This chapter provides a road map for how instructors can teach most effectively using the case method. It describes the history of the case method and the reasons to use it. It provides an overview of what instructors can do before, during and after teaching to maximize student learning, as well as a brief for students on how to prepare and participate to maximize their learning.

The learning objective for this article is to present the reader with some basic and intermediate strategies for teaching case studies in an online classroom environment. The authors draw upon their considerable experience to describe a number of classroom situations and provide tips, tools and techniques that the reader will immediately be able to bring back to their online classroom. The COVID-19 pandemic has increased the urgency to quickly develop skills for the online higher education classroom. The general outline of this paper is as follows: The authors begin with some preliminary considerations regarding how to set the stage for online case instruction. The authors then discuss some practical and pedagogical issues to consider as an instructor designs their online course. Next, the authors present a brief overview of some synchronous, asynchronous and hybrid online case teaching approaches. Academic integrity issues are discussed, as well as a brief debate regarding the future of online higher education.

Discusses some issues for instructors to consider when teaching on-line classes. Covers the topics of discussion questions, "blackboard" plan, document sharing, use of spreadsheets and frameworks, the role of teams, and grading.

In late December 2019 the members of the Systemwide Emergency and Urgent Care Council (SWEUCC), the council for emergency services at Baptist Health South Florida (BHSF), pored over the emergency department (ED) data usage reports for four of its urban hospitals (Urban 4) for fiscal years 2016-2019. The overuse problem was not getting better. In fact, it was getting worse. The data showed that an increasing number of patients used the Urban 4 hospital EDs for non-urgent care and for medical conditions that could have been treated in a primary care setting Non-urgent care patients were overcrowding the ED resulting in long waits to be seen by a provider, and in some cases, patients left the ED after many hours without having been seen. The overcrowding added stress on ED hospital resources thereby jeopardizing the quality of the delivery of care. If a patient had private commercial insurance, the hospital received payments for the ED visit. Private commercial insurers, however had begun to deny payment for unnecessary ED visits to disincentivize this behavior. The burden shifted to patients to pay the expenses of the ED visit out-of-pocket. Not surprisingly, many patients could not pay the high cost of these medical bills given high policy deductibles or being underinsured. Consequently, the hospitals were sometimes left without reimbursement. SWEUCC convened to evaluate BHSF's options. Their overarching goal was to help standardize care across the organization to increase efficiency and lower costs. "Carevenience" was one of the programs implemented by BHSF in 2017 to solve the patient overutilization problem in the ED. The idea was to provide patients with non-urgent care alternatives including geographically convenient treatment facilities and time-saving appointment options. The Center for Medicare and Medicaid also provided its own best practices recommendations to hospitals to address patient overutilization including broadening access to primary care

A case analysis is an effective tool for teaching, learning, and most importantly, practising the art and science of management. The case method immerses students in real-life situations, allowing them to develop their business skills by analyzing realistic situations, applying business theories and tools, and making substantiated recommendations. However, working with cases is a pedagogical approach unfamiliar to most new business students and often inadequately understood by advanced students. The Student Guide to the Case Method introduces students to the case method and, in discrete notes, walks them through the tasks that are typically involved in case assignments: analyzing a case, discussing cases in class, writing case reports and giving presentations (individually and in groups), and writing case exams. A final note introduces students to the most common business tools used for case analysis. This guide is best used as a complete package to orient students to the case method, but each note also stands on its own and can be used to supplement other course materials.

Case analysis is an effective tool for teaching, learning, and most importantly, practising the art and science of management. The case method immerses students in real-life situations, allowing them to develop their business skills by analyzing realistic situations, applying business theories and tools, and making substantiated recommendations for a course of action. However, working with cases is a pedagogical approach that is unfamiliar to most new business students and often inadequately understood by advanced students. The Case Guide Series introduces students to the case method and, in discrete notes, walks them through the tasks that are typically involved in case assignments: analyzing a case, discussing cases in class, writing case reports and giving presentations (individually and in groups), and writing case exams. A final note introduces students to the most common business tools used for case analysis. This field-tested series is best used as a complete package to orient students to the case method, but each note also stands on its own and can be used to supplement other course materials. Performing a Case Analysis: All case assignments require students to analyze a case by performing one or more of four basic steps: identifying the issues, analyzing the issues, developing and evaluating alternative solutions, and recommending a course of action. Note 2 of the Case Guide Series takes students through the four steps of a full case analysis and introduces variations for partial case analysis and directed cases. This note provides content that is core to, and can be used for, any process involving case analysis: discussing a case in class; writing a report or making a presentation, individually or in groups; and writing a case exam.

Case analysis is an effective tool for teaching, learning, and most importantly, practising the art and science of management. The case method immerses students in real-life situations, allowing them to develop their business skills by analyzing realistic situations, applying business theories and tools, and making substantiated recommendations for a course of action. However, working with cases is a pedagogical approach that is unfamiliar to most new business students and often inadequately understood by advanced students. The Case Guide Series introduces students to the case method and, in discrete notes, walks them through the tasks that are typically involved in case assignments: analyzing a case, discussing cases in class, writing case reports and giving presentations (individually and in groups), and writing case exams. A final note introduces students to the most common business tools used for case analysis. This field-tested series is best used as a complete package to orient students to the case method, but each note also stands on its own and can be used to supplement other course materials. Preparing a Written Case Report: When students are asked to prepare a written case report, either individually or as part of a small team, the emphasis is on organizing their analysis and findings in a written report that effectively communicates those findings to the reader. Note 4 of the Case Guide Series orients students to the qualities of effective and useful reports in academia and in business, and provides students with a time-tested format and approach to writing a case report.

Case analysis is an effective tool for teaching, learning, and most importantly, practising the art and science of management. The case method immerses students in real-life situations, allowing them to develop their business skills by analyzing realistic situations, applying business theories and tools, and making substantiated recommendations for a course of action. However, working with cases is a pedagogical approach that is unfamiliar to most new business students and often inadequately understood by advanced students. The Case Guide Series introduces students to the case method and, in discrete notes, walks them through the tasks that are typically involved in case assignments: analyzing a case, discussing cases in class, writing case reports and giving presentations (individually and in groups), and writing case exams. A final note introduces students to the most common business tools used for case analysis. This field-tested series is best used as a complete package to orient students to the case method, but each note also stands on its own and can be used to supplement other course materials. Preparing to Discuss a Case: Discussion of cases can be used either to apply and supplement lecture material or as the main pedagogical tool. To benefit from discussion and to provide meaningful input, students need to take time to adequately prepare. Note 3 of the Case Guide Series provides students with an approach for preparing for class and participating effectively and with diplomacy in class discussions.

Case analysis is an effective tool for teaching, learning, and most importantly, practising the art and science of management. The case method immerses students in real-life situations, allowing them to develop their business skills by analyzing realistic situations, applying business theories and tools, and making substantiated recommendations for a course of action. However, working with cases is a pedagogical approach that is unfamiliar to most new business students and often inadequately understood by advanced students. The Case Guide Series introduces students to the case method and, in discrete notes, walks them through the tasks that are typically involved in case assignments: analyzing a case, discussing cases in class, writing case reports and giving presentations (individually and in groups), and writing case exams. A final note introduces students to the most common business tools used for case analysis. This field-tested series is best used as a complete package to orient students to the case method, but each note also stands on its own and can be used to supplement other course materials. Understanding the Case Method: Note 1 of the Case Guide Series describes the case method and its purpose, and outlines the basic process of reading and analyzing a case.

Case analysis is an effective tool for teaching, learning, and most importantly, practising the art and science of management. The case method immerses students in real-life situations, allowing them to develop their business skills by analyzing realistic situations, applying business theories and tools, and making substantiated recommendations for a course of action. However, working with cases is a pedagogical approach that is unfamiliar to most new business students and often inadequately understood by advanced students. The Case Guide Series introduces students to the case method and, in discrete notes, walks them through the tasks that are typically involved in case assignments: analyzing a case, discussing cases in class, writing case reports and giving presentations (individually and in groups), and writing case exams. A final note introduces students to the most common business tools used for case analysis. This field-tested series is best used as a complete package to orient students to the case method, but each note also stands on its own and can be used to supplement other course materials. Using Common Tools for Case Analysis: Case analysis can use any of a number of business tools and theories, but some tools are relevant to and used in many situations. Note 7 of the Case Guide Series introduces students to the most common tools used for financial analysis, assessing profitability and market potential, analyzing strategy and the competitive environment, and assessing stakeholder and performance indicators. Several quick examples demonstrate how the tools can be used.

Case analysis is an effective tool for teaching, learning, and most importantly, practising the art and science of management. The case method immerses students in real-life situations, allowing them to develop their business skills by analyzing realistic situations, applying business theories and tools, and making substantiated recommendations for a course of action. However, working with cases is a pedagogical approach that is unfamiliar to most new business students and often inadequately understood by advanced students. The Case Guide Series introduces students to the case method and, in discrete notes, walks them through the tasks that are typically involved in case assignments: analyzing a case, discussing cases in class, writing case reports and giving presentations (individually and in groups), and writing case exams. A final note introduces students to the most common business tools used for case analysis. This field-tested series is best used as a complete package to orient students to the case method, but each note also stands on its own and can be used to supplement other course materials. Preparing for and Writing a Case Exam: The case method serves as a valuable testing or examination tool. Students are required to showcase their analytical and writing skills under the time pressure of an exam setting. Note 6 of the Case Guide Series provides students with a structure for studying and preparing for an exam and for writing the exam itself. Tips help students efficiently isolate relevant facts and data, identify the issues, quickly decide on and apply relevant analytical tools, and write the necessary analysis and recommendations. The crucial task of time management is also covered.

Case analysis is an effective tool for teaching, learning, and most importantly, practising the art and science of management. The case method immerses students in real-life situations, allowing them to develop their business skills by analyzing realistic situations, applying business theories and tools, and making substantiated recommendations for a course of action. However, working with cases is a pedagogical approach that is unfamiliar to most new business students and often inadequately understood by advanced students. The Case Guide Series introduces students to the case method and, in discrete notes, walks them through the tasks that are typically involved in case assignments: analyzing a case, discussing cases in class, writing case reports and giving presentations (individually and in groups), and writing case exams. A final note introduces students to the most common business tools used for case analysis. This field-tested series is best used as a complete package to orient students to the case method, but each note also stands on its own and can be used to supplement other course materials. Making an Oral Case Presentation: Delivering effective presentations is a cornerstone of good business practice. However, students can find it a daunting and stressful experience to present their analysis and findings to an audience, either individually or as part of a small team. Note 5 of the Case Guide Series provides students with the resources they need to develop and deliver concise presentations that capture the main thrusts of their analysis and present them in a professional and engaging manner. Practical tips are also provided for preparing supportive audiovisual materials.

Many millions of people around the world experience the pervasive, and often painful, societal messages of colorism, where lighter skin tones are asserted to be more attractive and to reflect greater affluence, power, education, and social status. Even in places where the destructive effects of colorism are fairly well understood, far less is known about the problem of skin-lightening (really, it's "skin bleaching") creams and lotions, and the health risks that consumers assume with these products. In this teaching case, the protagonists are two women who have recently immigrated to the United States from Nigeria and Thailand, both with a life-time of experience with these products like many of the women of their home countries. As the story unfolds, they struggle along with the rest of the characters to copy with the push and pull of community norms vs. commercial influences and the challenge of promoting community health in the face of many societal and corporate obstacles. How can the deeply ingrained messages of colorism be effectively confronted and transformed to advance social change without alienating the community members we may most want to reach?

In October 2016, Timothy Sloan, the newly appointed CEO of American banking giant Wells Fargo, faced a massive public-relations crisis. A few weeks earlier, a United States government agency had announced the results of its regulatory review of the bank and exposed a shocking practice common in the retail division, in which aggressive community bankers had created more than a million fraudulent accounts and credit card applications on behalf of unaware customers for the past several years. Over the next few weeks, the bank-and Sloan's predecessor, John Stumpf, in particular-suffered from harsh criticism from politicians, journalists, and former employees alike, ultimately forcing Stumpf's resignation. As Sloan sought to minimize the public-image backlash and restore general trust in Wells Fargo, he struggled to construct the best communication strategy for the bank's next chapter.

Modeling is a glamorous and lucrative profession only for the very few. Most fashion models make little money, and often they are subject to indifferent or even abusive working conditions, putting them at elevated risk of sexual harassment and eating disorders. Legislators in the fictitious U.S. state of Columbia are the latest to join in the global movement to rectify some of the most egregious wrongs done to models in the fashion industry, after the death of a teenage model with an eating disorder prompts a new law and attention to the problem. Safiya Goplani, a physician and researcher in Hamilton, Columbia's capital, is eager to investigate the new legislation and hopes to apply the methods of community-based participatory research to develop a close partnership with professional models. But as Goplani and her team quickly learn, establishing priorities and shared goals requires a lot more attention to the partners' unique perspectives than a typical research study. Will Goplani and her team be able to successfully forge a partnership with the model community and carry out the new research study?

Discusses several contentious issues involved in the development of theory in the social sciences: (1) description versus prescription, (2) deduction versus induction, (3) quantitative versus qualitative, (4) reflection versus action orientation, (5) verifiability versus falsifiability, and (6) case method versus statistical.

Our schools, their curricula and their governance structures are part of society's purpose-built knowledge infrastructure. The problem is, many of today's most successful leaders believe this infrastructure is not up for the job it was designed for: Bill Gates has said that our schools "cannot teach our kids what they need to know today." The authors argue that we will always face the challenge of matching our knowledge infrastructure with the skills we need tomorrow; and instead of constantly trying to fill that gap, our purpose should be to enable students to overcome the gap effectively themselves, throughout their lives.

This case illustrates some of the complexities involved in teaching in a participant-centered learning process. Specifically, it focuses on the learning process components as well as the tensions and barriers that hinder teaching practice changes. It describes an actual teaching experience with a couple of former Colombian combatants -one from a paramilitary group and another one from a guerrilla army- who are invited to an undergraduate public management course to share their life experiences with students in an innovative attempt by the teacher to bring the reality of this conflict closer to class participants. Students' reactions in class and their subsequent analysis build up a tense atmosphere that drives the professor to question her own teaching methods. On account of the specific issue addressed by this case -students' attitude towards Colombia's armed conflict as a result of their social status- this case may be used to discuss the impending challenges faced by a society after a conflict like the one experienced by Colombia.

This document contains updated information on the case study published in 2009 under the title of "Gas Natural BAN´s Strategy for Low-Income Sectors" from data collected during the last quarter of 2013. Upon case discussion closing, this document may prove relevant to familiarize students with the initiative and the relationship between Gas Natural BAN (currently Gas Natural Fenosa or GNF, for its Spanish acronym) and Fundación ProVivienda Social (Foundation for Social Housing, henceforth FPVS, for its Spanish acronym) during the period 2007-2013.

At least a decade ago, researchers recognized the importance of leaders being able to effectively execute interventions in teams. Now, advances in collaboration technologies have changed the way teams work together in addition to the challenges they face with regard to technology and collaboration. Due to these changes, it is important to take a look at interventions and how they can be technology driven or administered. Advances in technology-driven interventions can have a substantial impact on virtual project management and online education. In this article, we explore the role of interventions in improving technology choice in a virtual setting. We argue that both proactive and reactive interventions can be used to address virtual team challenges when it comes to technology choice. We identify six interventions (proactive and reactive) that were used to lead seven global offshore development teams, as well as the findings from their use. We also advise managers and online educators on ways to effectively identify and use interventions in virtual settings