Learning with cases
James A. Erskine, Michiel R. Leenders, Louise A. Mauffette-Leenders (1998)

Preface

The case method has evolved considerably since de Harvard Business School introduced it in the first decades of the twentieth century. Subsequently, a vast number of business programs have adopted this method, to some degree, not only in North America but also in the resto of the world. The growth in the number of requests we have received to give case writing and case teaching workshops around the globe confirms continuing interest. Moreover the case method is used in an ever increasing number of disciplines aside from management eduction. Wherever decisions are required and issues must be solved, the case method is proving itself a most effective educational vehicle.

While some documentation on the case method exists, most of it is written from a teaching perspective. Resources to assist students in using this method are scarce and fragmentary. Typlically, they consist of a short handout or a few comments delivered in the beginning of a course or program. No comprehensive guide exists covering all key aspects of learning with cases. Our goal is to help students get the most out of their case learning experience without spending excessive time.

Learning with Cases completes our trilogy. Our other two texts on the case method, Case Research - The Case Writing Process and Teaching with Cases, present the state of the art with respect to case writing and teaching. Learning with Cases is more directive. It is based on a review of existing literature and, more importantly, on our own ideas originating from over one hundred years of combined experience not only iin teaching thousands of students and executives by the case method, but also writing hundreds of cases, and training countless educators locally and throughout the world.

This book is about learning by the case method. Written from a student perspective, it focuses on learning fast and effectively. It provides in-depth coverage of the three stage learning process: (1) individual preparation; (2) small group discussion; and (3) large group discussion. It also gives useful aids through the Case Difficulty Cube, the Short and Long Cycle Processes of individual preparation, the Case Preparation Chart; and suggestions for small and large group effectiveness as well as case presentations, reports and exams. This text focuses on a professional and ethical approach to learning, invaluable for those who wish to distinguish themselves in their future careers.