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Harvard Style Guide: Case studies

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Reference : Author/editor Last name, Initials. (Year) 'Title of case study' [Case Study], Journal Title, Volume (Issue), pp. page numbers. Available at: URL [Accessed Day Month Year].

Ofek, E., Avery, J., Rudolph, S., Martins Gomes, V., Saadat, N., Tsui, A., & Shroff, Y. (2014) 'Case study second thoughts about a strategy shift' [Case Study], Harvard Business Review , 92(12), pp. 125-129. Available at: http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=99621003&site=ehost-live [Accessed 10 December 2014].

In-Text-Citation :

• (Author last name, Year)
• Author last name (Year)...
• In their case study Ofek et al. (2014) describe how marketing to the young generation...

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Harvard T.H. Chan School of Public Health Case-Based Teaching & Learning Initiative

Teaching cases & active learning resources for public health education, writing a case.

An overview of the case planning and writing process, by experienced case-writer and CBTL workshop leader Kirsten Lundberg.

2019. The Case Centre . Visit website A non-profit clearing house for materials on the case method, the Case Centre holds a large and diverse collection of cases, articles, book chapters and teaching materials, including the collections of leading business schools across the globe.

Abell, D. , 1997. What makes a good case? . ECCHO–The Newsletter of the European Case Clearing House , 17 (1) , pp. 4-7. Read online "Case writing is both art and science. There are few, if any, specific prescriptions or recipes, but there are key ingredients that appear to distinguish excellent cases from the run-of-the-mill. This technical note lists ten ingredients to look for if you are teaching somebody else''s case - and to look out for if you are writing it yourself."

Roberts, M.J. , 2001. Developing a teaching case (abridged) , Harvard Business School Publishing. Publisher's Version A straightforward and comprehensive overview of how to write a teaching case, including sections on what makes a good case; sources for and types of cases; and steps in writing a case.

• Writing a case (8)
• Writing a teaching note (4)
• Active learning (12)
• Active listening (1)
• Asking effective questions (5)
• Assessing learning (1)
• Engaging students (5)
• Leading discussion (10)
• Managing the classroom (4)
• Planning a course (1)
• Problem-based learning (1)
• Teaching & learning with the case method (14)
• Teaching inclusively (3)

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• 15 Aug 2016

Writing a Case as a Student at HBS

There is a lot to get used to during your first semester atHBS – attending class, making new friends, finding an internship, and doing homework again. While reading and preparing cases for each class may seem daunting and time-consuming at first, it becomes second nature after a semester or two. By second year , many students decide to try their hand at writing a case themselves.

Why write a case with a professor?

In case you aren’t yet familiar with HBS cases, they are the 10-30 page packets upon which almost every class discussion is based. Cases can be and are written on many topics: a person, a company, a country, an event. They are written by HBS professors, research associates, and sometimes students.

For those who are nostalgic about undergraduate or masters’ thesis writing days, and are excited about being in an academic environment again, writing a case with a professor is a great way to do independent academic research. Depending on the topic, case writing allows you to conduct primary research and meet case protagonists .

Some students have leveraged such research to find new jobs or expand their professional networks. It is also a great way to leverage pre-HBS work experience (by writing a case on a company you’ve worked with) or learn something completely new. If you are looking to dig deep into a company or topic, writing a case is one of the best ways to do it. 

Additionally, case writing is a way to form a close relationship with a professor of your choice - they become your case advisor and mentor. It also affords you a unique “inside look” into the workings of HBS and the process by which our learning curriculum is built. Being associated with a published HBS document isn’t too bad either.

How does it work?

If writing a case is something that interests you, it is very easy to get started.

1) Choose a topic of interest or a professor you are hoping to get to know better. If you choose a topic first, find a professor that either you know and like or that is particularly knowledgeable on or interested in the topic. As you will soon see, pretty much any topic goes!

2) Determine how you want to fit the case writing into your schedule. Options include replacing a class your second year with an independent project, or treating case writing like an extracurricular activity in addition to your regular class load.

3) Meet with the professor you choose; most professors are happy to have case writing help! If you chose a professor before a topic, you will want to discuss potential topics with him or her during these first meetings.

4) Get researching! Some professors provide more guidance than others. Either way, this is your project so take initiative and make the most of it.

My personal experience

During the first semester of my EC (second) year, I continued to work part-time at the company with which I interned over the summer. Once that commitment ended at year-end, I was looking for an interesting extracurricular for my last semester.

I approached a few professors in the BGIE (Business, Government, and the International Economy) department whose classes I loved. I told them I was interested in writing about either Israel or the former Soviet Eastern Europe and asked whether either of these topics would be interesting to them as well.

Luckily, one of my favorite professors was interested in writing about Eastern Europe and we immediately got started. I chose to write a case in addition to taking five classes, which I found very manageable. Students can also get credit for case writing by doing it as an independent project. As the semester wore on, I started helping with another case about a small company started by an HBS graduate in Nigeria. I ended up learning more than I had even expected and developed a closer relationship with a great professor in the process.

However you decide to structure your future HBS case writing, one thing is guaranteed: you will get to know interesting people and become more knowledgeable about a topic of your interest. I can’t think of a better way to have spent some time during my last stint in the academic world.

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The Case Study Teaching Method

It is easy to get confused between the case study method and the case method , particularly as it applies to legal education. The case method in legal education was invented by Christopher Columbus Langdell, Dean of Harvard Law School from 1870 to 1895. Langdell conceived of a way to systematize and simplify legal education by focusing on previous case law that furthered principles or doctrines. To that end, Langdell wrote the first casebook, entitled A Selection of Cases on the Law of Contracts , a collection of settled cases that would illuminate the current state of contract law. Students read the cases and came prepared to analyze them during Socratic question-and-answer sessions in class.

The Harvard Business School case study approach grew out of the Langdellian method. But instead of using established case law, business professors chose real-life examples from the business world to highlight and analyze business principles. HBS-style case studies typically 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 faculty 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 at hand.

Our suite of free materials offers a great introduction to the case study method. We also offer review copies of our products free of charge to educators and staff at degree-granting institutions.

For more information on the case study teaching method, see:

• Martha Minow and Todd Rakoff: A Case for Another Case Method
• HLS Case Studies Blog: Legal Education’s 9 Big Ideas
• Teaching Units: Problem Solving , Advanced Problem Solving , Skills , Decision Making and Leadership , Professional Development for Law Firms , Professional Development for In-House Counsel
• Educator Community: Tips for Teachers

Watch this informative video about the Problem-Solving Workshop:

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Student Guide to the Case Method: Note 2 - Performing a Case Analysis

By: Susan J. Van Weelden, Laurie George Busuttil

Case analysis is an effective tool for teaching, learning, and most importantly, practising the art and science of management. The case method immerses students in real-life situations, allowing them…

• Length: 9 page(s)
• Publication Date: Mar 22, 2018
• Discipline: Teaching & the Case Method
• Product #: W18212-PDF-ENG

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Case analysis is an effective tool for teaching, learning, and most importantly, practising the art and science of management. The case method immerses students in real-life situations, allowing them to develop their business skills by analyzing realistic situations, applying business theories and tools, and making substantiated recommendations for a course of action. However, working with cases is a pedagogical approach that is unfamiliar to most new business students and often inadequately understood by advanced students. The Case Guide Series introduces students to the case method and, in discrete notes, walks them through the tasks that are typically involved in case assignments: analyzing a case, discussing cases in class, writing case reports and giving presentations (individually and in groups), and writing case exams. A final note introduces students to the most common business tools used for case analysis. This field-tested series is best used as a complete package to orient students to the case method, but each note also stands on its own and can be used to supplement other course materials. Performing a Case Analysis: All case assignments require students to analyze a case by performing one or more of four basic steps: identifying the issues, analyzing the issues, developing and evaluating alternative solutions, and recommending a course of action. Note 2 of the Case Guide Series takes students through the four steps of a full case analysis and introduces variations for partial case analysis and directed cases. This note provides content that is core to, and can be used for, any process involving case analysis: discussing a case in class; writing a report or making a presentation, individually or in groups; and writing a case exam.

Susan J. Van Weelden and Laurie George Busuttil are affiliated with Redeemer University College.

Learning Objectives

This Case Guide Series is suitable for use in undergraduate, graduate, or executive program using the case method. The series will help students: become oriented to the case method; build confidence in using cases and performing case analyses; write effective reports, deliver engaging presentations, and pass exams using reliable structures and tips; and understand basic business tools and their use in case analysis.

Mar 22, 2018

Discipline:

Teaching & the Case Method

Ivey Publishing

W18212-PDF-ENG

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Harvard Case Study Analysis Format

The case study format Harvard includes four different sections. The first section is called “Exploring the Problem”. In this section, the owner sets up a structure of communication, identifies issues, proposes solutions , and explains his or her position on the solution.

In addition to the process section, there is an individual identification section. This section contains information such as name, role, title, contact information, background and experience, and work history. The next section, “Identifying Solutions”, includes the description of the proposed solutions. This section also has a listing of management capabilities that are necessary for implementing the solutions.

The final section, “A Summary of the Solution”, includes some key points about the study. This section helps readers understand the merits of the solutions, identifies goals, and highlights potential problems that may occur. The summary section can be a message board, such as a message board for the study, or a link to the website where the full report can be found. This allows the author to share his or her thoughts and ideas without creating a duplicate publication.

The Case Study Analysis Format Harvard is a format for communicating ideas and proposals. The format has two benefits.

First, it enables the writer to communicate their ideas in a clear and understandable manner. It also helps them to publish their ideas in a professional journal.

Second, the format helps the writer to identify the impact of their ideas. I’m good format, the writer can immediately see the connection between their ideas and the solutions that will be required to solve the problem. There are many formats that are useful in these ways.

However, the Harvard format has been used in the original format to help businesses. Companies have used it successfully for several years to help foster organizational innovation. These solutions have included methods for building a culture of openness and transparency within a business.

Harvard is an outstanding and well-designed solution for any business. It provides an excellent structure for business communication and allows users to make connections to multiple audiences in a variety of ways. The format offers the greatest benefits to the most competitive business.

Harvard is used by business owners, executives, and managers. It is used to communicate the leader’s vision and offers an innovative way for the organization to build its brand and use the power of creativity to inspire its employees.

Leaders need to change, and businesses must change if they want to survive. By using Harvard for these changes, organizations can achieve their goals more effectively and quickly.

Organizations can get the Harvard solution and then use it to boost morale, creativity, and to promote open communication. The Harvard format is the perfect solution for these organizational goals.

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