Case method
It developed during the course of the twentieth-century from its origins in the casebook method of teaching law pioneered by Harvard legal scholar Christopher C. Langdell.
However, in sharp contrast to decision games that contain fictional elements, decision-forcing cases are based entirely upon reliable descriptions of real events.
[2] In recent years, following corporate scandals and the global financial crisis, the case method has been criticized for contributing to a narrow, instrumental, amoral, managerial perspective on business where making decisions which maximise profit is all that matters, ignoring the social responsibilities of organisations.
[3] It is argued that the case method puts too much emphasis on taking action and not enough on thoughtful reflection to see things from different perspectives.
It has been suggested that different approaches to case writing, that do not put students in the ‘shoes’ of a manager, be encouraged to address these concerns.
Also known as "the rest of the story", "the epilogue", or (particularly at Harvard University) "the 'B' case", the description of the historical solution can take the form of a printed article, a video, a slide presentation, a short lecture, or even an appearance by the protagonist.
"Analytic and problem-solving learning," writes Kirsten Lundgren of Columbia University, "can be all the more powerful when the 'what happened' is left unanswered.
Also known as an "on-site decision-forcing case", a decision-forcing staff ride should not be confused with the two very different exercises that are also known as "staff rides": retrospective battlefield tours of the type practiced by the United States Army in the twentieth century and the on-site contingency planning exercises (Stabs Reisen, literally "staff journeys") introduced by Gerhard von Scharnhorst in 1801 and made famous by the elder Hellmuth von Moltke in the middle years of the nineteenth century.
The term is an homage to Major General John Henry Russell Jr.,USMC, the 16th Commandant of the United States Marine Corps and an avid supporter of the applicatory method of instruction.
These include newspaper articles, video and audio news reports, historical documents, memoirs, interviews, and artifacts.
[24] The presentation of a decision-forcing case necessarily takes the form of a story in which the protagonist is faced with a difficult problem.
By placing such things in a lively context, the case method facilitates the learning of facts, nomenclature, conventions, techniques, and procedures.
By asking difficult questions, the case method empowers students to reflect upon the peculiar demands of their profession.
[27] While the case method can be used to accomplish a wide variety of goals, certain objectives are at odds with its nature as an exercise in professional judgement.
With this method of teaching, a major share of the responsibility for thinking critically about the issues under discussion is shifted to the students, where it belongs.
"[28] Case materials are often emblazoned with a disclaimer that warns both teachers and students to avoid the didactic, hortatory, and "best practices" fallacies.
