哈佛大學(xué)商學(xué)院－案例方法（The Case Method）

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HarvardBusinessSchool

TheCaseMethod

北京師范大學(xué)管理學(xué)院王建民教授教學(xué)團(tuán)隊(duì)2021－06【哈佛大學(xué)商學(xué)院－案例方法】14四月2025朱露月等譯，王建民教授校2HarvardBusinessSchool

TheCaseMethodB.HowDoestheCaseMethodWork?C.HBSSections:LearningfromOneAnotherD.WhyisPeerLearningSoImportant?A.WhatisanHBSCase?E.TheRoleoftheFacultyF.IstheCaseMethodEffective?14四月2025朱露月等譯，王建民教授校3哈佛大學(xué)商學(xué)院－案例方法二、案例課怎么上？三、哈佛大學(xué)商學(xué)院班級(jí)：互相學(xué)習(xí)四、為什么團(tuán)隊(duì)學(xué)習(xí)如此重要？一、什么是哈佛大學(xué)商學(xué)院案例？五、教師的作用六、哈佛商學(xué)院案例法有效嗎？14四月2025朱露月等譯，王建民教授校4ThegoalofHBSistopreparestudentsforthechallengesofleadership.Webelievethatthecasemethodisbyfarthemostpowerfulwaytolearntheskillsrequiredtomanage,andtolead.Thecasemethodforcesstudentstograpplewithexactlythekindsofdecisionsanddilemmasmanagersconfronteveryday.Indoingso,itredefinesthetraditionaleducationaldynamicinwhichtheprofessordispensesknowledgeandstudentspassivelyreceiveit.Thecasemethodcreatesaclassroominwhichstudentssucceednotbysimplyabsorbingfactsandtheories,butalsobyexercisingtheskillsofleadershipandteamworkinthefaceofrealproblems.TheCaseMethod14四月2025朱露月等譯，王建民教授校5案例方法哈佛大學(xué)商學(xué)院的目標(biāo)，是培養(yǎng)學(xué)生接受領(lǐng)導(dǎo)力的挑戰(zhàn)。我們相信案例方法是迄今為止學(xué)習(xí)管理和領(lǐng)導(dǎo)技能最有力的手段。案例教學(xué)法，逼使學(xué)生直接面對(duì)那些管理者們每天都要遇到的決策和困境。這改變了傳統(tǒng)教學(xué)模式中教師講授學(xué)生被動(dòng)接收的狀態(tài)。案例教學(xué)法創(chuàng)造了新的課堂形式，使學(xué)生的成功不僅限于獲得事實(shí)和理論，而且能夠通過(guò)對(duì)實(shí)際問(wèn)題的解決，培養(yǎng)領(lǐng)導(dǎo)能力和學(xué)習(xí)團(tuán)隊(duì)工作技巧。14四月2025朱露月等譯，王建民教授校6Undertheskillfulguidanceofafacultymember,theyworktogethertoanalyzeandsynthesizeconflictingdataandpointsofview,todefineandprioritizegoals,topersuadeandinspireotherswhothinkdifferently,tomaketoughdecisionswithuncertaininformation,andtoseizeopportunityinthefaceofdoubt.PioneeredbyHBSfacultyinthe1920s,thecasemethodbeganasawayofimportingslicesofbusinessrealityintotheclassroominordertobreathelifeandinstillgreatermeaningintothelessonsofmanagementeducation.Today,althoughwealsomakeuseoflectures,simulations,fieldwork,andotherformsofteachingasappropriate,morethan80percentofHBSclassesarebuiltonthecasemethod.14四月2025朱露月等譯，王建民教授校7在熟練的教師指導(dǎo)下，學(xué)員們一起學(xué)習(xí)，分析與整合相互沖突的數(shù)據(jù)和觀點(diǎn)，界定目標(biāo)并按照重要性次序排列，說(shuō)服和啟發(fā)其他有不同想法的人，在質(zhì)疑辯論中尋找解決問(wèn)題的時(shí)機(jī)。哈佛商學(xué)院教師們?cè)诙兰o(jì)二十年代開(kāi)始采用案例教學(xué)法，把真實(shí)的商業(yè)活動(dòng)片段引入課堂，使管理教育聯(lián)系實(shí)際，逐步賦予了更為重要的意義。如今，盡管我們也采用講座、模擬、實(shí)地調(diào)查和其他適用的教學(xué)方式，但哈佛商學(xué)院百分之八十以上的課程都以案例教學(xué)法為根底。14四月2025朱露月等譯，王建民教授校8Typically,anHBScaseisadetailedaccountofareal-lifebusinesssituation,describingthedilemmaofthe"protagonist".Facultyandtheirresearchassistantsspendweeksatthecompanythatisthesubjectofthecase,detailingthebackgroundofthesituation,theimmediateproblemordecision,andtheperspectivesofthemanagersinvolved.Theresultingcasepresentsthestoryexactlyastheprotagonistsawit,includingambiguousevidence,shiftingvariables,imperfectknowledge,noobviousrightanswers,andatickingclockthatimpatientlydemandsaction.WhatisanHBSCase?14四月2025朱露月等譯，王建民教授校9什么是哈佛大學(xué)商學(xué)院案例？典型的哈佛商學(xué)院案例，是對(duì)商務(wù)活動(dòng)真實(shí)情景的詳細(xì)描述——描述“主人公〞所面臨的困境。教師及其研究助理，要在案例目標(biāo)公司調(diào)查幾個(gè)星期，詳述了解發(fā)生困惑的背景，當(dāng)時(shí)面臨的問(wèn)題和需要作出的決策，以及有關(guān)管理人員的看法。這類結(jié)果型案例所講述的故事，與當(dāng)事人所遇到的情況一致，包括一些模棱兩可的證據(jù)，多變動(dòng)的變量，不完備的信息，不確定的答案，以及不耐煩地催促著你采取行動(dòng)的滴答作響的時(shí)鐘。14四月2025朱露月等譯，王建民教授校10Collectively,HBScasescovereveryinchoftherichlandscapeofissuesgeneralmanagersconfront—fromfinanceandmanufacturingtomarketingandhumanresources,fromthebroadlystrategictothedeeplypersonal,fromcompaniesandinstitutionssmallandlarge,fromplacesaroundtheglobe.Theyalsodrawonthefullrangeofknowledgeandanalyticaltoolsbusinessstudentsmustknowtoconfronttheseissues,providingarichcontextfortheirapplication.Thougheverycaseisdifferent,nearlyallcenterononeoverarchingquestion:Whatshouldtheprotagonistdo?IntheirtwoyearsatHBS,studentsstudymorethan500cases—500chancestojoinwiththeirclassmatestotestthemselvesagainsttherock-hardrealitiesoflifeinbusiness.14四月2025朱露月等譯，王建民教授校11總體來(lái)說(shuō)，哈佛商學(xué)院的案例覆蓋了普通管理者可能遇到的問(wèn)題的方方面面——從財(cái)務(wù)和制造到營(yíng)銷和人力資源，從廣泛的戰(zhàn)略層面到深入的個(gè)人事務(wù)，遍布全球的大大小小公司或機(jī)構(gòu)。這些案例，為商學(xué)院學(xué)員們必備的各種知識(shí)和分析工具，提供了廣泛的運(yùn)用空間。盡管每一個(gè)案例都不同，但都涉及到一個(gè)至關(guān)重要的問(wèn)題：當(dāng)事人應(yīng)該怎么辦？在哈佛商學(xué)院學(xué)習(xí)的兩年中，學(xué)生們要研究500多個(gè)案例——500屢次驗(yàn)證自己和同學(xué)一道應(yīng)對(duì)艱險(xiǎn)的現(xiàn)實(shí)商務(wù)生活能力的時(shí)機(jī)。14四月2025朱露月等譯，王建民教授校12Everyweek,ourMBAstudentsporeoverfourteenorsocases,whichusuallyincludearangeoffinancialandothersupportingdata.Afterspendingacoupleofhoursstudyingeachcaseontheirown,andconductingquantitativeanalysesasappropriate,theytesttheirthinkingbeforeclassinsmallstudygroups.Fromyearsofpreviouseducationalexperience,mostpeopleareaccustomedtolarge,passivelectures,amidstfacestheybarelyknow,andproblemsetswithanunclearrelationshiptoactualbusinesssituations.AtHBS,first-yearsectionsofaboutninetystudentsshareanamphitheatre-styleclassroom,designedexpresslyforthecasemethod,foraboutfourhoursadayfortheentireyear.Byworkingtogetherdailyonawidearrayofrealcases,theynotonlylearnthelessonsofbusinessandmanagement,buttheyoftenforgerelationshipsthatlastalifetime.HowDoestheCaseMethodWork?14四月2025朱露月等譯，王建民教授校13案例課怎么上？每一周，我們的MBA學(xué)員都要認(rèn)真研究十四個(gè)左右案例。案例中通常包含有廣泛的財(cái)務(wù)和其它方面的數(shù)據(jù)。學(xué)員們要花幾個(gè)小時(shí)的時(shí)間獨(dú)立研究每個(gè)案例，進(jìn)行適當(dāng)?shù)亩糠治觥Ｉ险n之前，還要在學(xué)習(xí)小組里討論，驗(yàn)證自己的思路。按照以往多年的教學(xué)經(jīng)驗(yàn)，大多數(shù)人一般習(xí)慣于坐在幾乎不認(rèn)識(shí)的人中間被動(dòng)地聽(tīng)大型講座。提出的問(wèn)題與現(xiàn)實(shí)中實(shí)際的業(yè)務(wù)的關(guān)系模糊不清。在哈佛商學(xué)院，第一學(xué)年的教學(xué)單元，90名左右的學(xué)員共享一個(gè)專為案例教學(xué)設(shè)計(jì)的圓形劇場(chǎng)風(fēng)格的教室，一起討論案例。在這一整年中每天大概要花四個(gè)小時(shí)討論。通過(guò)每天在一起探討各種各樣真實(shí)的案例，他們不僅學(xué)到商業(yè)與管理之道，

而且經(jīng)常能夠交到終身受益的朋友。14四月202514Almostinevitably,classbeginswitha"coldcall,"aprovocativequestiontheprofessorposestoonespecificstudenttoopenthecaseandignitethethinkingofthesectionasawhole.Inthecourseofayear,everyMBAstudentiscold-calledatleastonce,andyouneverknowwhenitwillbeyourturn—apowerfulincentivetocometoclassprepared.Fromthespringboardofthisopeningquestionandtheresponse,theclasscollectivelydivesintoarivetingeightyminutesofanalysis,argument,insight,andpassionatepersuasion.Inmoretraditionalclassrooms,practicallytheonlyvoiceyouhearistheprofessor's.HBSprofessorsaren'tsoloists,butratherconductorswhoeverydayorchestrateastimulatingrapid-firediscussion,playingoffallninetymindsintheroomtoanalyzeandsynthesizethesituation.Since50percentofeachstudent'sgradedependsonclassparticipation,everyoneisinspiredtocontribute.14四月2025朱露月等譯，王建民教授校14四月2025朱露月等譯，王建民教授校It'scommonplaceatHBSforyourprofessortobetheauthorofthecaseunderdiscussion.It'salsonotunusualfortheactualcaseprotagonisttoparticipateintheclassorarrivevialivevideotoanswerquestionsandexplainhowthingsfinallyturnedout—apowerfuladjuncttothelesson.Increasingly,professorsalsoenrichtheirteachingthroughtechnology,usingeverythingfromreal-timesimulationsofdynamicinventorymanagementtolivevideotoursofthefactoryfloor.

Classrarelyendswithatidysolutiontotheprotagonist'sdilemma,butmoreoftenwithadeepappreciationofthecomplexfactorsatplay,aclearideaofhowtoapplyappropriatetechniquestoanalyzeandassesstheproblem,andnewinsightsintohowtodealwiththeuntidyuncertaintiesofrealbusiness.14四月202514四月2025朱露月等譯，王建民教授校18EveryenteringMBAstudentisassignedtoaspecificsectionthatwilltakeallofitsfirst-yearclassestogether.Thougheachsectioniscarefullyselectedtomirrorthediversityofthestudentbodyasawhole,eachdevelopsitsownpersonalityandprotocols.Everysectionistaughtbyateamoffacultywhoworkcloselytogethertointegrateideasandthemesacrossthevariousclasses.

ForHBSstudents,theirsectionbecomesthecenteroftheirintellectualandsociallife,theirextendedfamilyoncampus,allowingthemtoreaptherewardsofamoreintimateenvironmentwhileatthesametimerealizingtheadvantagesofalargeschool.Itisalsoasafeenvironmentforhoningthepracticalskillsofcompromise,negotiation,teamwork,persuasion,andleadership.HBSSections:LearningfromOneAnother14四月2025哈佛大學(xué)商學(xué)院的班級(jí)：互相學(xué)習(xí)每一位MBA學(xué)員都會(huì)被分配到一個(gè)特定的班級(jí)，一個(gè)班的同學(xué)共同完成第一年所有課程的學(xué)習(xí)。盡管每一個(gè)班級(jí)都是經(jīng)過(guò)仔細(xì)選擇能夠反映出學(xué)生群體整體的多樣性，但是都能開(kāi)展出獨(dú)特的個(gè)性與行為方式。每個(gè)班由一個(gè)教師組負(fù)責(zé)教學(xué)，教師們密切合作，整合不同課程中的觀點(diǎn)與主題。對(duì)于哈佛商學(xué)院的學(xué)生來(lái)說(shuō)，班級(jí)就是他們智力和社會(huì)生活的中心，是校園里的家庭，使他們?cè)谟H密的氣氛中收獲學(xué)校大環(huán)境所帶來(lái)的種種好處。班級(jí)也是學(xué)員們鍛煉和提高妥協(xié)、談判、團(tuán)隊(duì)工作、說(shuō)服力和領(lǐng)導(dǎo)力等實(shí)踐技能的恰當(dāng)環(huán)境。14四月2025朱露月等譯，王建民教授校20Sectionsareintendedtomaximizeoneofthestrengthsofthecasemethod:Everystudentisalsoateacher.AgreatpartofwhatstudentslearnatHBScomesfromlisteningtothedozensofcontrastinganalyses,opinions,andperspectivesoftheirsectionmates,adiverseconstellationofexceptionallytalentedpeoplefromanextraordinaryrangeofpersonalandprofessionalbackgrounds.Afteryearsofexperience,facultyhavesetthesizeofasectionatabouteightytoninetystudents,anumberthatallowsthemtobringthisrichdiversitytobearoncasediscussionswhileencouragingtheproperlevelofvibrantinteraction.14四月2025朱露月等譯，王建民教授校建立班級(jí)的目的是為了最大化案例教學(xué)法的一種優(yōu)勢(shì)：每一位學(xué)員不只是學(xué)習(xí)者，同時(shí)也是教育者。哈佛商學(xué)院的學(xué)員所學(xué)知識(shí)的很大一局部，來(lái)自于聆聽(tīng)班里同學(xué)的各種各樣的分析、意見(jiàn)和觀點(diǎn)。這些學(xué)員的個(gè)性和職業(yè)背景迥異，才華橫溢，見(jiàn)解獨(dú)到。經(jīng)過(guò)幾年的實(shí)踐，教師把班級(jí)的規(guī)模穩(wěn)定在80-90人，這樣既能夠保證在案例討論中呈現(xiàn)出足夠豐富的多樣性，也有利于激發(fā)學(xué)員之間適當(dāng)強(qiáng)度的互動(dòng)性。14四月2025朱露月等譯，王建民教授校22Studentsareassignedtoafiveorsix-personLearningTeamduringorientationwithwhomtheywillworkthroughouttheirfirstyearatHBS.LearningTeamsplayamajorroleintheeducationalexperiencebyenhancingclassroomlearning,providingworkingknowledgeofteamwork,fosteringinteractionamongdiverseclassmembersfromdifferentsections,andallowingmorein-depthcaseanalysis.LearningTeamsarealsoassignedgradedprojectsinmostfirst-yearrequiredcourses.

LearningTeamscanplayanimportantpartinindividualclasspreparation.ByusingtheLearningTeamasastudygroup,studentscandeepentheirunderstandingofmaterialbeforethecasediscussioninasection.SomeLearningTeamsmeetinthemorningbeforeclasstodiscussthecases,shareexpertise,andsharpenargumentstostrengthencommunicationandpersuasionskills.WhyisPeerLearningSoImportant?14四月2025朱露月等譯，王建民教授校23為什么團(tuán)隊(duì)學(xué)習(xí)如此重要？在指導(dǎo)性學(xué)習(xí)中，學(xué)員們5-6人分成一個(gè)學(xué)習(xí)團(tuán)隊(duì)，一起完成在哈佛商學(xué)院第一年的學(xué)習(xí)任務(wù)。學(xué)習(xí)團(tuán)隊(duì)在教育過(guò)程中扮演著主要角色，能夠強(qiáng)化課堂學(xué)習(xí)效果，掌握?qǐng)F(tuán)隊(duì)合作的工作知識(shí)，促進(jìn)來(lái)自不同班級(jí)成員之間的交流，深化案例分析。在第一學(xué)年，大多數(shù)必修課程所布置的記錄成績(jī)的作業(yè)，都要求以學(xué)習(xí)團(tuán)隊(duì)方式完成。學(xué)習(xí)團(tuán)隊(duì)在個(gè)人預(yù)習(xí)上課內(nèi)容過(guò)程中，也能發(fā)揮重要的作用。把學(xué)習(xí)團(tuán)隊(duì)作為一個(gè)學(xué)習(xí)小組，學(xué)員們能夠在課堂上討論案例之前加深對(duì)于材料的理解。有一些學(xué)習(xí)團(tuán)隊(duì)在早晨碰面，趕在上案例討論課之前，交流專業(yè)知識(shí)，強(qiáng)化論辯能力，學(xué)習(xí)溝通和說(shuō)服的技巧。14四月2025朱露月等譯，王建民教授校24TeachinganHBScaseisanunpredictablebusiness.Thereisnofamiliarlecturetodeliver,andnotellingquitewhichwaytheconversationmightturn.Recenteventsinthebusinessworldmaycastthecaseinanentirelynewlight.Thus,justasstudentsmustprepareintenselyforeveryclass,HBSfacultyspendagreatdealoftimepreparingforeachclassaswell,aloneandinteachingteams,evenforcasestheywrotethemselvesorhavetaughtmanytimesbefore.Andbecausestudentsbringsomuchnewenergyandinsighttoeverydiscussion,caseteachingisaprocessofconstantintellectualrenewalandgrowthinwhichtheteacherscanlearnasmuchasthestudentsdo.TheRoleoftheFaculty14四月2025朱露月等譯，王建民教授校25教師的作用承擔(dān)哈佛商學(xué)院的案例課，是一件無(wú)法預(yù)料的事情。沒(méi)有熟悉的講稿可以發(fā)表，也說(shuō)不準(zhǔn)談話會(huì)朝什么方向開(kāi)展。商界新近發(fā)生的事件，可能會(huì)給案例分析提供全新的觀察視角。因此，就像學(xué)員們要在每堂課上課之前緊張準(zhǔn)備一樣，哈佛商學(xué)院的教師，也會(huì)在每堂課前花大量的時(shí)間以個(gè)人或教學(xué)團(tuán)隊(duì)方式進(jìn)行準(zhǔn)備，即使是自己編寫(xiě)的案例或者講授過(guò)多遍的案例，也要精心備課。因?yàn)閷W(xué)生們?yōu)槊看伟咐懻搸?lái)了充分的活力和豐富的觀點(diǎn)，所以案例教學(xué)課變成了一個(gè)持續(xù)的知識(shí)更新與開(kāi)展的過(guò)程，教師能夠?qū)W到和學(xué)員學(xué)到的一樣多的東西。14四月2025朱露月等譯，王建民教授校26ThehallmarkoftheHBSfaculty—andwhatstudentsrememberandvaluemost—istheirextraordinarypassion,commitment,andskillasteachers.Ourfacultymembersarefamously"closetopractice":Manyserveasbusinessleaders,entrepreneurs,consultants,andboardmembersintheirownright.Drawingonthatexperienceaswellastheirintellectualrigor,theyhaveproducedsomeofthemostinfluentialbusinessresearchintheworld,andtheywritebyfarthegreatestnumberofcasesusedinbusinessclassroomsaroundtheglobe.Yettheytrulycomealiveintheclassroom,pursuingtheirmissiontoeducatethenextgenerationofleaderswhowillmakeadifferenceintheworld.14四月2025朱露月等譯，王建民教授校27學(xué)員們印象最深和最為珍視的哈佛商學(xué)院教師的特點(diǎn)，是他們?cè)诮虒W(xué)中表現(xiàn)來(lái)出的非凡的激情、全心的投入和熟練的技巧。我們的教師都是“聯(lián)系實(shí)際〞的著名人物：許多人憑借自己的實(shí)力，擔(dān)當(dāng)起了商業(yè)領(lǐng)袖、企業(yè)家、咨詢參謀和董事會(huì)成員角色。他們利用積累的經(jīng)驗(yàn)和嚴(yán)格的分析工具，開(kāi)展了不少在世界上最有影響力的商業(yè)研究工作，撰寫(xiě)了迄今為止在全球商學(xué)院采用的、數(shù)量最多的教學(xué)案例。如今，他們真切地活潑在課堂上，實(shí)現(xiàn)著他們的使命——培養(yǎng)和造就在世界上有所作為的下一代領(lǐng)導(dǎo)者。朱露月等譯，王建民教授校28TheHBSapproachtothecasemethodofteachingmayrepresentthemostdemanding,engaging,andprovocativewaytolearnabouttheskillsofleadership,short