harvard case study methodology

What is the Case Study Method?

Simply put, the case method is a discussion of real-life situations that business executives have faced.

On average, you'll attend three to four different classes a day, for a total of about six hours of class time (schedules vary). To prepare, you'll work through problems with your peers.

How the Case Method Creates Value

Often, executives are surprised to discover that the objective of the case study is not to reach consensus, but to understand how different people use the same information to arrive at diverse conclusions. When you begin to understand the context, you can appreciate the reasons why those decisions were made. You can prepare for case discussions in several ways.

Case Discussion Preparation Details

In self-reflection.

The time you spend here is deeply introspective. You're not only working with case materials and assignments, but also taking on the role of the case protagonist—the person who's supposed to make those tough decisions. How would you react in those situations? We put people in a variety of contexts, and they start by addressing that specific problem.

In a small group setting

The discussion group is a critical component of the HBS experience. You're working in close quarters with a group of seven or eight very accomplished peers in diverse functions, industries, and geographies. Because they bring unique experience to play you begin to see that there are many different ways to wrestle with a problem—and that’s very enriching.

In the classroom

The faculty guides you in examining and resolving the issues—but the beauty here is that they don't provide you with the answers. You're interacting in the classroom with other executives—debating the issue, presenting new viewpoints, countering positions, and building on one another's ideas. And that leads to the next stage of learning.

Beyond the classroom

Once you leave the classroom, the learning continues and amplifies as you get to know people in different settings—over meals, at social gatherings, in the fitness center, or as you are walking to class. You begin to distill the takeaways that you want to bring back and apply in your organization to ensure that the decisions you make will create more value for your firm.

How Cases Unfold In the Classroom

Pioneered by HBS faculty, the case method puts you in the role of the chief decision maker as you explore the challenges facing leading companies across the globe. Learning to think fast on your feet with limited information sharpens your analytical skills and empowers you to make critical decisions in real time.

To get the most out of each case, it's important to read and reflect, and then meet with your discussion group to share your insights. You and your peers will explore the underlying issues, compare alternatives, and suggest various ways of resolving the problem.

How to Prepare for Case Discussions

There's more than one way to prepare for a case discussion, but these general guidelines can help you develop a method that works for you.

Preparation Guidelines

Read the professor's assignment or discussion questions.

The assignment and discussion questions help you focus on the key aspects of the case. Ask yourself: What are the most important issues being raised?

Read the first few paragraphs and then skim the case

Each case begins with a text description followed by exhibits. Ask yourself: What is the case generally about, and what information do I need to analyze?

Reread the case, underline text, and make margin notes

Put yourself in the shoes of the case protagonist, and own that person's problems. Ask yourself: What basic problem is this executive trying to resolve?

Note the key problems on a pad of paper and go through the case again

Sort out relevant considerations and do the quantitative or qualitative analysis. Ask yourself: What recommendations should I make based on my case data analysis?

Case Study Best Practices

The key to being an active listener and participant in case discussions—and to getting the most out of the learning experience—is thorough individual preparation.

We've set aside formal time for you to discuss the case with your group. These sessions will help you to become more confident about sharing your views in the classroom discussion.

Participate

Actively express your views and challenge others. Don't be afraid to share related "war stories" that will heighten the relevance and enrich the discussion.

If the content doesn't seem to relate to your business, don't tune out. You can learn a lot about marketing insurance from a case on marketing razor blades!

Actively apply what you're learning to your own specific management situations, both past and future. This will magnify the relevance to your business.

People with diverse backgrounds, experiences, skills, and styles will take away different things. Be sure to note what resonates with you, not your peers.

Being exposed to so many different approaches to a given situation will put you in a better position to enhance your management style.

Frequently Asked Questions

What can i expect on the first day, what happens in class if nobody talks, does everyone take part in "role-playing".

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What the Case Study Method Really Teaches

• Nitin Nohria

Seven meta-skills that stick even if the cases fade from memory.

It’s been 100 years since Harvard Business School began using the case study method. Beyond teaching specific subject matter, the case study method excels in instilling meta-skills in students. This article explains the importance of seven such skills: preparation, discernment, bias recognition, judgement, collaboration, curiosity, and self-confidence.

During my decade as dean of Harvard Business School, I spent hundreds of hours talking with our alumni. To enliven these conversations, I relied on a favorite question: “What was the most important thing you learned from your time in our MBA program?”

• Nitin Nohria is the George F. Baker Jr. and Distinguished Service University Professor. He served as the 10th dean of Harvard Business School, from 2010 to 2020.

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• Case Method

Research Resources: History of the Case Method at HBS

Compiled by the HBS Archives, this guide provides links to key sources on the history of teaching with the case method at Harvard Business School and its expansion to business schools around the globe. 

Published resources are available online or at Baker Library, HBS and other Harvard Libraries.  

• Case Method 100 Years: Timeline, News Articles, Videos

Case Method 100 Years

Visit the Case Method 100 Years website to see video interviews with faculty and alumni, news articles, and an illustrated timeline of 100 years of the case method at HBS.

Case Method Centennial Celebration: General Shoe Company (April 20, 2022)

At the Case Method Centennial Celebration, Professor Jan Rivkin taught the School's first case to staff, faculty, and students, with opening remarks from Dean Datar. 

“ Exploring the Relevance and Efficacy of the Case Method 100 Years Later ,” Harvard Business Publishing, April 13, 2021.

This is the first in a five-part series celebrating the centennial of the first case. The other four parts are linked on the page.

The HBS Case Method Defined (January 20, 2021)

Take a Seat in the Harvard MBA Case Classroom (May 28, 2020)

“ Discover the Case Method ,” MBA Voices (May 8, 2019)

In this video, students discuss their experiences learning via the case method.

Celebrating the General Shoe Company, the Inaugural HBS Case (April 12, 2019)

In this video, Professor Jan Rivkin discusses the first case and the history of the case method.

Inside the Case Method (April 10, 2009)

• Core Works on the Case Method

Andrews, Kenneth R., ed.,  The Case Method of Teaching Human Relations and Administration: An Interim Statement . Cambridge: Harvard University Press, 1951.

This book is a collection of chapters by HBS faculty and staff, with sections on Teaching and Learning, Training in Industry, and Research Problems in Human Relations.

Christensen, C. Roland, et al., Education for Judgment. Cambridge: Harvard Business School Press, 1991.

Resources -- The Christensen Center for Teaching and Learning 

The Christensen Center for Teaching & Learning maintains its own list of resources for faculty and students.

Copeland, Melvin T., And Mark an Era: The Story of the Harvard Business School . Boston: Little Brown, 1958.

This is a history of Harvard Business School, written by Melvin T. Copeland, professor and Director of the Division of Research, who was instrumental in the early development of the case method and who authored the first published book of cases, Marketing Problems .

Donham, Wallace B., Dean’s Report, “ Graduate School of Business Administration ,” Reports of the President and the Treasurer of Harvard College, 1919-1920, Official Register of Harvard University , vol. xviii, no. 7, March 3, 1921, pp. 111-135.

On pages 119-121 of this report from Dean Donham to Abbott Lawrence Lowell, Harvard University’s twenty-second president, Donham discusses the challenges of gathering cases for business education, as compared to the field of law.

Donham, Wallace B., Dean’s Report, “ Graduate School of Business Administration ,” Reports of the President and the Treasurer of Harvard College, 1922-1923, Official Register of Harvard University , vol. xxi, no. 6, February 29, 1924, pp. 107-138. 

On pages 117-122 of this report from Dean Donham to Harvard University President A. Lawrence Lowell, Donham describes efforts to increase the collection and distribution of cases.

Donham, Wallace B., Dean’s Report, “ Graduate School of Business Administration ,” Reports of the President and the Treasurer of Harvard College, 1941-1942, Official Register of Harvard University , vol. xli, no. 23, September 26, 1944, pp. 257-291.

This is Dean Donham’s final report to James B. Conant, Harvard University’s twenty-third president, in which he reflects on the evolution of the school and the case method during his tenure as Dean.

Foster, Esty and Philip B. Hoppin, “ The Harvard Business School 1908-1936 ,” Harvard Business School Bulletin , vol. XII, no. 4, July 1936, pp. 266-278.

This is a history of the school through 1936, which covers the introduction and use of the case method, among other topics.

Garvin, David, “ Making the Case: Professional Education for the World of Practice ,” Harvard Magazine , September-October 2003.

McNair, Malcolm P., ed., The Case Method at the Harvard Business School: papers by present and past members of the faculty and staff . Boston: McGraw-Hill Book Co.,1954.

This book includes a few cases, some reflections from recent graduates, and chapters on pedagogy and research. A review and the table of contents was printed in the HBS Bulletin in Spring 1954.

• Researching, Writing, and Distributing Cases

Culliton, James W., “Writing Business Cases,” in McNair, Malcolm P., ed. , The Case Method at the Harvard Business School: papers by present and past members of the faculty and staff . Boston: McGraw-Hill, 1954.

Culliton, James W., Handbook on Case Writing . Makati, Rizal, Philippines: Asian Institute of Management, 1973.

Copeland, Melvin T., And Mark an Era: The Story of the Harvard Business School . Boston: Little Brown, 1958, pp. 227-238 .

This section of And Mark an Era describes the formation of the Bureau of Business Research and the methods of case collection.

David, Donald K., Dean’s Report, “ Graduate School of Business Administration ,” Reports of the President and the Treasurer of Harvard College, 1953-1954, Official Register of Harvard University , vol. lii, October 31, 1955, no. 28, pp. 621-651.

On pages 636-641 of this report from Dean David to Harvard University President Nathan Pusey, David describes the creation of the Office of Case Development and efforts to distribute cases more widely.

Fayerweather, John, “The Work of the Case Writer,” in McNair, Malcolm P., ed., The Case Method at the Harvard Business School: papers by present and past members of the faculty and staff . Boston: McGraw-Hill Book Co., 1954.

“ How Cases Get That Way ,” Harvard Business School Bulletin , vol. 30, no. 3, Autumn 1954, pp. 34-35.

This is a description of how cases were written for the Written Analysis of Cases course, which had been introduced a few years earlier and ran until the early 1970s.

Lawrence, Paul R., “The Preparation of Case Material,” in Andrews, Kenneth R., ed., The Case Method of Teaching Human Relations and Administration: An Interim Statement . Cambridge: Harvard University Press, 1951.

McNair, Malcolm P., “The Collection of Cases,” in Fraser, Cecil E., ed., The Case Method of Instruction: a Related Series of Articles . Boston: McGraw-Hill Book Co., 1931.

“ McNair on Cases ,” Harvard Business School Bulletin , vol. 47, no. 4, July-August 1971, pp. 10-13.

This piece is a collection of remarks by Professor Malcolm McNair on the art of writing cases.  

• Teaching with the Case Method

Bailey, Joseph C., “A Classroom Evaluation of the Case Method.” Harvard Educational Review , Summer, 1951.

Barnes, Louis B., et al., T eaching and the Case Method : Text, Cases, and Readings . 3rd ed. Cambridge: Harvard Business School Press, 1994.

Berrien, F. K., "Instructor's Appendix," in Comments and Cases on Human Relations , New York: Harper Brothers, 1952.

Cabot, Philip, “The Case System,” Ex Libris , vol. iii, no. 1, January 1928.

Christensen, C. Roland, Teaching by the Case Method: Past Accomplishments, Future Developments . Boston: Division of Research, Harvard Business School, 1981.

Copeland, Melvin T., “ The Expansion of the Case Method of Instruction ,” Harvard Business School Bulletin , vol. xviii, no. 3, Summer 1942, pp. 225-227.

This article is an overview of the first 20 years of case collection and instruction.

Copeland, Melvin T., And Mark an Era: The Story of the Harvard Business School , Boston: Little Brown, 1958, pp. 254-272 .

In this chapter of And Mark an Era , Copeland recounts the introduction of the case method and describes its pedagogy. 

Culliton, James W., “The Question that Has Not Been Asked Cannot Be Answered,” Education for Professional Responsibility , Pittsburgh: Carnegie Press, 1948, pp. 85-93.

David, Donald K., “Methods of Teaching Business in Schools of Business,” The Ronald Forum, Proceedings of the Seventh Annual Meeting of the American Association of Collegiate Schools of Business , 1925.

Donham, Wallace B., “ Business Teaching by the Case System ,” The American Economic Review , vol. 12, no. 1, March 1922, pp. 53-65.

In this article, Donham compares the pedagogy of business and law through the lens of the case method and describes the use of cases in the classroom.

Fraser, Cecil E., ed. The Case Method of Instruction: a Related Series of Articles . Boston: McGraw-Hill Book Co., 1931.

This volume includes some chapters on the case method in general, as well as chapters on the case method in specific fields of business, such as marketing and finance. The chapters are authored by HBS faculty, including Donham, Doriot, and McNair. A brief review was published in the HBS Bulletin .

Parsons, Floyd W., “Harvard Teaching Business the Way it Teaches Law,” World’s Work , June 1923.

Schaub, L. F., “ The Case System of Instruction in Business Management ,” Harvard Graduates’ Magazine , June 1910, pp. 641-644.

This is one of the earliest published descriptions of the case method at HBS. Lincoln Schaub would later be Assistant Dean and briefly Acting Dean after the departure of Dean Gay.

Taeusch, C. F., “ The Logic of the Case Method ,” The Journal of Philosophy , vol. 25, no. 10, 1928, pp. 253-263.

This article is focused primarily on the study of law, but examines the case method as a means of teaching good judgement and ethics. In this same year, Taeusch joined the HBS faculty to teach the first full course on business ethics, using the case method. 

Turner, Glen, “Teaching Business by the Case Method,” California Journal of Secondary Education , October 1938, p. 338-349.

• Learning with the Case Method

“ The Alumni Forum: The Business School’s Factor Sheet ” Harvard Business School Bulletin , vol. xvi, no. 2, February 1940, pp. 119-124.

This article summarizes the results of a survey of alumni, and includes many quotes from former students on the pros and cons of the case method.

Carson, W. Waller, Jr., “Development of a Student Under the Case Method,” in McNair, Malcolm P., ed. The Case Method at the Harvard Business School: papers by present and past members of the faculty and staff . Boston: McGraw-Hill Book Co., 1954.

“ Case Method of Instruction ,” Course Catalog, Official Register of Harvard University, Graduate School of Business Administration , vol. lii, no. 10, May 31, 1955, pp. 27-28.

This segment describes the role of cases in the curriculum in 1955. 

“ General Statement ,” Course Catalog, Official Register of Harvard University, Graduate School of Business Administration , vol. xxii, no. 5, February 20, 1924, pp. 10-29.

Pages 16-18 briefly describe the role of cases in the curriculum in 1924. 

Gragg, Charles I., “Because Wisdom Can’t be Told,” in Andrews, Kenneth R., ed., The Case Method of Teaching Human Relations and Administration: An Interim Statement . Cambridge: Harvard University Press, 1951.

In this chapter, Gragg describes the impact of the case method on the student experience.

Donham, Wallace B., Dean’s Report, “ Graduate School of Business Administration ,” Reports of the President and the Treasurer of Harvard College, 1938-39, Official Register of Harvard University , vol. xxxvii, no. 12, March 30, 1940, pp. 265-283.

In this report to President Conant, Donham describes the role that case collection and distribution, increasingly to other schools of business, plays in the financial health of the school.

Hunt, Pearson, “ Exporting the Case Method ,” Harvard Business School Bulletin , vol. 31, no. 1, Spring 1955, pp. 5-10.

This is an abridged printing of a talk that Hunt gave on the use of the case method at European schools of business.

Tagiuri, Renato, “The Foreign Student and the Case Method in Business Administration: Some Remarks Concerning the Learning Process,” The Journal of Social Psychology , vol. 53, no. 1, 1961, pp. 105-111.

Professor Tagiuri taught and represented HBS at business schools in Europe and Central America. In this article he describes his experience teaching to a non-American audience. 

Tosdal, Harry, “ The Case Method in Teaching Business Executives ,” Harvard Business School Bulletin , vol. vi, no. 4, April 1, 1930, pp. 152-154.

This article describes the early stages of executive education at HBS, and the adaptation of the case method to students who are already experienced businessmen.

Campbell, Scott, “ Teaching by the Case Method ,” Harvard Business School Bulletin , vol. 60, no. 6, December 1984, pp. 88-95.

This article describes a symposium for educators who teach by the case method. Participants represented 24 states and six countries. 

• Innovation in Cases

Blanding, Michael, “ The Tulsa Massacre: Is Racial Justice Possible 100 Years Later? ,” HBS Working Knowledge , March 2, 2021.

This article describes the context and innovation of the interactive multimedia case, “ The Tulsa Massacre and the Call for Reparations ,” which was made available to the public. 

Gibson, George W., “ Cases on Film ,” Harvard Business School Bulletin , vol. 31, no. 3, Autumn 1955, pp. 34-35. 

In this article, the director of the audio-visual department announces the introduction of filmed cases.

“ While the Cat’s Away: A Case in Pictures ,” Harvard Business School Bulletin , vol. 33, no. 2, Summer 1957, pp. 15-18.

This Bulletin article shows a sample of images from one of the early cases on film.

“ Where Do We Go From Here? HBS Marks its Fiftieth Year by Re-examining its Mission in a New Society ,” Harvard Business School Bulletin , vol. 34, no. 2, April 1958, pp. 4-16.

This Bulletin article includes a reflection on improvements to the case method and a look forward at possible changes.

• HBS Archival Collections

Bureau of Business Research records

The Bureau of Business Research was formed in 1911 and was responsible for all research conducted at the school, including the writing of cases, until the formation of the Office of Case Development in 1953.

Bureau of Business Research instructions to agents on standard practice

These instructions, issued under the guidance of Malcolm P. McNair, were intended to standardize the case writing process.

C. Roland Christensen papers

Christensen was a leader in case method pedagogy; the Christensen Center for Teaching and Learning is named in his honor. His papers include case writing materials and research for his books on the subject.

Dean’s Office Correspondence Files (Edwin F. Gay, Dean)

Gay was the first Dean of HBS, from 1908 to 1919. Although the case method was not fully implemented until after his tenure, he oversaw the early discussions of pedagogy and the use of the law school as a model.

Dean’s Office Correspondence Files (Wallace B. Donham, Dean)

Donham was Dean of HBS from 1919 to 1942, during which time he oversaw the formalization and expansion of the case method. 

Kenneth Andrews papers

Andrews published extensively on the case method and his papers include the research materials for his book, The Case Method of Teaching Human Relations and Administration , included above. 

Melvin Thomas Copeland papers

Copeland was the author of the first published book of cases, Marketing Problems , and was the Director of the Bureau of Business Research from 1916 to 1926.

Malcolm P. McNair papers

McNair was the Assistant Director of the Bureau of Business Research from 1922-1929 and Managing Director from 1929-1933. He wrote many articles about the case method and edited a collection of papers on the case method by HBS faculty and staff (included above in the first section of this guide).

Office of the Dean subject files

Spanning from 1908 to 1955, this collection documents the activities of the Office of the Dean, including case collection, distribution, and teaching.

Wallace Brett Donham cases and teaching files

This is a collection of cases that Dean Donham compiled, edited, and taught. It also includes some of Donham's lecture notes.

Visit HBS History to learn more about the HBS Archives and how to access collections. 

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The History of the Case Study at Harvard Business School

• 28 Feb 2017

Many first-time HBS Online participants are surprised to learn that, often, the professor is not at the center of their learning experience. Instead of long faculty lectures, the HBS Online learning model centers on smaller, more digestible pieces of content that require participants to interact with each other, test concepts, and learn from real-world examples.

Often, the professor fades into the background and lets the focus shift to interviews with executives, industry leaders, and small business owners. Some students might be left thinking, "Wait, where did that professor go? Why am I learning about a grocery store in Harvard Square?"

In the words of The Hitchhiker's Guide to the Galaxy , “Don’t panic.” These interviews, or cases, feature leaders at companies of all sizes and provide valuable examples of business concepts in action. This case study method forms the backbone of the Harvard Business School curriculum.

Back in the 1920s, HBS professors decided to develop and experiment with innovative and unique business instruction methods. As the first school in the world to design a signature, distinctive program in business, later to be called the MBA, there was a need for a teaching method that would benefit this novel approach.

HBS professors selected and took a few pages to summarize recent events, momentous challenges, strategic planning, and important decisions undertaken by major companies and organizations. The idea was, and remains to this day, that through direct contact with a real-world case, students will think independently about those facts, discuss and compare their perspectives and findings with their peers, and eventually discover a new concept on their own.

Central to the case method is the idea that students are not provided the "answer" or resolution to the problem at hand. Instead, just like a board member, CEO, or manager, the student is forced to analyze a situation and find solutions without full knowledge of all methods and facts. Without excluding more traditional aspects, such as interaction with professors and textbooks, the case method provides the student with the opportunity to think and act like managers.

Since 1924, the case method has been the most widely applied and successful teaching instrument to come out of HBS, and it is used today in almost all MBA and Executive Education courses there, as well as in hundreds of other top business schools around the world. The application of the case method is so extensive that HBS students will often choose to rely on cases, instead of textbooks or other material, for their research. Large corporations use the case method as well to approach their own challenges, while competing universities create their own versions for their students.

This is what the case method does—it puts students straight into the game, and ensures they acquire not just skills and abstract knowledge, but also a solid understanding of the outside world.

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Harvard T.H. Chan School of Public Health Case-Based Teaching & Learning Initiative

Teaching cases & active learning resources for public health education, teaching & learning with the case method.

2023. Case Compendium, University of California Berkeley Haas School of Business Center for Equity, Gender & Leadership . Visit website This resource, compiled by the Berkeley Haas Center for Equity, Gender & Leadership, is "a case compendium that includes: (a) case studies with diverse protagonists, and (b) case studies that build “equity fluency” by focusing on DEI-related issues and opportunities. The goal of the compendium is to support professors at Haas, and business schools globally, to identify cases they can use in their own classrooms, and ultimately contribute to advancing DEI in education and business."

Kane, N.M. , 2014. Benefits of Case-Based Teaching . Watch video Watch a demonstration of Prof. Nancy Kane teaching public health with the case method. (Part 3 of 3, 3 minutes)

Kane, N.M. , 2014. Case teaching demonstration: Should a health plan cover medical tourism? . Watch video Watch a demonstration of Prof. Nancy Kane teaching public health with the case method. (Part 2 of 3, 17 minutes)

Kane, N.M. , 2014. Case-based teaching at the Harvard T.H. Chan School of Public Health . Watch video Watch a demonstration of Prof. Nancy Kane teaching public health with the case method. (Part 1 of 3, 10 minutes)

2019. The Case Centre . Visit website A non-profit clearing house for materials on the case method, the Case Centre holds a large and diverse collection of cases, articles, book chapters and teaching materials, including the collections of leading business schools across the globe.

Austin, S.B. & Sonneville, K.R. , 2013. Closing the "know-do" gap: training public health professionals in eating disorders prevention via case-method teaching. International Journal of Eating Disorders , 46 (5) , pp. 533-537. Read online Abstract Expansion of our societies' capacity to prevent eating disorders will require strategic integration of the topic into the curricula of professional training programs. An ideal way to integrate new content into educational programs is through the case-method approach, a teaching method that is more effective than traditional teaching techniques. The Strategic Training Initiative for the Prevention of Eating Disorders has begun developing cases designed to be used in classroom settings to engage students in topical, high-impact issues in public health approaches to eating disorders prevention and screening. Dissemination of these cases will provide an opportunity for students in public health training programs to learn material in a meaningful context by actively applying skills as they are learning them, helping to bridge the "know-do" gap. The new curriculum is an important step toward realizing the goal that public health practitioners be fully equipped to address the challenge of eating disorders prevention. "Expansion of our societies' capacity to prevent eating disorders will require strategic integration of the topic into the curricula of professional training programs. An ideal way to integrate new content into educational programs is through the case-method approach, a teaching method that is more effective than traditional teaching techniques." Access full article with HarvardKey . 

Ellet, W. , 2018. The Case Study Handbook, Revised Edition: A Student's Guide , Harvard Business School Publishing. Publisher's Version "If you're like many people, you may find interpreting and writing about cases mystifying and time-consuming. In The Case Study Handbook, Revised Edition , William Ellet presents a potent new approach for efficiently analyzing, discussing, and writing about cases."

Andersen, E. & Schiano, B. , 2014. Teaching with Cases: A Practical Guide , Harvard Business School Publishing. Publisher's Version "The class discussion inherent in case teaching is well known for stimulating the development of students' critical thinking skills, yet instructors often need guidance on managing that class discussion to maximize learning. Teaching with Cases focuses on practical advice for instructors that can be easily implemented. It covers how to plan a course, how to teach it, and how to evaluate it." 

Honan, J. & Sternman Rule, C. , 2002. Case Method Instruction Versus Lecture-Based Instruction R. Reis, ed. Tomorrow's Professor . Read online "Faculty and discussion leaders who incorporate the case study method into their teaching offer various reasons for their enthusiasm for this type of pedagogy over more traditional, such as lecture-based, instructional methods and routes to learning." Exerpt from the book Using Cases in Higher Education: A Guide for Faculty and Administrators , by James P. Honan and Cheryl Sternman Rule.

Austin, J. , 1993. Teaching Notes: Communicating the Teacher's Wisdom , Harvard Business School Publishing. Publisher's Version "Provides guidance for the preparation of teaching notes. Sets forth the rationale for teaching notes, what they should contain and why, and how they can be prepared. Based on the experiences of Harvard Business School faculty."

Abell, D. , 1997. What makes a good case? . ECCHO–The Newsletter of the European Case Clearing House , 17 (1) , pp. 4-7. Read online "Case writing is both art and science. There are few, if any, specific prescriptions or recipes, but there are key ingredients that appear to distinguish excellent cases from the run-of-the-mill. This technical note lists ten ingredients to look for if you are teaching somebody else''s case - and to look out for if you are writing it yourself."

Herreid, C.F. , 2001. Don't! What not to do when teaching cases. Journal of College Science Teaching , 30 (5) , pp. 292. Read online "Be warned, I am about to unleash a baker’s dozen of 'don’ts' for aspiring case teachers willing to try running a classroom discussion armed with only a couple of pages of a story and a lot of chutzpah."

Garvin, D.A. , 2003. Making the case: Professional education for the world of practice . Harvard Magazine , 106 (1) , pp. 56-65. Read online A history and overview of the case-method in professional schools, which all “face the same difficult challenge: how to prepare students for the world of practice. Time in the classroom must somehow translate directly into real-world activity: how to diagnose, decide, and act."

• Writing a case (8)
• Writing a teaching note (4)
• Active learning (12)
• Active listening (1)
• Asking effective questions (5)
• Assessing learning (1)
• Engaging students (5)
• Leading discussion (10)
• Managing the classroom (4)
• Planning a course (1)
• Problem-based learning (1)
• Teaching & learning with the case method (14)
• Teaching inclusively (3)

• Case Teaching Resources

Teaching With Cases

Included here are resources to learn more about case method and teaching with cases.

What Is A Teaching Case?

This video explores the definition of a teaching case and introduces the rationale for using case method.

Narrated by Carolyn Wood, former director of the HKS Case Program

Learning by the Case Method

Questions for class discussion, common case teaching challenges and possible solutions, teaching with cases tip sheet, teaching ethics by the case method.

The case method is an effective way to increase student engagement and challenge students to integrate and apply skills to real-world problems. In these videos,  Using the Case Method to Teach Public Policy , you'll find invaluable insights into the art of case teaching from one of HKS’s most respected professors, Jose A. Gomez-Ibanez.

Chapter 1: Preparing for Class (2:29)

Chapter 2: How to begin the class and structure the discussion blocks (1:37)

Chapter 3: How to launch the discussion (1:36)

Chapter 4: Tools to manage the class discussion (2:23)

Chapter 5: Encouraging participation and acknowledging students' comments (1:52)

Chapter 6: Transitioning from one block to the next / Importance of body (2:05)

Chapter 7: Using the board plan to feed the discussion (3:33)

Chapter 8: Exploring the richness of the case (1:42)

Chapter 9: The wrap-up. Why teach cases? (2:49)

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The Case Study Teaching Method

It is easy to get confused between the case study method and the case method , particularly as it applies to legal education. The case method in legal education was invented by Christopher Columbus Langdell, Dean of Harvard Law School from 1870 to 1895. Langdell conceived of a way to systematize and simplify legal education by focusing on previous case law that furthered principles or doctrines. To that end, Langdell wrote the first casebook, entitled A Selection of Cases on the Law of Contracts , a collection of settled cases that would illuminate the current state of contract law. Students read the cases and came prepared to analyze them during Socratic question-and-answer sessions in class.

The Harvard Business School case study approach grew out of the Langdellian method. But instead of using established case law, business professors chose real-life examples from the business world to highlight and analyze business principles. HBS-style case studies typically consist of a short narrative (less than 25 pages), told from the point of view of a manager or business leader embroiled in a dilemma. Case studies provide readers with an overview of the main issue; background on the institution, industry, and individuals involved; and the events that led to the problem or decision at hand. Cases are based on interviews or public sources; sometimes, case studies are disguised versions of actual events or composites based on the faculty authors’ experience and knowledge of the subject. Cases are used to illustrate a particular set of learning objectives; as in real life, rarely are there precise answers to the dilemma at hand.

Our suite of free materials offers a great introduction to the case study method. We also offer review copies of our products free of charge to educators and staff at degree-granting institutions.

For more information on the case study teaching method, see:

• Martha Minow and Todd Rakoff: A Case for Another Case Method
• HLS Case Studies Blog: Legal Education’s 9 Big Ideas
• Teaching Units: Problem Solving , Advanced Problem Solving , Skills , Decision Making and Leadership , Professional Development for Law Firms , Professional Development for In-House Counsel
• Educator Community: Tips for Teachers

Watch this informative video about the Problem-Solving Workshop:

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Case Method Project

• Harvard Business School →
• Case Method Project →

Bringing case method teaching to high schools & colleges: U.S. History, Government, Civics & Democracy

About the project  .

The Case Method Project is an initiative formed to achieve two goals:

• Bring case method teaching to high schools and colleges
• Use this methodology to deepen students’ understanding of American democracy

Based on the highly successful experience of Harvard Business School and other graduate and professional programs that use case-based teaching, we believe the case method can be employed to strengthen high school and college education as well, ensuring a more exciting, relevant, and effective experience for students and teachers across a range of subjects. We also believe the case method can be especially effective at engaging students with topics in history and democracy and that it presents a unique opportunity to help reverse the broad decline in civic education – and civic engagement – in the United States.

Curriculum  

For current partners  .

Already working with the Case Method Project?

Connect to other educators in our network and download case materials via ShareVault .

For Prospective Partners  

Interested in learning more about the Case Method Project?

Find out how to bring the case method to your school.

Eleanor Cannon Houston, TX Eleanor Cannon Houston, TX

Maureen O’Hern Dorchester, MA Maureen O’Hern Dorchester, MA

Michael Gordon Munster, IN Michael Gordon Munster, IN

“ I have had few weeks in teaching that I enjoyed as much as doing this case....My biggest dilemma now is how many cases I want to fit into the year. ”

In the News

A Better Way to Teach History

• The Atlantic

Rewriting History

• HBS Alumni Bulletin

All Hail Partisan Politics

• Harvard Gazette

How to Teach Civics in School

• The Economist