Ever since I worked in executive education and was exposed to the role of the business case study in both undergraduate, MBA, and executive education, I have been fascinated by its power to generate insight and blindness. I have followed the re-consideration of the case study, as well as of the MBA in general, over the past few years, but only from a distance. So it was great to come across Lila MacLellan’s review of work by Bridgman, Cummings and McLaughlin on “Restating the Case: How Revisiting the Development of the Case Method Can Help Us Think Differently About the Future of the Business School” (DOI: 10.5465/amle.2015.0291). They note:
years after installing the case method, Donham sincerely believed it was too indifferent to larger societal ills, too insensitive to the labor market, and thus to economic prosperity and equality among workers.
As it turns out, some of that re-consideration may have been prompted by Donham’s long-term friendship with Alfred North Whitehead. MacLellan concludes:
Part of the problem with decision-forcing exercises alone is that they ask students to work within the existing system, without examining its failures. Bridgman’s paper suggests that business professors could use cases to look at how managers think, rather than to teach students how to think like a manager.
There’s apparently also a Youtube animation.