Edinburgh Napier University

  The object of this paper is to examine the role the interactive, business case study plays in
deep, experiential, learning. To do this I draw both on experience built over twenty years of
writing and teaching by the case method and empirical study over a three year study with
MBA students. Although the fundamentals of case development may not have radically
changed expectations of quality, undoubtedly have. The tools of analysis available to the
user of the case demand better quality inputs. This has been aided by technology,
information systems, and communication systems that have enhanced both the quality and
timeliness of data available to both the writer and user of the business case study.
Likewise, expectations of the case developer have also undergone a paradigm shift from
passive and contenttransfer
oriented teaching methods to active and problembased
learning approaches which address interdisciplinary perspectives.