The document discusses the benefits of using case studies in education. It outlines that case studies allow students to explore real-world situations, stimulate reflection on decisions made by others, provide examples of both good and bad behaviors, and prompt discussion of alternative solutions. Case studies give students the opportunity to apply theoretical knowledge to practical scenarios. The document also provides details on how several universities, including Harvard Business School and BHU, structure case study discussions and assessments in their courses.

1. Mark E. Hardgrove, Ph.D.
Case Study Methodology

2. Benefits of Case StudiesBenefits of Case Studies
Case studies provide an opportunity to explore
real-world functioning of organizations in context.
Case studies stimulate reflection on others’
actions.
Case studies provide exemplars of appropriate
and inappropriate, productive and unproductive,
useful and irrelevant behaviors.
Case studies prompt lively discussion regarding
alternative courses of action.
Case studies provide an opportunity to apply
theoretical knowledge to practical situations.
Case studies serve as a guide to future action.

3. Harvard Business School (HBS)
To get the most out of cases read and reflect
on the case, and then interact with other
students to discuss and reflect upon their
findings. In class or online—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.

4. HBS
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
and considering alternative courses of
actions to come to a set of
recommendations.

5. HBS
As a case study unfolds in class students will
do 85 percent of the talking or writing, as the
professor steers the conversation by making
occasional observations and asking
questions. This interaction is enriched by
classmates from diverse industries, functions,
countries, and experiences. At the end of the
course, you'll be amazed at what you learn
from exchanging ideas with your classmates.

6. BHU Case Studies
Class participation is so important to the
learning model that 20 percent of the
student’s grade in this course will be
determined by student interaction in response
to case studies. If you don’t read and
participate in a way that reflects your reading
and comprehension of the issues, you will not
do well in this course.

7. BHU Case Studies
In cases you exercise the leadership
skills you will practice in business and
beyond. The issues are complex, the
stakes high, and the demands
challenging. But as a result, you leave
with lessons in leadership that are
practical, priceless and most importantly,
real.

8. HBS Testimonial to Case Studies
The HBS approach to the case methodThe HBS approach to the case method
of learning may represent the mostof learning may represent the most
demanding, engaging, and provocativedemanding, engaging, and provocative
way to learn about the skills ofway to learn about the skills of
leadership.leadership.

9. HBS Testimonial to Case Studies
Perhaps the best measure of the effectiveness ofPerhaps the best measure of the effectiveness of
this method is the extraordinary success of ourthis method is the extraordinary success of our
alumni. HBS graduates have gone on to positions ofalumni. HBS graduates have gone on to positions of
leadership in an exceptional range ofleadership in an exceptional range of
entrepreneurial firms, established companies,entrepreneurial firms, established companies,
governments, and nonprofit organizations ingovernments, and nonprofit organizations in
countries across the globe.countries across the globe.

10. BHU Case Studies
Cases are designed to confront the readers with
specific real-life problems that do not lend
themselves to easy answers.
Case discussion demands critical and analytical skills
and also fosters collaboration (Pimple, 2002).
By providing a focus for discussion, cases help
students to define or refine their own standards, to
appreciate alternative approaches to identifying and
resolving ethical problems, and to develop skills for
analyzing and dealing with hard problems on their
own.

11. BHU Case Studies
The effective use of case studies is comprised of many
factors, including:
 appropriate selection of case(s) (topic, relevance, length,
complexity)
 method of case presentation (verbal, printed, before or during
discussion)
 format for case discussion (Email or Internet-based, small
group, large group)
 leadership of case discussion (choice of discussion leader, roles
and responsibilities for discussion leader)
 outcomes for case discussion (answers to specific questions,
answers to general questions, written or verbal summaries)

12. BHU Case Studies
It should be noted thatIt should be noted that servantservant
leadershipleadership is a process ratheris a process rather
than a specific correct answer. Itthan a specific correct answer. It
is always unacceptable to haveis always unacceptable to have
made no reasonable attempt tomade no reasonable attempt to
engage in a consistent andengage in a consistent and
effective basis for servanteffective basis for servant
leadership strategiesleadership strategies..

13. BHU Case Studies
Before responding to a case study. . .
Read the case aloud to yourself.
Define, and re-define as needed, the questions to
be answered.
Keep discussion "on topic".
Refrain from discussion that is "off topic".
Please support a position that is consistent with
the objectives of the case under discussion.
Respond to other students respectfully, but it is
acceptable to challenge one another to reflect
more deeply on the case.

14. BHU Case Studies
Many of the skills necessary to analyze case
studies can become tools for responding to
real world problems. Cases, like the real
world, contain uncertainties and ambiguities.
Readers are encouraged to identify key
issues, make assumptions as needed, and
articulate options for resolution.

15. BHU Case Studies
In addition to the specific questions accompanying each
case, readers should consider the following questions:
Who are the affected parties (individuals, institutions, a field,
society) in this situation?
What interest(s) (material, financial, ethical, other) does each
party have in the situation? Which interests are in conflict?
Were the actions taken by each of the affected parties
acceptable (ethical, legal, moral, or common sense)? If not, are
there circumstances under which those actions would have been
acceptable? Who should impose what sanction(s)?
What other courses of action are open to each of the affected
parties? What is the likely outcome of each course of action?
For each party involved, what course of action would you take,
and why?
What actions could have been taken to avoid the conflict?

16. Is there a right answer?
ACCEPTABLE SOLUTIONS:
Most problems will have several acceptable solutions or
answers, but it will not always be the case that a perfect
solution can be found. At times, even the best solution
will still have some unsatisfactory consequences.
UNACCEPTABLE SOLUTIONS:
While more than one acceptable solution may be
possible, not all solutions are acceptable. For example,
obvious violations of specific rules and regulations or of
generally accepted standards of conduct would typically
be unacceptable. However, it is also plausible that blind
adherence to accepted rules or standards would
sometimes be an unacceptable course of action.