Teaching approach and training
The HEC Montréal Case Centre aims to promote the use of management cases through the regular production of new teaching cases in all management fields as well as through class facilitation and teaching through discussion.
Here is an interactive training that will allow you to discover the case method: Initiation à la méthode des cas (French only).
To learn more about our teaching approaches, click here to see video clips of HEC Montréal professors experienced in case-based teaching: link to YouTube videos
In addition to training HEC Montréal professors in case-based teaching, The Case Centre also offers training sessions elsewhere in Quebec, in France, and in several other countries. Our team of experienced trainers – all professors who are experts in the case method – deliver two main types of training:
These training sessions, offered in several different formats, aim to answer some or all of the following questions:
- What is a case? What are the characteristics of a good teaching case?
- What are the different types of case? What are their respective strengths and weaknesses?
- What are the opportunities for producing teaching cases and what is the synergy with research activities?
- How can you collaborate with companies to produce teaching cases?
- What is the process of producing a case and its teaching notes?
- What are the traps to be avoided at the various stages of producing a case?
- How should you handle the issues of anonymity, confidentiality, and authorization to publish?
- What are the main challenges of writing a teaching case and the best practices for meeting them?
- What are the objectives of teaching notes and their content?
- What is the role of theoretical knowledge in a case and its teaching notes?
- Where can you publish teaching cases; how can you distribute and market them?
- How can you increase your chances of having a case published in a peer-reviewed journal such as the IJCSM?
These training sessions, offered in several different formats, aim to answer some or all of the following questions:
- What are the theories and learning principles underlying case-based management teaching?
- How can you use cases to teach highly technical or quantitative subjects?
- What are the key principles of in-class case discussions?
- What is the role of the teacher in case-based teaching?
- How does the teacher prepare to discuss a case?
- How does the teacher prepare students to discuss a case?
- How do you start, resume, and conclude the discussion of a case?
- What are the traps to avoid in facilitating a case discussion?
- What are the objectives of teaching notes and their content?
- What is the role of theoretical knowledge in a case and its teaching notes?
- What is the role of theoretical knowledge in case-based teaching?
- What are the possible variations of the method depending on the discipline, the type of students, and the group size?
- How are students evaluated in case-based learning?
- How can you consolidate learning session after session?
- How can case-based teaching be adapted to on-line or distance learning?
- Where can you find good cases for in-class use?
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 Anne Mesny
Former director of the Case Centre and past editor-in-chief of the International Journal of Case Studies in Management, Anne Mesny has produced more than twenty management cases; she regularly offers training sessions in the case method and one-on-one coaching to teachers wishing to learn how to produce cases or to fine-tune their approach. Her research interests include teaching methods in management education.
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