The study of real-world situations. What would you do? How does this relate to our coursework? Why does it matter?
Simply put, Learning by the Case Method (LBCM) involves discussion of real-life situations that adult learners have faced. Case writers are good reporters who present real-life situations to learners. As they review the cases, learners put themselves in the shoes of the executives, analyzing the actual situation, critiquing responses, and providing recommendations or a future plan of action. Here are some annotated resources related to LBCM.
Hammond, J. (2002). Learning by the case method. Harvard Business School Publishing, Case #9-376-241. (Educators can get free access to this article by opening a free HBSP account)
Hammond's (2002) article describes LBCM as entertaining and the "most practical way to learn managerial skills." It is also a bit confusing, which is why the author reviews the following four phases in the case-learning process:
This section explains to students that their critical thinking and analytical skills are crucial in order to do well in LBCM as well as in real-life business management. Both qualitative and quantitative evidence is needed to support arguments and opinions. Once a case is read, Instructors facilitate an in-class, face-to-face, or virtual discussion designed to obtain students' defense of chosen arguments. Reasoning and problem-solving are crucial aspects of this process as well.
Case studies cover knowledge from various situations and organizations. Problems are interdependent and yet students can intensely and selectively learn to emphasize those management domains that are involved. For example, the Cirque du Soleil HBSP case from 2002 reviews the organization from human resources management and group dynamics perspectives.
Student interaction is as important in discussions as is the lecture from the professor and the knowledge conveyed about the organization covered in the case. Students bring their varied backgrounds and skills from working in different professional fields. They learn to ask the right questions, how to consider opposing perspectives, how to negotiate the importance of problems, and how to brainstorm for possible solutions together (see Alex Osborn's book from 1953 – "Applied imagination" for the basics of the classical brainstorming process).
What is most useful in the LBCM is learning by doing and in a socially interactive manner. Please have in mind that intrinsic student motivation is important to reinforce the same benefits in a virtual class discussion as the interaction among students is different and subject to the rules of the corresponding media.
This section guides students through how to approach the actual reading of the case: to read carefully, highlighting key facts, seeking the basic problems, developing a set of recommendations after gathering both qualitative and quantitative facts. Working alone and in small groups with fellow classmates strengthens students' first impressions and analytical approach to the case.
In class, faculty lead an organized discussion emphasizing chosen aspects or learning material concepts. They pose questions, play the opposing view's advocate, highlight issues, and facilitate debate. Faculty are advised to use conceptual frameworks and theories from the relevant field (organizational behavior, management, psychology, sociology, etc.) to help students organize their thoughts or apply principles. Towards the end of the discussion they summarize and draw out the useful lessons.
Given that Business and Management are not exact sciences, LBCM does not aim to provide an exact answer to organizational problems and issues. Leading students to reach several viable answers is a satisfactory result of this learning method. Since the cases that are studied are real-life organizational situations, faculty may share with the class how the problem was resolved by the actual organization in the end. Even this, however, is not always the right answer for the posed questions. The most important take away for students is that they can defend their own thought process, they can argue for their choices, and they can evaluate how they arrived at their conclusions. Ultimately, students will feel better prepared if they come across a similar situation at work and they will know how to approach the situation and where to begin. Most importantly, students will have experience with the critical aspects of each answer and a better understanding of why this the advise provided by professors or textbooks.
This section summarizes nine steps students might want to take in order to benefit to the fullest: 1) prepare before class; 2) discuss with peers/colleagues before class; 3) participate in class; 4) share personal professional and social experiences; 5) constantly relate the case to the class topics; 6) actively apply learning; 7) make notes during discussions of what others bring to the table; 8) develop contacts with classmates and network; and 9) enhance personal management styles through the rich and varying perspectives of others.
Austin, J., Heskett, J., & Bartlett, C. (2015). Key elements for classroom cases and learning notes. Harvard Business School Publishing, Case #9-915-417.
Austin et al.'s article listed above is directed more to instructors and educators with practical steps of how to prepare proper teaching notes and how to construct various media student discussions. The article covers the following:
The article also goes over the most important elements of excellent cases:
The article outlines the elements of excellent teaching notes:
And finally, the article also reviews the elements of excellent cases and teaching notes integration: