ABSTRACT
This chapter discusses what are the essential roles of the case tutor before, during and after the case class session, when should we adapt our style to suit a changing learner context, and how do we know when to change our approach. One common issue raised by tutors is why some case classes work well with, for example, a Master’s group, in one year and then not so well in the same Master’s programme in the following year. A case tutor from Australia once shared a problem that he encountered when selecting a case focusing on Qantas: the Australian flag-carrier airline. Choosing the right case is just one of the responsibilities for the tutor that serves to maintain learner engagement and interest. The tutor is often respected by the class as the specialist knowledge provider, and rightly so.
