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Professor Gupta has imposed two new policies on his class, midway through the term: 1) No use of Internet to locate additional information on the company in the case; 2) an increase in the percentage of grades attributed to class participation. He meets with rebellion from the class members.

Professor Gupta faces three major problems in teaching cases: 1) his students, accustomed to lectures, don't know how to conduct a case discussion; 2) the students are using the Internet to discover the outcome of managerial dilemmas posed in the case; 3) he wants to share the theory he learned as a doctoral student, but can't figure out the appropriate way to integrate theory into the case-based discussion. He seeks advice, particularly about the students' use of the Internet.

A relatively inexperienced professor struggles with managing a case discussion in a class based on numeric analysis. The class is lethargic and time is tight; she considers both a number of possible reasons for their disinterest and different teaching strategies to stimulate discussion and learning.

A professor teaching a case discussion based on numeric analysis is pleased that a student finally "cracks" the case-but the numbers differ from her own. The instructor has to decide how to handle the discrepancy.

A professor has an awkward exchange with a student who has prepared numeric analysis, but whose numbers do not agree with her own.

What material should be included in a teaching note, the instructional tool that accompanies your business school case study -- and makes its use far more likely? All good teaching notes have several characteristics in common. This technical note can help any business school professor, case writer, or collaborator create a teaching note that helps an instructor use your case to its fullest potential.

This note details the basic components of case-based learning, a method chosen by professors for its effectiveness. Designed as an introduction, this note outlines the goals of case learning, how to prepare for class discussions and what to expect during group assignments.

Professor Kenneth Carpenter has received word that he has inadvertently offended one of his students. He is pondering a possible response.

Professor Kenneth Carpenter has received word that he has inadvertently offended one of his students. He is pondering a possible response.

Professor Kenneth Carpenter has received word that he has inadvertently offended one of his students. He is pondering a possible response.

Prof. Kenneth Carpenter has received word that he has inadvertently offended one of his students. He is pondering a possible response.

Prof. Kenneth Carpenter has received word that he has inadvertently offended one of his students. He is pondering a possible response.

Biography of publisher and philanthropist Joseph Pulitzer.

Discusses the importance of living room groups (eight participants who share a living room) in Harvard Business School's Advanced Management Program developing into effective learning groups. The diversity of the groups is a strength, but only a conscious and concerted effort of group development can harness that strength. Outlines five steps in group development each team must take. Suggests that action learning, the skill the learning group must master to become effective, is also essential in their back-home organizations, given global competition and efficient markets.

This note is intended to aid students preparing for The Moral Leader course. Given the unique nature of the materials used in the course (history, literature, biography, autobiography, plays, philosophical extracts), a different approach to reading is required for students to make maximum use of the materials and class designs.

The case method is widely used in professional education. Different professional schools, however, employ very different case methods. This article compares the use of the case method in law, business, and medical schools and also traces the history of its development. Concludes by examining the impact of new technology on cases and case method teaching.

Helps students understand the multiple forms M&A deals can take, while framing the underlying dimensions that managers must consider when designing or assessing a given deal. Begins by introducing students to the ways in which M&A activity creates value, proceeds by identifying challenges and responsibilities managers assume when planning and implementing M&A deals, then concludes by presenting a conceptual framework to depict the managerial spectrum spanning pure acquisitions to pure alliances.

Supplements the (A) case.

Supplements the (A) case.

Highlights giving and receiving feedback in an MBA classroom setting.