Grading the Case Analysis

My experience is that student's tend to be disappointed in their case grades, leading to in-group discord or complaints about the professor's "hard" grading. Sometimes the problem is the group's dynamics, and this frequently is the result of unfortunate misjudgment about the course's expectations, inability to organize for the work involved, or inability to allow sufficient time to do the job. From the professor's view: I see papers that are just simply poorly constructed. I grade these papers accordingly, usually as "failing"; and, student protestations to the contrary are never convincing. If you want an "A" paper, you will have to put effort and intelligence into the paper. Anticipating the question" "Dr. Makamson, just what do you want?", here is how the grading of written cases is structured:

Case Element

What I Look For

Weight for Grade
Problem or Issue Identification


This section "frames" the analysis to follow and allows the reader to anticipate the case analysis. Writing this section as a question may help frame the case - this will focus the analysis on a question to answer and set up the conclusion for a solution. The opening statement should be brief (1-4 sentences) and should direct the reader to what the analysis will focus on. If there is a problem that is to be analyzed, the problem should be clearly stated. If there are issues, the issues should be stated.

Common Mistakes:

    1. The statement is either too long, too general, or vague.
    2. The opening presents argument that is better left to the analysis section.
    3. Restatement of the case history or the case facts.

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Analysis: Use of Case Data











In the analysis section the analyst is providing a perspective on the case problem or issues and is advancing an argument as to why this perspective is correct. The argument is tested through an interpretation of the case facts. Case facts include the narrative material, pictures or diagrams, and any financial or market data. Since the case data are typically "raw" data, the analyst must show that they are relevant and support the argument and perspective offered. For example, the analyst may need to characterize "motive" of an actor, use ratios to analyze financial data, or estimate trends for market data. The best way to improve the use of data is to scan the entire case and make sure that key graphs, pictures, and financial or market data are carefully poured over to reveal information. I strongly encourage students to: carefully scrutinize the financial reports, using ratio and trend analysis when needed;  examine market or economic data, using trend analysis when needed; apply Industry Analysis, when helpful.

Common Mistakes:

    1. Data, such as diagrams and tables, are ignored (Minus 5-10 points).
    2. Financial data are ignored and not analyzed. (Minus 5-10 points.)
    3. Actors and actions in the case are assumed to be correct
    4. The case treatment is sketchy with key events or issues either ignored or missed.

30
Analysis: Logical Development













The analytic perspective is created through connected statements that form the structure of logical statements. (The validity of which is tested with case facts, see above.). The analysis section is similar to a lawyer's brief in that, using the case facts, a logical presentation of the analyst's perspective on the case is developed. The student's narrative should be logical in that ideas are consistent with one another and with the case facts; and, the argument being advance is plausible. The narrative should be developed, that is the reader ought to be able to follow the student's thoughts throughout the narrative without having to guess what is intended or what facts support the argument. The best way to improve logical development of a case is to re-read your Analysis section (or have someone else read the section) to make sure that what is written "makes sense". Students beginning the case paper late often write "on the fly", indicating little knowledge of or insight into the case. This will result in a failing grade. Select a later case and commit the time to analyze it correctly.

Common Mistakes:

    1. The narrative is simply a re-statement or summary of the case or is very brief -- the worse mistake to make! (Minus 10 points - Failing Grade)
    2. There is no unifying perspective, so the narrative is a rambling and disjoint presentation of arguments or facts. This often occurs when the group divides the case analysis into parts for each team member to focus on. If your team does this - have one student edit and integrate the paper prior to submission.
    3. The analysis section does not make sense either because the student has misinterpreted what the case is about or because the argument presented is not grounded in the case facts.  

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Analysis: Clarity


















The analysis must get to a point smoothly and be well written. When the reader follows the narrative there is an understanding of what the writer intended, and the intent is clear. Good business writing is tough. The best way to improve clarity is through practice and acceptance of criticism offered. Always edit your work to make sure that sentences are grammatical and words are spelled correctly. I look for standard business English composition. Click Here to see most frequent grammatical errors.

Common Mistakes:

    1. Poor spelling and poor grammar confuse the reader and detract from the writer's intent and logical development.
    2. Business writing stresses getting to the point. Don't use "flowery" prose or try to impress us with your thesaurus. Do use standard English and avoid jargon and slang.
    3. If "bullets" are used to itemize arguments, make sure that there is a complete, understandable thought expressed. Some students simple list phrases that require the reader to interpret.
    4. Common writing errors include: misuse of "too", "two" and "to"; use "among" not "amongst"; correct forms of verbs; punctuation errors (better to avoid complex sentences); indefinite pronouns -- if you use a pronoun identify the noun that it references. Business writing stresses getting to the point. Don't use "flowery" prose or try to impress us with your thesaurus. Do use standard English and avoid jargon and slang.

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Conclusion:













The case analysis begins with a problem identification or statement of the issues. The case analysis ends with a resolution or summing up of your perspective. Students can sometimes think this is the most important part of the case analysis (read the section on "What is a Case Analysis"). This error will lead the student mistakenly to be preoccupied with the Conclusion. This section must follow from your analysis - you cannot conclude with a solution your analysis does not support. The Conclusion section is typically brief, 1-6 sentences. Also, make sure that this section is consistent with the Problem Identification section.

Common Mistakes:

    1. The student continues to argue the case in the Conclusion. If you want to develop a point or introduce new facts, move this to the Analysis section.
    2. The Conclusion is disjoint with the Analysis. This frequently happens when one student writes the Analysis and another writes the Conclusion.
    3. The Conclusion is disjoint with the Problem Identification. This occurs if you don't re-read the entire case analysis and make sure that it all "fits together".

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Presentation:










A business case analysis is as formal as any paper you have done for any course. The paper must be typed, pages numbered, and overall presentation "business- like".

There must be a cover page with:

1. Case Title
2. Typed and signed names of all students in the group who will receive credit for the paper.

Attach the grade form, available here.

Use NO cover or container. Do staple the pages.

There is no required minimum length. Expect that a thorough analysis, depending on the case and the paper's line spacing, will be 5-10 pages, minimum. I do not grade on the basis of length, but really brief analyses (less than 4 pages) are usually not very well developed or have missed significant facts.

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TOTAL  

100