Cases in Real Time (CRT) 1

Introduction

The CRT method has been designed with the purpose of changing the traditional
paradigm that students are taught by a teacher, and can move ahead to a more active phase
that consists of learning by doing. This methodology is intended as supplementary to the
sessions of classes and not as a replacement, since the students must have the theoretical
knowledge before implementing it into practice.

This learning method is based on the trilogy: students, professor and company, which
share a common interest which is the applied project. To make this methodology work requires
the commitment of the three entities involved.

Implementation

In the courses chosen for the implementation of the method, the professor contact, at the
beginning of each academic term, a company or organization that is interested in posing a real
problem that encourages students to solve. The company also offers a prize to distinguish to
students who have completed the best project. Ideally, during the second session of the term,
the professor invites the entrepreneur or executive representing the company to present the
“real problem" to the students. Students ask questions and give the first steps towards a
relationship that will last for an entire academic term. The whole class is divided into groups of
about 3-5 students who will team up to work throughout the term.

Projects Evaluation

The CRT method allows a formal evaluation both internally and externally. The professor
performs the quality control of projects and requires a progress report and a final. Only the
professor monitors the progress reports and evaluates them. The final report is evaluated by the
professor, classmates and by the executive or entrepreneur who commissioned the study. The
final report is presented and defended publicly before the class, the professor and the executive.
The latter controls 15% of the final grade.

Benefits of the CRT method

For students

a. Application of the theory covered in classes to a real situation(they get real information
from the company commissioning the study).
b. Development of teamwork skills.

1
This document has been prepared by Jose I. Rojas-Mendez, Associate Professor of International
Business and Marketing, Sprott School of Business, Carleton University, Canada.
 c. Learning to negotiate information with other groups of the class.
d. Students are motivated to "compete" to prove they are the best in a real situation.
e. The field work constitutes a "tutor" who has no substitute for the student.
f. Students learn to filter market information and so to use what is relevant to their work.
This is actually what happens to executives in their everyday work.
g. Encourages entrepreneurship as requiring students to define precisely the problem to be
addressed, and consequently forced to consider alternative solutions.
h. Encourages concern for the work of others. This is accomplished by requiring students to
hear the definitions of the problem that other groups have prepared, the solutions that
have been taken. This step adds to the learning process by means of learning from
peers.
i. It requires the professor to become a guide for learning and not in the source and engine
of student learning.
j. It requires students to use language in a way of making understandable their proposals,
as well as writing papers with proper presentation, both in terms of syntax and spelling.
k. The student begins to prepare himself to ask questions instead of preparing to respond
(often memorized, with little analysis).

For Companies

a. Get several proposals of solution for the company problem. Finally is the company which
decides which one to implement.
b. The cost of participation is very low (small prize for the winning group).
c. The company has a quality control (professor) without assuming the cost that could be
present in more formal circumstances.

For the professor / school / college / university

a. Overthrew the paradigm of being a teacher and not primarily a facilitator of learning.
b. It allows the academic unit (school / college) to be closer to the “real business world”.
c. Put in contact students (future professionals) with potential jobs sources.
d. The professor who teaches the course focuses his examples and explanations on the
type of project and topic that the students are doing in the academic term.

Potential Limitations of the CRT method

a. Not possible to be applied in all subjects in the business students formation.

b. A significant percentage of the assessment of the subject is made to the group and not
individuals. However, this is no problem to the extent that all students learn. However,
you can also incorporate a self-assessment system of student within the group.
c. It is estimated that much more work and dedication of students and professors is
required for the CRT when compared to the traditional teaching methodologies.