Intquant Conference on Case Study Teaching May 19th, 2017

INTQUANT CONFERENCE ON CASE STUDY TEACHING

AT THE UNIVERSIT Y OF APPLIED SCIENCES BFI VIENNA

„TEACHING WITH REAL CASES IN A PROBLEM BASED LEARNING SETTING“

Michael Mair

May 19th, 2017

FHWIEN DER WKW INSTITUT FÜR TOURISMUS MANAGEMENT

PROBLEM BASED LEARNING

1999:

Hoge Hotelschool

Maastricht

Chateau Bethlehem

Plan 2000

F A C H H O C H S C H U L E F Ü R M A N A G E M E N T & K O M M U N I K A T I O N 3

http://de.zooverresources.com/images/E360890L1B876345D0W900H675/Tea

ching-Hotel-Chateau-Bethlehem-Hoge-Hotelschool-.jpg

PROBLEM BASED LEARNING

2001:

New Curricula

3 Problem

Based

Learning

Modules

F A C H H O C H S C H U L E F Ü R M A N A G E M E N T & K O M M U N I K A T I O N 4

PROBLEM BASED LEARNING

2003:

First Book on PBL

including 25 Case

Studies

2010:

Book: “Fallstudien”

F A C H H O C H S C H U L E F Ü R M A N A G E M E N T & K O M M U N I K A T I O N 5

PROBLEM BASED LEARNING

2007: 1st PBL Conference

at FH Vorarlberg

2012: 2nd PBL Conference

at FHWien of WKW

2016: 3rd PBL Conference

in Zürich

2009 – 2012:

MA23 PBL Competence

Center at FHWien of WKW

F A C H H O C H S C H U L E F Ü R M A N A G E M E N T & K O M M U N I K A T I O N 6

WHAT IS PROBLEM BASED LEARNING?

F A C H H O C H S C H U L E F Ü R M A N A G E M E N T & K O M M U N I K A T I O N 7

PROBLEM BASED LEARNING

F A C H H O C H S C H U L E F Ü R M A N A G E M E N T & K O M M U N I K A T I O N 8

Traditional Method

1. Theory

2. Application

Lecturer gives answers

Social and contextual factors are limiting

Lecturer determines way of working

PBL

1. Problem

2. Positioning within theory

Lecturer asks questions

Importance of social and contextual factors

Predetermined structure

HOW DOES IT WORK?

F A C H H O C H S C H U L E F Ü R M A N A G E M E N T & K O M M U N I K A T I O N 9

HOW DOES IT WORK?

CASE STUDY

http://www.spiegel.de/karriere/wann-darf-man-ein-arbeitszimmer-von-der-steuer-absetzen-a-1074168.html

CASE STUDY: ADLON YOUTH HOSTEL VIENNA

April 26th at the office of Mr. Fritz Seidlberger, General Manager of the Adlon Youth Hostel Vienna: “It´s a disaster! Mould and smells had returned although the silicon grouting in all guest bathrooms had been replaced.” he complained to his secretary.

While he was saying this, his partner Mr. Hubert Scheik, excitedly stormed into the office and told him that the construction company´s liability for defects had maybe already expired.

This was a big challenge for the young enterprise as customer complaints concerning bathrooms had increased in the past few weeks. In addition there was considerable demand for their rooms for the upcoming summer season.

F A C H H O C H S C H U L E F Ü R M A N A G E M E N T & K O M M U N I K A T I O N 1 2

HOW DOES IT WORK?

F A C H H O C H S C H U L E F Ü R M A N A G E M E N T & K O M M U N I K A T I O N 1 3

PROBLEM BASED LEARNING PROCESS

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PROBLEM BASED LEARNING PROCESS

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PROBLEM BASED LEARNING PROCESS

Setting Objective Method Coach

1.0. Session Observation (1): perceive &

describe

What´s the problem? ”Time-out-Joker” for

the facilitator

2.0. Session Observation (2): perceive &

describe

What´s the problem? Role of the devil´s

advocate

3.0. Session Analysing & generation of

possible solutions

What could the solution look

like?

Critical questions

4.0. Session Concentration on evaluation &

argumentation

Reality check & argumentation

”role play”

Critical questions

5.0. Session Decision and realization Presentation – who & how

6.0. Session Presentation to the company

Presentation of the solution

Discussion with the company

Coach = Moderator

7.0. Session Feedback to the whole group

work and process

Reflection within the group on

- the whole process

- lessons learned

Feedback und

moderation

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PRESENTATION AND

DISCUSSION WITH THE COMPANY

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CASE WRITING

► Writing Cases,

Leenders, Michiel

R., James A.

Erskine, and

Louise-A. Mauffette-

Leenders. 4th

edition. London,

Ontario: Richard

Ivey School of

Business, 2002.

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► What is a case?

Description of an actual situation

Involving a decision, a challenge, a problem

Requires the reader to step into the position of a

particular decision maker

Cases are field-based and start with an interview

M. Leenders, L. Mauffette-Leenders, J. Erskine: Writing

Cases, 2002

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F A C H H O C H S C H U L E F Ü R M A N A G E M E N T & K O M M U N I K A T I O N 2 0

Writing Cases, Leenders, Michiel R., James A. Erskine, and Louise-A. Mauffette-Leenders.

4th edition. London, Ontario: Richard Ivey School of Business, p.26 2002

F A C H H O C H S C H U L E F Ü R M A N A G E M E N T & K O M M U N I K A T I O N 2 1

Writing Cases, Leenders, Michiel R., James A. Erskine, and Louise-A. Mauffette-Leenders.

4th edition. London, Ontario: Richard Ivey School of Business, p.17 2002

F A C H H O C H S C H U L E F Ü R M A N A G E M E N T & K O M M U N I K A T I O N 2 2

Writing Cases, Leenders, Michiel R., James A. Erskine, and Louise-A. Mauffette-Leenders.

4th edition. London, Ontario: Richard Ivey School of Business, p.23, 2002

CASE WRITING PROCESS

► Interview with a manager

Case Shopping List: possible topics, recent problems, decisions,

permission to publish the case, take notes

► Adjustments to the educational needs

Prior knowledge of students, topics of the semester

► Manager´s Feedback

Adjustments to the case – Release Form

► Feedback from colleagues/students

Adjustments to the case

► Self Check

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EXPERIENCES WITH CASES

► Interesting companies

International companies – big names: Airlines (Lufthansa,

Etihad Airways) Hotel Chains: Hilton, MOXY, etc.

Recent topics: Sharing economy (Airbnb, Uber, etc.) food trends

Marketing Cases: new ideas, new products

► Manager´s Feedback

Balancing between criticism and motivation

Understanding the solutions

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WHO WANTS CASE STUDY LEARNING?

Students PRO

► Active working with peers

► Having fun – good learning

atmosphere

► Contact to real world

► Use of prior knowledge

Students CON

► Active work is required

► Motivation is required

► Responsibility for the learning

process

► Not challenging vs. too difficult

► Uncertainty about the solutions

► Uncertainty about the learning

success

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WHO WANTS CASE STUDY LEARNING?

Lecturer PRO

► Contact to the real world

► Interesting cases

► Relations to managers

► Non directive teaching

► Better insight to the student

learning process

► Multiple learning goals:

Social learning

Communication and

presentation

Research work

Lecturer CON

► More work

► Organisational time and effort

► Case study writing

► The students define the learning

process

► No “show time” any more

► New role – new tasks

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WHO WANTS CASE STUDY LEARNING?

Organisation PRO

► Innovative approach – sounds

good - marketing reasons

► Bologna Process – competence

orientation

Organisation CON

► Organisational time and effort

► Small groups – higher cost

► Small study rooms

► Library facilities

► No proof of better results with

case studies

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CONCLUSION

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Students have the responsibility for our future. Therefore they need skills to collaborate with each other in order to develop solutions for tomorrow.

Case studies provide an ideal setting.

DEPARTMENT OF

TOURISM & HOSPITALITY MANAGEMENT

Mag. Michael Mair

mobil: 0690 404 76067

E-Mail: michael.mair@fh-wien.ac.at

Währinger Gürtel 97, 1180 Vienna, Austria

tm@fh-wien.ac.at

http://en.fh-wien.ac.at/tourism-management/

facebook.com/FHWien

twitter.com/fhwienAT

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Thank you for your attention!

Michael Mair