listener mentally repeats the sentence that is stored in short-term memory. This means that at the moment he skips the next 2-3 sentences that the speaker says. The thread of reasoning is lost. The listener unconsciously tosses between what to "grab" and what to "miss". It is not uncommon for it to give up and turn on only at such entry points in a speech like "And now my third statement."

C) Understanding is the purpose of the short speech. But what about long topics and long speeches? Without a save mechanism, most of what you said will be forgotten very quickly. Most people have brains with very limited memory capacity. If what is being said now refers to something that was said earlier, then there is a very shaky foundation in the memory of the listener for realizing this. The audience must be given the foundation of some permanent forms, which can always be referred to and leaned on. Listeners need structure.

E) The next problem is related to capable students. They are usually much smaller than you might think. It's easy to overestimate them. The person presenting the CASE is familiar or must be absolutely familiar with the material. However, it's hard to believe how many times students present material they see for the first time. In their strong desire to communicate, students overwhelm the audience.

E) The reverse side of this problem is students' underestimation of the time required for a presentation. Being under the pressure of time, the speaker begins to rush and tries to turn a quarter into an hour. The result is instructive - a very average presentation.

There are many problems in CASE oral presentation, but there are also advantages. Among them, two main ones can be distinguished.

A) An oral presentation is more motivating, much more motivating than a written one. A live presentation, especially if the speaker is speaking with interest and enthusiasm, is hard to ignore. The attitude and emotions of the speaker make a significant contribution to the message.

B) Oral presentation still has potential, which is used less often than it could - it is flexible. The speaker can respond to changes in the environment: human, physical or temporal. He can also adapt his style and even material according to the mood of the audience. However, only one who has a daily practice of communication can be such a speaker. In addition, such a speaker needs organizational survival skills. Below are alternative structures for oral presentation.

Alternative 1

Alternative 2

Alternative 3

Why are these

Why don't those

Evidence confirmation

Attention Plan

background

Problem Statement

Alternatives and analysis

Implementation plan

Reformulation of the problem/solution

What should be done / What benefits will it bring

Questions

Plan

Conclusions

Problems

Alternatives

[Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students.]

Possibilities of using CASE in teaching

Any CASE enables the teacher to use it at various stages of the educational process: at the stage of learning, at the stage of checking learning outcomes.

“Recently, the use of CASEs has become more and more popular not only at the stage of student learning, but also when checking the results of learning in exams. Students receive CASEs before the exam, they must analyze it and bring the examiner a report with answers to the questions posed in it. Of course, it is possible to offer CASE students directly at the exam, but then it should be short and simple enough to meet the limited time frame.

The use of CASEs in the learning process is usually based on two methods. The first of these is called the traditional Harvard method - open discussion. An alternative method is the method associated with an individual or group survey, during which students make a formal oral assessment of the situation and offer an analysis of the presented CASE, their decisions and recommendations. This method makes it easier for the instructor to exercise control, though, and allows some students to minimize their learning efforts (each student is quizzed once or twice per class). The method develops students' communication skills, teaches them to clearly express their thoughts. However, this method is less dynamic than the Harvard method. In an open discussion, the organization and control of participants is more difficult.

In a free discussion, the teacher usually asks at the beginning the question: “What do you think is the main problem here?” He then leads the discussion by listening to the arguments, pros and cons and explanations for them, and supervises the process of the discussion, but not its content, waiting at the end for a written CASE analysis from the individual participant or groups. This report is submitted either at the end of the discussion or after some time has elapsed, which allows students to more carefully analyze all the information received during the discussion” [Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students].

Case have a number of similarities with tasks or exercises, but they also have a number of fundamental distinguishing features: they help students acquire a range of practical skills, teach them to solve complex, unstructured problems.

“At first glance, the task looks like a CASE, which describes some fictional situation, but the purposes of using tasks and CASEs in teaching are different. The tasks provide material to enable students to explore and apply particular theories, methods, and principles. Learning with CASEs helps students acquire a wide variety of skills. Problems have one solution and one path leading to this solution. CASEs have many solutions and many alternative paths leading to it. The main function of the CASE method is to teach students to solve complex unstructured problems that cannot be solved analytically” [Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students].

“Don't assume that 'cases' can replace lectures. "You can't spend all your time just looking at case studies, because that creates a stereotyped, biased approach to solving similar problems, and the student will not be able to rise to a higher level of generalization," says Peter the American Institute of Business and Economics (AIBEc). Ekman - "Case studies" show how economic theories are applied in practice. For me, the value of such exercises, if they do not have a theoretical "stuffing", is small" [Davidenko V. How does a "case" differ from a suitcase?]

“Harvard Business School still creates most of the cases used in modern business schools. In Western business schools, 30-40% of study time is given to case studies.” [What is the case study method and why is it needed? ]

“On average, 35-40% of study time is devoted to the analysis of typical situations. At the University of Chicago School of Business, case studies account for 25% of the time, at Columbia University Business School, 30%, and at the famous Wharton, 40%. The leader in terms of the number of hours devoted to classes according to this method, its "pioneer" - Harvard. An ordinary HBS student analyzes up to 700 “cases” during his studies” [Margvelashvili E. About the place of a “case” in a Russian business school // “Education abroad” No. 10, 2000]

The limits of using the "case": this method of teaching takes a lot of time, it cannot be used in a large audience (Krasnova T.I., analyst at the Central Educational and Educational Center of the Belarusian State University, based on work with the literature on the case method).

Structure and types of CASE

CASE - a single information complex “As a rule, a case consists of three parts: auxiliary information necessary for case analysis; description of a specific situation; case assignments. [What is the case study method and why is it needed?]

CASEs can be presented in a variety of forms, from a few sentences on one page to multiple pages. Types of presentation CASE: printed, multimedia, video.

“CASE presentation forms are diverse, it can be presented as several sentences on one page, or it can, for example, be presented as a description of the history of the development of many organizations over many years (framework of economic education), or as a description of one event in one organization, and can be presented in large volume text. CASE “may or may not include well-known academic models.”

“However, it should be remembered that large cases cause some difficulties for students compared to small ones, especially when working for the first time.”

“There is no defined standard for presenting CASE. CASEs are usually presented in printed form, but the inclusion of photographs, diagrams, tables in the text makes it more visual for students. Recently, multimedia presentations have become more and more popular. However, film, video and audio presentations can create some problems. Printed information is easier to work with and analyze than information presented, for example, in a film. Limited interactive multiple viewing capabilities can lead to misrepresentation and errors. The multimedia presentation of CASEs avoids the above difficulties and combines the advantages of textual information and interactive video.» [Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students.]

Cases can be typified according to the method of preparation: “library”, “public”, classical and “cabinet”.

Specific situations may differ in the way they are prepared. If, from the point of view of the place of writing, cases can be prepared in the “field” (i.e. at an object - a firm or company) or at the teacher’s desktop, and the sources used in the cases are formal (i.e. public) or informal (i.e. i.e. obtained from the original source) character, then in combinations of these two variables four types of cases are formed: “library”, “public”, classical and “cabinet” [Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students].

“Depending on the specific goals of teaching management, cases can be very different in content and organization of the material presented in them: cases that teach analysis and evaluation; cases teaching problem solving and decision making; cases illustrating a problem, solution, or concept as a whole. Specific situations of cases teaching analysis and evaluation are divided, in turn, into non-organizational and intra-organizational” [Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students].

Types of cases by content: cases teaching analysis and evaluation; cases teaching problem solving and decision making; cases illustrating a problem, solution, or concept as a whole. Specific situations of cases teaching analysis and evaluation are divided into non-organizational and intra-organizational.

“Extra-organizational cases mainly deal with the analysis and understanding of the state of the environment of a business organization, its external environment. Therefore, such cases describe in detail the problems around the organization (ecology, laws, reforms, etc.); they are easy to distinguish from other cases due to the lack of in-depth materials about the organization itself. The sources of the case are "library" materials from newspapers, magazines and reports. In intra-organizational cases, the emphasis is on facts and events within a business organization. Such cases are used in courses on organizational and managerial problems and on "human" relations. Case studies that teach problem solving and decision making are very popular. First of all, such cases provide that the decision must be made on the basis of insufficient or redundant information, facts, data and events described in the cases. Thus, students are brought closest to reality, they learn to build “relationships” between the information at their disposal and the solution being developed. Solution cases are prepared solely on the basis of "field" research or "generalized" experience. In terms of content, the material in such cases should reveal signs of organizational conflict, the multivariance of decision-making methods and the alternativeness of the decisions themselves, subjectivity and role behavior, the dynamics of events and the possibility of implementing the proposed solution” [Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students].

Cases are distinguished by the way the material is organized in it: structured cases, "small sketches", large unstructured "cases", "pioneer cases".

“In general, there are several types of such tasks. One of them is a highly structured "case" in which a minimum amount of additional information is given. When working with it, the student must apply a certain model or formula. It is believed that problems of this type have an optimal solution, and the "flight of fancy" in their analysis may not be entirely appropriate. Another type is "small sketches" (small vignettes) (short vignettes), containing, as a rule, 1-10 pages of text and one or two pages of appendices. They introduce only key concepts, so that when analyzing them, the student must also rely on their own knowledge.

Large unstructured "cases" (Long unstructured cases) up to 50 pages - this is perhaps the most difficult of all types of training tasks of this kind. The information in them is given very detailed, including completely unnecessary. The most necessary information for parsing, on the contrary, may be missing. The student must recognize such tricks in time and deal with them with dignity.

There are also tasks where students and teachers act as researchers. Analyzing such “ground breaking cases”, it is required not only to apply the already acquired theoretical knowledge or practical skills, but also to offer something new” [Davidenko V. How does a “case” differ from a suitcase?]

Study activities in Case Study

Features of case analysis: identifying the key problem, selecting the necessary information (the general rule for working with "cases" is a ban on the use of information that is "outside the scope"), choosing a method of work (applying concepts, mathematical methods, evaluating an alternative course of action, etc.). P.). “First of all, it is necessary to identify the key problems of the “case” and understand which information from the presented information is important for solving them. Sometimes it happens that redundant information is deliberately given, which needs to be identified and cut off. It is necessary to enter the situational context of the "case", to determine who its main characters are, to select the facts and concepts required for analysis, to understand what difficulties may arise in solving the problem.

When starting to analyze the "case", it is necessary to pay attention not only to the text itself, but also to its applications (exhibits). They may include financial balance sheet, organizational chart, profit and loss statements, etc.

Having understood the task, try to choose a method for your work. Often it depends on the subject matter of the "case". For example, marketing "cases" will require the application of concepts and concepts from this area. Some problems can be solved using specialized linear programming mathematical formulas. In this case, one should focus on choosing an adequate mathematical model and explaining the results obtained.

A common method of analyzing many "cases" is to identify and evaluate an alternative course of action. For the effectiveness of the analysis, it is good to support your opinion with facts from the "case", examples from personal experience, etc. Remember that there is always an alternative to even the most correct decision in your opinion.

The general rule for working with "cases" is that you cannot use information that is "outside the scope". For example, if you read an article in a newspaper about the very company whose problems are described in the task, it is forbidden to take facts from it. And this is quite logical, because the manager who makes the decision (and the situation is modeled when you are in his place) did not have the information known to you at that moment. It also happens that students, on the contrary, have the opportunity to add facts from a specific market situation that existed in the period under consideration. In such cases, erudition and the degree of mastery of the material are taken into account ”[Davidenko V. How does a “case” differ from a suitcase?]

One of the possible effective approaches to analysis is: identifying the key issues of the case, choosing a general approach to analysis, determining the focus of the case, determining the type of analysis that will be directly used.

"one. Determine if there are “unmarked” questions that are relevant to the key questions of the case. To identify such questions, one must take into account the nature of the course and the topic of the case. Another way: what would you ask your classmates if you were a teacher.

2. General analytical approach to case analysis. There are many approaches. You choose it yourself, based in part on the type of case. For example, marketing cases will require the application of marketing concepts and marketing conceptual frameworks. A common approach for most cases is to identify and evaluate an alternative course of action. Remember that effective analysis means that you will back up your opinion with case facts, examples from personal experience, etc.

3. Determine how to focus your analysis (choose the tools and facts needed to logically support your recommendations). A good case study usually contains a wealth of information and detail about a particular business situation, so it's important to highlight the main facts.

4. Decide on a specific level or type of analysis that you will present in class.” [How case-based learning is structured]

Types of case analysis: comprehensive (detailed) analysis, "beginning analysis", cursory analysis, integrated.

“There are many levels and varieties of case analysis, from which some general types can be distinguished. Comprehensive (detailed) analysis involves a deep dive into the key issues of the "case", including recommended actions with qualitative and quantitative support.

Specialized analysis focuses on a specific issue or problem; at the same time, you need to try to make your analysis turn out to be deeper and more detailed than that of other students.

Another of the methods is called "analysis of the beginning." Here you need to focus on the question that you think the teacher will ask first. At the same time, you may not be required to consider a specific problem in detail, but will only be asked to outline the range of main issues for discussion. // "Studying Abroad" No. 7, 2000]

A cursory analysis “provides a superficial or general treatment of assigned questions and well-defined problems. At the same time, this analysis is part of a strategy that is designed to keep you unprepared.”

“Integrated analysis takes many forms, but mostly includes information not from a case, but from other sources: annual industry reports, technical notes, personal experience. The analysis is carried out in order to utilize information from such sources (to “enrich” the analysis of a particular problem). [How case-based learning is structured]

Positions of the trainee in the Case Study: "expert eyewitness", "guarantor", "entered into the image", "provider of facts", "industry expert", "I have experience", "questioner", "packer".

“Sometimes a teacher may ask you to take on a specific functional role. For example, the role of the "expert witness" (the expert witness role), who has a strong knowledge of one or more issues of the "case" and is able to make both comprehensive and specialized analysis. You may also find yourself in the "bail them out" role. Before others, having seen a successful solution path, you will wait until the other participants in the analysis reach a dead end.

In some cases, in order for you to experience the situation "on your own skin", you will be asked to "enter the image" (the "assume-a-personality" role). You have to analyze the character of a particular person and identify yourself with, say, Mr. Jones, the head of production. The teacher and other students will turn to you specifically for the opinion of Mr. Jones.

Sometimes the student has to play the "get the facts out" role. Such a role can be a salvation for those who are not sufficiently prepared for the analysis of cases - after all, its essence is to conduct a cursory analysis of the situation. At the same time, you must join the discussion as early as possible, otherwise someone else will deliver your speech.

The role of the industry expert role is somewhat similar to that of an eyewitness expert. The difference lies in the fact that an "expert in the industry", as they say, "by position" analyzes the influence of industrial development trends on a specific "case" situation.

By appealing to your own experience, you will assume a position that can be called "I have experience" (the "I have got experience" role). When using the "socratic method" that underlies the analysis of "cases", someone will take on the role of "questioning" (the "questioning" role) who asks other students key questions regarding the course and goals of their analysis. This role is only effective if the questions help the rest of the group deepen and improve the analysis.

Each group should have a student playing the "Wrap it up" role. Despite the ugliness of the name, this role is perhaps the most important. The one who performs it integrates the various analyzes presented in the class and links them to the main problems of the "case". That is, his task is to try to tie together the key points of the discussion. You should be prepared in advance to answer the question asked by the teacher at the end of the debriefing: "What did we learn today?" At the same time, your answer should not be a simple retelling of points of view, but a kind of "sum of opinions", outlines of collectively developed solutions. Therefore, the “packer” is recommended to keep the so-called FIG List (facts, ideas, generalizations), which briefly records the turning points of the discussion and the methods used in the work” [Davidenko V. How does a “case” differ from a briefcase?] .

Pedagogical activity in Case Study

There are 3 possible strategies for the behavior of the teacher (teacher) in the course of working with the case:

1. The teacher will give clues in the form of additional questions or (additional) information;

2. Under certain conditions, the teacher will give the answer himself;

3. The teacher can do nothing (remain silent) while someone is working on a problem.” [How case-based learning is structured] “When analyzing a learning situation, the teacher can take an “active” or “passive” role. Sometimes he "conducts" the analysis, and sometimes he confines himself to summing up the discussion. When he sees an interesting line of evidence, he may support it or even insist that it become a priority, removing others from the field of discussion.

“When examining a “case” in class, I usually tell which solution I think is right, and then I ask students to find a weak point in my point of view. This helps them develop their own perspective on the problem,” says Peter Ekman.

The teacher can arrange a real "interrogation with addiction", as they say, one on one. Your statement, position or recommendation will be tested through a "hail" of questions, and the logic of all the statements you make will be subjected to careful analysis. Here you should be extremely careful. Sometimes the teacher can "give you a pig", forcing you to act as a "devil's advocate". In this case, you will have to defend a completely failed position, calling on all your professional skills to help.

If the teacher chooses a "hypothetical format" of the discussion, then he will state a situation that goes beyond your position or recommendation. And you will need to evaluate this situation. The undoubted advantage of this format is that during the discussion you should be ready to change your position. It is possible that the teacher will confuse you by asking a question that no one in the class can answer. The format, when a teacher asks a question first to one student, then to the whole class, and the answer is friendly silence, is called “silent” ”[Davidenko V. How does a “case” differ from a suitcase?] .

Possibilities of Case Study as a method of personnel selection

“The case method is increasingly being used not only as a training method, but also as a personnel selection method”

“As already mentioned, case studies are used not only in training, but also as a method of evaluating candidates when applying for a job. If you are applying for a position in a large company, then you will surely come across this. As a rule, case analysis is used as one of the tasks in assessing candidates using the assessment center method, which is considered the most effective and promising method of personnel selection. The essence of this method lies in the fact that a group of participants goes through a variety of tests, among which the main role is given to solving cases and presentations. The participants are observed (often their actions are recorded on video), and then all the actions of the participants are carefully analyzed and a conclusion is drawn up for each of them, containing an assessment of business and personal qualities. When analyzing a case when selecting a job, remember that there is no unambiguously right solution here. Therefore, your goal is not to find a definite answer, but to demonstrate your analytical skills to the employer. Giving you such a task, the employer, first of all, wants to know how you think and how you can apply theoretical knowledge in practice. If the case is analyzed in a group, then your communication skills and ability to work effectively in a team are also tested here. Therefore, it is important here not only to develop your own course of action, but also to listen to your opponents, convince them that you are right, and, if necessary, adjust your method of solving the problem, taking into account the opinions of your opponents” [What is the “case study” method and why is it needed? ]

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Case studies (English case study) training is translated into Russian in different ways: these are business cases, and the method of situational analysis, and the method of specific situations. In fact, all these terms denote an approach to learning, which is based on the solution of specific problems by students. Situations can be both artificially simulated and taken from real practice.

The case study method was introduced in 1920 at the Harvard Business School as a progressive approach to learning related to management and business in general. Since then, Harvard has been the main promoter of this teaching method, and the university library has the largest collection of cases in the world. By the mid-1950s, case study had finally taken root in Western European universities. Today, management training programs (including MBA programs) are leaders in introducing case studies into the curriculum.

School of Business at Harvard University. Here is the largest collection of cases in the world.

Benefits of case study

1. Practical orientation. Case solving helps to use theoretical knowledge in practice. Compared to academic lectures and narrowly focused practice, the benefits of case studies are enormous.
2. interactive format. The case study method ensures the high involvement of the student and the study group in the process of solving problems, due to which the material is better absorbed.
3. Development of specific skills. For example, "soft skills" (soft skills), which are necessary for further career building. Case study is effective for the formation of such competencies as communication skills, leadership, decision-making under stress.

What are the cases

A good case consists of two components: educational and practical. Therefore, the creation of cases takes place in close cooperation between the teacher and the company, which is the main character of the case story. Sometimes the problems of the case are deliberately sharpened, a number of questions are put into it, prompting a discussion. The content of the case is taken from open sources: statistical and consulting data, reports, specialized media, as well as from interviews with managers and employees of the company.

1. The case does not have a single correct answer. Usually, there are several correct solutions and one optimal solution.
2. Cases are solved in a limited time.
3. Each case is assigned a difficulty level. There are structured (minimum additional information) and unstructured (a large amount of "extra" information and loosely connected data) cases. The third option is a case with “small sketches”, when the main data is presented in 3-4 sentences, and all additional information must be found on your own.

Business case example

A local company needs to enter the federal market.

Initial data:

• The customer is a local company operating in Nizhny Novgorod.
• Activity - production of boiler equipment, mainly gas boilers. The range includes single- and double-circuit boilers, but next year the company plans to focus on the production of double-circuit boilers, as they are more in demand. There are floor and wall boilers.
• The products are aimed at both private buyers and b2b customers. Belongs to the middle price segment. In the future, there is a desire to supply boilers specifically for the b2b-sphere: construction and contracting organizations that rent housing on a turnkey basis.
• Competitive advantages of products: foreign components (copper heat exchangers, protection systems), there are models with a "smart" button of the blocking thermostat. Plus - the standard "chips": delivery, official warranty of 36 months. There is a service center in Nizhny Novgorod. With the entry into the federal market, we plan to expand the service network.

Task: how can the company enter the federal market?

Where to study using the case study method

1. Thematic case clubs are educational platforms for students and graduates. Often created at universities. For example,

Method case-study (case study)

The case-study method or the method of specific situations (from the English case - case, situation) is a method of active problem-situational analysis based on learning by solving specific problems - situations (case solving).— The case-study method refers to non-game simulation active methods training and is designed to gain experience in the following areas:

• identifying, selecting and solving problems;
• work with information - understanding the meaning of the details described in the situation; analysis and synthesis of information and arguments; work with assumptions and conclusions; evaluation of alternatives; making decisions;
• listening and understanding other people, including teamwork skills.

The immediate goal of the case-study method is to analyze the situation - case, arising in a specific state of affairs, and develop a practical solution through the joint efforts of students; the end of the process is the evaluation of the proposed algorithms and the choice of the best one in the context of the problem posed.

The case itself is a written description of certain conditions from the life of an organization, group of people or individuals, guiding students to formulate a problem and search for options for solving it. A case is always a simulation of a life situation, and working with a case allows you to consider the problem at your desk and offer your own unique solution.

The case contains comprehensive information about: what is happening, who is involved in it, when the result should be obtained, why all this is needed (i.e. the purpose of the task), what resources (time, money, people, powers, etc.) can be used? There is no only answer to the question: how to achieve the goal and get the desired result? This is what is proposed to be solved by the participant, who, like a mathematical problem, must solve the case.

Ideas of the case-study method

1. The method is designed to obtain knowledge in disciplines in which the truth is pluralistic, i.e. there is no single answer to the question posed, but there are several answers that can compete in terms of the degree of truth; the task of teaching at the same time immediately deviates from the classical scheme and is focused on obtaining not only, but many truths and orientation in their problematic field.
2. The emphasis of training is shifted not to the mastery of ready-made knowledge, but to its development, to the co-creation of the student and the teacher; hence the fundamental difference between the case-study method and traditional methods is democracy in the process of obtaining knowledge, when the student is essentially equal with other students and the teacher in the process of discussing the problem.
3. The result of applying the method is not only knowledge, but also professional skills.
4. The technology of the method is as follows: according to certain rules, a model of a specific situation that has occurred in real life is developed, and the complex of knowledge and practical skills that students need to acquire is reflected; at the same time, the teacher acts as a leader, generating questions, fixing answers, supporting the discussion, i.e. as a manager of the co-creation process.
5. The undoubted advantage of the situational analysis method is not only the acquisition of knowledge and the formation of practical skills, but also the development of a system of students' values, professional positions, attitudes, a kind of professional attitude and world transformation.
6. The case-study method overcomes the classic defect of traditional teaching associated with “dryness”, unemotional presentation of the material - emotions, creative competition and even struggle in this method so much that a well-organized case discussion resembles a theatrical performance.

Case-studies - educational specific situations specially developed on the basis of factual material for the purpose of subsequent analysis in the classroom. During the analysis of situations, students learn to act in a “team”, analyze and make management decisions.

The case-study method is a tool that allows you to apply theoretical knowledge to solving practical problems, the use of this method contributes to the development of students' independent thinking, the ability to listen and take into account an alternative point of view, to express their own reasonedly. With the help of this method, students have the opportunity to demonstrate and improve their analytical and evaluative skills, learn how to work in a team, and find the most rational solution to the problem. Being an interactive teaching method, the case-study method ensures the development of theoretical provisions and mastery of the practical use of the material; affects the professionalization of students; forms interest and positive motivation in relation to learning.

Case Requirements

Case - an example taken from real life, is not just a true description of events, but a single information complex that allows you to understand the situation. A good case must meet the following conditions:

• — correspond to a clearly defined purpose of creation;
• — Have an appropriate level of difficulty;
• — illustrate several aspects of economic life;
• — do not become obsolete too quickly;
• - be up-to-date;
• — illustrate typical situations;
• - develop analytical thinking;
• - to provoke discussion;
• have multiple solutions.

Technological features of the case-study method

case-study method

• — represents a specific kind of research analytical technology, i.e. includes operations of the research process, analytical procedures.
• - acts as a technology of collective learning, the most important components of which are work in a group (or subgroups) and mutual exchange of information.
• — in training, it can be considered as a synergistic technology, the essence of which is to prepare procedures for immersing a group in a situation, forming the effects of knowledge multiplication, insight insight, exchange of discoveries, etc.
• — integrates the technologies of developing education, including the procedures of individual, group and collective development, the formation of diverse personal qualities of students.
• - acts as a specific kind of design technology. In the usual teaching project technology, there is a process of solving the existing problem through the joint activity of students, while in the case-study method, the problem and ways to solve it are formed on the basis of the case, which simultaneously acts as a technical task and a source of information for understanding options for effective actions.
• -concentrates in itself significant achievements in the technology of "creating success". It provides for activities to activate students, stimulate their success, emphasize the achievements of students. It is the achievement of success that is one of the main driving forces
• their strengths of the method, the formation of stable positive motivation, the build-up of cognitive activity.

Case classification

The basis is complexity:

• illustrative training situations - cases, the purpose of which is to teach, using a specific practical example, the algorithm for making the right decision in a specific situation; training situations - cases with the formation of a problem, in which the situation is described in a specific period of time, problems are identified and clearly formulated; the purpose of such a case is to diagnose the situation and independently make a decision on the specified problem;
• training situations - cases without the formation of a problem, which describe a more complex situation than in the previous version, where the problem is not clearly identified, but is presented in statistical data, assessments of public opinion, authorities, etc.; the purpose of such a case is to independently identify the problem, indicate alternative ways to solve it with an analysis of available resources;
• applied exercises that describe a specific situation, it is proposed to find ways out of it; the purpose of such a case is to find ways to solve the problem.

The basis is the goals and objectives of the learning process:

• teaching analysis and evaluation;
• teaching problem solving and decision making;
• illustrating a problem, solution, or concept as a whole.

The basis is information richness:

• structured (highly structured) "case", which gives a minimum amount of additional information; when working with it, the student must apply a certain model or formula; problems of this type have an optimal solution;
• - "small sketches" (short vignetts), containing, as a rule, from one to ten pages of text and one or two pages of applications; they introduce only key concepts and when analyzing them, the student must also rely on their own knowledge;
• - large unstructured "cases" (long unstructured cases) up to 50 pages - the most difficult of all types of training tasks of this kind; the information in them is given very detailed, including completely unnecessary; the most necessary information for parsing, on the contrary, may be missing; the student must recognize such "tricks" and deal with them;
• — ground breaking cases, in the analysis of which students are required not only to apply the already acquired theoretical knowledge and practical skills, but also to offer something new, while students and teachers act as researchers.

Basis - the degree of impact of sources:

• practical cases that reflect absolutely real life situations (the main task of a practical case is to reflect the life situation in detail and in detail. In fact, such a case creates a practical, what is called a “working” model of the situation. At the same time, the educational purpose of such a case can be reduced to training students, consolidation of knowledge, skills and behavior (decision-making) in a given situation. Such cases should be as clear and detailed as possible. Their main meaning is to learn about life and gain the ability to perform optimal activities);
• training cases, the main task of which is learning (a case with the dominance of the teaching function reflects life more than one to one: firstly, it reflects typical situations that are most frequent in life, and which a specialist will have to face in the course of his professional activity; secondly, secondly, in the teaching case, educational and educational tasks come first, which predetermines a significant element of conventionality when reflecting life in it; the situation, problem and plot here are not real, practical, but such as they can be in life);
• - research cases focused on the implementation of research activities (the case acts as a model for obtaining new knowledge about the situation and behavior in it. Such a case is built according to the principles of creating a research model, so it is better to use it not as a method of teaching basic educational, but as a method advanced training or professional retraining of specialists.).

Sources of case formation

1. Fiction and journalistic literature, which can suggest ideas, and in some cases determine the plot outline of cases in the humanities. The use of fiction and journalism gives the case a culturological function, stimulates the moral development of the student's personality.
2. The use of "local" material as a source of case formation. The richest and most interesting discussion of case studies about the activities of different companies occurs when the company and its products have a certain personal meaning for the student. The case about the Samsung company works best when there are students in the group who have goods produced by this company at home. The case about the development of ski tourism in Demino is discussed with the greatest interest by fans of skiing…
3. The scientific nature and rigor of the case is given by statistical materials, information about the state of the market, socio-economic characteristics of the enterprise, etc.; at the same time, these materials can play the role of a direct tool for diagnosing the situation, or they can act as material for calculating indicators that are most essential for understanding the situation. Statistical materials are placed either in the text of the case itself or in the appendix.
4. Good materials for a case can be obtained through the analysis of scientific articles, monographs and scientific reports on a particular problem. The use of scientific literature in the development of the case gives it greater rigor and correctness. Scientific publications can perform two functions in the case-study method: the first is that scientific publications and their fragments can act as components of cases by including them in the fabric, and the second is that they can be included in the list of references necessary for case understanding.
5. An inexhaustible source of material for cases is the Internet with its resources. This source is characterized by significant scale, flexibility and efficiency.

The main stages of creating cases

1. Formation of the didactic goals of the case. This stage includes determining the place of the case in the structure of the academic discipline, determining the section of the discipline to which this situation is devoted; formulation of goals and objectives; identification of the "zone of responsibility" for the knowledge, skills and abilities of students.
2. Definition of a problem situation.
3. Building a program case map, consisting of the main theses that need to be embodied in the text.
4. Search for an institutional system (firm, organization, department, etc.) that is directly related to the theses of the program map.
5. Collection of information in the institutional system regarding the theses of the program case map.
6. Construction or selection of a situation model that reflects the activities of the institute; verification of its conformity with reality.
7. Case genre selection.
8. Case text writing.
9. Diagnosis of the correctness and effectiveness of the case; conducting a methodical educational experiment, built according to one or another scheme, to determine the effectiveness of this case.
10. Preparation of the final version of the case.
11. Implementation of the case in the practice of teaching, its use in conducting training sessions, as well as its publication for the purpose of dissemination in the teaching community; in the event that the information contains data on a particular company, you must obtain permission to publish.
12. Preparation of guidelines for the use of the case: development of tasks for students and possible questions for discussion and presentation of the case, description of the expected actions of students and the teacher at the time of the discussion of the case.

Requirements for the format and structure of the case

The plot part is a description of the situation, containing information that allows you to understand the environment in which the situation develops, indicating the source of the data:

• the presence of a real-life situation on the basis of which the case was developed;
• company name, product name, product description, product features;
• names and positions of the main characters;
• — a description of the state of the market in a given area (products, consumers, production, distribution, etc.); analysis of the main competitors (their strategies, market positions, marketing and distribution policies);
• — the general state of affairs in the company, its strengths and weaknesses; dealers and partners; management strategy; organizational relationships; key figures in the management team; manufacturing operations, products and processes; the financial position of the company; marketing information; interaction of workers.

Information part - information that will allow you to correctly understand the development of events:

• —stages of company development, important moments in the history of development, successes and failures;
• the style of the company, the management style of the management;
• — a brief description of the problem, it is desirable to give several different points of view (as it is seen by different participants in the events);
• — a certain chronology of the development of the situation, indicating actions or influencing factors, it is desirable to evaluate the results of their impact;
• — Actions taken to eliminate the problem (if any) and what results they produced;
• what resources can be allocated to address this situation.

The methodological part explains the place of this case in the structure of the academic discipline, formulates tasks for the analysis of the case for students and a note on teaching a specific situation for the teacher.