Remember, a case study is a puzzle to be solved, so before reading and answering the specific case and study questions, develop your proposed solution by following these five steps:
Read the case study to identify the key issues and underlying issues. These issues are the principles and concepts of the course area which apply to the situation described in the case study.
Record the facts from the case study which are relevant to the principles and concepts of the course area issues. The case may have extraneous information not relevant to the current course area. Your ability to differentiate between relevant and irrelevant information is an important aspect of case analysis, as it will inform the focus of your answers.
Describe in some detail the actions that would address or correct the situation.
Consider how you would support your solution with examples from experience or current real-life examples or cases from textbooks.
Complete this initial analysis and then read the discussion questions. Typically, you will already have the answers to the questions but with a broader consideration. At this point, you can add the details and/or analytical tools required to solve the case.
Case Study Questions:
Compare and contrast the appliance strategies used by another multinational appliance company such as LG, Samsung, Bosch-Siemens, Electrolux, Whirlpool, etc. and Haier.
What is Haierâs internationalization strategy?
Does Haierâs international strategy appear to be effective?
Is it likely that Haierâs success and management practices can be applied outside of China? Why or why not?
Sample Solution
hools now have to use the EA in relation to:- Admissions The way it provides education for all pupils How it provides pupils access to any benefit or service Excluding a pupil or subjecting them to any other detriment How has the EA effected Admissions for SEN students schools? Provision under the EA (2010) states that admission arrangements for all students must be fair and not unfairly discriminate either directly or indirectly, a child with a disability or SEN. This clearly means that all schools must develop policies and practices that will promote equality for all students including those protected by the EA. According to (Hills 2012 p37) âIt is never unlawful discrimination to treat a pupil with a disability more favourably than a non-disabled pupil because of their disabilityâ. Students with SEN, who do not have a statement, must be educated in mainstream schools apart from exceptional circumstances. The Code of Practice (2001) when discussing school admissions states that admission authorities should not make âsubjective judgmentsâ.This means that an admission should not be made on an individualâs perception of a studentâs particular disability. The EA (2010) supports the Code of Practice by stating that it is unlawful for the school to discriminate against or victimise a person, in the arrangements it makes in deciding who is offered admission to school and with regards to the terms on which it offers to admit a pupil. Study from Code of Practice for Schools (2001 p5) âA pupil seeking admission who has Touretteâs syndrome is being interviewed for a place at the school. He makes inappropriate comments during the interview and for this reason is not selected for admission. The fact that the school did not know that the pupil had Touretteâs syndrome may not be a defence because no attempt was made by the school to establish if there was a particular reason for this behaviour. His could constitute unlawful discrimination arisin>
hools now have to use the EA in relation to:- Admissions The way it provides education for all pupils How it provides pupils access to any benefit or service Excluding a pupil or subjecting them to any other detriment How has the EA effected Admissions for SEN students schools? Provision under the EA (2010) states that admission arrangements for all students must be fair and not unfairly discriminate either directly or indirectly, a child with a disability or SEN. This clearly means that all schools must develop policies and practices that will promote equality for all students including those protected by the EA. According to (Hills 2012 p37) âIt is never unlawful discrimination to treat a pupil with a disability more favourably than a non-disabled pupil because of their disabilityâ. Students with SEN, who do not have a statement, must be educated in mainstream schools apart from exceptional circumstances. The Code of Practice (2001) when discussing school admissions states that admission authorities should not make âsubjective judgmentsâ.This means that an admission should not be made on an individualâs perception of a studentâs particular disability. The EA (2010) supports the Code of Practice by stating that it is unlawful for the school to discriminate against or victimise a person, in the arrangements it makes in deciding who is offered admission to school and with regards to the terms on which it offers to admit a pupil. Study from Code of Practice for Schools (2001 p5) âA pupil seeking admission who has Touretteâs syndrome is being interviewed for a place at the school. He makes inappropriate comments during the interview and for this reason is not selected for admission. The fact that the school did not know that the pupil had Touretteâs syndrome may not be a defence because no attempt was made by the school to establish if there was a particular reason for this behaviour. His could constitute unlawful discrimination arisin>
