Case Study Method

The Case Method will be used for this class. This methodology may be new to you;
however, it is the most appropriate method to understand the complexities of law. It
abandons explanation and encourages exploration, and, thus, you will find that in
many areas of law, there is no static set of rules, but only a constantly evolving
system of principles.
The class will utilize the cases developed by Harvard Business School. These
cases usually consist of a short narrative (less than 25 pages) told from the point of
view of a manager or business leader embroiled in a dilemma. Case studies provide
readers with an overview of the main issue; background on the institution, industry,
and individuals involved; and the events that led to the problem or decision at hand.
Cases are based on interviews or public sources; sometimes, case studies are
disguised versions of actual events or composites based on the authors experience
and knowledge of the subject. Cases are used to illustrate a particular set of
learning objectives; as in real life, rarely are there precise answers to the dilemma
obvious or clear cut. Skills including but not limited to complex analysis, problemsolving, reasoning and high order processing are necessary throughout this course.
Case studies normally come in two forms. The first is problem specific in
that it tends to use very short and specific kinds of cases in which the problem is
transparent. With this kind of case study, the learner can demonstrate problem
solving abilities using theories that have been previously taught.
The second method uses cases that allow the learners to apply their
knowledge and skills. This type of case study uses complex and lengthy information
which must be deeply analyzed. The problems may not easily be defined. In
addition, the case may not be about a problem needing a solution, but
understanding the issues and analyzing them from different perspectives. The
purpose of this method is about helping learners to identify problems, issues, and
opportunities, as well as about fitting solutions and developing the logic that
supports both problem identification and proposed solution or actions. This
produces a manager grounded in theory and abstract knowledge, and more
important, able to apply those elements. Thus the case study method is far more
learner-centered than it is instructor-centered.
The true power of the case study method for experiential learning is that the
students decide 'the right answer' to a case in the crucible of their deliberations,
debate, and discussions. Like a consulting physician, students see a case 'worked
up' for them by someone else. They must review different facts, analyze them,
reach some conclusion about the problem and its cause (often different from the
instructor's and the case writer's implicit diagnoses from the same facts), and
recommend some treatment. Also, as in medicine, the most powerful and
interesting cases are those that permit multiple analysis of the same evidence to
lead to different, but plausible solutions.