September 16, 2024

Developing African-Focused Case Studies for Impact in Teaching and Learning

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Why Case Studies on African Businesses?

Since the publication of the first formal standalone case study, “General Shoe Company” by Clinton P. Biddle, by the Bureau of Business Research under Harvard Business School in 1921, over 100,000 case studies have since been developed. These cases have been utilized in training, mainly at the executive education level and in academic programs in leading institutions of higher learning globally. This is not to suggest that there were no case studies before 1921; faculty most likely used real-industry examples to reinforce content based on their lived experiences. However, these instances may not have been formally documented. Further, most case studies have historically focused on organisations in more established economies.

Over time, there has been a growing demand for case studies for use in teaching and learning in higher educational institutions in Africa and other developing economies. Rather than sitting back and watching, I decided to act. With the aid of a small but dedicated team at Strathmore University Business School (SBS), we established the Strathmore Africa Case Centre (SACC). You can explore the platform and its content at https://sacc.strathmore.edu/ to get a feel of some of the case studies we have documented so far.

What is a Case Study?

A case study for teaching and learning in higher education is defined as “a story and a teaching vehicle which presents participants with a critical management, leadership, or related issue, involving a dilemma of some urgency for analysis” (https://sacc.strathmore.edu/author_guidelines). It engages participants in a practical, applied, and lively classroom debate as they analyse and discuss the case. A typical case ranges from 3 to 15 pages, with enough content to keep participants actively engaged for over 90 minutes. Case studies can range from “armchair” (desktop research) to field studies, or multimedia cases that combine print, audio, video, animation, and other interactive elements.

Effective Use of Case Studies in Teaching and Learning

In the advent of competency-based education, case studies, when applied effectively, provide a robust learning experience. They reflect real-life situations involving real people making real decisions in diverse contexts. Case studies reveal the dynamics of how individuals think through issues, analyse problems, and make decisions. This diversity is highlighted when a case study clearly identifies actors, the dilemma to be addressed and provides sufficient content to facilitate informed decision-making by participants.

To achieve this, the case writer must develop the study clearly, avoiding bias or “sugar-coating”. The case should be captivating, much like the stories we were told in the old days (and I believe these stories are still being told!). The facilitator must also prepare thoroughly to ensure the intended learning outcomes are well articulated and achieved. This preparation typically requires at least three times the effort needed for delivery, demanding adequate and ample time dedication for better results.

The target participants also play a crucial role. The case must be presented to an appropriate audience, eager to learn from the material. Participants should come prepared, having read and engaged with the case in advance, to contribute to meaningful discussions.

Delivering a case study discussion can involve various techniques, including simulations, role-plays, and other methods that make the experience an exciting adventure. By the end, both participants and the facilitator should feel that the discussions and decisions made during the session were worth their time and effort.

Tapping onto Africa’s organizations to develop African stories

As an academic in Africa, I first encountered formal case studies during my undergraduate studies at Strathmore University in 2006. In my third-year strategy class, I vividly remember a case study on Kenya Data Networks (which later became Liquid Telecom Ltd. after a 2013 sale of 80% stake to Altech Ltd). As a student, I initially struggled to appreciate the structured, in-depth case study compared to the shorter paragraph-long mini-cases I was accustomed to. Navigating through detailed exhibits such as organograms, financials, and other content was a daunting task for a third-year student eager to graduate! Nevertheless, and with great thanks to Dr. Ruth Kiraka (now Professor Ruth Kiraka), I was introduced to the world of real-life case studies documenting real organizations and their decision-makers.

Fast forward 18 years, and I now lead an initiative to document African case studies. Why now? For years, SBS has offered executive programs largely facilitated using case studies purchased from learning global business schools such as INSEAD, IESE, Harvard, Ivey, Stanford among others. While some of these cases focus on African organizations, they are often written by faculty from these schools and may omit certain important contextual nuances. This inspired the creation of the Strathmore Africa Case Centre, with the aim of developing African case studies written by Africans for use in teaching and learning in Africa and beyond.

Africa offers a wealth of experiences that need to be documented. In one of my conversations with a top professor from one of the leading global business schools, he remarked on the level of “resilience” required of an entrepreneur to navigate business environments in Africa, such as managing operations across countries for instance Kenya, then Malawi, onto the Democratic Republic of Congo, and then Nigeria. These experiences are vastly different from those by entrepreneurs in established economies in Europe or the Americas. I wholeheartedly agree. African entrepreneurs’ shared experiences navigating geopolitical challenges while building successful ventures deserve to be documented.

Why African Academics Should Engage More in Developing Case Studies

Developing relatable, high-quality case studies for African universities is crucial for several reasons. First, it allows faculty to connect with industry without the need to work directly in the respective organisations. Within a span of two to four months during the case writing phase, one gets to learn a lot about the target organisation. As a case writer, one gains valuable insights into corporate decision-making and way of life, especially in environments characterized by uncertainty, volatility, and complexity. Through the case writing experience, faculty at all levels can develop a broader perspective and hone their critical thinking and problem-solving skills.

Moreover, writing case studies can position faculty members for roles in the industry such as advisory or statutory board members. These engagements are useful in building one’s professional profile, attracting consultancy opportunities and even research funding. Case studies not only enrich classroom environments but also serve as a bridge to corporate players who might otherwise be inaccessible. Personally, I had the opportunity to train in SBS’s Global CEO program alongside Dr. James Mwangi, Group CEO and Managing Director of Equity Group Holdings Plc, thanks to a case study we documented on Equity Bank’s expansion into the Democratic Republic of Congo. This is just one of many examples of faculty benefiting from writing case studies. I could provide more such examples of other faculty from other institutions of higher learning.

Conclusion and way forward

With the advent of competency-based learning in Kenya and the growing need to instil practical skills in Africa’s labour force, it is essential to recognize the role of applied case studies in education. African academics should be incentivized and recognized for developing structured case studies as part of their career progression. Africa is a continent of approximately 1.5 billion people with an average age of 19, brimming with potential and entrepreneurial energy. Tapping into this potential requires properly documented, unbiased narratives that accurately reflect the realities of African businesses. Those who craft these stories should be celebrated and supported for their contributions.

 

By: David Mathuva, Senior Faculty, Editor-in-Chief, Strathmore Africa Case Centre, and Associate Dean, Strathmore University Business School, Nairobi, Kenya

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