Purpose – The purpose of this paper is to explore the impact of using a living case study method to teach graduate students in an organizational development (OD) course. A living case is defined as one where participants study a current, ongoing situation over the entire semester. Students worked with an authentic client to solve an authentic problem. After the course concluded interviews were conducted. Learners expressed a sense of feeling more connected and engaged with the course content because of the living case. Students also exhibited significant learning – new skills and mindsets developed during the course that are valued and used in their work, school, and personal lives. Design/methodology/approach – This is an instrumental case study of a work-based instructional design used to improve student engagement and learning outcomes. Findings – Students worked with an authentic client to solve an authentic problem. Learners expressed a sense of feeling more connected and engaged with the course content because of the living case. Students also exhibited significant learning – new skills and mindsets developed during the course that are valued and used in their work, school, and personal lives. Practical implications – Higher education (HE) instructors are expected to teach students knowledge and skills that will be valuable at work and in life after graduation. Using a living case allows students to extract learning directly from the work experience. By using the concepts and the tools in an authentic, living case, students gain experience and concrete knowledge. Originality/value – This study extends past research on connecting classroom learning and work experience. It looks at how a course designed using a living case study can be used to improve learner engagement and create longer term value for students.

The Problem. Today's organizations compete for top talent in a global marketplace. Employees seek work that is interesting and meaningful, where they can be engaged and continuously learning. While much is written about employee engagement, leaders need a model for structuring workplaces where employees can be passionate about their work and where there are opportunities for employees to learn and grow. The Solution. This article contends that the time is right for developing workplaces that are humane, positive, and challenging. Drawing on the Organizational Intimacy (OI) framework and incorporating ideas from positive psychology, leaders can create positive environments by promoting a nurturing workplace, encouraging meaningful work, and fostering environments where employees love their work. The Stakeholders. The primary stakeholders for this article are senior leaders and Human Resource and Organizational Development practitioners seeking to build humane and positive workplaces. In addition, HRD scholars studying frameworks that incorporate ideas from positive psychology will also find this article of interest.

As our first presentation in a series of academic program profiles, we are pleased to present the Organization, Information, and Learning Science (OILS) program at the University of New Mexico (UMN). The OILS program began in the 1980s as a vocational education program and has evolved into a program that focuses on human performance technology (HPT), instructional design (ID), and learning sciences. The OILS program is organizationally a part of the College of University Libraries and Learning Science. The library faculty brings positive synergy to OILS in terms of data management and information technology, research, education, and applied practices. The program offers an undergraduate degree as well as masters and doctoral degrees. It is very rare to provide an undergraduate degree in the HPT and ID fields, and the OILS program is proud of these pioneering efforts. OILS has a pragmatic tradition. The faculty members of OILS and its graduate students have conducted scholastic and practical research projects in HPT, ID, and learning sciences. Coursework emphasis is on cultivating students’ capabilities for excellent performance in the workplace. The program has a strong network within the local community with local employers as well as with local chapters of professional societies. The present demographics in the State of New Mexico in terms of the majority‐minority status are similar to the overall demographics that the United States as a whole will face within the next 30 years. OILS is an innovative program. – Sung “Pil” Kang, PhD and Yeol Huh, PhD, column editors

A passing comment at a chance meeting led to students from the University of New Mexico's (UNM) Organization, Information, and Learning Sciences (OILS) program participating in the University Case Study Competition (CSC) at the 2013 ISPI international conference. The teams’ involvement in the contest resulted in many lessons learned and in the transformation of an academic program. This article discusses the benefits accrued from CSC participation by a student team, one of the team's professors, and the OILS program. The article also illustrates the impact that a single individual can have on others, a program, and a community.