MITI= - ERIC

1 T HESJED 133 280SO 009 709 MITI= Ter csco, Paul H., EdOthersTIMEA Businosis. fY ouny Decion ITUTD 4fbi: 'IFiP it (jkIl Oniv., Boston,1. ofTfIlicl'-icp,V118 DATENOTPPk_MF-$0. 8J NC- $ plus P-ESCRTHO RSAdMitli:3trativQProblems; Bus iness-le*Ca-die3;; *Cbange Strategi-. *Decision flaking;.,onomaciconomiFdc--)r.'3;Liiiut i. y;Froblem Soaving; Besonrce flatiaJsSecondaryEducation; *social StudioPACTTen case_dies taken from the business world arepreeuted to helvCJOII(3aLy school studentdevelop a realisticundtanding of economic problems. Disc:uszion of the cases can beintegrated into economics or social studies programs.)

2 By studyingconcrete eiamples of business reacting to changing economicconditions, students should learn to understand microeconomicreltionships such as business organization, competitive mechanisms,and economic motivation. Aal but one of the studies describe realsituations which have developed during the 1960s and 1970s in theNortheast. All historical and current factcs are provided, andstudents must analyze the data and make business decisions. Fore xample, the development of a national restaurant chain is explainedin terms of demographic '7tudies, reasons for past successes andfailures, dud financial requirements of opening new sites.

3 ThreeposL4ible new sites arc described- Students must consider factors suchu s location, rent, building redesign, andavailability of liquorlicnses in selecting the most approptiatsite. 'Other cases involvet hefuture of the shoe indllstry, viability of an investment company,and relocation of a rubber and golf products company.(AV)Documents acquired by tRIC include many informal unpublisod* materials not availahie from other sources. ERIC makes every effort ** to obtain the best copy available. Vevertheless, items of marginal** reproducibility are often encountered and this affects the quality** of the microfiche and hardoopy reproductions ERIC makes available** vta the ERIC Document Reproduction Service (EDRS).

4 EDRS is not* responsible for the quality of the original document. Reproducti_* supplied by UPS are the best that can be made from the original.*-**0 $ OE PAN TMENT OFpitiArtvvrtj-norNAT IONAL INSrittJTCOrIDUCAT OON/ 4 I 5 DOCOTAVNTflA14f- PI4 ()-nu cr0 TT, fk((:( Iv!f NWTE D %ON OP Du DAN, /ATIONAT I T FOIDTViT -5,V Off ()ONION%VOTED DO NOT Dr( ffkl111I ta fu4 Df Of f,A(10,4A , TIT UT r Of4 D111 A 'OD PoTO(OD 10-, Dm('I(( ((OM( 1(1151,1(Vtr,(1eQSiern,((,,74(1(1(1';31t JrAlqAtulf FYI T.,-(1, I (I TOt (41(;" ((If!(j1111rt 11Ht. OffHI((If (F4(11) r',11(.)))))))))))))))))))))))))))))))

5 !('ff ',11 Mfir'I(422 These cases have been developed with thecomplete cooperation of thecompanies involved. All cases have beenreleased for reproduction and use ofthese cases for edUcational purposesis credit when using a wouldalso be welcome from 1976 Business History andF oriomic Life Program, CU, Department of Curriculumand InstructionCollege of EducationNortheastern UniversityBoston, Massachusetts021L5 Printed by the Northeastern Univers (PressEditedbyPaulH. TedescoNorthoastorn Univer:s'itywith the as:3istance (Mass,Auhusotts) Public Sch,7, (M]s5achusett5) Puhlic Schools7 ABLE N_T_SACKNOWLEXEMENTSINTRODUCTIONCASESTHE COURTSHIP OF MILLERS FALLS.)))

6 *44 .. UNDER4,SAP COMPAINV THATWORE Porrr OF VIEW ..HOW TO SURVIVE IN A ..FIRST WATIONAL ..WHERE SHOULD aRovmp THE CROVNDR0 VND:7=-LORIWG IS THE GREEN?.IS FOXBORO IN YOUR FUTURE?..GROWIHI TTROUGH TECHNOLOGY4 PAGEACKNOWLEDGMEN' , were developed as an integral part of the1976 SuramoThWdic= Workshop--TUE ROLE lr BUSTNESS IN CONTENPOPARYAMERICAN LIFE offered by Northeastern Univerity'sColleges ofBusiness AdmiListration and Education and sponsorcA by the BostonChapter of the Yinancial Executives wish to thank the members of FEi, not only fortheirfinancial support of this important ventvre in businesseducation,but for their personal commitment to a morepositive relationshipbetween business and the society it particular.

7 The members of the FEI Committee onGovernmentand Business Relations arranged for the tencompanies used as casesubjects by the this relationship, these materials,which ere meant for classroom use, would nothave been also to the specific companies for their opennessand concernfor the success of this for one case, all names and situations 'lever, cases should be regarded as illustrationsfor classroom (,4iscuss-ions rather than as solutions to specific I0 D U C -IONnince 1:911, the HuF,ineiis History andEconomic Life Proghas been training teachers and developing casematerials to auqiaexiLandtrengthen _conomic offerings currentlyavailable in the second-ary touches ali our history andanecdotes surrounding it provide a colorfulapproach to the reasofor learning economics in the first can be adaptea toarouse and sustain interest inthe many facets of economic businesslife--both public and collection of cases has been preparedby classroom teacherswith secondary school students a product is a reflect-ion of the talent.)

8 Experience, andsensitivity that exists among one uses the cases it should benoted that theintent is to develop economic understandingrather thah the detailedoerspective of a business economic situationswithin the context of a regularsecondary school social studies curriculum, canlay the groundworkfor a realistic understanding ofeconomic problems, for both theterminal students and for those who will latertake more advancodanalysis cas e are particularly effectivefor int oducingeconomics in the classroom because they center onreal people inspecific in:ovide abundant material foranalysinqand understanding business organizhtion, competit.

9 Ve mechanisms, economicmotivation and the addition, the in a caseextends beyond the singlefirm, enabling the teacher to move into anumber of , by providing concreteexamples of business reacting tochangingeconomic conditions, the cases are ableto give far more meaning tothe stdent than abstract cases in this casebook aremeant to provoke discussionamongst young people in orderthat_they may begin to investigatewhat goes into the makimj of more detailed infor-mation on how to utilize cases, casemethod, and the making ofone's own cases, please consult PaulH.

10 Tedesco, Teaching. WithCase Studies (Boston: TheFederal Reserve Bank, 1974).CoPtes ofthis publication can be obtainedfree by writing the Public Infor-mation Center, Federal Reserve Bankof Boston, Boston, materials that might beof assistance are contained ina quarterly publicationof the BHelp project, The BHelpNewsletter .In particular, Paul , "A Bibliography of MaterialsCase Method for Teachers" andthe "BHelp Case Bibliography"in thispublication (Vol. IX, No. 4--Fa1l1976)should be especially COURTSHIP OFMILLERS FALLSEG&G wlsIally entahL i:=7;hed ar aseientifieally-orientedproblem solving ent] several years, EG6 Gperformed.