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Provides an overview of the case development, interviewing, and case writing process.

Assistant Professor Sam Benson was about to end the class session portion of his course with only student projects remaining. Then, he received a phone call from a student, George McHenry, who had missed 11 of 20 sessions. McHenry wanted to know what he needed to do to salvage his standing in the section so that he would be given a category-III grade and not a category-IV grade and avoid review by the Academic Performance Committee (perhaps jeopardizing his chances for graduation). In his first year of teaching, Benson didn't know how to handle the situation and received conflicting advice from senior faculty colleagues. Teaching purpose: Presents an actual situation and challenges the reader to arrive at an appropriate solution. The reader will have to consider short-term and long-term consequences of the decision that is chosen, with careful consideration concerning the reader's own philosophy about the division of responsibility in the learning process and the role of punitive measures to motivate and punish.

Presents a first draft of the case, based upon an interview with the case protagonist shown in the video.

Designed to expose potential case writers to the process of framing a case, interviewing a case protagonist, and actually writing the case. This case is the introduction to the case site and is designed to be paired with a video in which the faculty customer for the case discussed his views on the case with the casewriter.

Presents feedback from the supervising faculty member on the draft case.

This guide, written for students, is intended to help in case preparation and in understanding case learning.

A guide to writing case studies and the accompanying teaching notes for teachers and casewriters. Begins with generating case leads and moves through field interviewing techniques, case drafting, case release, and preparing the teaching note. Also deals with the instructor/casewriter relationship.

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.

This note contains suggestions on casewriting under the following headings: Objectives of the Case Method; Case Development; An Overview; Preparing To Write A Case; Sources of Case Information; The Casewriting Process; Characteristics of an Effective Case; and Teaching Notes.

This note describes some of the characteristics of the case method and what is expected of the student for a successful experience.

Provides advice for the new casewriter.

Gives some practical advice for case writers in compiling data for and writing cases.

Introduces learning by the case method, with application to marketing learning. Places case learning in the stream of experiential learning and explains the advantages and disadvantages of experiential learning methods. Turning to case learning specifically, the note discusses the nature of cases, their construction using a physician-patient analogy, why companies cooperate with case writers, how cases are analyzed, the role of the case teacher, and the beneficial effects of successful case study. Concludes with some preparation guidelines for students and instructors and gives sources for further reading.

Gives some tips to maximize all learning; offers the pros and cons of experiential learning (cases) as a method; and gives some guidelines for effective case preparation, discussion, and learning.

Helps casewriters and their supervisors to understand the basics of developing cases for classroom use.

Provides hints for successfully teaching with cases. Intended to encourage thought and discussion about case teaching.

Introduces students and executives to the case method and provides a generalized approach to cases.

Prepared originally for new instructors in a first-year marketing course. While certain references are to cases in marketing, the note has applicability to case method teaching generally.

Supplements the (A) case.

Supplements the (A) case.