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The object of this paper is to examine the role the interactive, business case study plays in deep, experiential, learning. To do this I draw both on experience built over twenty years of writing and teaching by the case method and empirical study over a three year study with MBA students. Although the fundamentals of case development may not have radically changed expectations of quality, undoubtedly have. The tools of analysis available to the user of the case demand better quality inputs. This has been aided by technology, information systems, and communication systems that have enhanced both the quality and timeliness of data available to both the writer and user of the business case study. Likewise, expectations of the case developer have also undergone a paradigm shift from passive and contenttransfer oriented teaching methods to active and problembased learning approaches which address interdisciplinary perspectives.

The Business Case Study: A Suitable Candidate For Blended Learning?