The Harvard Case Method of Solving Problems

Harvard case studies have four fundamental steps: (1) reading and analyzing the case, (2) discussing the case, (3) engaging with the class, and (4) reflecting on the discussion. Personally, I thoroughly enjoy doing case studies as they often test my knowledge and what I would do if I were in the position of the character in the case study. I also get a better grasp and recall of what must be done as these cases are usually true to life.

My experiences are also backed by various observations of the case method effects over the years. Nohria (2021) claims that cases provide students with exposure to authentic business issues and necessary judgments. It also helps students rapidly assess business issues, taking into account the wider organizational, industrial, and societal framework. Moreover, concepts are more effectively retained by students when they are presented in a case, similar to how words are better remembered when used in context. More importantly, cases instruct students on the practical application of theory and the process of deriving theory from practice. Utilizing the case method fosters the development of critical analysis, ethical judgment, effective decision-making, and proactive action.

With that said, I believe it helps a lot when a person puts themselves in another character’s shoes, as people would be more concerned with solving a problem if they are affected by it. The case method enables us to fully immerse ourselves in the case at hand. Furthermore, each person has varying beliefs, knowledge sets, skills, and perspectives. Hence, each of us would have a different approach to how we solve the problems we encounter not just in case studies, but in real-life situations as well. Putting ourselves in the shoes helps us deeply understand the role of the character.

The thing with case studies though is most of its problems are underlying or implicit. They are not explicitly spoonfed to the reader. As such, issue identification on its own is already a challenge of its own. For starters, it is the problems identified that steer how the case study will be solved, as these are what we will be solving. A problem that may arise includes the problem being too shallow or not addressing a deeper and more pressing issue. With this, it is essential to also delve deeper into the root causes and have an idea of what ties the issues together.

Moving forward, one must also come up with alternative courses of action (ACAs) to address the problems presented. During this, the formed ACAs might be insufficient or do not cover the overarching problems to provide solutions for them. On top of that, biases toward certain ACA may lead to one being boosted in terms of explanation, while the rest are presented with bare minimum considerations. Forming these ACAs allows us to recognize our biases and think further if the current ACAs we have could be further improved.

Now, this begs the question of how could one choose the best ACA for the case at hand. It is essential to recognize that each case is unique on its own as there are varying circumstances that affect it. With that being said, I would say that the best alternative course of action would always be the one that is feasible and works the best for all stakeholders involved, as they are the ones who would take the brunt of any alternative.

Conclusively, I highly recommend utilizing this method in solving problems professionally and personally. I now approach any problem I encounter in a case method style ever since I started the Applied Corporate Management qualifying exams. It helped me make decisions that factor in stakeholders. Further, I also got to weigh in on data analysis that helped with objectively determining and forecasting the effects that each alternative may bring. What makes it better is that cases are usually true to life, so the hypothetical scenarios are not exactly farfetched from happening.

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Sophia Isabel S. Cauilan

Topic: Business Case Analysis (Harvard Case Method)