In opening this chapter, the authors want to acknowledge the seminal works of Louise Mauﬀette-Leenders, James Erskine and Michiel Leenders (2001) in the ﬁeld of case study learning and teaching. THE CASE METHOD: WHAT IS IT? Students learn more eﬀectively when they are involved in the learning process (Bonwell and Eison 1991; Sivan et al. 2000). Learning can take many forms and the case method has developed a solid reputation as a meaningful contributor to the learning processes of business students. The case method is a problem-based, activity-teaching method which must be based on a ‘real’ and authentic situation. It is a century ago that Harvard Business School implemented the case study method for teaching business. Over that century, the methodology, experience and practice of case study teaching has reﬁned and built on the core principles laid down at Harvard. Cases are now taught around the world covering all nature of disciplines across both undergraduate and postgraduate education. By the mid-1990s Harvard alone had a library consisting of over 30 000 cases with 5000 of these functioning in practice as a resource for universities all over the world (Kjellen et al. 1994). There are now a number of case study clearing houses that specialize in the provision of case studies to educational institutions. Case study learning is a fully participative model of learning and is based on the Socratic method of learning. The basic tenet of case study teaching is that the student does not learn endless...
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