writing a teaching case study

Center for Teaching

Case studies.

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Case studies are stories that are used as a teaching tool to show the application of a theory or concept to real situations. Dependent on the goal they are meant to fulfill, cases can be fact-driven and deductive where there is a correct answer, or they can be context driven where multiple solutions are possible. Various disciplines have employed case studies, including humanities, social sciences, sciences, engineering, law, business, and medicine. Good cases generally have the following features: they tell a good story, are recent, include dialogue, create empathy with the main characters, are relevant to the reader, serve a teaching function, require a dilemma to be solved, and have generality.

Instructors can create their own cases or can find cases that already exist. The following are some things to keep in mind when creating a case:

• What do you want students to learn from the discussion of the case?
• What do they already know that applies to the case?
• What are the issues that may be raised in discussion?
• How will the case and discussion be introduced?
• What preparation is expected of students? (Do they need to read the case ahead of time? Do research? Write anything?)
• What directions do you need to provide students regarding what they are supposed to do and accomplish?
• Do you need to divide students into groups or will they discuss as the whole class?
• Are you going to use role-playing or facilitators or record keepers? If so, how?
• What are the opening questions?
• How much time is needed for students to discuss the case?
• What concepts are to be applied/extracted during the discussion?
• How will you evaluate students?

To find other cases that already exist, try the following websites:

• The National Center for Case Study Teaching in Science , University of Buffalo. SUNY-Buffalo maintains this set of links to other case studies on the web in disciplines ranging from engineering and ethics to sociology and business
• A Journal of Teaching Cases in Public Administration and Public Policy , University of Washington

For more information:

• World Association for Case Method Research and Application

Book Review :  Teaching and the Case Method , 3rd ed., vols. 1 and 2, by Louis Barnes, C. Roland (Chris) Christensen, and Abby Hansen. Harvard Business School Press, 1994; 333 pp. (vol 1), 412 pp. (vol 2).

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• Teaching with Cases

At professional schools (like Harvard’s Law, Business, Education, or Medical Schools), courses often adopt the so-called "case method" of teaching , in which students are confronted with real-world problems or scenarios involving multiple stakeholders and competing priorities. Most of the cases which faculty use with their students are written by professionals who have expertise in researching and writing in that genre, and for good reason—writing a truly masterful case, one which can engage students in hours of debate and deliberation, takes a lot of time and effort. It can be effective, nevertheless, for you to try implementing some aspects of the case-teaching approach in your class. Among the benefits which accrue to using case studies are the following:

• the fact that it gives your students the opportunity to "practice" a real-world application;
• the fact that it compels them (and you!) to reconstruct all of the divergent and convergent perspectives which different parties might bring to the scenario;
• the fact that it motivates your students to anticipate a wide range of possible responses which a reader might have; and
• the fact that it invites your students to indulge in metacognition as they revisit the process by which they became more knowledgeable about the scenario.

Features of an Effective Teaching Case

While no two case studies will be exactly alike, here are some of those principles:

• The case should illustrate what happens when a concept from the course could be, or has been, applied in the real world. Depending on the course, a “concept” might mean any one among a range of things, including an abstract principle, a theory, a tension, an issue, a method, an approach, or simply a way of thinking characteristic of an academic field. Whichever you choose, you should make sure to “ground” the case in a realistic setting early in the narrative, so that participants understand their role in the scenario.
• The case materials should include enough factual content and context to allow students to explore multiple perspectives. In order for participants to feel that they are encountering a real-world application of the course material, and that they have some freedom and agency in terms of how they interpret it, they need to be able to see the issue or problem from more than one perspective. Moreover, those perspectives need to seem genuine, and to be sketched in enough detail to seem complex. (In fact, it’s not a bad idea to include some “extraneous” information about the stakeholders involved in the case, so that students have to filter out things that seem relevant or irrelevant to them.) Otherwise, participants may fall back on picking obvious “winners” and “losers” rather than seeking creative, negotiated solutions that satisfy multiple stakeholders.
• The case materials should confront participants with a range of realistic constraints, hard choices, and authentic outcomes. If the case presumes that participants will all become omniscient, enjoy limitless resources, and succeed, they won’t learn as much about themselves as team-members and decision-makers as if they are forced to confront limitations, to make tough decisions about priorities, and to be prepared for unexpected results. These constraints and outcomes can be things which have been documented in real life, but they can also be things which the participants themselves surface in their deliberations.

• The activity should include space to reflect upon the decision-making process and the lessons of the case. Writing a case offers an opportunity to engage in multiple layers of reflection. For you, as the case writer, it is an occasion to anticipate how you (if you were the instructor) might create scenarios that are aligned with, and likely to meet the learning objectives of, a given unit of your course. For the participants whom you imagine using your case down the road, the case ideally should help them (1) to understand their own hidden assumptions, priorities, values, and biases better; and (2) to close the gap between their classroom learning and its potential real-world applications.

For more information...

Kim, Sara et al. 2006. "A Conceptual Framework for Developing Teaching Cases: A Review and Synthesis of the Literature across Disciplines." Medical Education 40: 867–876.

Herreid, Clyde Freeman. 2011. "Case Study Teaching." New Directions for Teaching and Learning 128: 31–40.

Nohria, Nitin. 2021. "What the Case Study Method Really Teaches." Harvard Business Review .

Swiercz, Paul Michael. "SWIF Learning: A Guide to Student Written-Instructor Facilitated Case Writing."

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Home > Journals > AIS Journals > CAIS > Vol. 49 (2021)

Writing a Teaching Case and Teaching Note: A Reference Guide

Janice C. Sipior , Villanova University Mary Granger , George Washington University Ali Farhoomand , The University of Hong Kong

Writing a teaching case and teaching note differs from writing a research paper. In this guide, we explain what an author needs to consider to write a good teaching case and accompanying teaching note. We describe how to increase a case’s teaching value by linking it to pertinent concepts or theories, how to make a case more appealing to students through contextual nuances, and what content to include to enhance the usefulness of the teaching note for instructors. We write this paper to address the increased interest in writing teaching cases in recent years and to update an earlier CAIS paper that the third author wrote alone. We hope that the guide will help enable and not unduly constrain IS scholars who wish to bring realistic and helpful real-life examples from our field to our students.

10.17705/1CAIS.04935

Recommended Citation

Sipior, J. C., Granger, M., & Farhoomand, A. (2021). Writing a Teaching Case and Teaching Note: A Reference Guide. Communications of the Association for Information Systems, 49, pp-pp. https://doi.org/10.17705/1CAIS.04935

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• 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)

Reap the Benefits of Case Teaching—Without All the Prep

Explore more.

• Case Teaching
• Course Materials
• Student Engagement

Cameron Conaway is an adjunct professor in the Professional Communication master’s program at the University of San Francisco and a team leader in the People, Policy & Purpose organization at Cisco. Conaway holds an Executive MBA from the University of San Francisco and an MFA in Creative Writing from the University of Arizona. A former journalist, he is a recipient of The Daniel Pearl Investigative Journalism Initiative Fellowship and a grantee of the Pulitzer Center on Crisis Reporting. See Conaway’s latest article at HBR.org , “ The Right Way to Process Feedback. ”

5 Tips to Get Your Case Class Talking

• Classroom Management

Bill Schiano is a professor of computer information systems at Bentley University. He teaches both managerial and technical courses exclusively using discussion and the case method and has done so in online and hybrid formats. Bill regularly facilitates the web-based seminar Teaching with Cases Online .

Mitchell Weiss is the Richard L. Menschel Professor of Management Practice and chair of the MBA Required Curriculum at Harvard Business School.

Hayden Noel is a clinical associate professor of business administration at Gies College of Business. He began his career at the University of Illinois in 2007 as a visiting assistant professor before serving from 2009-2015 as an assistant professor and from 2015-2019 as a clinical assistant professor. His research interests include consumer information processing and memory, and he was named iMBA Professor of the Year in 2019.

Maria Rodas is an assistant professor of business administration and Shebik Centennial Fellow at Gies College of Business. Prior to receiving her PhD from the University of Minnesota, she received an MBA from Columbia University and spent a decade working in management consulting and in the consumer packaged goods industry.

Michael Roberto  is the Trustee Professor of Management and the director of the Center for Program Innovation at Bryant University. He joined the tenured faculty at Bryant after serving for six years on the faculty at Harvard Business School.

When Students Are the Case Protagonists

Tim O’Brien  is a lecturer in public policy at the Harvard Kennedy School (HKS), where his work focuses on the gap between the demands of complex challenges and the meaning-making people bring to them. He teaches Exercising Leadership, a course highlighting the politics of change, and Developing People, focused on adult development. He is faculty chair of two HKS executive programs, Leadership for the 21st Century and The Art and Practice of Leadership Development. O’Brien also designs and delivers leadership development programs and consults with a range of tri-sector organizations.

Andrew Pennock is an associate professor at the University of Virginia’s (UVA) Frank Batten School of Leadership and Public Policy. He teaches courses on leadership, policy analysis, political institutions, and Virginia politics and policy. At UVA, he is a faculty director of Batten’s orientation program and is an elected member of the Executive Council of the Faculty Senate where he serves on the Academic Affairs Committee . He also recently chaired the university’s AI in Teaching and Learning Taskforce . This year he is a 2023-2024 Fulbright Scholar working in Slovenia.

Managing a Case Discussion That Goes Awry

Elevate your case prep with chatgpt.

• Artificial Intelligence
• Course Design

What Happens When You Assign a Case in a Different Language

• Diversity, Equity, and Inclusion

Steve Denson has taught negotiation for over 20 years at Southern Methodist University’s Cox School of Business. He serves as assistant dean of diversity in the Cox School, as well as vice chair of the CAB Board of KERA and a member of the advisory board for the Clements Center for Southwest Studies. He formerly served in an advisory capacity on the NAETC for the Bush and Obama administrations under Secretaries of Labor Chao and Solis. As a former Woodrow Wilson Fellow, The Public Policy and International Affairs Program named him one of their 40 top Alumni Changemakers .

Sophia Gomez is a rising senior at Southern Methodist University, double majoring in business management and political science and minoring in law and legal reasonings. She is the president of Panhellenic Council at SMU and plans to attend law school after graduation.

Adaeze Okoli is a rising senior majoring in business management at Southern Methodist University. She is president of SMU’s chapter of the national honor society Mortar Board and in the fall will serve as vice president of SMU’s Women in Business club. She plans to attend business school after college.

Strategies for Teaching Large Case Classes Online

• Digital Learning

How Hollywood Inspires My Case Teaching

• Perspectives

Dr. Neil J. Lambert is a senior lecturer in global management at the University of Bristol Business School, United Kingdom. A senior fellow of the Higher Education Academy, a Chartered Management and Business Educator, and a member of the British Academy of Management, he has written cases, developed educational games, and taught using case- and game-based learning across undergraduate, graduate, and executive education.

7 Favorite Business Case Studies to Teach Undergrads—and Why

Amy Wallis is a full teaching professor at the Wake Forest University School of Business. As an organizational development leader and academic professional, Wallis’s teaching and expertise are in leadership, ethics, organizational behavior, team development, and change management.

Mihran A. Aroian is an assistant professor of instruction in the department of management at McCombs College of Business, University of Texas at Austin. He is a graduate of Worcester Polytechnic Institute and has an MBA from the University of Texas at Austin.

Johanna Glauber is an assistant professor in the strategy department at IE University. Her research focuses on firms’ strategy and behavior in case of failure. Having a background in management and mechanical engineering, Glauber is particularly interested in product failures in manufacturing industries, such as product recalls in the automotive industry. She also is an active member of the international research community.

Joseph C. Miller is professor and chair of the marketing and sales departments at St. Ambrose University.

Sheri L. Lambert is an associate professor of practice in the department of marketing at Temple University’s Fox School of Business where she teaches marketing strategy, digital innovation in marketing, and consumer buyer behavior at the undergraduate, graduate, and executive levels. Lambert is also academic director of the MS-Market Research Program and managing director of the Fox Center for Executive Education.

Oscar Melo-Vega Angeles is an associate professor of finance, a researcher, and the international financing area coordinator at the University of Lima. He is also responsible for the University of London program at the University of Lima. Melo-Vega has experience in researching and consulting in economics and finance. He has used cases in undergraduate classes for 15 years.

What Works Best When Teaching with Live Cases

• Experiential Learning

Dr. Jeff Johnson (PhD, University of Nebraska-Lincoln) is an associate professor of marketing at UMKC’s Henry W. Bloch School of Management. Prior to academia, Dr. Johnson worked in inside sales, field sales, product management, and division management at Union Pacific Railroad in Omaha, Nebraska and Los Angeles, California.

Dr. Shannon Cummins (PhD, University of Nebraska-Lincoln) is an associate professor of marketing and entrepreneurship at the University of Nebraska at Omaha, where she founded UNO’s Center for Professional Sales. Active in the pedagogy and sales communities, Dr. Cummins has published more than 20 journal articles. She has been honored with college-wide awards at two prior institutions for her teaching and service.

If You’re Not Auditing Your Curriculum for Diversity, Know Your Students Will

Pamela Fischer is a 2021 graduate of University of Virginia’s Darden School of Business, where she received her MBA. She also received a B.A. in history and economics from Haverford College. She currently works as a senior program manager at Amazon.

Jared Harris is academic director of the Institute for Business in Society and Samuel L. Slover Research Associate Professor at University of Virginia’s Darden School of Business. He teaches ethics and strategy courses in Darden’s MBA and EMBA programs, and insights from this research have been highlighted in the New York Times , the Washington Post , and The New Yorker , as well as other media outlets in the United States, Canada, Germany, India, Portugal, and the U.K. His academic career follows a distinguished business career, first in consulting at several global public accounting firms, followed by a stint as a CFO for a small technology startup.

Need a Coauthor for Your Next Business Case Study?

Art Weinstein , Ph.D., is a professor of marketing at Nova Southeastern University, Fort Lauderdale, Florida. He has published more than 80 scholarly articles and papers and eight books on customer-focused marketing strategy. His latest book is Superior Customer Value—Finding and Keeping Customers in the Now Economy . Dr. Weinstein has consulted for many leading technology and service companies.

Lessons from My First Case Writing Project

Jeremy B. Dann is a lecturer at USC’s Marshall School of Business and the founding director of the case study program at the school’s Lloyd Greif Center for Entrepreneurial Studies. Dann was named Outstanding Case Writer and winner of The Case Centre’s 2021 global case writing competition. He graduated from Harvard Business School in 1998 and served as a research fellow at HBS from 1998-99. He is the author or coauthor of seven bestselling case studies available through Harvard Business Publishing.

What Effective Case Instructors Do Best

Mihnea Moldoveanu is the Desautels Professor of Integrative Thinking; Professor of Economic Analysis; and Founding Director of the Desautels Centre for Integrative Thinking, the Self Development Lab, the Mind Brain Behavior Institute, the Leadership Development Lab, and Rotman Digital, all at the Rotman School of Management, University of Toronto.

When Startups Lose, Students Gain

• How I Teach

Thomas R. Eisenmann is the Howard H. Stevenson Professor of Business Administration at Harvard Business School, where he teaches entrepreneurship and studies the management of new ventures. Eisenmann is the Peter O. Crisp faculty chair of the Harvard Innovation Labs and faculty cochair of the HBS Arthur Rock Center for Entrepreneurship, the Harvard MS/MBA-Engineering Sciences, and the Harvard College Technology Fellows program. Since joining the HBS faculty in 1997, he’s led The Entrepreneurial Manager, an introductory course taught to all first-year MBAs, and chaired the second year of the MBA program.

Lindsay N. Hyde is a senior lecturer at Harvard Business School in the Entrepreneurial Management unit. She coteaches Entrepreneurial Failure, a course focused on why start-ups fail and how founders and founding teams rebound and learn from failure. Hyde is also an entrepreneur in residence at Moderne Ventures, a $200M venture capital fund focused on the real estate sector. Prior to her time at Moderne, Hyde founded and led start-ups in the real estate and education spaces. She cofounded Baroo, a venture-backed services-as-amenities platform used by the largest Class A multifamily owners and operators.

What the Case Study Method Really Teaches

Nitin Nohria is the former dean of Harvard Business School.

Get the Most Out of Your Cold Calls

What to do when students bring case solutions to class.

John Lafkas is a senior editor at Harvard Business Publishing. He has taught with cases and is an aficionado of cases old and new.

An Educator’s Guide to Online Teaching Technology

Ryan W. Buell is a professor of business administration in the Technology and Operations Management Unit at Harvard Business School. He teaches Managing Service Operations in the MBA elective curriculum, is a section chair in the MBA required curriculum, and teaches in numerous focused and custom executive education programs at the school. He is the faculty chair of the Transforming Customer Experiences Executive Education program, and has also taught the Technology and Operations Management course in the MBA required curriculum.

It’s Time We Talk About Mental Health in Business Classrooms

• Student Support

Bahia El Oddi founded Human Sustainability Inside Out to break with mental health stigmas and to support well-being at work. Prior to this, Bahia created CoCaSha (Connect, Care, and Share), a start-up empowering underrepresented food entrepreneurs and small businesses owners with digital skills. She is also the cofounder of MIT Open Learning’s TRUE Africa University, an online university aiming to empower African talent to accelerate the continent’s development, and Dar El Oddi, a cultural center aiming to make Morocco’s cultural heritage accessible to everyone.

Carin-Isabel Knoop is the executive director of the Case Research & Writing Group at Harvard Business School. She is also coauthor of Compassionate Management of Mental Health in the Modern Workplace .

5 Ways Online Tools Made Case Teaching Better

David Wood is a member of the faculty in operations management at Ivey Business School, as well as a graduate of both the HBA and MBA programs. He spent many years in industry as the director of sales and marketing and then as vice president of manufacturing before becoming president for W. C. Wood Company, a global manufacturer of home appliances. He has written many cases on process design, quality management, and operations strategy. Wood is the coauthor of a series of books on learning with cases and writing cases, and he has won a number of teaching awards, including the David G. Burgoyne Teaching Award and Outstanding Case Teacher from The Case Centre.

Ignacio Gafo is a professor in marketing management at IE Business School. He holds an Executive MBA and a PhD in marketing. Prior to joining IE, he spent 15 years working in international marketing and sales positions in the telecommunications, technology, and fast-moving consumer goods industries. He has been teaching online and face to face in master’s and executive education programs for 16 years. Gafo is a board member of IE’s Center for Liquid Learning, and lectures around the world about online education.

Why It’s OK to Keep Older Cases in Your Syllabus

A course designed to get students hired.

Johannes Kern is an affiliated professor of supply chain management at Tongji University, China, where he researches buyer-supplier relationships and the digital transformation of logistics. He also supports international companies in China to optimize their whole supply chain, including sourcing, transportation, warehousing, and production.

You Too Can—and Must—Lead Class Discussions on Social Justice Issues

Mihir A. Desai is the Mizuho Financial Group Professor of Finance at Harvard Business School and a professor of law at Harvard Law School. His areas of expertise include tax policy, international finance, and corporate finance.

Case Writers, Think Carefully About How You Portray Protagonists

Alexandra C. Feldberg is an assistant professor of business administration in the Organizational Behavior Unit at Harvard Business School. She uses qualitative and quantitative methods to examine intersections between gender, knowledge-transfer, technology, and discrimination within firms. Prior to her graduate studies, she worked as a management consultant at Katzenbach Partners, a staff member at Columbia University, and an Education Pioneers Fellow with Teach For America.

Anthony J. Mayo is the Thomas S. Murphy Senior Lecturer of Business Administration and C. Roland Christensen Distinguished Management Educator in the Organizational Behavior Unit of Harvard Business School. He currently teaches leadership and organizational behavior and authentic leader development in the MBA Program. He recently co-created the HBS Online course, Leadership Principles, designed to help new and aspiring leaders unleash the potential in themselves and others.

HBS Case Research & Writing Group works closely with HBS faculty members, supporting the development of cases and other course materials including case supplements, abridgements, background notes, teaching notes, and multimedia products. Part of the Division of Research and Faculty Development, the CRG also supports other HBS departments, assists the HBS Global Initiative and its off-campus centers, and provides research assistant (RA) training services.

The Future of Case Teaching

Tales from the trenches, the art of the case method, the heart of the case method, exploring the relevance and efficacy of the case method 100 years later, what happens when students can personally relate to case protagonists.

R. Daniel Wadhwani is professor of entrepreneurship at the Greif Center for Entrepreneurial Studies, University of Southern California. He co-directs USC’s Founder Central Initiative , which is devoted to research and teaching on the decisions and dilemmas that founders and early hires face in new ventures. Wadhwani’s research focuses on historical approaches to the study of entrepreneurship. He recently co-edited a special issue of Strategic Entrepreneurship Journal devoted to the topic and regularly contributes to the Greif Center’s Historical Entrepreneurship Case Series .

How to Teach Any Case Online

10 business case studies to teach online.

Karthik Ramanna is a professor of business and public policy at the University of Oxford, where he is also director of the Oxford MPP and of the Oxford Case Centre on Public Leadership. He was previously on the faculty of Harvard Business School.

Laura Huang is an associate professor of business administration in the Organizational Behavior Unit at Harvard Business School. Prior to joining HBS, she was an assistant professor of management at the Wharton School, University of Pennsylvania. Her research examines early-stage entrepreneurship, and the role of interpersonal relationships and implicit factors in the investment decisions of financiers such as angel investors and VCs.

Anna A. Tavis is a professor and academic director of the Human Capital Management Department at NYU School of Professional Studies, senior fellow with the Conference Board, and the academic in residence with Executive Networks. She was named for inclusion in Thinkers50 Radar for 2020.

Meredith Burnett is a professorial lecturer in the Kogod School of Business at American University. Her research and teaching interests are in the areas of organizational behavior and human resource management, and her research examines how individual differences and human resource policies interact to influence employee behavior. She is particularly interested in examining how these factors influence outcomes such as employee retention and employee knowledge sharing.

Christopher A. Bartlett is the Thomas D. Casserly, Jr. Professor of Business Administration, Emeritus, at Harvard Business School. As a practicing manager prior to HBS, he worked as a marketing manager with Alcoa in Australia, as a management consultant in McKinsey’s London office, and as the country general manager of Baxter Laboratories’ subsidiary company in France. His research interests after joining HBS in 1979 focused on the strategic and organizational challenges confronting managers in large, complex corporations, and on the organizational and managerial impact of transformational change.

Chen Lin is an assistant professor of marketing at CEIBS and a former assistant professor of marketing at the Eli Broad College of Business, Michigan State University. Her research interests include digital and social media, internet marketing, and empirical marketing models. She has taught marketing research, digital marketing, and business technology innovation at the EMBA, EED, and MBA levels, and has been a marketing columnist for SINA Finance , Forbes , and Economist EIU.

Karin Kollenz-Quetard is professor of strategy and innovation at EDHEC Business School, and she also intervenes in customized programs at other business schools such as London Business School (UK) and HEC (France). She develops and delivers face-to-face and online executive-management development programs and keynotes with a focus on strategy and innovation. In December 2016, Karin was named one of the world’s leading business school professors by Financial Times .

Caren B. Scheepers is an associate professor at the Gordon Institute of Business Science (GIBS), University of Pretoria. She lectures on strategic implementation, MBA electives titled Contextual Leadership Intelligence and Diversity and Inclusion (Identity Work), and on strategic leadership on the MPhil in corporate strategy. She also developed and is hosting a GIBS Online Strategic Leadership course. She is also passionate about executive education programs and supporting companies in their strategy execution.

Teaching History Through the Case Method

Discussing race in case teaching.

Michael A. Stanko is associate professor of innovation and marketing at North Carolina State University’s Poole College of Management.

Do Your Students Know How to Analyze a Case—Really?

Herbert V. Brotspies , D.B.A., is an adjunct professor of marketing at Nova Southeastern University. He has over 30 years’ experience as a vice president in marketing, strategic planning, and acquisitions for Fortune 50 consumer products companies working in the United States and internationally. His research interests include return on marketing investment, consumer behavior, business-to-business strategy, and strategic planning.

John T. Gironda , Ph.D., is an assistant professor of marketing at the University of North Carolina Wilmington. His research has been published in Industrial Marketing Management, Psychology & Marketing , and Journal of Marketing Management . He has also presented at major marketing conferences including the American Marketing Association, Academy of Marketing Science, and Society for Marketing Advances.

Mastering Case Teaching in Online Classes

Bringing the case method online.

Srikant Datar is the Arthur Lowes Dickinson Professor of Business Administration, faculty chair of the Harvard Innovation Lab, HBS One Harvard Faculty Fellow, and senior associate dean for University Affairs at Harvard Business School. A chartered accountant, he holds two master’s degrees and a Ph.D. from Stanford University.

Brian Kenny is the chief marketing and communications officer at Harvard Business School, where he oversees all marketing and communications efforts at the school. Previously, he oversaw global marketing for management consultancy The Monitor Group and led marketing programs for Genuity, a $2 billion internet company.

How to Write a Great Business Case

James L. Heskett is UPS Foundation Professor of Business Logistics, emeritus, at Harvard Business School. He completed his Ph.D. at the Graduate School of Business, Stanford University, and has been a faculty member at The Ohio State University as well as president of Logistics Systems, Inc. Since 2000, he has authored a blog on Harvard Business School’s Working Knowledge website .

Benson P. Shapiro is the Malcolm P. McNair Professor of Marketing, emeritus, at Harvard Business School where he taught full time from 1970 to 1997. Since 1997, Shapiro has concentrated his professional time on consulting, giving speeches, serving on boards, and writing. He continues to teach at Harvard and has taught in many executive programs and has chaired the Sustainable Marketing Leadership for Mid-Sized Firms Program.

7 Favorite Business Case Studies to Teach—and Why

Emily Michelle David is an assistant professor of management at China Europe International Business School (CEIBS). Her current research focuses on discovering how to make workplaces more welcoming for people of all backgrounds and personality profiles to maximize performance and avoid employee burnout. David’s work has been published in a number of scholarly journals, and she has worked as an in-house researcher at both NASA and the M.D. Anderson Cancer Center.

Devin Shanthikumar  is an associate professor and the accounting area coordinator at UCI Paul Merage School of Business. She teaches undergraduate, MBA, and executive-level courses in managerial accounting. Shanthikumar previously served on the faculty at Harvard Business School, where she taught both financial accounting and managerial accounting for MBAs, and wrote cases that are used in accounting courses across the country.

Robert D. Austin is a professor of information systems at Ivey Business School and an affiliated faculty member at Harvard Medical School. He has published widely, authoring nine books, more than 50 cases and notes, three Harvard online products, and two popular massive open online courses (MOOCs) running on the Coursera platform.

Karin Schnarr is an assistant professor of policy and the director of the Bachelor of Business Administration (BBA) program at the Lazaridis School of Business & Economics at Wilfrid Laurier University in Waterloo, Ontario, Canada where she teaches strategic management at the undergraduate, graduate, and executive levels. Schnarr has published several award-winning and best-selling cases and regularly presents at international conferences on case writing and scholarship.

Gary P. Pisano is the Harry E. Figgie, Jr. Professor of Business Administration and senior associate dean of faculty development at Harvard Business School, where he has been on the faculty since 1988. Pisano is an expert in the fields of technology and operations strategy, the management of innovation, and competitive strategy. His research and consulting experience span a range of industries including aerospace, biotechnology, pharmaceuticals, specialty chemicals, health care, nutrition, computers, software, telecommunications, and semiconductors.

Francesca Gino studies how people can have more productive, creative, and fulfilling lives. She is a professor at Harvard Business School and the author, most recently, of  Rebel Talent: Why It Pays to Break the Rules at Work and in Life . Gino regularly gives keynote speeches, delivers corporate training programs, and serves in advisory roles for firms and not-for-profit organizations across the globe.

Robert F. Bruner is a university professor at the University of Virginia, distinguished professor of business administration, and dean emeritus of the Darden School of Business. He has also held visiting appointments at Harvard and Columbia universities in the United States, at INSEAD in France, and at IESE in Spain. He is the author, co-author, or editor of more than 20 books on finance, management, and teaching. Currently, he teaches and writes in finance and management.

Tackling Diversity in Case Discussions

Colleen Ammerman works with the faculty leadership of the Harvard Business School Race, Gender & Equity Initiative to support a research community and a platform for disseminating practice-relevant insights for advancing equity, diversity, and inclusion in organizations. She is a member of the Life & Leadership After HBS research team, an ongoing longitudinal study of Harvard Business School alumni which examines the influence of gender and race on their life and career outcomes. She is also coauthor, with Boris Groysberg, of Glass Half Broken: Shattering the Barriers That Still Hold Women Back at Work (Harvard Business Review Press 2021).

Zoe Kinias  is an associate professor of organizational behavior at INSEAD and the academic director of INSEAD’s Gender Initiative. She is also a member of the INSEAD Randomized Control Trials Lab. Her teaching topics focus on leadership development, social issues at the intersection of business and society, and psychological research in applied/business contexts.

Nien-hê Hsieh  is a professor of business administration and Joseph L. Rice, III Faculty Fellow in the general management unit at Harvard Business School. His research concerns ethical issues in business and the responsibilities of global business leaders, and it centers on the question of whether and how managers are guided by not only considerations of economic efficiency, but also by values such as freedom and fairness and respect for basic rights.

The Case for Female Protagonists

Anne Trumbore is senior director of Wharton Online at The Wharton School, University of Pennsylvania. She formerly taught and designed curricula for online environments at Stanford University, and she has also pioneered the design and implementation of online courses at NovoEd and Coursera.

Lilian Ajayi-Ore is a faculty member at Columbia University and New York University School of Professional Studies. She teaches digital marketing, interactive marketing, and data analytics. She is also a digital marketing strategist and big data analytics executive with over 16 years of industry expertise helping brands and organizations identify key market trends and implement marketing strategies.

Live Case Studies Demystified

Adam Rapp is a professor of marketing at Ohio University’s College of Business and the executive director of The Ralph and Luci Schey Sales Centre. His research focuses on factors influencing the performance of front-line service and sales personnel. He has taught in and built sales institutes, and most recently developed an extensive curriculum around the topic of managing millennials and sales team performance.

Jessica Ogilvie is an assistant professor of marketing in the College of Business Administration and associate director of the sales program at Marquette University where she teaches marketing and professional selling courses. She is also an area editor at the Journal of Personal Selling and Sales Management. Her primary areas of research include strategic issues related to frontline management, sales, and service topics.

The Perfect Opening Question

William Ellet  is a lecturer in the business law department at the University of Miami Business School, where he teaches critical thinking, writing, and speaking. He has over 20 years of experience as an MBA writing coach and teaches workshops on the case method all over the globe.

The Art of Cold Calling

The  C. Roland Christensen Center for Teaching and Learning  was established in 2004 to promote and support teaching excellence and innovation within Harvard Business School. It also provides leadership and expertise about case method teaching and participant-centered learning for instructors at other institutions in the United States and abroad.

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Articles and books about case teaching

There are many books and articles that explore the pedagogy of the case method. Written by experienced case  teachers these valuable resources are designed to provide guidance and support to colleagues. Many include tips and tricks developed through years of case teaching experience in a wide variety of organisations worldwide.

The following items are available from The Case Centre via our product search (unless specified otherwise). Simply click the title of the item you are interested in to see more details and order a copy.

Books about case teaching

Articles about case teaching

Features about case teaching

Assessing participation in case classes: Part 1 - The issues

Assessing participation in case classes: Part 2 - Practical challenges and solutions

Bringing the case method online , Srikant Datar and Brian Kenny, Harvard Business Review’s Cold Call Podcast

Can cases enhance employability?

Contextualising the use of cases

Diversity and cases: Part 1 - Context

Diversity and cases: Part 2 - Content and class

Getting case teaching online quickly

Going local - we explore the growing demand for 'local' cases

Inducting students into the case method

Leap of faith: reflections on the switch to online teaching during the pandemic

Making cases work online

Management instructors’ response strategies to teaching amidst the COVID-19 challenges , Debapratim Purkayastha, ICFAI Business School (IBS)

Managing student personal tech in the case classroom

Mastering case teaching in online classes , Bill Schiano, Harvard Business Publishing

Nurturing the power to make a difference with cases

Online case teaching survey 2021: the results

Preparing students to learn with cases

Preparing to teach with cases: Part 1 - Laying the foundations

Preparing to teach with cases: Part 2 - Getting ready for class

Raising the curtain - how to start a case class

Solution or sabotage? When students find case answers online

Teaching with cases online , Bill Schiano and Espen Andersen, Harvard Business Publishing

Teaching with cases online: Part 1 - The current landscape

Teaching with cases online: Part 2 - Practical and pedagogical considerations

Teaching with cases - what's involved?

The gender case gap

The world’s favourite case companies

Using cases with undergraduates

We are all one group – mastering hybrid case teaching

Webinar takeaways: moving your case teaching online - best practice

Webinar takeaways: moving your case teaching online - shared experience

Other topics

Cases describe real-life business situations.

Usually the main character in the case is facing a tricky challenge or decision. Class participants discuss possible solutions and analyse the pros and cons of various approaches to the problem.

Most cases are written documents (distributed electronically or in print), but there are an increasing number of video and multimedia cases.

More about the case method

Intensive, practical and hands-on, our case training is ideal for teachers, writers and students.

Enjoy a safe, enjoyable learning experience, plus the chance to network with colleagues.

Case method training

Most popular.

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Learning with cases can be a challenging experience.

Our interactive study guide takes students through the process, providing practical tips, tricks and tools.

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Case Method Teaching and Learning

What is the case method? How can the case method be used to engage learners? What are some strategies for getting started? This guide helps instructors answer these questions by providing an overview of the case method while highlighting learner-centered and digitally-enhanced approaches to teaching with the case method. The guide also offers tips to instructors as they get started with the case method and additional references and resources.

On this page:

What is case method teaching.

• Case Method at Columbia

Why use the Case Method?

Case method teaching approaches, how do i get started.

• Additional Resources

The CTL is here to help!

For support with implementing a case method approach in your course, email [email protected] to schedule your 1-1 consultation .

Cite this resource: Columbia Center for Teaching and Learning (2019). Case Method Teaching and Learning. Columbia University. Retrieved from [today’s date] from https://ctl.columbia.edu/resources-and-technology/resources/case-method/  

Case method 1 teaching is an active form of instruction that focuses on a case and involves students learning by doing 2 3 . Cases are real or invented stories 4  that include “an educational message” or recount events, problems, dilemmas, theoretical or conceptual issue that requires analysis and/or decision-making.

Case-based teaching simulates real world situations and asks students to actively grapple with complex problems 5 6 This method of instruction is used across disciplines to promote learning, and is common in law, business, medicine, among other fields. See Table 1 below for a few types of cases and the learning they promote.

Table 1: Types of cases and the learning they promote.

For a more complete list, see Case Types & Teaching Methods: A Classification Scheme from the National Center for Case Study Teaching in Science.

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Case Method Teaching and Learning at Columbia

The case method is actively used in classrooms across Columbia, at the Morningside campus in the School of International and Public Affairs (SIPA), the School of Business, Arts and Sciences, among others, and at Columbia University Irving Medical campus.

Faculty Spotlight:

Professor Mary Ann Price on Using Case Study Method to Place Pre-Med Students in Real-Life Scenarios

Read more  

Professor De Pinho on Using the Case Method in the Mailman Core

Case method teaching has been found to improve student learning, to increase students’ perception of learning gains, and to meet learning objectives 8 9 . Faculty have noted the instructional benefits of cases including greater student engagement in their learning 10 , deeper student understanding of concepts, stronger critical thinking skills, and an ability to make connections across content areas and view an issue from multiple perspectives 11 . 

Through case-based learning, students are the ones asking questions about the case, doing the problem-solving, interacting with and learning from their peers, “unpacking” the case, analyzing the case, and summarizing the case. They learn how to work with limited information and ambiguity, think in professional or disciplinary ways, and ask themselves “what would I do if I were in this specific situation?”

The case method bridges theory to practice, and promotes the development of skills including: communication, active listening, critical thinking, decision-making, and metacognitive skills 12 , as students apply course content knowledge, reflect on what they know and their approach to analyzing, and make sense of a case. 

Though the case method has historical roots as an instructor-centered approach that uses the Socratic dialogue and cold-calling, it is possible to take a more learner-centered approach in which students take on roles and tasks traditionally left to the instructor. 

Cases are often used as “vehicles for classroom discussion” 13 . Students should be encouraged to take ownership of their learning from a case. Discussion-based approaches engage students in thinking and communicating about a case. Instructors can set up a case activity in which students are the ones doing the work of “asking questions, summarizing content, generating hypotheses, proposing theories, or offering critical analyses” 14 . 

The role of the instructor is to share a case or ask students to share or create a case to use in class, set expectations, provide instructions, and assign students roles in the discussion. Student roles in a case discussion can include: 

• discussion “starters” get the conversation started with a question or posing the questions that their peers came up with; 
• facilitators listen actively, validate the contributions of peers, ask follow-up questions, draw connections, refocus the conversation as needed; 
• recorders take-notes of the main points of the discussion, record on the board, upload to CourseWorks, or type and project on the screen; and 
• discussion “wrappers” lead a summary of the main points of the discussion. 

Prior to the case discussion, instructors can model case analysis and the types of questions students should ask, co-create discussion guidelines with students, and ask for students to submit discussion questions. During the discussion, the instructor can keep time, intervene as necessary (however the students should be doing the talking), and pause the discussion for a debrief and to ask students to reflect on what and how they learned from the case activity. 

Note: case discussions can be enhanced using technology. Live discussions can occur via video-conferencing (e.g., using Zoom ) or asynchronous discussions can occur using the Discussions tool in CourseWorks (Canvas) .

Table 2 includes a few interactive case method approaches. Regardless of the approach selected, it is important to create a learning environment in which students feel comfortable participating in a case activity and learning from one another. See below for tips on supporting student in how to learn from a case in the “getting started” section and how to create a supportive learning environment in the Guide for Inclusive Teaching at Columbia . 

Table 2. Strategies for Engaging Students in Case-Based Learning

Approaches to case teaching should be informed by course learning objectives, and can be adapted for small, large, hybrid, and online classes. Instructional technology can be used in various ways to deliver, facilitate, and assess the case method. For instance, an online module can be created in CourseWorks (Canvas) to structure the delivery of the case, allow students to work at their own pace, engage all learners, even those reluctant to speak up in class, and assess understanding of a case and student learning. Modules can include text, embedded media (e.g., using Panopto or Mediathread ) curated by the instructor, online discussion, and assessments. Students can be asked to read a case and/or watch a short video, respond to quiz questions and receive immediate feedback, post questions to a discussion, and share resources. 

For more information about options for incorporating educational technology to your course, please contact your Learning Designer .

To ensure that students are learning from the case approach, ask them to pause and reflect on what and how they learned from the case. Time to reflect  builds your students’ metacognition, and when these reflections are collected they provides you with insights about the effectiveness of your approach in promoting student learning.

Well designed case-based learning experiences: 1) motivate student involvement, 2) have students doing the work, 3) help students develop knowledge and skills, and 4) have students learning from each other.  

Designing a case-based learning experience should center around the learning objectives for a course. The following points focus on intentional design. 

Identify learning objectives, determine scope, and anticipate challenges. 

• Why use the case method in your course? How will it promote student learning differently than other approaches? 
• What are the learning objectives that need to be met by the case method? What knowledge should students apply and skills should they practice? 
• What is the scope of the case? (a brief activity in a single class session to a semester-long case-based course; if new to case method, start small with a single case). 
• What challenges do you anticipate (e.g., student preparation and prior experiences with case learning, discomfort with discussion, peer-to-peer learning, managing discussion) and how will you plan for these in your design? 
• If you are asking students to use transferable skills for the case method (e.g., teamwork, digital literacy) make them explicit. 

Determine how you will know if the learning objectives were met and develop a plan for evaluating the effectiveness of the case method to inform future case teaching. 

• What assessments and criteria will you use to evaluate student work or participation in case discussion? 
• How will you evaluate the effectiveness of the case method? What feedback will you collect from students? 
• How might you leverage technology for assessment purposes? For example, could you quiz students about the case online before class, accept assignment submissions online, use audience response systems (e.g., PollEverywhere) for formative assessment during class? 

Select an existing case, create your own, or encourage students to bring course-relevant cases, and prepare for its delivery

• Where will the case method fit into the course learning sequence? 
• Is the case at the appropriate level of complexity? Is it inclusive, culturally relevant, and relatable to students? 
• What materials and preparation will be needed to present the case to students? (e.g., readings, audiovisual materials, set up a module in CourseWorks). 

Plan for the case discussion and an active role for students

• What will your role be in facilitating case-based learning? How will you model case analysis for your students? (e.g., present a short case and demo your approach and the process of case learning) (Davis, 2009). 
• What discussion guidelines will you use that include your students’ input? 
• How will you encourage students to ask and answer questions, summarize their work, take notes, and debrief the case? 
• If students will be working in groups, how will groups form? What size will the groups be? What instructions will they be given? How will you ensure that everyone participates? What will they need to submit? Can technology be leveraged for any of these areas? 
• Have you considered students of varied cognitive and physical abilities and how they might participate in the activities/discussions, including those that involve technology? 

Student preparation and expectations

• How will you communicate about the case method approach to your students? When will you articulate the purpose of case-based learning and expectations of student engagement? What information about case-based learning and expectations will be included in the syllabus?
• What preparation and/or assignment(s) will students complete in order to learn from the case? (e.g., read the case prior to class, watch a case video prior to class, post to a CourseWorks discussion, submit a brief memo, complete a short writing assignment to check students’ understanding of a case, take on a specific role, prepare to present a critique during in-class discussion).

Andersen, E. and Schiano, B. (2014). Teaching with Cases: A Practical Guide . Harvard Business Press. 

Bonney, K. M. (2015). Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains†. Journal of Microbiology & Biology Education , 16 (1), 21–28. https://doi.org/10.1128/jmbe.v16i1.846

Davis, B.G. (2009). Chapter 24: Case Studies. In Tools for Teaching. Second Edition. Jossey-Bass. 

Garvin, D.A. (2003). Making the Case: Professional Education for the world of practice. Harvard Magazine. September-October 2003, Volume 106, Number 1, 56-107.

Golich, V.L. (2000). The ABCs of Case Teaching. International Studies Perspectives. 1, 11-29. 

Golich, V.L.; Boyer, M; Franko, P.; and Lamy, S. (2000). The ABCs of Case Teaching. Pew Case Studies in International Affairs. Institute for the Study of Diplomacy. 

Heath, J. (2015). Teaching & Writing Cases: A Practical Guide. The Case Center, UK. 

Herreid, C.F. (2011). Case Study Teaching. New Directions for Teaching and Learning. No. 128, Winder 2011, 31 – 40. 

Herreid, C.F. (2007). Start with a Story: The Case Study Method of Teaching College Science . National Science Teachers Association. Available as an ebook through Columbia Libraries. 

Herreid, C.F. (2006). “Clicker” Cases: Introducing Case Study Teaching Into Large Classrooms. Journal of College Science Teaching. Oct 2006, 36(2). https://search.proquest.com/docview/200323718?pq-origsite=gscholar  

Krain, M. (2016). Putting the Learning in Case Learning? The Effects of Case-Based Approaches on Student Knowledge, Attitudes, and Engagement. Journal on Excellence in College Teaching. 27(2), 131-153. 

Lundberg, K.O. (Ed.). (2011). Our Digital Future: Boardrooms and Newsrooms. Knight Case Studies Initiative. 

Popil, I. (2011). Promotion of critical thinking by using case studies as teaching method. Nurse Education Today, 31(2), 204–207. https://doi.org/10.1016/j.nedt.2010.06.002

Schiano, B. and Andersen, E. (2017). Teaching with Cases Online . Harvard Business Publishing. 

Thistlethwaite, JE; Davies, D.; Ekeocha, S.; Kidd, J.M.; MacDougall, C.; Matthews, P.; Purkis, J.; Clay D. (2012). The effectiveness of case-based learning in health professional education: A BEME systematic review . Medical Teacher. 2012; 34(6): e421-44. 

Yadav, A.; Lundeberg, M.; DeSchryver, M.; Dirkin, K.; Schiller, N.A.; Maier, K. and Herreid, C.F. (2007). Teaching Science with Case Studies: A National Survey of Faculty Perceptions of the Benefits and Challenges of Using Cases. Journal of College Science Teaching; Sept/Oct 2007; 37(1). 

Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice. Second Edition. Jossey-Bass.

Additional resources 

Teaching with Cases , Harvard Kennedy School of Government. 

Features “what is a teaching case?” video that defines a teaching case, and provides documents to help students prepare for case learning, Common case teaching challenges and solutions, tips for teaching with cases. 

Promoting excellence and innovation in case method teaching: Teaching by the Case Method , Christensen Center for Teaching & Learning. Harvard Business School. 

National Center for Case Study Teaching in Science . University of Buffalo. 

A collection of peer-reviewed STEM cases to teach scientific concepts and content, promote process skills and critical thinking. The Center welcomes case submissions. Case classification scheme of case types and teaching methods:

• Different types of cases: analysis case, dilemma/decision case, directed case, interrupted case, clicker case, a flipped case, a laboratory case. 
• Different types of teaching methods: problem-based learning, discussion, debate, intimate debate, public hearing, trial, jigsaw, role-play. 

Columbia Resources

Resources available to support your use of case method: The University hosts a number of case collections including: the Case Consortium (a collection of free cases in the fields of journalism, public policy, public health, and other disciplines that include teaching and learning resources; SIPA’s Picker Case Collection (audiovisual case studies on public sector innovation, filmed around the world and involving SIPA student teams in producing the cases); and Columbia Business School CaseWorks , which develops teaching cases and materials for use in Columbia Business School classrooms.

Center for Teaching and Learning

The Center for Teaching and Learning (CTL) offers a variety of programs and services for instructors at Columbia. The CTL can provide customized support as you plan to use the case method approach through implementation. Schedule a one-on-one consultation. 

Office of the Provost

The Hybrid Learning Course Redesign grant program from the Office of the Provost provides support for faculty who are developing innovative and technology-enhanced pedagogy and learning strategies in the classroom. In addition to funding, faculty awardees receive support from CTL staff as they redesign, deliver, and evaluate their hybrid courses.

The Start Small! Mini-Grant provides support to faculty who are interested in experimenting with one new pedagogical strategy or tool. Faculty awardees receive funds and CTL support for a one-semester period.

Explore our teaching resources.

• Blended Learning
• Contemplative Pedagogy
• Inclusive Teaching Guide
• FAQ for Teaching Assistants
• Metacognition

CTL resources and technology for you.

• Overview of all CTL Resources and Technology
• The origins of this method can be traced to Harvard University where in 1870 the Law School began using cases to teach students how to think like lawyers using real court decisions. This was followed by the Business School in 1920 (Garvin, 2003). These professional schools recognized that lecture mode of instruction was insufficient to teach critical professional skills, and that active learning would better prepare learners for their professional lives. ↩
• Golich, V.L. (2000). The ABCs of Case Teaching. International Studies Perspectives. 1, 11-29. ↩
• Herreid, C.F. (2007). Start with a Story: The Case Study Method of Teaching College Science . National Science Teachers Association. Available as an ebook through Columbia Libraries. ↩
• Davis, B.G. (2009). Chapter 24: Case Studies. In Tools for Teaching. Second Edition. Jossey-Bass. ↩
• Andersen, E. and Schiano, B. (2014). Teaching with Cases: A Practical Guide . Harvard Business Press. ↩
• Lundberg, K.O. (Ed.). (2011). Our Digital Future: Boardrooms and Newsrooms. Knight Case Studies Initiative. ↩
• Heath, J. (2015). Teaching & Writing Cases: A Practical Guide. The Case Center, UK. ↩
• Bonney, K. M. (2015). Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains†. Journal of Microbiology & Biology Education , 16 (1), 21–28. https://doi.org/10.1128/jmbe.v16i1.846 ↩
• Krain, M. (2016). Putting the Learning in Case Learning? The Effects of Case-Based Approaches on Student Knowledge, Attitudes, and Engagement. Journal on Excellence in College Teaching. 27(2), 131-153. ↩
• Thistlethwaite, JE; Davies, D.; Ekeocha, S.; Kidd, J.M.; MacDougall, C.; Matthews, P.; Purkis, J.; Clay D. (2012). The effectiveness of case-based learning in health professional education: A BEME systematic review . Medical Teacher. 2012; 34(6): e421-44. ↩
• Yadav, A.; Lundeberg, M.; DeSchryver, M.; Dirkin, K.; Schiller, N.A.; Maier, K. and Herreid, C.F. (2007). Teaching Science with Case Studies: A National Survey of Faculty Perceptions of the Benefits and Challenges of Using Cases. Journal of College Science Teaching; Sept/Oct 2007; 37(1). ↩
• Popil, I. (2011). Promotion of critical thinking by using case studies as teaching method. Nurse Education Today, 31(2), 204–207. https://doi.org/10.1016/j.nedt.2010.06.002 ↩
• Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice. Second Edition. Jossey-Bass. ↩
• Herreid, C.F. (2006). “Clicker” Cases: Introducing Case Study Teaching Into Large Classrooms. Journal of College Science Teaching. Oct 2006, 36(2). https://search.proquest.com/docview/200323718?pq-origsite=gscholar ↩

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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."

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Jennifer Howard-Grenville and Ujjwal Pandey

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Hydrogen is often hyped as the “Swiss army knife” of the energy transition because of its potential versatility in decarbonising fossil fuel-intensive energy production and industries. Making use of that versatility, however, will require hydrogen producers and distributors to cut costs, manage technology risks, and obtain support from policymakers.

To cut carbon dioxide emissions, hydrogen production must shift from its current reliance on fossil fuels. The most common method yields “grey hydrogen”, made from natural gas but without emissions capture. “Blue hydrogen,” which is also made from natural gas but with the associated carbon emissions captured and stored, is favourable.

But “green hydrogen” uses renewable energy sources, including wind and solar, to split water into hydrogen and oxygen via electrolysis. And, because there are no carbon emissions during production or combustion, green hydrogen can help to decarbonise energy generation as well as industry sectors — such as steel, chemicals and transport — that rely heavily on fossil fuels.

Ultimately, though, the promise of green hydrogen will hinge on how businesses and policymakers weigh several questions, trade-offs, and potential long-term consequences. We know from previous innovations that progress can be far from straightforward.

Wind power, for example, is a mature renewable energy technology and a key enabler in green hydrogen production, but it suffers vulnerabilities on several fronts. Even Denmark’s Ørsted — the world’s largest developer of offshore wind power and a beacon for renewable energy — recently said it was struggling to deliver new offshore wind projects profitably in the UK.

Generally, the challenge arises from interdependencies between macroeconomic conditions — such as energy costs and interest rates — and business decision-making around investments. In the case of Ørsted, it said the escalating costs of turbines, labour, and financing have exceeded the inflation-linked fixed price for electricity set by regulators.

Business leaders will also need to steer through uncertainties — such as market demand, technological risks, regulatory ambiguity, and investment risks — as they seek to incorporate green hydrogen.

Test yourself

This is the third in a series of monthly business school-style teaching case studies devoted to responsible-business dilemmas faced by organisations. Read the piece and FT articles suggested at the end before considering the questions raised.

About the authors: Jennifer Howard-Grenville is Diageo professor of organisation studies at Cambridge Judge Business School; Ujjwal Pandey is an MBA candidate at Cambridge Judge and a former consultant at McKinsey.

The series forms part of a wide-ranging collection of FT ‘instant teaching case studies ’ that explore business challenges.

Two factors could help business leaders gain more clarity.

The first factor will be where, and how quickly, costs fall and enable the necessary increase to large-scale production. For instance, the cost of the electrolysers needed to split water into hydrogen and oxygen remains high because levels of production are too low. These costs and slow progress in expanding the availability and affordability of renewable energy sources have made green hydrogen much more expensive than grey hydrogen, so far — currently, two to three times the cost.

The FT’s Lex column calculated last year that a net zero energy system would create global demand for hydrogen of 500mn tonnes, annually, by 2050 — which would require an investment of $20tn. However, only $29bn had been committed by potential investors, Lex noted, despite some 1,000 new projects being announced globally and estimated to require total investment of $320bn.

Solar power faced similar challenges a decade ago. Thanks to low-cost manufacturing in China and supportive government policies, the sector has grown and is, within a very few years , expected to surpass gas-fired power plant installed capacity, globally. Green hydrogen requires a similar concerted effort. With the right policies and technological improvements, the cost of green hydrogen could fall below the cost of grey hydrogen in the next decade, enabling widespread adoption of the former.

Countries around the world are introducing new and varied incentives to address this gap between the expected demand and supply of green hydrogen. In Canada, for instance, Belgium’s Tree Energy Solutions plans to build a $4bn plant in Quebec, to produce synthetic natural gas from green hydrogen and captured carbon, attracted partly by a C$17.7bn ($12.8bn) tax credit and the availability of hydropower.

Such moves sound like good news for champions of green hydrogen, but companies still need to manage the short-term risks from potential policy and energy price swings. The US Inflation Reduction Act, which offers tax credits of up to $3 per kilogramme for producing low-carbon hydrogen, has already brought in limits , and may not survive a change of government.

Against such a backdrop, how should companies such as Hystar — a Norwegian maker of electrolysers already looking to expand capacity from 50 megawatts to 4 gigawatts a year in Europe — decide where and when to open a North American production facility?

The second factor that will shape hydrogen’s future is how and where it is adopted across different industries. Will it be central to the energy sector, where it can be used to produce synthetic fuels, or to help store the energy generated by intermittent renewables, such as wind and solar? Or will it find its best use in hard-to-abate sectors — so-called because cutting their fossil fuel use, and their CO₂ emissions, is difficult — such as aviation and steelmaking?

Steel producers are already seeking to pivot to hydrogen, both as an energy source and to replace the use of coal in reducing iron ore. In a bold development in Sweden, H2 Green Steel says it plans to decarbonise by incorporating hydrogen in both these ways, targeting 2.5mn tonnes of green steel production annually .

Meanwhile, the global aviation industry is exploring the use of hydrogen to replace petroleum-based aviation fuels and in fuel cell technologies that transform hydrogen into electricity. In January 2023, for instance, Anglo-US start-up ZeroAvia conducted a successful test flight of a hydrogen fuel cell-powered aircraft.

The path to widespread adoption, and the transformation required for hydrogen’s range of potential applications, will rely heavily on who invests, where and how. Backers have to be willing to pay a higher initial price to secure and build a green hydrogen supply in the early phases of their investment.

It will also depend on how other technologies evolve. No industry is looking only to green hydrogen to achieve their decarbonisation aims. Other, more mature technologies — such as battery storage for renewable energy — may instead dominate, leaving green hydrogen to fulfil niche applications that can bear high costs.

As with any transition, there will be unintended consequences. Natural resources (sun, wind, hydropower) and other assets (storage, distribution, shipping) that support the green hydrogen economy are unevenly distributed around the globe. There will be new exporters — countries with abundant renewables in the form of sun, wind or hydropower, such as Australia or some African countries — and new importers, such as Germany, with existing industry that relies on hydrogen but has relatively low levels of renewable energy sourced domestically.

How will the associated social and environmental costs be borne, and how will the economic and development benefits be shared? Tackling climate change through decarbonisation is urgent and essential, but there are also trade-offs and long-term consequences to the choices made today.

Questions for discussion

Lex in depth: the staggering cost of a green hydrogen economy

How Germany’s steelmakers plan to go green

Hydrogen-electric aircraft start-up secures UK Infrastructure Bank backing

Aviation start-ups test potential of green hydrogen

Consider these questions:

Are the trajectories for cost/scale-up of other renewable energy technologies (eg solar, wind) applicable to green hydrogen? Are there features of the current economic, policy, and business landscape that point to certain directions for green hydrogen’s development and application?

Take the perspective of someone from a key industry that is part of, or will be affected by, the development of green hydrogen. How should you think about the technology and business opportunities and risks in the near term, and longer term? How might you retain flexibility while still participating in these key shifts?

Solving one problem often creates or obscures new ones. For example, many technologies that decarbonise (such as electric vehicles) have other impacts (such as heavy reliance on certain minerals and materials). How should those participating in the emerging green hydrogen economy anticipate, and address, potential environmental and social impacts? Can we learn from energy transitions of the past?

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Ex-assistant principal charged with child neglect in case of boy who shot teacher

The Associated Press

Signs stand outside Richneck Elementary School in Newport News, Va., Jan. 25, 2023. Denise Lavoie/AP hide caption

Signs stand outside Richneck Elementary School in Newport News, Va., Jan. 25, 2023.

NEWPORT NEWS, Va. — A former assistant principal at a Virginia elementary school has been charged with felony child neglect more than a year after a 6-year-old boy brought a gun to class and shot his first-grade teacher .

A special grand jury in Newport News found that Ebony Parker showed a reckless disregard for the lives of Richneck Elementary School students on Jan. 6, 2023, according to indictments unsealed Tuesday.

Parker and other school officials already face a $40 million negligence lawsuit from the teacher who was shot, Abby Zwerner. She accuses Parker and others of ignoring multiple warnings the boy had a gun and was in a "violent mood" the day of the shooting.

Criminal charges against school officials following a school shootings are quite rare, experts say. Parker, 39, faces eight felony counts, each of which is punishable by up to five years in prison.

The Associated Press left a message seeking comment Tuesday with Parker's attorney, Curtis Rogers.

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Court documents filed Tuesday reveal little about the criminal case against Parker, listing only the counts and a description of the felony charge. It alleges that Parker "did commit a willful act or omission in the care of such students, in a manner so gross, wanton and culpable as to show a reckless disregard for human life."

Newport News police have said the student who shot Zwerner retrieved his mother's handgun from atop a dresser at home and brought the weapon to school concealed in a backpack.

Zwerner's lawsuit describes a series of warnings that school employees gave administrators before the shooting. The lawsuit said those warnings began with Zwerner telling Parker that the boy "was in a violent mood," had threatened to beat up a kindergartener and stared down a security officer in the lunchroom.

The lawsuit alleges that Parker "had no response, refusing even to look up" when Zwerner expressed her concerns.

When concerns were raised that the child may have transferred the gun from his backpack to his pocket, Parker said his "pockets were too small to hold a handgun and did nothing," the lawsuit states.

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A guidance counselor also asked Parker for permission to search the boy, but Parker forbade him, "and stated that John Doe's mother would be arriving soon to pick him up," the lawsuit stated.

Zwerner was sitting at a reading table in front of the class when the boy fired the gun, police said. The bullet struck Zwerner's hand and then her chest, collapsing one of her lungs. She spent nearly two weeks in the hospital and has endured multiple surgeries as well as ongoing emotional trauma, according to her lawsuit.

Parker and the lawsuit's other defendants, which include a former superintendent and the Newport News school board, have tried to block Zwerner's lawsuit.

They've argued that Zwerner's injuries fall under Virginia's workers' compensation law. Their arguments have been unsuccessful so far in blocking the litigation. A trial date for Zwerner's lawsuit is slated for January.

Prosecutors had said a year ago that they were investigating whether the "actions or omissions" of any school employees could lead to criminal charges.

What schools can (and can't) do to prevent school shootings

Howard Gwynn, the commonwealth's attorney in Newport News, said in April 2023 that he had petitioned a special grand jury to probe if any "security failures" contributed to the shooting. Gwynn wrote that an investigation could also lead to recommendations "in the hopes that such a situation never occurs again."

It is not the first school shooting to spark a criminal investigation into school officials. For instance, a former school resource officer was acquitted of all charges last year after he was accused of hiding during the Parkland school massacre in 2018.

Chuck Vergon, a professor of educational law and policy at the University of Michigan-Flint, told The AP last year that it is rare for a teacher or school official to be charged in a school shooting because allegations of criminal negligence can be difficult to prove.

More often, he said, those impacted by school shootings seek to hold school officials liable in civil court.

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