The UPF-BSM wants to take a further step towards the use of innovative techniques that maintain teaching excellence with this Case Center.
The UPF Barcelona School of Management and Pompeu Fabra University have always opted for the foremost techniques when it comes to transmitting knowledge to students, in order to give them a strong grounding in the basics and prepare them so that they can successfully develop in their professional field.
We have also shown a clear desire to strengthen the ties between university and business, whether by incorporating professionals from the business world into the team of professors, or by using real cases to explain theoretical content.
This section provides students, professors, and professionals with a selection of case studies, which better describe the real circumstances of companies, and guidelines for preparing case studies for those who wish to contribute.
Case studies are classified into the following thematic areas:
Here are a selection of company case studies in this sector, such as Netflix or eCooltra
Here are a selection of company case studies in this sector, such as Amazon or Logifruit
Here are a selection of company case studies in this sector, such as SEAT or Mercabarna
Here are a selection of company case studies in this sector, such as Bureau Veritas or TMB
Here are a selection of company case studies in this sector, such as UPF-BSM
Here are a selection of company case studies in this sector, such as Haier
For the acceptance of cases it is essential to follow the following rules of preparation:
Cases, together with the corresponding technical note, should be sent to email@example.com.
The technical note, in addition to the style and format determined in the instructions for the preparation of the case, must include the following sections:
The case method was originated at Harvard Law School in 1870, when Christopher Langdell introduced it as a strategy for the training of professionals.
It is an active teaching technique that focuses on the investigation by students of a real and specific problem that helps them to acquire the basis for an inductive study (Boehrer and Linsky, 1990); that is, it is a learning method based on active and cooperative participation and on the democratic dialogue of students on a real situation (Asopa and Beye, 2001).
In the specific case of the field of business management, the case method represents a specific situation in a company, with real data to be interpreted in order to be able to prepare an analysis of the company's current situation that affects decision-making. Once the case has been presented and the company's current situation has been described, a series of questions are proposed to focus on one of the proposed solutions that will help the management team to make decisions.
In this way, by analyzing the problem or situation posed, students can put into practice the knowledge they have acquired and make a set of decisions that would affect the operation of the company.
Boehrer, J. y Linsky, M. (1990). Teaching with cases: Learning to question, New directions for teaching $ learning, Vol. 42, pág. 1-130. https://doi.org/10.1002/tl.37219904206
Asopa, B i Beye, G. (2001). Appendix 2: The case method. http://www.fao.org/docrep/W7500E/w7500e0b.htm
The main objective of the case method is for students to work on the basis of a real situation and to reflect on this situation and then pool the different ideas. Thus, it is a methodology that involves a higher degree of involvement on the part of the students and also on the part of the teachers.
At first, the teacher presents the case and launches a series of questions to make the students reflect. Subsequently, the students, in a reasonable amount of time, must read the case in depth and propose solutions to the challenges posed to improve the company's situation.
Once the case has been presented, and after the students have done their work, the most important part of this methodology will take place: the sharing of ideas and the discussion of alternatives to provide the company's managers with actions that will improve its future. In this phase, the teacher will only act as moderator and will emphasize those important aspects that should be highlighted or questioned in order to generate debate.
It is important to emphasize that in the case methodology there is no right and wrong answer, but the most important thing is the argumentation of the proposals for decision making within the company.
The Faculty of Business and Economic Sciences, the UPF Barcelona School of Management, the Department of Economics and Business and ACCID want to promote the creation of business cases that can be disseminated and used later for teaching.
To this end, a competition for the best case studies in accounting, finance, and management control is being organized annually.