522 American Archivist / Vol. 56 / Summer 1993

Supplementary Essay Downloaded from http://meridian.allenpress.com/american-archivist/article-pdf/56/3/522/2748532/aarc_56_3_f8726621m7274616.pdf by guest on 27 September 2021

Employing the Method in the Teaching of Automated Records and Techniques to Archivists

RICHARD M. KESNER

Abstract: The purpose of this article is threefold. First, the author briefly introduces the concept of case study methods in teaching and the ways these methods might be applied in the professional development of archivists. Second, this article explores case study writing and reports on what the Society of American Archivists (SAA) in particular is doing to promote the creation of case study materials. Third, this essay identifies areas in which archival educators and practitioners might team up to produce case studies con- cerning the archival administration of electronic records and the use of information tech- nologies in archives. Since the author has no intention of restating in the confines of this short paper the vast body of literature pertaining to case writing and teaching, he has also provided a selected bibliography of useful texts and articles.

About the author: Richard M. Kesner is cochair of the SAA Committee on Automated Records and Techniques, and an established author, consultant, and archival educator. In his capacity as Chief Information Officer at Babson College, a leading U. S. institution of business management education, Kesner has employed and written case studies in conjunction with his courses on information re- source management. He has also assisted in the establishment of the "European Case Clearing House at Babson College," the North American arm of the European Case Clearing House at Cranfield (UK), which produces and distributes member institution case study materials worldwide. Case Study Method in Teaching Automated Records and Techniques 523

WITH THE ESTABLISHMENT OF THE Acad- self-development. Furthermore, the profes- emy of Certified Archivists and a wide range sion lacks the mechanisms, incentives, and of committees and agencies looking into perhaps even the expertise to create cases the training and development of archives and associated learning tools.

professionals, the Society of American Ar- Downloaded from http://meridian.allenpress.com/american-archivist/article-pdf/56/3/522/2748532/aarc_56_3_f8726621m7274616.pdf by guest on 27 September 2021 chivists (SAA) has initiated an evaluation of what constitutes an archival education. What Is a Case Study? Indeed, the Society's recently drafted stra- tegic plan speaks to preparing its members In making this statement, I want to dis- for the information resource management tinguish between what I would call "scen- challenges of the twenty-first century. This arios" or "institutional reports" and true same concern prompted the SAA Commit- case studies. The archival literature abounds tee on Automated Records and Techniques with personal accounts and collective sur- (CART) to approach the National Histori- veys of the activities of archival institu- cal Publications and Records Commission tions. This body of works has and will (NHPRC) for funding to develop learning continue to play a useful role in illustrating objectives and curricular models address- successful archival practices and in stimu- ing the archival administration of electronic lating comparisons among various archives records and the use of information tech- programs. By contrast, case studies are pe- nologies in archives. dagogical tools, expressly designed for the training and professional development of The special edition of the American Ar- those who use them.2 Although most case chivist in which this article is included serves studies are based on actual experiences and as the final report on the outcome of that hard facts, they are not presented as tightly NHPRC-funded study. It also includes es- structured narratives. Rather, the typical case says on the direction of archival education study articulates a particular problem, re- in the areas of automated records and tech- lates the facts associated with that problem, niques. During the course of the discus- introduces the views and comments of those sions that culminated in these materials, both directly involved, and attaches a variety of archival educators and subject-field spe- supporting documentation, such as bud- cialists agreed that case studies might prove gets, financial statements, organizational useful in broadening the profession's train- charts, technical data, and so forth to the ing processes.1 However, it was also noted finished product. that archivists do not at present have access to a body of case studies that might be em- In brief, a case study frames a particular ployed for either class teaching or personal set of circumstances and what the organi- zation intends to do in response to that sit- uation. More often than not, the case reflects

'The members of the NHPRC-funded automated records and techniques curriculum study team in- cluded Tom Brown, Frank G. Burke, Richard Cox, 2C. Roland Christensen, Teaching and the Case Anne Diffendal, Luciana Duranti, Terry Eastwood, Method (Boston: Harvard , 1987): 9- Sue Gavrel, Carolyn Geda, Bonnie Hardwick, Mar- 49; C. Roland Christensen, David A. Garvin, and garet Hedstrom, James Henderson, Jane Kenamore, Ann Sweet, eds., Education for Judgment: The Art- Richard M. Kesner, Linda Matthews, Michael L. istry of Discussion Leadership (Boston: Harvard Busi- Miller, Jim O'Toolc, Nancy Sahli, Lee Stout, Ken ness School, 1991): 153-74; M. T. Copeland, "The Thibodeau, Vicki Walch, Bill Wallach, and Lisa We- Case Method of Instruction," in And Mark an Era: ber. Various members of this team met in Washing- The Story of the (Boston: ton, D.C., in March 1991 and then in Chicago in Little Brown, 1958); and Alfred G. Edge and Denis November of that same year to develop the concepts R. Coleman, The Guide to Case Analysis and Re- and tools presented in this special edition of the Amer- porting (Honolulu, Hawaii: Systems Logistics, Inc., ican Archivist. 1978): 1-8. 524 American Archivist / Summer 1993

the complexities of the local environment, values and ideas, into the framing of their the options faced by those in decision-mak- analysis and recommendations.3 ing roles, and the potential outcomes. It Without taking anything away from other concludes without a clear resolution of the modes of teaching, there is no question that problem. The student is placed in the mid- the case study method works. It has been Downloaded from http://meridian.allenpress.com/american-archivist/article-pdf/56/3/522/2748532/aarc_56_3_f8726621m7274616.pdf by guest on 27 September 2021 dle and asked to sort out the conflicting employed in the teaching of law for gen- views and possibilities and to recommend erations. However, it is the application of a solution to the problem faced by the or- case studies in the teaching of management ganization. In so doing, the student con- and business administration that has most fronts a "real-world" experience, filled with relevance to archivists. Clearly, the sub- ambiguity and clouded with uncertainties. stantive focus of these two disciplines may For the would-be manager, perhaps noth- be viewed as quite different, but the ge- ing short of an internship can convey the neric skills required by managers are very complexities of an actual work experience much the same. For example, archives as effectively as the study and discussion training programs, like business schools, of a well-written case. teach their students to operate within com- From the student's point of view, the plex organizations, manage vast quantities case study method provides a number of of information, address the needs of di- important action-oriented skills. It differs verse groups of "customers," manage hu- markedly from more traditional text- or man and financial resources, and so forth. research-based learning experiences. While Business schools have employed the case 4 the student may begin by reading a case method since the 1950s. Archival educa- study, the real learning takes place in the tors can learn from their example. preparation of an analysis and in the pre- However, to exploit the advantages of sentation of one's own observations to the the case study method, archivists must have class. It is quite common for students to a useful body of cases to draw from as well prepare and present cases as teams rather as a system to renew this resource. Since than as individuals. This, too, simulates case materials serve as a key element in the real workplace, wherein group or more many business school courses, such mech- formal committee efforts are quite com- anisms already exist for both the authoring mon. and distribution of case studies within most In preparing cases, students are obliged business school programs. Indeed, leading to think clearly in addressing complex, am- biguous situations and to devise reason- able, consistent, creative, actionable 3Edge and Coleman, Guide to Case Analysis and responses. They will find it necessary to Reporting, 19-20. See also Helen Kelly, "Case Method Training: What Is It, How It Works," Training 20 draw on skills learned elsewhere for both (February 1983): 46^9; P. R. Lawrence, "The Prep- quantitative and qualitative analysis of the aration of Case Material," Harvard Business School data. Since most cases purposely contain Case No. 9-451-006 (Boston: HBS Publishing Divi- sion, 1953); and Robert Ronstadt, The Art of Case both necessary and extraneous information, Analysis: A Guide to the Diagnosis of Business Situ- they will need to determine what is impor- ations, 2nd ed., (Dover, Mass.: Lord Publishing, 1980). 4 tant and what is missing. To present their P. Hunt, "The Case Method of Instruction," Har- vard Educational Review 21 (Fall 1951): 2-19; M. P. findings, they must work effectively in McNair, "Tough-Mindedness and the Case Method," groups, prepare oral arguments, and com- Harvard Business School Case No. 9-379-090 (Bos- pose clear, forceful, and convincing pa- ton: HBS Publishing Division, 1954); and Greta K. Nagel, "Case Method: Its Potential for Training Ad- pers. Last, but certainly not least, they will ministrators," NASSP Bulletin 75 (December 1991): need to invest part of themselves, their own 37^3. Case Study Method in Teaching Automated Records and Techniques 525

business schools, such as Babson, Har- primary activities (businesses), and those vard, and Darden, have turned these activ- participants who feature in the case. ities into self-supporting enterprises. The Following these introductory elements, U.S. market for case studies already ex- the reader usually finds a more detailed ceeds six million cases per year. College analysis of the problem, as well as a con- and university programs as well as private sideration of the options that the organi- Downloaded from http://meridian.allenpress.com/american-archivist/article-pdf/56/3/522/2748532/aarc_56_3_f8726621m7274616.pdf by guest on 27 September 2021 businesses and government agencies pur- zation might employ to address the situation. chase case packets in large quantities.5 To embellish this section of the study, the If archivists are to benefit from the case author often employs quotes from key play- study method, the profession must devise ers as well as informational exhibits, such ways to encourage the writing of case stud- as financial statements, budgets, organi- ies and their use in training. The SAA has zational charts, and technical specifica- in fact taken some steps to address this need tions. The author then provides a status as will be reported on below. But to suc- report on how the organization plans to deal ceed, the method must be embraced by ar- with (or is currently dealing with) the prob- chival educators—both those who teach lem. Here, too, quotes from the actual practitioners just entering the profession and players in the drama may be employed. The those involved with continuing education case concludes with a series of exhibits and programs. With that in mind, this essay will attachments. The document itself runs no next consider the case study method in more more than twenty to thirty pages in length.6 detail. Most case studies are accompanied by a "teaching note" or instructor's guide. This document tends to be briefer than the case The Case Study Method itself and is designed by the author to assist Each case study is unique in that it is the instructor in navigating the class through derived from a particular context and set of the study. The teaching note typically be- circumstances. Though for reasons of con- gins with a summary of the case and the fidentiality a case author may choose to educational objectives behind its creation. disguise his or her subject, almost all cases It then moves into a class discussion outline are based on real-life situations. They have that provides alternative strategies for lead- an institutional focus and typically begin by ing the class. Many authors also include a introducing the reader to a problem or op- summary analysis of the business problem portunity faced by the organization. The and its institutional context, as well as a author next provides more general back- discussion of all case exhibits and attach- ground information about the institution, its ments. Most important, the teaching note should provide the instructor a set of ques- tions for use in class that draw out the case's main learning objectives. In concluding, the 5 Harvard's Case Services enterprise is perhaps the note may also provide a list of additional best known worldwide. For its part, Babson College has teamed up with the European Case Clearing House readings, a glossary of specialized terms, to distribute business cases globally. But even smaller programs, such as Simmons College (known for its School of Library and Information Science) have case publishing and distribution programs of their own. See Paul H. Tedesco, Teaching with Case Studies 6Lawrence Kingsley, "The Case Method as a Form (Boston: Federal Reserve Bank of Boston, 1974); and of Communication," Journal of Business Communi- Robert K. Yin, Case Study Research: Design and cation 19 (Spring 1982): 39-50; Lawrence, "The Methods (Newbury Park, Calif.: Sage Publications, Preparation of Case Material"; Yin, Case Study Re- 1989). search. 526 American Archivist / Summer 1993

and recommendations for follow-up class set, each student must read the case with assignments. care, sift through the information, deter- In preparing a case for class, the instruc- mine what is relevant to the analysis, and tor must review the case in detail. The organize a holistic picture of the organi- availability of a teaching note will greatly zation depicted in the case.8 During this assist in this process. The instructor must review process, the student must identify Downloaded from http://meridian.allenpress.com/american-archivist/article-pdf/56/3/522/2748532/aarc_56_3_f8726621m7274616.pdf by guest on 27 September 2021 decide on a strategy for the class session the problem, assess the organization's ca- itself. For example, if key questions have pabilities for dealing with it, identify alter- been circulated to the class in advance, the native scenarios for problem resolution, instructor may choose to work through these evaluate each alternative and select the best questions. In employing this approach, many of the lot, and develop a workable solution faculty members structure the questions based on the chosen alternative. This is a around an outline of the case's key facets. large order for the student and thus a strong They may then direct discussion to focus argument in favor of relatively short, highly on aspects of the case that are particularly focused case studies. If the case is too long significant.7 Alternatively, the instructor may or complex, the student will not have suf- choose to leave the initial raising of ques- ficient time to wade through all of the data tions and the analysis solely to the students, on the way to developing a solution. artfully directing their inquiries through A team approach to case study analysis Socratic discussion. Still another approach affords the student with perhaps the best involves role playing by members of the way of preparing case materials. Each team class. Particular cases may lend themselves member brings his or her own work expe- to one approach over another. More often riences and personal perspective to the dis- than not, the instructor selects a classroom cussion. The students benefit from the cross- strategy to vary the pace and keep the stu- fertilization of ideas and also from the ex- dents on their toes. perience of fighting for their individual For the student, the case study method points of view. As in a real-world situation, experience will in all probability include the team must agree on a single solution to both individual and team work. At the out- the problem they face and a strategy for its implementation. In so doing, the students necessarily bring to bear analytical and 7Sincc most case studies provide a view into an communicative tools learned elsewhere, as organization, they may be employed to focus on dif- well as information resources that are ex- ferent dimensions of the same problem. For example, ternal to the case study itself. For example, a case that considers the impact of a new information technology on a particular institution could be ana- a team faced with the prospect of introduc- lyzed from the standpoint of project management (i.e., ing an optical-imaging system into a cor- How was the new technology acquired and in- porate records management program might stalled?), organization (i.e., How did the institution restructure itself in response to the new technology?), do research on the imaging industry to bet- or human resources (i.e., How were staffing and em- ter understand their technology options. ployee training programs altered in light of the new technology?). It is therefore important for the instruc- tor to provide the class with a focus for their analysis, often through the provision of key questions for the sDiane J. G-Tsombke and Thomas W. Garsombke, students to employ as they analyze the case. See Ram Strategic Case Analysis: A Systematic Approach for Charan, "Classroom Techniques in Teaching by the Students in Business and Management (Dubuque, Iowa: Case Method," Academy of Management Review 1 Kendall/Hall, 1987); Edge and Coleman, The Guide (July 1976): 116-23; Christensen, Teaching and the to Case Analysis and Reporting; and Michiel R. Leen- Case Method, 125-210; and Benson P. Shapiro, "Hints ders and James A. Erskine, Case Research: The Case for Case Teaching," Harvard Business School Case Writing Process (l^ondon, Canada: Research and Pub- No. 9-585-012 (Boston: HBS Publishing Division, lications Division, School of Business Administra- 1985). tion, University of Western Ontario, 1978). Case Study Method in Teaching Automated Records and Techniques 527

Again, as in the real world, the team is sional concerns. However, as the next sec- given a deadline to produce their analysis, tion of this essay suggests, this state of affairs typically one week from the assignment of is already changing. the case. They deliver their analysis and recommendations to the class as a whole Creating Case Studies as Tools in the Downloaded from http://meridian.allenpress.com/american-archivist/article-pdf/56/3/522/2748532/aarc_56_3_f8726621m7274616.pdf by guest on 27 September 2021 and face the questioning of both the in- Training of Archivists structor and their peers. In addition, they are required to provide a written report that Over the past few years, the National details their solution and the requirements Historical Publications and Records Com- for its implementation. When working with mission has funded two major undertakings a well-written case, students learn a great in the area of automated records and tech- deal about the institution and its problem(s) niques (ART) as these relate to archival as featured in the materials. They also ben- administration. The first brought together efit from the intense interactive nature of a recognized team of experts to define the the case study method process itself. archival profession's national agenda con- cerning electronic records. Among its many As a complement to more traditional text- accomplishments, this group identified re- based materials and direct field experi- search and educational priorities for archi- ences, the student of archival administra- vists. Shortly thereafter, the NHPRC funded tion can benefit from the case study method. a similar effort but one focusing on the de- The current focus of most professional de- velopment of ART-related learning objec- velopment programs addresses the tried and tives and core educational requirements. Its true needs of the archivist in such areas as primary focus was to establish guidelines collection accessioning, arrangement, and for archival educators, professional asso- description. Little attention is given to ciations, standards committees, and indi- management issues. It is arguable that case vidual practitioners, who would in turn studies provide the best avenue for the develop customized responses to these growth of archivists as managers of challenges. processes, resources, and people. Simi- larly, a field experience may prepare a The electronic records group has already trainee for archival work in only one type reported and the curriculum development of institution and fail to prepare him or her group's report appears as the core of this 9 for effective performance in a different type special issue of the American Archivist. In of organization. Case studies cannot re- both instances, they identify a myriad of place hands-on experience, but they can in- needs and opportunities, including the troduce students to unfamiliar work settings strategy of employing case studies to ad- and problems. These simulated experiences dress ART issues. SAA's Committee on will provide students with a distinct advan- Automated Records and Techniques (CART) tage when they confront a similar set of has subsequently moved forward on two circumstances on the job. separate fronts to address the need to do Archivists who are interested enough in something about case studies. On the one the discipline of case writing and teaching hand, they have prepared a preconference to give it a try, may be somewhat disap- workshop to be offered prior to the SAA pointed by the lack of case studies and as- annual meeting in New Orleans on the writ- sociated learning opportunities within the archival community. Some library schools and all business schools could provide ex- 'National Historical Publications and Records Commission, Research Issues in Electronic Records: posure to the method but not in the form Report of the Working Meeting (St. Paul, Minn.: Min- of cases focused on the archivist's profes- nesota Historical Society for the NHPRC, 1991). 528 American Archivist / Summer 1993

ing and teaching of case studies. On the their publication. By the release of this other hand (and in conjunction with the SAA publication, the fate of that grant opportu- Office), they have begun efforts to obtain nity will be known. If successful, the SAA financial support for case authoring. will publicize the availability of resources Richard Kesner and Jim O'Toole taught through the workshop and other venues. In the first of a series of workshops that com- addition, CART will work with the Edu- Downloaded from http://meridian.allenpress.com/american-archivist/article-pdf/56/3/522/2748532/aarc_56_3_f8726621m7274616.pdf by guest on 27 September 2021 bine both exposure to case study teaching cators' Roundtable and other SAA bodies and case writing. Based on the experiences to generate interest in case writing within of the instructors and the feedback of work- the profession. shop participants, CART will further de- velop the workshop for subsequent SAA Automated Records and Techniques as meetings. Two distinct programs could very a Focus for Case Studies well emerge: One focused on instruction and addressed to archival educators and the This concluding section focuses on the other focused on research and writing and writing of case studies, with particular at- addressed to the needs of potential authors. tention to opportunities for those involved Alternatively, archival educators who work with or interested in electronic records and in proximity to business schools may have automated techniques in archives. I have access to faculty-based workshops on the chosen this focus for two reasons. First, case study method offered by those insti- perhaps no subject area within the field of tutions. Although these programs will not archival administration requires more at- expressly address the substantive issues near tention. The rapid changes in information and dear to the archivist, they will assist in technology and their impact on short- and the development of more generic manage- long-term information management are tre- ment and case study method skills. mendous. Few archivists have direct ex- perience with these issues and even fewer Unfortunately, sufficient training in and archival texts seem to refer to them.10 Case of itself will not result in the creation of studies afford a means to fill this void ef- case studies. Business schools subsidize the ficiently and effectively. efforts of those who author cases. Further- more, they treat the publication of case Furthermore, the case study method is studies as important accomplishments when particularly well suited to the types of prob- making tenure decisions. The role of case lems faced by archivists coping with au- studies in the tenure decisions of archival tomated records and techniques. The issues educators is a decision that must be made associated with electronic records acces- institutionally. Funding of the research, sioning, preservation, and description, for writing, and distribution process could also example, are similar regardless of the in- take place within the institution. This oc- stitutional context. The same may not be curs within business schools, but in that said of other aspects of archival activity. instance the revenues generated by case Many of the most vexing problems in the study sales self-fund the investment. Cer- deployment of information technologies in tainly at the outset, archivists will need a archives have less to do with archival pool of "seed" money from which to draw. With this in mind, the SAA has ap- I0See Richard M. Kesner, Automation for Archi- proached the National Historical Publica- vists and Records Managers: Planning and Imple- tions and Records Commission for funding mentation Strategies (Chicago: American Library for a three-year case study authoring fund. Association, 1984); and its sequel, Richard M. Kes- ner, Information Systems: A Strategic Approach to If approved, the fund will finance the re- Planning and Implementation (Chicago: American Li- search for ten case studies and subsidize brary Association, 1988). Case Study Method in Teaching Automated Records and Techniques 529

administration than with project and re- ing technologies on the information re- source management, staff training and de- source management (IRM) of the velopment, and organizational dynamics. organization would prove most useful: These challenges are best conveyed through voice and data networks

the give and take of case study discussions, electronic mail Downloaded from http://meridian.allenpress.com/american-archivist/article-pdf/56/3/522/2748532/aarc_56_3_f8726621m7274616.pdf by guest on 27 September 2021 especially because a nascent archivist rarely imaging systems experiences such issues first hand. optical storage systems More specifically, most of the manage- groupwork and groupware ment problems arising from the administra- electronic and video conferencing tion of electronic data archives would lend themselves to case studies. The national ar- Any organization, no matter its size, has chives of the United States and Canada, felt the impact of, or is planning for, these and such private organizations as the Inter- and other information technology products. University Consortium for Political and So- Once implemented, they will have an im- cial Research, possess a wealth of experi- mediate influence on the types of records ence in the following functions of machine- workers will create, reference, and ulti- readable records management: mately archive. The profession as a whole • acquisitions and collection devel- needs a better understanding of these de- opment velopments and better preparation for using • collection description them. The case study need not expressly • collection preservation address the implications of a new infor- • reference services and research sup- mation technology on archives. Rather it port can examine and raise questions about the • facility design organizational and IRM changes wrought • the funding and administration of by the new technology. Confronted with electronic records programs this view, students could employ the case • the technological implications of study as the basis for a discussion of what managing an electronic records pro- archivists must do in anticipation of these gram developments. To author case studies like those men- A case study on any one of these themes tioned in this article will require a team would prove useful indeed. In each in- approach. An archival educator, motivated stance, the reader would gain insights into by the need for training tools and research how a particular agency manages its ma- opportunities, will join forces with an ar- chine-readable records. The focus of the chival practitioner, who needs to under- case—be it preservation or user services- stand one of his or her own problems or will force the student to consider the op- opportunities better. The educator brings to tions of current practices and their opera- this alliance a knowledge of the audience tional implications. and of what is required to create an effec- Similarly, case writers might choose to tive case study. The practitioner provides focus their inquiries on the impact of in- the subject and serves as the liaison be- formation technologies in redefining the role tween the research team and the institution. of the archivist within his or her parent or- Other technical specialists and fellow ar- ganization. They might also consider how chivists might contribute additional support information technologies can best be de- as external experts and manuscript review- ployed to improve the performance of the ers. The host institution must give its bless- archival enterprise. For example, case ing to the effort at the outset and, in so studies concerning the effect of the follow- doing, must encourage cooperation between 530 American Archivist / Summer 1993

the rest of the organization and the study Christensen, C. Roland, et al., eds. Edu- team. Most institutions will also ask to re- cation for Judgment: The Artistry of Dis- view the manuscript before its release, and cussion Leadership. Boston: Harvard they may ask for anonymity. Business School, 1991.

Once the case study is approved for re- Copeland, M. T. "The Case Method of Downloaded from http://meridian.allenpress.com/american-archivist/article-pdf/56/3/522/2748532/aarc_56_3_f8726621m7274616.pdf by guest on 27 September 2021 lease, the authors will want to test it in the Instruction." In And Mark an Era: The classroom to determine if the case materials Story of the Harvard Business School, achieved their educational objectives and if edited by M. T. Copeland. Boston: Lit- the style and content of the case hinders the tle Brown, 1958. learning process. Only after students have Eble, K. E. The Craft of Teaching: A Guide worked with the case will the team be in a to Mastering the Professor's Art. San position to address these issues and prepare Francisco: Jossey-Bass, 1976. an effective teaching note. Over time, the Eble, K. E., ed. Improving Teaching Styles: case itself may require further revisions in New Directions for Teaching and Learn- light of new developments or it may need ing. San Francisco: Jossey-Bass, 1980. to be replaced by more relevant examples. Edge, Alfred G., and Denis R. Coleman. As the case study method itself attracts the The Guide to Case Analysis and Report- attention of more archival educators, these ing. Honolulu, Hawaii: Systems Logis- individuals will build their own libraries of tics, Inc., 1978. case studies similar to those maintained by Garsombke, Diane J., and Thomas W. their colleagues in business schools. Garsombke. Strategic Case Analysis: A The professional development and learn- Systematic Approach for Students in ing opportunities afforded by the case study Business and Management. Dubuque, method are substantial. This essay merely Iowa: Kendall/Hall, 1987. suggests how and why archivists should Gini, A. R. "The Case Method: A Per- undertake such an effort. As the SAA pro- spective." Journal of Business Ethics 4 ceeds with its programs to promote and fund (August 1985): 351-52. case study writing and teaching, archival Galvin, Thomas J. The Case Method in Li- educators and practitioners will more read- brary Education and In-Service Train- ily embrace the process and the tools it gen- ing. Metuchen, N.J.: The Scarecrow erates to assist the profession in the Press, 1973. realization of its strategic objectives. Gullette, Margaret Morganroth, ed. The Art and Craft of Teaching. Cambridge, Bibliography Mass.: Press, 1984. Andrews, K. R., ed. The Case Method of Hunt, P. "The Case Method of Instruc- Teaching Human Relations and Admin- tion." Harvard Educational Review 21 istration. Cambridge, Mass.: Harvard (Fall 1951): 2-19. University Press, 1953. Hurley, John. "Four by Four: The Case Beckman, M. Dale. "Evaluating the Case Method." Training & Development Method." Educational Forum 36 (May Journal 44 (March 1990): 17-25. 1972): 489-97. Kelly, Helen. "Case Method Training: What Charan, Ram. "Classroom Techniques in Is It, How It Works." Training 20 (Feb- Teaching by the Case Method." Acad- ruary 1983): 46-49. emy of Management Review 1 (July 1976): Kingsley, Lawrence. "The Case Method 116-23. as a Form of Communication." Journal Christensen, C. Roland. Teaching and the of Business Communication 19 (Spring Case Method. Boston: Harvard Business 1982): 39-50. School. 1987. Kreps, Gary L. "Using the Case Method Case Study Method in Teaching Automated Records and Techniques 531

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