A process or record of research in which detailed consideration is given to the development of a particular person, group, or situation over a period

of time A particular instance of something used or analyzed in order to illustrate a thesis or principle

According to cite{Fenton&Pfleeger1997}, a case study is a research technique where you identify key factors that may affect the outcome of an activity and then document the activity: its inputs, constraints, resources, and outputs.
A case study is one of several ways of doing research whether it is social science related or even socially related. It is an in-depth investigation/study of a single individual, group, incident, or community.

The case study method of teaching used in management education is quite different from most of the methods of teaching used at the school and undergraduate course levels. Unlike traditional lecture-based teaching where student participation in the classroom is minimal, the case method is an active learning method, which requires participation and involvement from the student in the classroom. For students who have been exposed only to the traditional teaching methods, this calls for a major change in their approach to learning.

There is no universally accepted definition for a case study, and the case method means different things to different people. Consequently, all case studies are not structured similarly, and variations abound in terms of style, structure and approach. Case material ranges from small case lets (a few paragraphs to one-two pages) to short cases (four to six pages) and from 10 to 18 page case studies to the longer versions (25 pages and above).

A case is usually a "description of an actual situation, commonly involving a decision, a challenge, an opportunity, a problem or an issue faced by a person or persons in an organization."1 In learning with case studies, the student must deal with the situation described in the case, in the role of the manager or decision maker facing the situation. An important point to be emphasized here is that a case is not a problem. A problem usually has a unique, correct solution. On the other hand, a decision-maker faced with the situation described in a case can choose between several alternative courses of action, and each of these alternatives may plausibly be supported by logical argument. To put it simply, there is no unique, correct answer in the case study method.

The case study method usually involves three stages: individual preparation, small group discussion, and large group or class discussion. Unlike lecture-based teaching, the case method requires intensive preparation by the students, before each class. If a case has been assigned for discussion in the class, the student must prepare carefully and thoroughly for the case discussion.

1. Gaining familiarity with the case situation (critical case facts, persons, activities, contexts) 2. Recognizing the symptoms (what are the things that are not as expected, or as they should be?) 3. Identifying goals/objectives 4. Conducting the analysis 5. Making the diagnosis (identifying problems, i.e., discrepancies between goals and performance, prioritizing problems etc.) 6. Preparing the action plan (identifying feasible action alternatives, selecting a course of action, implementation planning, plan for monitoring implementation)

A classroom case discussion is usually guided by the instructor. Students are expected to participate in the discussion and present their views. In some cases, the instructor may adopt a particular view, and challenge the students to respond. During the discussion, while a student presents his point of view, others may question or challenge him. Case instructors usually encourage innovative ways of looking at and analyzing problems, and arriving at possible alternatives.

The interaction among students, and between the students and the instructor, must take place in a constructive and positive manner. Such interactions help to improve the analytical, communication, and interpersonal skills of the students.

If a group of students is asked to analyze a case, they must ensure that they meet to discuss and analyze the case, by getting together for a group meeting at a suitable time and location. Before the meeting, all the team members must read the case and come with their own set of remarks/observations. The group must ensure that all the group members contribute to the preparation and discussion. It is important that the group is able to work as a cohesive team problems between team members are likely to have an adverse impact on the group's overall performance.

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 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.

Benefits from the Case Method The case benefit has several advantages over traditional teaching methods. Cases allow students to learn by doing. They allow students to step into the shoes of decision-makers in real organizations, and deal with the issues managers face, with no risk to themselves or the organization involved. Cases improve the students ability to ask the right questions, in a given problem situation. Their ability to identify and understand the underlying problems rather than the symptoms of the problems is also enhanced. Case studies expose students to a wide range of industries, organizations, functions and responsibility levels. This provides students the flexibility and confidence to deal with a variety of tasks and responsibilities in their careers. It also helps students to make more informed decisions about their career choices.

Cases studies strengthen the student's grasp of management theory, by providing real-life examples of the underlying theoretical concepts. By providing rich, interesting information about real business situations, they breathe life into conceptual discussions. Cases provide students with an exposure to the actual working of business and other organizations in the real world. Case studies reflect the reality of managerial decisionmaking in the real world, in that students must make decisions based on insufficient information. Cases reflect the ambiguity and complexity that accompany most management issues. When working on a case study in a group, students must also be able to understand and deal with the different viewpoints and perspectives of the other members in their team. This serves to improve their communication and interpersonal skills. Case studies provide an integrated view of management. Managerial decision-making involves integration of theories and concepts learnt in different functional areas such as marketing and finance. The case method exposes students to this reality of management.