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

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Employing the Case Study Method in the Teaching of Automated Records and Techniques to Archivists 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 Case Study 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 Business School, 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 Harvard Business School (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.
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