Case Method

Research has shown the case method to be highly effective at teaching students philosophies, approaches and skills to effectively tackle complex business problems.  Other teaching methods, such as lecture and assigning problem sets, are generally more efficient methods to learn about the application and limitation of techniques.

The goals of IEOR 190 include developing student judgment and understanding.  Each case study should be thought of as a metaphor for particular sets of entrepreneurial problems.  The cases chosen for this course include a wide variety of technologies, contexts, opportunities and people.

The case method uses simulated experiences to develop student understanding and skill.  The total case process consists of:

1. Individual analysis and preparation

2. Optional informal small group discussion

3. Classroom discussion

4. End-of-class generalization about the learning

Case-based learning can provide the student with a powerful experience to truly develop deep mastery of conceptual material.  However, primary responsibility for learning lies within each student.  Professor Ben Shapiro of Harvard Business School has written the "Four P's" of student case study responsibility:

1. Preparation: If the student does not read and analyze the case, and then formulate an action plan, the case discussion will mean little.

2. Presence: If the student is not present he/she cannot learn and, more important, cannot add his/her unique thoughts and insight to the group discussion.

3. Promptness: Students who enter the classroom late disrupt the discussion and deprecate the decorum of the process.

4. Participation: Each student's learning is best facilitated by regular participation.  More importantly, the case student has the responsibility to share his/her understanding and judgment with the class to advance the group's collective skills and knowledge.

Source: Hints for Teaching Cases, Ben Shapiro, Harvard Business Publishing.

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