transformative methodology, at the cutting edge

•  How the Case Method Works
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• When students are presented with a case, 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, considering alternative courses of actions—to come to a set of recommendations.
• To get the most out of cases, students read and reflect on the case and then often meet in small study groups 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 company's objectives.
• As a case study unfolds in class, students do 85% of the talking, as the professor steers the conversation by making occasional observations and asking questions. This classroom interaction is enriched by the 80-90 individuals from diverse industries, functions, countries, and experiences.
• During their time at Harvard Business School, students study and prepare over 500 cases—a transforming experience that helps them to recognize the unique aspects of different situations, define problems, suggest further avenues of analysis, and devise and implement action plans. Once they finish the program, HBS graduates have the confidence they need to go off and tackle the many business challenges they will face in their careers.
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• Copyright © 2007 President and Fellows of Harvard College

C. Roland Christensen, the guru of the case study method at Harvard University, was himself a teacher at the Business School for over 30 years. He was also acknowledged by Harvard as the professor "who had made the greatest contribution to the quality of teaching at Harvard in the prior 25 years." He finished his illustrious career teaching at the Graduate School of Education at Harvard.

Mr. O'Reilly studied under "Chris" Christensen at the Ed School and learned the method of constructing teachable case studies as well as how to use cases in a dynamic and highly interactive teaching mode. The accompanying document is an excerpt of one such case study series, intended for use in the training of high school reading teacher supervisors, or any clinical staff supervisor.

Resources on the Case Method

Making a Case: The Birth of an HBS Case Study

Developing a Teaching Case (Abridged) (Case Studies)
Roberts, Michael J.
(Product Number: 9-901-055)
Provides an overview of the case development, interviewing, and case writing process.

A Note on Case Learning (Case Studies; Articles)
Corey, E. Raymond
(Product Number: 9-899-105)
This guide, written for students, is intended to help in case preparation and in understanding case learning.

Choreographing a Case Class (Case Studies; Articles)
Rangan, V. Kasturi
(Product Number: 9-595-074)
Compares four different approaches to case teaching: lecturing, theorizing, illustrating, and choreographing a case. Argues the advantages of the "choreography"...

Twenty Five Questions to Ask as You Begin to Develop a New Case Study (Case Studies; Articles)
Gentile, Mary
(Product Number: 9-391-042)
Provides advice for the new casewriter.

Teaching and the Case Method, 3rd Edition (Hardcover) (Books)
Barnes, Louis B.; Christensen, C. Roland; Hansen, Abby
(Product Number: 4030 Teaching Note, (5657),424p,)
Barnes, Louis B., Christensen, C. Roland, Hansen, Abby A book for teachers, it delves into the special role of teacher and students in the case method learning process. Schools that want to use the case method...

Education for Judgment: (Books)
Christensen, C. Roland, ed.; Garvin, David A., ed.; Sweet, Ann, ed.
(Product Number: 3654)
Discussion teaching—the foundation of the Harvard Business School's renowned case method of instruction—is a powerful tool for developing skills as well...