Prof. Stewart

Undergraduate level

This generic document may need adjustment for specific courses and the requirements of individual professors.

Based on practices from a number of schools and suggestions from texts that use cases (Pearce & Robinson, 2009; Thompson, Strickland, & Gamble, 2005), this documents seeks to provide a set of ideas for students to create case responses. Too often, students fail to provide the critical thinking and analysis anticipated from the cases.

An “is – is not” statement might be:

Within undergraduate case analysis, responses are typically short; this implies it is vital to follow a clear process and be concise. The following might be an approach with merit:

Introduction Very short! Include an objective.

Analysis What is the problem or SWOT in some cases.

Related assumptions Including scope and research

Alternatives Potential solutions

Evaluation Rank and compare solutions

Recommendation Preferred option or combination and rationale

Implementation Howe to execute the choice

Conclusion A short summary

Note: The each of the section above would follow in the order provided, with the exception of assumptions that could move.

For 500 to 800 word responses, there might be some very short paragraphs or a combination of some areas listed above.

Further important concepts include:

· Case responses use a more concise writing approach. However, you should maintain APA writing, citing, and referencing rules. Typically, your professor would need a title page; however, there may be variations in a number of APA formatting and style requirements. The use of third person would be the norm with some exceptions – seek guidance.

· Each of the sections listed above forms part of a process. Each section leads to the next. Disjointed sections imply a lack of planning and clarity, leading to lower grades.

· Analysis implies critical thinking and applying the learning from the course. Respond in the context of the course. Mere summarization of the case facts will earn a zero.

· Provide clear guidance to indicate each content area. Do not integrate sections such as analysis, alternatives, and recommendations. Use headings, topic sentences. You might combine some contiguous sections such as alternatives and evaluations.

· Be precise in your recommendations. Trying to combine too many or trying to leave options open will have a very negative impact on the grade awarded.

· The recommendation should support the objective and needs support from a practical implementation plan.

References

Pearce, J. A., II, & Robinson, R. B., Jr. (2009). Strategic management: Formulation, implementation, and control (11th ed.). New York, NY: McGraw-Hill/Irwin.

Thompson, A. A., Jr., Strickland, A. J., III, & Gamble, J. E. (2005). Crafting and executing strategy: The quest for competitive advantage (14th ed.). New York, NY: McGraw-Hill.