Use of the Case Method in Chinese Mba Programs: Opportunities and Challenges

By James E. Hatch and Fengli Mu

A case is a description of an actual business situation. In the classroom students are expected to identify the problem, generate alternative solutions, evaluate the alternatives and make a decision that can be reasonably implemented. The case method which involves active participation by students in the classroom process is particularly valuable in providing students with the skills and knowledge needed to become a superior practicing manager. The case method of teaching has been in use in western business schools and management training programs for almost 100 years and has been widely adopted. But the case method has only been introduced in China relatively recently. In this ground breaking study Jim Hatch and Fengli Mu conducted over 100 interviews with administrators, professors and students at Chinas top business schools focusing on the opportunities and challenges that this method presents.

This book will be valuable to a wide variety of audiences including instructors who employ the case method in university and executive development programs, managers of human resource development departments, and multinational companies seeking insights into working with Chinese managers.

• Language: English
• Publisher: Archway Publishing
• Release date: May 15, 2015
• ISBN: 9781480818361

James E. Hatch

James E. Hatch is a Professor Emeritus at the Ivey Business School. He has written almost 200 cases and technical notes and thirteen books including a number of case books Fengli Mu is an Associate Professor of human resources management/human behavior and head of the case centre at the Chinese University of Political Science and Law where she employs the case method in her teaching

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Copyright © 2015 James E. Hatch and Fengli Mu.

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ISBN: 978-1-4808-1835-4 (sc)

ISBN: 978-1-4808-1836-1 (e)

Library of Congress Control Number: 2015907703

Archway Publishing rev. date: 6/29/2015

CONTENTS

Acknowledgments

Introduction

1 Conceptual Underpinnings for the Book

The Researcher, Teacher, Practicing Manager Interface

A Conceptual Framework for Learning

Purpose of the Framework

Elements of the Framework

Management Ability

The Mental Set

Basic Skills

Knowledge

Value Systems

Learning Methods

The Context for Learning

2 The Evolving Need for Chinese Management Talent

Overview of Past Trends

Current Trends and their Likely Impact on Management

Articles on Required Management Skills and Knowledge

3 The Case Method

Underpinnings of Management Education

Experiential Learning

The Role of the Case Method

What Is the Case Method?

The Leenders/Erskine Series of Books

Variants on Classic Case Based Teaching

The Case Method in a Conceptual Framework

Application of the Model to the Case Method

Classifying the Types of Case Method

How the Audience Affects Use of the Case Method

Critique of the Case Method

Responding to Case Method Critiques

Infrastructure Supporting the Case Method

Global Case Distribution Centres

Case Writing and Teaching Assistance

Case Writing Competitions

Case Analysis Competitions

4 Development and Current Status of Formal Management Education in China

Overview of Formal Business Education in China

Early Development of Chinese MBA Programs

Key Players in Management Education

Case Centres on the Mainland

Pressures Facing Chinese MBA Programs

5 The Westernization of Chinese Education

Westernization of Chinese MBA Programs

The Western Case Method

Chinese Cultural Factors That Affect Management of Firms

How Chinese Cultural Factors Affect Teaching Processes

6 Studies of the Introduction of the Case Method into China

Early Evidence on the Introduction of Cases in China

Do Cases Currently Represent Chinese Reality?

The Influence of the West on Chinese Cases

Application of the Case Method in China

Can Western Teaching Methods Be Used in China?

Chinese Student Views of the Case Method in China

Foreigners Conducting Classes in English in China

Use of Western Instruction Methods in China

The Contribution Problem

Key Activities of Ivey and Harvard

7 Research on the Challenges and Opportunities Related to Writing and Teaching Cases in China

Part I Overview of Research Design

Part II The Business School Environment

The Tradition of Chinese Education

Market Positioning of Chinese Business Education

The Challenge of Immediate Relevancy

How the Administrative Structure Impacts on the Case Method

Strategic Considerations

The Instructors and their Activities

Part III Use of the Case Method in Chinese Schools

What Is a Case and What Is the Case Method?

Why Faculty Use the Case Method

Selecting Cases

Faculty Barriers to the Use of the Classic Case Method

Student Response to the Case Method

Case Method Training of Faculty

Writing and Publishing Cases

Case Publishing

Case Centres

The Role of National Competitions

The Process of Case Writing

Barriers to Writing Cases

8 Prescriptions for the Adoption of Case Teaching and Case Writing in China

Recommendations for Senior Administrators

Having Clear Goals and Strategy

Involvement of the Senior Management Team

Knowing the Audience and Its Needs

Human Resource Management

Creating a Learning Environment

Providing Case Method Incentives for Faculty

Operation of the Case Centre

Recommendations for Instructors

Designing the Course

The First Class

Preparing for Class

Addressing Specific Classroom Issues

Writing Cases

Commentary on the Illustrative Case Method and the Project Case Method

Bibliography

ACKNOWLEDGMENTS

A research project of this scope cannot be done without the assistance of a number of people. We would like to acknowledge the anonymous participating schools in China. Their faculty, students and administrators generously provided their time to meet with us and were very patient in response to our penetrating questions. These schools also provided excellent administrative support to facilitate our visits. As the interviews progressed we were continually impressed by the scholarship and dedication to learning of the teachers in the schools we visited. We would also like to thank our schools (Ivey Business School and the Chinese University of Politics and Law) for their administrative and financial support without which this research would not have been possible. We would like to thank the many staff at Archway Publishing who provided seamless and professional support in bringing this publication to fruition. Most importantly, special mention should be made of our respective spouses (Dolores Hatch and Qingjun Liu) who were very understanding of our hectic travel schedules and the amount of time we had to set aside to analyze and write up the results.

Jim Hatch

Fengli Mu

INTRODUCTION

Tell me, and I’ll forget; show me, and I may remember; involve me, and I will understand. Chinese Proverb

The past 20 years has seen a very rapid growth in the introduction of business education in China. Much of the content as well as the teaching approaches have been imported from the west but China is reaching a new level of maturity in its educational programs and the nature of the Chinese business environment has changed dramatically. These trends have raised questions about the appropriateness of western concepts and teaching methods.

The purpose of this book is to focus primarily on an important subset of this issue; namely the applicability of the case method in Chinese management education. As will be discussed, central education authorities have mandated the use of cases in Chinese MBA programs. This mandate presents both opportunities and challenges. Throughout this paper we will be addressing two fundamental questions. First, what are the challenges and opportunities associated with employing the case method of teaching in China and how might they be addressed? And second, what are the challenges and opportunities associated with writing cases by Chinese authors and how might they be addressed?

As we addressed these two questions we found that the book may serve a variety of additional purposes such as making the readers aware of the changing skill and knowledge needs of Chinese managers, how management education in China has responded to these needs and summarizing the debate regarding the transfer of Western knowledge and teaching methods to China. With this in mind we have taken the liberty of adding other informative chapters to the book.

The book clearly has a variety of points of view that permeate the discussion. First, the presumption is made that the case method is a useful method of teaching. However it is only useful under certain circumstances many of which will be discussed. Second, there are a variety of approaches to teaching with the case method and there is no one size that fits all. Third, China represents some general and some unique challenges in implementing the case method which are detailed in the book. And finally, there are a variety of solutions to the challenge of implementing the case method in China which we have proposed.

Chapter 1 provides two conceptual frameworks for the book. We begin with a framework that addresses the interface between the academic researcher, the teacher and the practicing manager. We then move on to a proposed general framework for learning that focuses on the skills required of the manager and how knowledge, experience and values impact on those skills.

Having introduced the importance of skills to the practicing manager, Chapter 2 discusses how the skills required of Chinese managers have evolved over a number of years. It also speculates on the skills that will be required in China over the near term future.

In Chapter 3 we focus on our primary topic of interest, namely the case method. In order to understand the unique challenges and opportunities associated with the case method in China it is important to understand the role played by the case method in general regardless of the political, economic, social and technological environment within which it is employed. Much of this discussion focuses on the use of the case method in a western context. It also introduces the classic case method which provides a point of departure for the discussion in subsequent chapters. Following the discussion of the case method we show how the case method attempts to provide managers with the knowledge, experience and value systems required to address their need for the appropriate skills to be a success in business. It also introduces variants of the case method in use in China. This chapter deals with such issues as what is a case? What is the case method? And what are the strengths and weaknesses of the case method as a learning device? The emphasis is on reviewing existing literature on the topic.

In Chapter 4 we shift our focus to the institutional environment that impacts on management education in China. There are a wide range of business education programs in China including, certificate, undergraduate, MBA, EMBA and short executive courses. Some programs are offered primarily to a Chinese audience in Chinese or English and others are offered (usually in English) to an international audience of students from around the world. The international programs are usually joint ventures with foreign universities. Doing justice to describing all of these various business education programs would be a major task all by itself so our primary focus will be on traditional MBA programs offered primarily to a domestic Chinese audience by Chinese faculty in either English or Chinese although from time to time we will address issues relating to other programs as well. The chapter reviews the key events in the evolution of Chinese MBA programs and the major challenges these programs currently face.

Chapter 5 is devoted to a discussion of the westernization of Chinese education. The debate over western versus Chinese management theory is engaged as a prelude to discussing the appropriateness of transferring the case method from its origins in the west to its present day application in China. This is followed by a discussion of the cultural factors that are present in the management of Chinese firms and the cultural factors that are likely to affect Chinese teaching processes.

Chapter 6 lowers the microscope on the use of the case method in a Chinese context. Based on a review of the literature it summarizes what has been written about teaching cases in China to a Chinese audience. A number of challenging issues are raised including the appropriateness of the use of the case method for Chinese audiences and the possible biases contained in cases written in the west.

Chapters 7 and 8 constitute the most unique contributions of this research. Chapter 7 is devoted to a discussion of the observations we made during our interviews. Based on extensive interviews of Deans and other senior administrators, heads of case centres, faculty and students at 17 respected Chinese business schools this chapter outlines the major challenges and opportunities that the case method presents in Chinese MBA programs. Many of these challenges and opportunities arise from the structure of the Chinese educational system while others are related to the current characteristics of the Chinese faculty and its student target audience.

Chapter 8 is prescriptive in nature. Based on our interviews, review of the literature and our own considerable experience with the case method we propose what we believe are helpful insights into how one might utilize the case method and write cases in China.

CHAPTER 1

Conceptual Underpinnings for the Book

At the beginning of the project we proposed to investigate two relatively straightforward questions relating to the challenges and opportunities associated with teaching and writing cases in China. We proposed to gather data, largely based on interviews to address these questions. In preparation for the data gathering we carefully reviewed the conceptual and empirical literature relevant to the topic. When conducting interviews we were open to developing our own conceptual framework based on what we were learning. The conceptual frameworks we have developed are shared with the reader in this chapter both to provide insight into the case method and to provide guidance for the discussion in succeeding chapters.

THE RESEARCHER, TEACHER, PRACTICING MANAGER INTERFACE

There are three major players in the education of managers; researchers, teachers and the managers themselves. Exhibit 1-1 below shows the relationship between these three players.

Exhibit 1-1

The Interface among Researchers, Teachers and Practicing Managers

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The Researcher/ Manager Interface

The practicing manager operates in the real world. He or she must make and implement decisions often under conditions of extreme uncertainty. The problems are often immediate and the manager does not have the luxury of extensive analysis. There are usually many stakeholders who often have conflicting goals.

On the other hand academic researchers have the time to objectively observe business phenomena and management practices. Based on these observations they generate theories to explain behaviors and perhaps create conceptual frameworks that can be used in a positive way to help managers address the problems that they are facing. The same or perhaps other researchers test the theories empirically utilizing data gathered from managers and other sources. The end result is an increase in scientific knowledge. These theories and knowledge are then transmitted from researchers directly to managers through such devices as publishing articles in academic peer reviewed journals or articles in practitioner journals.

The Researcher/Teacher Interface

Researchers communicate their theories and empirical results to teachers largely through academic journal articles but also through conferences held by learned societies. In return, the researchers may obtain ideas for research from teachers who uncover ideas worthy of investigation from their experience in teaching managers. Clearly, in many universities the goal is to have the professors act as teacher/scholars and therefore the teacher and researcher can be one and the same person.

The Teacher/ Manager Interface

Managers learn their skills in a variety of ways but most of their learning occurs on the job as a result of interaction with colleagues and others outside of the firm. Management skills are also enhanced through a variety of courses which can vary from short management programs to extended training leading to a degree.

Teachers provide knowledge to managers and train them in the skills required to utilize that knowledge. In return managers provide teachers with the opportunity to understand the real world and the issues faced by practicing managers.

Consultants

Consultants do not explicitly appear in the exhibit. Their primary role is to assist the company in addressing specific issues that the company has identified but they may also produce popular books and articles aimed at practicing managers. Although there are a myriad of professional consulting firms it is quite common for professors to also play a consulting role in addition to their research and teaching obligations.

Breakdown of the Interface

Although the framework discussed above ideally meets the needs of all three players the reality is that the described activities are often subject to criticism. Managers often note that the issues that are being researched are not immediately relevant to the challenges they face. The research is often too narrow in scope and the researchers are unable to explain how research results may be implemented. Moreover, the research topics appear to be chosen for the convenience of the researchers with an emphasis on conceptual elegance and methodological sophistication which will enable researchers to be promoted within the academic structure. Managers also note that the teachers to which they are exposed are sometimes insufficiently aware of the challenges facing a manager in the real world and they do not have an appreciation for the skills and knowledge required by their managerial audience. The teacher is sometimes viewed as focusing too much on knowledge and not enough on management skill development. And when knowledge, such as conceptual frameworks, is taught the professor does not provide adequate insight into how the theory may be applied in practice. As will be discussed later the case method provides an opportunity to address many of these issues.

Focus of this Book

In this book we are concerned primarily with the teacher/ practicing manager interface especially as it relates to the use of the case method of teaching.

A CONCEPTUAL FRAMEWORK FOR LEARNING

PURPOSE OF THE FRAMEWORK

In preparation for this research we reviewed the literature relating to the case method and came to the conclusion that although there were many articles on the advantages and disadvantages of the method there was a dearth of conceptual frameworks for understanding the role of the case method of learning. For example Romm and Mahler [1991 pg. 293] noted that [There is a] lack of a theoretical framework which can relate case study objectives with methodologies to yield the most effective outcomes. And in a later extensive review of case method literature Burgoyne and Mumford [2001 pg. 34] concluded that, There are no references in the literature to use of learning theory, models or instruments to improve, sustain and subsequently analyze the impact of the Case Method in general or specific case teaching sessions, on learners in general or individually.¹. With the foregoing in mind the authors felt that it is important to provide a conceptual framework for learning how to be an effective manager. This framework defines terms that are subsequently used in the book and illustrates how learning takes place. In Chapter 3 we apply this framework to the case method of learning.

ELEMENTS OF THE FRAMEWORK²

Exhibit 1-2 below outlines the major elements of the conceptual framework being proposed.

Exhibit 1-2

Management Learning – A Conceptual Framework

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MANAGEMENT ABILITY

Managers undertake tasks aimed at making a significant contribution to the achievement of the organization’s objectives. Those who repeatedly demonstrate this skill or ability to make a contribution are considered to be superior managers.

Focus on Making and Implementing Decisions

There are a variety of ways of describing the key tasks performed by managers³. However, we assert that the overarching tasks required of managers are the making and implementation of decisions under conditions of uncertainty. This assertion follows the lead of Simon who noted, A general theory of administration must include principles of organization that will ensure correct decision making, just as it must include principles that will insure effective action [Simon 1997, pg. 1]

Some of the decisions that must be made by the senior management team of an organization include setting the goals of the organization, and the choice of strategies, production processes, product lines, organization structure, financial structure, information systems and how to deploy human resources in order to carry out these goals. Decision making is not confined to the most senior managers. All levels of management must make and implement decisions some of which impact the entire firm and others that have an impact on only a single unit of the organization. Although individuals sometimes make decisions in isolation the vast majority of decisions are made by teams under the auspices of a person who has ultimate authority. Repetitive decisions such as capital budgeting, hiring and setting the compensation level of employees, and new product introduction frequently occur within a rigorous and well defined analytical framework but other non-recurring decisions must often be approached in a more ad hoc (although still logical) way.

Unless a decision is successfully implemented it cannot be considered a good decision. For example the popular press is full of stories of decisions by one company to take over another. But these stories are all too often accompanied by stories of firms that expected synergies to occur as a result of the takeover but that never occurred. It is our view that while managers must periodically make decisions a far greater proportion of their time is spent on implementation. These implementation tasks might include the traditional activities of planning, obtaining resources, organizing, coordinating, and controlling activities.

Decision makers are typically confronted with uncertain outcomes. A variety of approaches have been developed to address the uncertainty surrounding decisions such as decision theory, game theory and the like. While these tools are generally useful many challenges remain since the future is virtually impossible to predict and the uncertainties related to human behavior are especially problematic. Nonetheless decisions must be made and the manager must become comfortable with dealing with such an environment.