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Cases studies present realistic situations, allowing students to balance theory with practice. The construction of cases studies was first developed as a tool for the study of law in the nineteenth century. By the mid-twentieth century, cases studies were increasingly used in other areas of professional education, including medicine, accounting, business and management studies, engineering, nursing and agriculture. Educators in these fields recognized that it was not enough to teach the generic principles and practices of a profession. It was equally if not more important to equip the student to cope with a variety of scenarios, so that he or she would be able to adapt easily to the wide range of work situations found within his or her chosen profession. The cases study is an account of an administrative problem or situation in a real or imagined organization. In addition to the description of a specific problem, cases study may include additional information necessary to place the scenario in context and an analysis of possible solutions or actions arising from the situation. One author of cases studies, Paul R. Lawrence, defined the cases study as follows: Good cases are the vehicle by which a chunk of reality is brought into the classroom to be worked over by the class and the instructor. Good cases keep the class discussion grounded upon some of the stubborn facts that must be faced in real life situations. It is the anchor on academic flights of speculation. It is the record of complex situations that must be literally pulled apart and put together again before the situations can be understood. It is the target for the expression of attitudes or ways of thinking brought into the classroom. The purpose of using cases study in a teaching environment is to present the student with a scenario as close to that which he or she may encounter in subsequent work, in order that the student may be able to work through the problem and devise reasonable and workable solutions. The cases study puts the student in the problem solver’s shoes. The cases study does not provide answers. Rather, it raises questions and allows the student to work through the decision-making process and find his or her preferred solution. The cases study generates an action-oriented teaching environment; the student must actively participate in the process in order to meet the learning objectives. Through this process, much of the responsibility for learning is naturally transferred to the student. Cases studies can be used in teaching in a variety of ways. The choice of teaching method is of course up to the individual instructor, based on the resources and time available, the nature of the class and the students and the subject of the cases study in question. It is important to note that, as the cases study method of teaching traditionally requires considerable interpretation and discussion among students and between students and teacher, it is not often used for teaching by distance education. It is possible to use cases studies in self-study programs, but this requires considerable planning and time on the part of the instructor, which in some respects is not in keeping with the independent nature of distance education work. The cases may be presented to students, either on the spot for immediate discussion, mirroring a real-life situation, or as preparatory work in advance of discussion in a later class. The discussion itself may take place among the entire class, or the class may be divided into small groups, each of which analyses the cases and reports back to the larger group. The cases study may be presented either in whole or in part as a role play. For example, the students may be given ‘parts’ as people in the cases and asked to present their ‘character’s’ concerns and point of view. Discussion and analysis would proceed either through the role play or at the conclusion, as a class review. The students may only be presented with part of the information and be required to ask particular questions to extract the rest of the data needed and provide their analysis and recommendations. The instructor or other students may serve as ‘actors’ to present the information and answer questions. The cases study may be presented as an assignment, with the student required to write an analysis and recommendations. This may be done as a take-home assignment or as part of an examination, requiring immediate response.
Pioneered by HBS faculty and one of the highlights of the HBS experience, the method of cases studies are a profound educational innovation that presents the greatest challenges confronting leading companies, nonprofits, and government organizations---complete with the constraints and incomplete information found in real business issues---and places the student in the role of the decision maker. There are no simple solutions; yet through the dynamic process of exchanging perspectives, countering and defending points, and building on each other's ideas, students become adept at analyzing issues, exercising judgment, and making difficult decisions---the hallmarks of skillful leadership. Over 80 percent of cases studies sold throughout the world are written by HBS faculty, who produce approximately 350 new cases studies per year. Simply put, the cases method is the best way to prepare students for the challenges of leadership. When students are presented with cases, they place themselves in the role of the decision maker as they read through the situation and identify the problem they are faced with. The next step is to perform the necessary analysis---examining the causes and considering alternative courses of actions to come to a set of recommendations. To get the most out of cases studies, students read and reflect on the cases, and then meet in learning teams before class to "warm up" and discuss their findings with other classmates. In class---under the questioning and guidance of the professor---students probe underlying issues, compare different alternatives, and finally, suggest courses of action in light of the organization's objectives. As you watch cases study unfold in class, you'll see students doing 85 percent of the talking, as the professor steers the conversation by making occasional observations and asking questions. This classroom interaction is enriched by ninety classmates from diverse industries, functions, countries, and experiences. At the end of the class, you'll be amazed at what you learn from exchanging ideas with your classmates. Class participation is so important to the learning model at HBS that 50 percent of a student's grade in many courses is based on the quality of class participation. This requires students and faculty to work closely together---another hallmark of the HBS experience. During their time at the School, students study and prepare over 500 cases. Do note that information given in the above 2 paragraphs for Harvard business school cases analysis are provided only as a guideline.
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