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Abstract
Using case studies to enhance students' understanding of theoretical concepts is a well-accepted and widely used method in business and management courses. In legal studies, the case method has a much different meaning and purpose; students read judicial decisions and, through inductive reasoning, determine the judicial precedents that establish our common law. More recently, legal scholars have suggested that using case studies in a manner similar to that of business school classes can be a valuable tool to enhance subjects taught in a law curriculum. This paper supports this view and suggests that an integrated case study can be used in two or more courses. We discuss the benefits as well as the problems of using a case study in three undergraduate legal studies courses, Legal Research, the American System of Trial by Jury, and Mock Trial.
I. Introduction
When legal scholars refer to the case method of legal instruction, the traditional Landgellian approach of studying cases combined with Socratic questioning comes to mind.1 Despite its popularity, however, the case method has been assailed as inadequately training students for the practice of law.2 Among its limitations, the case method approach places excessive emphasis on court decisions and ignores the way that most people resolve disputes.3 In its place, many legal scholars argue that using case studies, similar to those used in business and economics courses, are better tools for teaching law students to make rational and informed business decisions. Moreover, it has been suggested that a single case study may be used in more than one course.5 This paper discusses the use of case studies in business schools and their more recent application in legal studies courses. It then describes the integrated use of a case study in three courses in an undergraduate legal studies program.
II. USING CASE STUDIES IN BUSINESS PROGRAMS
With their introduction by the Harvard Business School in 1925, case studies have been widely used in business schools to provide students with a context in which to apply basic business principles learned in class.6 Almost 100 years ago Harvard Business School Dean Edwin Gay encouraged business school faculty to integrate real-world concepts and experiences in what and how they taught.7 Case studies are particularly effective because they involve...