A theory that explains how and what learning occurs when utilizing the Classic case method

The academic literature is replete with descriptions of how the Harvard (Classic) Case Method is taught. However, the available empirical research on the merits of the case method is flawed in a number of ways including an unclear definition of the case method, failure to have constructs that explain how learning occurs, and inadequate measures of learning. As a result, in spite of its broad usage, there is no empirical research that unambiguously shows that the Classic Case Method (CCM) leads to learning. In order to effectively conduct this research it is important to have an underlying theoretical framework to guide the testing of hypotheses but, surprisingly, the literature provides no such theory. Our paper fills this important gap by providing, for the first time, a theory of how and what learning occurs when employing the CCM. Our theory provides several contributions to the literature including; a clear definition of the CCM, specific constructs that explain how learning occurs, and integration and synthesis of several well established theories from the adult learning literature and how they may be applied to the CCM. In addition, the paper shows how the theory may be used by teachers, in a practical way, to guide their course design activities and achieve their teaching goals. • A theory of how and what learning occurs through use of the Classic Case Method. • Six key constructs in developing the theory. • Implications for further research. • Implications for teachers and students.