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7 Favorite Business Case Studies to Teach—and Why

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FEATURED CASE STUDIES

The Army Crew Team . Emily Michelle David of CEIBS

ATH Technologies . Devin Shanthikumar of Paul Merage School of Business

Fabritek 1992 . Rob Austin of Ivey Business School

Lincoln Electric Co . Karin Schnarr of Wilfrid Laurier University

Pal’s Sudden Service—Scaling an Organizational Model to Drive Growth . Gary Pisano of Harvard Business School

The United States Air Force: ‘Chaos’ in the 99th Reconnaissance Squadron . Francesca Gino of Harvard Business School

Warren E. Buffett, 2015 . Robert F. Bruner of Darden School of Business

To dig into what makes a compelling case study, we asked seven experienced educators who teach with—and many who write—business case studies: “What is your favorite case to teach and why?”

The resulting list of case study favorites ranges in topics from operations management and organizational structure to rebel leaders and whodunnit dramas.

1. The Army Crew Team

Emily Michelle David, Assistant Professor of Management, China Europe International Business School (CEIBS)

“I love teaching  The Army Crew Team  case because it beautifully demonstrates how a team can be so much less than the sum of its parts.

I deliver the case to executives in a nearby state-of-the-art rowing facility that features rowing machines, professional coaches, and shiny red eight-person shells.

After going through the case, they hear testimonies from former members of Chinese national crew teams before carrying their own boat to the river for a test race.

The rich learning environment helps to vividly underscore one of the case’s core messages: competition can be a double-edged sword if not properly managed.

Executives in Emily Michelle David’s organizational behavior class participate in rowing activities at a nearby facility as part of her case delivery.

Despite working for an elite headhunting firm, the executives in my most recent class were surprised to realize how much they’ve allowed their own team-building responsibilities to lapse. In the MBA pre-course, this case often leads to a rich discussion about common traps that newcomers fall into (for example, trying to do too much, too soon), which helps to poise them to both stand out in the MBA as well as prepare them for the lateral team building they will soon engage in.

Finally, I love that the post-script always gets a good laugh and serves as an early lesson that organizational behavior courses will seldom give you foolproof solutions for specific problems but will, instead, arm you with the ability to think through issues more critically.”

2. ATH Technologies

Devin Shanthikumar, Associate Professor of Accounting, Paul Merage School of Business

“As a professor at UC Irvine’s Paul Merage School of Business, and before that at Harvard Business School, I have probably taught over 100 cases. I would like to say that my favorite case is my own,   Compass Box Whisky Company . But as fun as that case is, one case beats it:  ATH Technologies  by Robert Simons and Jennifer Packard.

ATH presents a young entrepreneurial company that is bought by a much larger company. As part of the merger, ATH gets an ‘earn-out’ deal—common among high-tech industries. The company, and the class, must decide what to do to achieve the stretch earn-out goals.

ATH captures a scenario we all want to be in at some point in our careers—being part of a young, exciting, growing organization. And a scenario we all will likely face—having stretch goals that seem almost unreachable.

It forces us, as a class, to really struggle with what to do at each stage.

After we read and discuss the A case, we find out what happens next, and discuss the B case, then the C, then D, and even E. At every stage, we can:

see how our decisions play out,

figure out how to build on our successes, and

address our failures.

The case is exciting, the class discussion is dynamic and energetic, and in the end, we all go home with a memorable ‘ah-ha!’ moment.

I have taught many great cases over my career, but none are quite as fun, memorable, and effective as ATH .”

3. Fabritek 1992

Rob Austin, Professor of Information Systems, Ivey Business School

“This might seem like an odd choice, but my favorite case to teach is an old operations case called  Fabritek 1992 .

The latest version of Fabritek 1992 is dated 2009, but it is my understanding that this is a rewrite of a case that is older (probably much older). There is a Fabritek 1969 in the HBP catalog—same basic case, older dates, and numbers. That 1969 version lists no authors, so I suspect the case goes even further back; the 1969 version is, I’m guessing, a rewrite of an even older version.

There are many things I appreciate about the case. Here are a few:

It operates as a learning opportunity at many levels. At first it looks like a not-very-glamorous production job scheduling case. By the end of the case discussion, though, we’re into (operations) strategy and more. It starts out technical, then explodes into much broader relevance. As I tell participants when I’m teaching HBP's Teaching with Cases seminars —where I often use Fabritek as an example—when people first encounter this case, they almost always underestimate it.

It has great characters—especially Arthur Moreno, who looks like a troublemaker, but who, discussion reveals, might just be the smartest guy in the factory. Alums of the Harvard MBA program have told me that they remember Arthur Moreno many years later.

Almost every word in the case is important. It’s only four and a half pages of text and three pages of exhibits. This economy of words and sparsity of style have always seemed like poetry to me. I should note that this super concise, every-word-matters approach is not the ideal we usually aspire to when we write cases. Often, we include extra or superfluous information because part of our teaching objective is to provide practice in separating what matters from what doesn’t in a case. Fabritek takes a different approach, though, which fits it well.

It has a dramatic structure. It unfolds like a detective story, a sort of whodunnit. Something is wrong. There is a quality problem, and we’re not sure who or what is responsible. One person, Arthur Moreno, looks very guilty (probably too obviously guilty), but as we dig into the situation, there are many more possibilities. We spend in-class time analyzing the data (there’s a bit of math, so it covers that base, too) to determine which hypotheses are best supported by the data. And, realistically, the data doesn’t support any of the hypotheses perfectly, just some of them more than others. Also, there’s a plot twist at the end (I won’t reveal it, but here’s a hint: Arthur Moreno isn’t nearly the biggest problem in the final analysis). I have had students tell me the surprising realization at the end of the discussion gives them ‘goosebumps.’

Finally, through the unexpected plot twist, it imparts what I call a ‘wisdom lesson’ to young managers: not to be too sure of themselves and to regard the experiences of others, especially experts out on the factory floor, with great seriousness.”

4. Lincoln Electric Co.

Karin Schnarr, Assistant Professor of Policy, Wilfrid Laurier University

“As a strategy professor, my favorite case to teach is the classic 1975 Harvard case  Lincoln Electric Co.  by Norman Berg.

I use it to demonstrate to students the theory linkage between strategy and organizational structure, management processes, and leadership behavior.

This case may be an odd choice for a favorite. It occurs decades before my students were born. It is pages longer than we are told students are now willing to read. It is about manufacturing arc welding equipment in Cleveland, Ohio—a hard sell for a Canadian business classroom.

Yet, I have never come across a case that so perfectly illustrates what I want students to learn about how a company can be designed from an organizational perspective to successfully implement its strategy.

And in a time where so much focus continues to be on how to maximize shareholder value, it is refreshing to be able to discuss a publicly-traded company that is successfully pursuing a strategy that provides a fair value to shareholders while distributing value to employees through a large bonus pool, as well as value to customers by continually lowering prices.

However, to make the case resonate with today’s students, I work to make it relevant to the contemporary business environment. I link the case to multimedia clips about Lincoln Electric’s current manufacturing practices, processes, and leadership practices. My students can then see that a model that has been in place for generations is still viable and highly successful, even in our very different competitive situation.”

5. Pal’s Sudden Service—Scaling an Organizational Model to Drive Growth

Gary Pisano, Professor of Business Administration, Harvard Business School

“My favorite case to teach these days is  Pal’s Sudden Service—Scaling an Organizational Model to Drive Growth .

I love teaching this case for three reasons:

1. It demonstrates how a company in a super-tough, highly competitive business can do very well by focusing on creating unique operating capabilities. In theory, Pal’s should have no chance against behemoths like McDonalds or Wendy’s—but it thrives because it has built a unique operating system. It’s a great example of a strategic approach to operations in action.

2. The case shows how a strategic approach to human resource and talent development at all levels really matters. This company competes in an industry not known for engaging its front-line workers. The case shows how engaging these workers can really pay off.

3. Finally, Pal’s is really unusual in its approach to growth. Most companies set growth goals (usually arbitrary ones) and then try to figure out how to ‘backfill’ the human resource and talent management gaps. They trust you can always find someone to do the job. Pal’s tackles the growth problem completely the other way around. They rigorously select and train their future managers. Only when they have a manager ready to take on their own store do they open a new one. They pace their growth off their capacity to develop talent. I find this really fascinating and so do the students I teach this case to.”

6. The United States Air Force: ‘Chaos’ in the 99th Reconnaissance Squadron

Francesca Gino, Professor of Business Administration, Harvard Business School

“My favorite case to teach is  The United States Air Force: ‘Chaos’ in the 99th Reconnaissance Squadron .

The case surprises students because it is about a leader, known in the unit by the nickname Chaos , who inspired his squadron to be innovative and to change in a culture that is all about not rocking the boat, and where there is a deep sense that rules should simply be followed.

For years, I studied ‘rebels,’ people who do not accept the status quo; rather, they approach work with curiosity and produce positive change in their organizations. Chaos is a rebel leader who got the level of cultural change right. Many of the leaders I’ve met over the years complain about the ‘corporate culture,’ or at least point to clear weaknesses of it; but then they throw their hands up in the air and forget about changing what they can.

Chaos is different—he didn’t go after the ‘Air Force’ culture. That would be like boiling the ocean.

Instead, he focused on his unit of control and command: The 99th squadron. He focused on enabling that group to do what it needed to do within the confines of the bigger Air Force culture. In the process, he inspired everyone on his team to be the best they can be at work.

The case leaves the classroom buzzing and inspired to take action.”

7. Warren E. Buffett, 2015

Robert F. Bruner, Professor of Business Administration, Darden School of Business

“I love teaching   Warren E. Buffett, 2015  because it energizes, exercises, and surprises students.

Buffett looms large in the business firmament and therefore attracts anyone who is eager to learn his secrets for successful investing. This generates the kind of energy that helps to break the ice among students and instructors early in a course and to lay the groundwork for good case discussion practices.

Studying Buffett’s approach to investing helps to introduce and exercise important themes that will resonate throughout a course. The case challenges students to define for themselves what it means to create value. The case discussion can easily be tailored for novices or for more advanced students.

Either way, this is not hero worship: The case affords a critical examination of the financial performance of Buffett’s firm, Berkshire Hathaway, and reveals both triumphs and stumbles. Most importantly, students can critique the purported benefits of Buffett’s conglomeration strategy and the sustainability of his investment record as the size of the firm grows very large.

By the end of the class session, students seem surprised with what they have discovered. They buzz over the paradoxes in Buffett’s philosophy and performance record. And they come away with sober respect for Buffett’s acumen and for the challenges of creating value for investors.

Surely, such sobriety is a meta-message for any mastery of finance.”

More Educator Favorites

Emily Michelle David is an assistant professor of management at China Europe International Business School (CEIBS). Her current research focuses on discovering how to make workplaces more welcoming for people of all backgrounds and personality profiles to maximize performance and avoid employee burnout. David’s work has been published in a number of scholarly journals, and she has worked as an in-house researcher at both NASA and the M.D. Anderson Cancer Center.

Devin Shanthikumar  is an associate professor and the accounting area coordinator at UCI Paul Merage School of Business. She teaches undergraduate, MBA, and executive-level courses in managerial accounting. Shanthikumar previously served on the faculty at Harvard Business School, where she taught both financial accounting and managerial accounting for MBAs, and wrote cases that are used in accounting courses across the country.

Robert D. Austin is a professor of information systems at Ivey Business School and an affiliated faculty member at Harvard Medical School. He has published widely, authoring nine books, more than 50 cases and notes, three Harvard online products, and two popular massive open online courses (MOOCs) running on the Coursera platform.

Karin Schnarr is an assistant professor of policy and the director of the Bachelor of Business Administration (BBA) program at the Lazaridis School of Business & Economics at Wilfrid Laurier University in Waterloo, Ontario, Canada where she teaches strategic management at the undergraduate, graduate, and executive levels. Schnarr has published several award-winning and best-selling cases and regularly presents at international conferences on case writing and scholarship.

Gary P. Pisano is the Harry E. Figgie, Jr. Professor of Business Administration and senior associate dean of faculty development at Harvard Business School, where he has been on the faculty since 1988. Pisano is an expert in the fields of technology and operations strategy, the management of innovation, and competitive strategy. His research and consulting experience span a range of industries including aerospace, biotechnology, pharmaceuticals, specialty chemicals, health care, nutrition, computers, software, telecommunications, and semiconductors.

Francesca Gino studies how people can have more productive, creative, and fulfilling lives. She is a professor at Harvard Business School and the author, most recently, of  Rebel Talent: Why It Pays to Break the Rules at Work and in Life . Gino regularly gives keynote speeches, delivers corporate training programs, and serves in advisory roles for firms and not-for-profit organizations across the globe.

Robert F. Bruner is a university professor at the University of Virginia, distinguished professor of business administration, and dean emeritus of the Darden School of Business. He has also held visiting appointments at Harvard and Columbia universities in the United States, at INSEAD in France, and at IESE in Spain. He is the author, co-author, or editor of more than 20 books on finance, management, and teaching. Currently, he teaches and writes in finance and management.

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The Best Critical Thinking Questions in Business

Critical Thinking: Hypothesis-Driven Thinking

Anyone can come up with a good idea. The real challenge is putting that idea into action. In this online course, explore how to form compelling, testable hypotheses and bring ideas to life in your own organization.

Critical Thinking: Structured Reasoning

Even a few simple techniques for logical decision making and persuasion can vastly improve your skills as a leader. Explore how critical thinking can help you evaluate complex business problems, reduce bias, and devise effective solutions.

Critical Thinking: Problem-Solving

Problem-solving is a central business skill, and yet it's the one many people struggle with most. This course will show you how to apply critical thinking techniques to common business examples, avoid misunderstandings, and get at the root of any problem.

Soft skills can be a true superpower in your career, and one of the best among them is critical thinking. Everyone says so, from the World Economic Forum to Forbes .

Much of the power of critical thinking comes from identifying and solving problems through questions. To find out which critical thinking questions have the most value and why, we spoke to three lecturers who teach Critical Thinking at GLOBIS University .

3 Reasons Employers Value Critical Thinking in Business

Critical thinking is a great mental exercise in its own right. It can help with more organized, logical thinking and persuasiveness. It can expand your point of view and, as an extension, raise your emotional intelligence.

But there are a few important reasons employers are seeing the value of critical thinking in business management now more than ever.

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5 Critical Thinking Interview Questions to Evaluate New Talent

How to Identify and Remove Barriers to Critical Thinking

“You want to hire people who can think for themselves.”

Critical thinking in business is important because you want to hire people who can think for themselves and give creative opinions based on their own experiences. This may seem obvious, but you might be surprised how often people look for employees who just reinforce the status quo.

The most valuable employees don’t just accept what we say as management. They think about how and where something works. They also consider where it may not work, why, and what to do about it.

Modern companies must utilize diversity. Diversity of thought requires an inclusive environment where people feel comfortable enough to express a devil’s advocate opinion. Without that, diversity is wasted or, at best, kept from reaching its full potential.

—Brian Cathcart, GLOBIS University

“Conventional wisdom is less and less applicable.”

Things are changing drastically, and everyone is feeling anxious. Conventional wisdom is less and less applicable. But critical thinking enables us to think independently and proactively while questioning conventional wisdom and precedents.

Employers will want to know whether you will work passively in the face of drastic change or become a human resource who can take charge of opportunities and solve problems proactively.

—Hideaki Kanazawa, GLOBIS University

“We need to make better business decisions.”

In an age where technology is moving quickly and we have access to more information than ever before, there remains one constant: We need to make better business decisions.

The essential skills of critical thinking, including analysis, communication, and problem solving , are applicable across a wide variety of fields. Employees who have a solid foundation of these skills can flexibly apply them to the changing nature of business , especially in roles where strategy is an important part of the job.

—Alex Scharf, GLOBIS Corporate Education

5 of the Best Books on Critical Thinking and Problem-Solving

The Importance of Critical Thinking and Problem-Solving in Startup Culture

5 Critical Thinking Questions for the Business World

Employers are seeking critical thinking skills in business. So how can you demonstrate that you have them?

One of the core components of critical thinking is asking questions . Here are a few recommendations from GLOBIS lecturers that can be applied to your day-to-day thought process and stimulate your skills as a critical thinker and problem solver.

“Why me, why this, why now?”

Even if you trust your boss (and I hope you do!), you want to ask yourself contextual questions like, “Why are they asking me to do this now?” There are three critical thinking keywords here:

These are all significant for understanding the background of assigned tasks and therefore becoming a more effective employee.

It’s important to understand why a task is important to the greater context of the company strategy. Considering that can help you think and act more strategically and communicate more persuasively . It can also help you in your career planning.

“Do you agree or disagree?”

Often people get stuck at the starting point, wasting time when they could be analyzing the problem and digging deeper. It’s difficult to stare at a blank slate and come to a meaningful decision, so I always encourage learners to start with their instinctual response.

Of course, once you collect facts and draw conclusions , it’s more than OK to change your position. In fact, by changing your position and preparing counterarguments to the opposite point of view, you can often make your argument stronger.

“Is this an important question?”

Peter Drucker said, “The most serious mistakes are not being made as a result of wrong answers. The truly dangerous thing is asking the wrong questions.”

We tend to either think about the questions we really want to think about or work on issues our bosses assign us to without question. It’s also easy to get swept up in the information at hand and lose sight of the big picture. However, if you get off to the wrong start, everything you think about after that will take you in the wrong direction.

The most important thing is to be willing to ask yourself, “Is this really something I should think about?” or “Is this an important question?” These questions will help ensure you’re looking at the right issue in the first place.

Critical Thinking as Rethinking

Even a solid grasp of frameworks like MECE , logic trees , and the Pyramid Principle won’t enable you to solve problems instantly. The ability to think critically involves analysis, hypothesis testing, and rethinking in order to make an informed decision.

As Kanazawa puts it, “Critical thinking is a way of solving problems by objectively analyzing them with a healthy critical spirit.” Incorporating critical thinking questions will ensure that spirit adds value to your organization and spurs your growth as a professional in a changing world.

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How to Take Better Business Decisions: 50 Great Questions for Critical Thinking

A leader should be interested in developing 2 competencies in the people within their organisation:

• Good Decision Making (to take good choices about how to use the resources of the organisation to achieve strategic plans)
• Influencing Skills (because if they cannot influence their peers, people will have to involve you every time…)

If your team doesn’t have #1 they are taking poor decisions.  If your team doesn’t have #2 they cannot execute without your support (you will be sucked in to every initiative).

In order to take Good Decisions, you need to ask great questions.  

Most people ask few questions and rapidly jump to a solution.  Great decision makers ask many questions and get many perspectives before they commit to a decision.  Here’s a set of great questions…

This set of questions was inspired by the Global Digital Citizen Foundation and by Vistage Issue Processing where we help leaders develop the ability to ask great questions to help leaders think more deeply and see new perspectives, clarify objectives and take disciplined effective action.

The Ultimate Guide to Great Questions for Critical Thinking

Divided into who, what, where, when, why, how…

• …benefits from this?
• …is this harmful to?
• …makes decisions about this?
• …is most directly affected?
• …have you also heard discuss this?
• …would be the best person to consult?
• …else has overcome a similar challenge?
• …will be the key people in this?
• …deserves recognition for this?
• …is the impact on you?
• …is the impact on those close to you?
• …are the strengths/weaknesses?
• …is another perspective?
• …is another alternative?
• …would be a counter-argument?
• …is the best/worst case scenario?
• …is the most/least important?
• …can we do to make a positive change?
• …is getting in the way of taking action?
• …else would we see this problem showing up in your life?
• …else have you overcome this type of challenge?
• …are there similar situations?
• …is there the most need for this?
• …would this be the greatest problem?
• …can we get more information?
• …do we go for help with this?
• …will this idea take us?
• …are the areas for improvement?
• …is this acceptable/unacceptable?
• …would this benefit you?
• …would this cause a problem?
• …is the best time to take action?
• …will we know we’ve succeeded?
• …has this played a part in your past?
• …can we expect this to change?
• …should we ask for help with this?
• …is this a problem/challenge?
• …is it relevant to your goals?
• …is this the best/worst scenario?
• …are people influenced by this?
• …should people know about this?
• …has it been this way for so long?
• …is there a need for this today?
• …is this similar to _____?
• …does this disrupt things?
• …do we know the truth about this?
• …does this benefit you/us/others?
• …does this harm you/us/others?
• …do we see this playing out in the future?
• …can we help you?

I Keep Six Honest Serving Men Rudyard Kipling I KEEP six honest serving-men  (They taught me all I knew); Their names are What and Why and When   And How and Where and Who. I send them over land and sea,  I send them east and west; But after they have worked for me,   I  give them all a rest.

I  let them rest from nine till five,  For I am busy then, As well as breakfast, lunch, and tea,  For they are hungry men. But different folk have different views;  I know a person small— She keeps ten million serving-men, Who get no rest at all!

She sends’em abroad on her own affairs,  From the second she opens her eyes— One million Hows, two million Wheres, And seven million Whys!

The Elephant’s Child 

More Great Questions for Vistage Groups

• https://marktaylor.nyc/2010/12/05/are-you-processing-vistage-issues-with-integrity/
• https://blog.vistage.co.uk/what-is-the-vistage-issue-processing-framework-and-why-does-it-work

Great Questions for Teaching & the Learning Process

• https://globaldigitalcitizen.org/questions-essential-fluency-development

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CAPITULO 1 Globalization Critical Thinking and Discussion Questions 1

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This study examines the impact of the global digital economy on cost structures in Hollywood, as an example of an information-intensive - or intellectual property-dependent - industry. Furthermore, it analyzes how a shift in industry cost structures due to digital technology has impacted the issue priorities of film industry trade associations and lobbyists in their efforts to set and shape the US Government's legislative and foreign trade agendas. The research aims to answer these questions: 1) Given that digital technology exacerbates the appropriability problem of information-intensive industries by lowering the marginal costs of content reproduction, what will be the response of Hollywood's trade association as it seeks to protect the market dominance of American films? 2) What factors must come together in order for the industry's business-government relations representatives to deem the issue critical enough to merit substantive action? This thesis hypothesizes that it was the conjunction of a growing reliance on revenues from content licensing, as opposed to content exhibition, and a growing dependence on overseas profits, that were the two shifts in cost structure which prompted strategic changes as it became necessary to consider the intellectual property protection infrastructures of foreign nations. Only then did the issue prioritization and agenda-setting activities of the American film industry's trade associations widen in scope and breadth to accommodate the industry's new challenges in the digital economy.

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Defining Critical Thinking

Critical Thinking Questions

Show graphically that for any tariff, there is an equivalent quota that would give the same result. What would be the difference, then, between the two types of trade barriers? Hint : It is not something you can see from the graph.

From the Work It Out "Effects of Trade Barriers," you can see that a tariff raises the price of imports. What is interesting is that the price rises by less than the amount of the tariff. Who pays the rest of the tariff amount? Can you show this graphically?

If trade barriers hurt the average worker in an economy (due to lower wages), why does government create trade barriers?

Why do you think labor standards and working conditions are lower in the low-income countries of the world than in countries like the United States?

How would direct subsidies to key industries be preferable to tariffs or quotas?

How can governments identify good candidates for infant industry protection? Can you suggest some key characteristics of good candidates? Why are industries like computers not good candidates for infant industry protection?

Microeconomic theory argues that it is economically rationale (and profitable) to sell additional output as long as the price covers the variable costs of production. How is this relevant to the determination of whether dumping has occurred?

How do you think Americans would feel if other countries began to urge the United States to increase environmental standards?

Is it legitimate to impose higher safety standards on imported goods that exist in the foreign country where the goods were produced?

Why might the unsafe consumer products argument be a more effective strategy (from the perspective of the importing country) than using tariffs or quotas to restrict imports?

Why might a tax on domestic consumption of resources critical for national security be a more efficient approach than barriers to imports?

Why do you think that the GATT rounds and, more recently, WTO negotiations have become longer and more difficult to resolve?

An economic union requires giving up some political autonomy to succeed. What are some examples of political power countries must give up to be members of an economic union?

What are some examples of innovative products that have disrupted their industries for the better?

In principle, the benefits of international trade to a country exceed the costs, no matter whether the country is importing or exporting. In practice, it is not always possible to compensate the losers in a country, for example, workers who lose their jobs due to foreign imports. In your opinion, does that mean that trade should be inhibited to prevent the losses?

Economists sometimes say that protectionism is the “second-best” choice for dealing with any particular problem. What they mean is that there is often a policy choice that is more direct or effective for dealing with the problem—a choice that would still allow the benefits of trade to occur. Explain why protectionism is a “second-best” choice for:

• helping workers as a group
• helping industries stay strong
• protecting the environment
• advancing national defense

Trade has income distribution effects. For example, suppose that because of a government-negotiated reduction in trade barriers, trade between Germany and the Czech Republic increases. Germany sells house paint to the Czech Republic. The Czech Republic sells alarm clocks to Germany. Would you expect this pattern of trade to increase or decrease jobs and wages in the paint industry in Germany? The alarm clock industry in Germany? The paint industry in Czech Republic? The alarm clock industry in Czech Republic? What has to happen for there to be no increase in total unemployment in both countries?

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• Book title: Principles of Microeconomics 3e
• Publication date: Dec 14, 2022
• Location: Houston, Texas
• Book URL: https://openstax.org/books/principles-microeconomics-3e/pages/1-introduction
• Section URL: https://openstax.org/books/principles-microeconomics-3e/pages/20-critical-thinking-questions

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