The technology was implemented in the educational process of Harvard Business School (USA). This approach had a significant impact on the format of case education in the world. Education at Harvard largely consists of examining various situations. The library of this university is the largest collection of cases in the world. Their standard case is characterized by a large volume (20-25 pages of text, 8-10 sheets of illustrations, appendices) and includes a description of the main character and the situation in which he found himself. One of the features of using this method at Harvard is the search for the only correct answer.
Cases are also used at the Kennedy School of Government. However, the main focus is on training government officials. The topics of the cases are related to public policy and leadership. The protagonist usually holds a civil servant position or is a representative of a non-profit organization. Unlike business schools, where the case method is used to develop practical plans and solve specific problems, the discussion of cases at HKS is more scientific and conceptual.
In the field of medical education, the architect data package application of the case method is best illustrated by the experience of Harvard Medical School. Unlike the traditional practice, when students were allowed to work with patients only in their third year, a different approach was proposed here. At other educational institutions, students spent the first two years trying to memorize a large amount of information during lectures. In 1985, the dean of the school, Daniel Tosteson, proposed the use of case in order to reduce the workload on students and introduce active learning methods.
Foreign practice of applying the Case Study method
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The process of working with medical cases differed from the analysis of problems in business schools. Students formed groups of six to eight people. They received all the materials during the classes, not in advance. The structure of each case consisted of five or six parts, which were discussed step by step in the classes. The first usually described the initial condition of the patient and the symptoms of the disease. The second discussed the results of the examination. The following parts concerned the results of tests, diagnoses, prescribed treatment, the patient's reaction to it, and the development of events.
During the discussion, students did not have to provide ready-made solutions. The main task was to formulate further questions, create hypotheses, and identify gaps in knowledge. As a result, students developed a plan for independent analysis of materials on the chosen topic. After that, the students went to the library for several days. Then the teacher suggested considering the next part of the case. The introduction of cases into the educational process allowed students to immerse themselves in the atmosphere of medical practice already in their initial years.
The European business education environment has developed a special approach to training. MBA programs in many countries (France, Switzerland, Great Britain, etc.) differ from American ones, having an average duration of 12 months, not 24. They are aimed at students who already have practical management experience.
This approach is used at Manchester Business School. Their cases are compact – they are one and a half to two times shorter than Harvard ones, and lack a single correct solution. The specialists working at Manchester Business School strive to bring their cases as close to real life as possible. For example, short-term internships for students with a project-based learning method are used. The task is to solve specific problems that the organization actually has. Due to the inclusion of practical experience, training at MBS lasts about 18 months. Lectures take up 30% of the time, case analysis – 25%, and work on real projects – 45%.
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