Bridging the Gap Between Theory and Real-World Practice 

Case studies have the ability to bridge the gap between theory and real-world practice. They can convey the nuances of the internal and external business environment within which businesses operate. They provide a brilliant opportunity for students to apply textbook concepts creatively to a unique context while analyzing which of these concepts work and which ones will not. They grapple with ambiguity and are nudged through case discussions and reviews to come up with creative solutions. The end goal is that African business schools produce business professionals capable of thinking creatively and critically and are well exposed to the nuances of the business environments for which they are being trained.  

To date, leading universities around the world leverage the case teaching method to produce stellar professionals. Think of Harvard Business School and University of Virginia’s Darden Business School in the United States, INSEAD in France and Singapore, Western University’s Ivey Business School in Canada, and IESE Business School in Spain. I am aware that a few institutions in Africa leverage the case method in a similar fashion, among them being the Wits Business School in South Africa. It’s time for a larger case-writing and case-teaching movement on the continent. Business development on the continent stands the chance of seeing remarkable growth if we are willing to train business professionals using context-relevant and diverse cases on businesses in Africa. 

Addressing the Realities and Challenges 

It is important to note that taking up this challenge will come with a myriad of challenges we need to prepare for. Contrary to the narrative that African businesses are hesitant to grant access to their data, I find that several businesses are willing to share their stories both positive and negative, but often with the exception of their financials. I suggest starting with what they are willing to share and slowly demonstrating the usefulness of these cases to them. I also believe that there are workarounds for the financials: case writers can present to these firms so they feel safe enough to share complete or partial details of their financials. 

Another common challenge with case writing I observe is the lack of clarity on its place as a recognised academic output for academic promotion. Several academics I have spoken to have voiced concerns about case studies not counting as traditional research and therefore not contributing significantly to their efforts to get promoted especially within the “publish or perish” contexts of higher education institutions. It’s high time African higher education institutions recognise the place of the case in transforming the continent and provide room for it in promotion frameworks. This will encourage academics interested in case writing to look in that direction. There is a need to create a supportive environment to support case writing ranging from support with finding case clients, recognition for written cases, and funding to support the case-writing process.