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Learning with Cases (Continued...)


Quite often, a written analysis of the case may be a part of the internal evaluation process. When a written analysis of a case is required, the student must ensure that the analysis is properly structured.

An instructor may provide specific guidelines about how the analysis is to be structured. However, when submitting an analysis, the student must ensure that it is neat and free from any factual, language and grammar errors. In fact, this is a requirement for any report that a student may submit not just a case analysis


The instructor may ask a group of students to present their analysis and recommendations to the class. Alternatively, an individual student can also be asked to make a presentation.

The key to a good presentation is good preparation. If the case has been studied and analyzed thoroughly, the content of the presentation should present no problems.

However, a presentation is more than the content. Some of points that need to be kept in mind when making a case presentation are:

  • As far as possible, divide the content uniformly so that each team member gets an opportunity to speak.

  • Use visual aids such as OHP slides, Power Point presentations, advertisement/press clippings etc., as much as possible.

  • Be brief and to-the-point. Stick to the time limits set by the instructor

  • Be well prepared


The evaluation of a student's performance in a case-driven course can be based on some or all of the following factors:

  • Written case analyses (logical flow and structuring of the content, language and presentation, quality of analysis and recommendations, etc.).

  • Case presentations (communication skills, logical flow and structuring of the content, quality of analysis and recommendations, etc.).

  • Participation in classroom case discussions (quality and extent of participation).

  • Case writing assignments or similar projects.

  • Case-based examinations.

Benefits from the Case Method >>

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