{"id":336,"date":"2013-05-22T09:15:50","date_gmt":"2013-05-22T13:15:50","guid":{"rendered":"http:\/\/blogs.law.harvard.edu\/hlscasestudies\/?p=336"},"modified":"2013-08-28T16:59:04","modified_gmt":"2013-08-28T20:59:04","slug":"between-a-rock-and-a-very-hard-place-leadership-in-international-conflict","status":"publish","type":"post","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2013\/05\/22\/between-a-rock-and-a-very-hard-place-leadership-in-international-conflict\/","title":{"rendered":"Between a Rock and a Very Hard Place: Leadership in International Conflict"},"content":{"rendered":"

New Product: Reputation, Credibility, and the Goldstone Report<\/em><\/strong><\/p>\n

by Amanda Reilly, Lisa Brem, and Elizabeth Moroney<\/em><\/p>\n

\"\"<\/a>

Richard Goldstone<\/p><\/div>\n

<\/div>\n

When the United Nations published the Goldstone Report assessing the 2008 Israeli military strike in Gaza, it (and its main author, Jewish South African jurist Richard Goldstone) received a barrage\u2014a landslide\u2014a torrent\u2014of criticism<\/a>. Certainly, Goldstone did not set out to engender such a visceral response. So what went wrong? Was there some way Goldstone could have mitigated the negative impact, or was this mission doomed from the start? And if such missions are doomed, what does this say about the people willing to wade into the most intractable international conflicts? Are they misguided or courageous? <\/span>These are some of the questions put to senior managers from governments around the globe at Harvard\u2019s Kennedy School last August when Professor Philip Heymann debuted his new case study, <\/span>Reputation, Credibility, and the Goldstone Report<\/em><\/a>. They also wrestled with questions such as: What were the UN\u2019s goals for the Gaza Mission? Would you have counseled Goldstone to take or refuse the position? How should Goldstone respond to the massive attacks on the Report and on him personally? <\/span>This case study covers the years from 2008 to 2011, examining the fact-finding mission and the decisions Goldstone made before, during, and after the report\u2019s publication.\u00a0 The follow-up “B” case details the actions Goldstone took in response<\/a> to the public backlash.<\/p>\n

In his class, Heymann asks participants not to find the truth about Operation Cast Lead, but rather to understand the difficulty of being charged with finding it. Students ponder whether they would take on such a controversial situation, how they would navigate it, and what they could do to keep their reputation and credibility intact throughout the process.<\/p>\n

\"\"<\/a>

Airstrikes in Gaza (Amir Farshad Ebrahimi, Flickr)<\/p><\/div>\n

Heymann, who studies criminal justice, political violence, and terrorism, has also taught the case study in his Harvard Law School course: Decision-Making and Leadership in the Public Sector at Harvard Law School (Fall 2012).<\/p>\n

For more information, or to discuss how to adapt the case study for your academic or professional education needs, contact Lisa Brem, Case Studies Program Manager, at lbrem@law.harvard.edu<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"

New Product: Reputation, Credibility, and the Goldstone Report by Amanda Reilly, Lisa Brem, and Elizabeth Moroney When the United Nations published the Goldstone Report assessing the 2008 Israeli military strike in Gaza, it (and its main author, Jewish South African … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":4538,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[88580],"tags":[],"class_list":["post-336","post","type-post","status-publish","format-standard","hentry","category-case-study-program-blog-posts"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p4CR8M-5q","jetpack-related-posts":[{"id":828,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2014\/07\/15\/3-new-teaching-notes-available-in-time-for-fall-classes\/","url_meta":{"origin":336,"position":0},"title":"3 New Teaching Notes Available, In Time for Fall Classes","author":"Elizabeth Moroney","date":"July 15, 2014","format":false,"excerpt":"Looking to teach decision making, leadership, copyright, or problem solving this fall? We just released three new teaching notes, free for educators, for-profit trainers, and staff at non-profit or educational institutions: Reputation, Credibility, and the Goldstone Report (A) and (B), a discussion-based case study from Professor Philip Heymann, teaches students\u2026","rel":"","context":"In "Problem Solving Workshop Blog Posts"","block_context":{"text":"Problem Solving Workshop Blog Posts","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/problem-solving-workshop-blog-posts\/"},"img":{"alt_text":"Richard Goldstone","src":"https:\/\/i0.wp.com\/blogs.law.harvard.edu\/hlscasestudies\/files\/2013\/05\/800px-P10107961-150x150.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":498,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2013\/08\/06\/conversation-starters-case-studies-for-curricular-reform\/","url_meta":{"origin":336,"position":1},"title":"Conversation Starters: Case Studies for Curricular Reform","author":"Elizabeth Moroney","date":"August 6, 2013","format":false,"excerpt":"In April, Dean Jeremy Paul of the Northeastern University School of Law and co-managing partner Alan Klinger of Stroock & Stroock & Lavan wrote for the New York Law Journal about legal curricular reform.\u00a0 Paul and Klinger outline seven improvements to current legal training, and we at the Case Studies\u2026","rel":"","context":"In "Case Development Initiative Blog Posts"","block_context":{"text":"Case Development Initiative Blog Posts","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/case-development-initiative-blog-posts\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":618,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2013\/10\/08\/making-the-grade-considering-the-aba-task-force-recommendations-for-legal-education\/","url_meta":{"origin":336,"position":2},"title":"Making the Grade: Considering the ABA Task Force Recommendations for Legal Education","author":"Amanda Reilly","date":"October 8, 2013","format":false,"excerpt":"\u201cThere is almost universal agreement that the current system is broken,\u201d said Thomas W. Lyons III, ABA Task Force member, at an ABA Task Force meeting in Dallas earlier this year. In August, the American Bar Association\u2019s Task Force released its final report in a series of working papers on\u2026","rel":"","context":"In "Legal News and Debate"","block_context":{"text":"Legal News and Debate","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/legal-news-and-debate\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/blogs.law.harvard.edu\/hlscasestudies\/files\/2013\/10\/spiralboundreport.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":554,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2013\/09\/17\/the-boy-who-cried-balloon\/","url_meta":{"origin":336,"position":3},"title":"The Boy Who Cried Balloon","author":"Elizabeth Moroney","date":"September 17, 2013","format":false,"excerpt":"New Product: Balloon Boy On October 15, 2009, Richard and Mayumi Heene called 911 in a panic. Their son Falcon had gone missing, as had a large metallic helium balloon housed in their backyard. Local and federal authorities conducted a highly publicized rescue effort for the \u201cUFO,\u201d but when the\u2026","rel":"","context":"In "Problem Solving Workshop Blog Posts"","block_context":{"text":"Problem Solving Workshop Blog Posts","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/problem-solving-workshop-blog-posts\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":941,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2015\/03\/11\/case-studies-qa-new-case-on-the-management-of-legal-departments\/","url_meta":{"origin":336,"position":4},"title":"Case Studies Q&A: New Case on the Management of Legal Departments","author":"Elizabeth Moroney","date":"March 11, 2015","format":false,"excerpt":"New Products: Driving Blind at General Motors (A) and (B) Nathan Cisneros, case writer at the HLS Case Development Initiative, shares his behind-the-scenes perspective on crafting a case based on public sources, messy chains of command, and cover-ups: EM: What inspired the case study? NC:\u00a0In February 2014 General Motors (GM)\u2026","rel":"","context":"In "Case Development Initiative Blog Posts"","block_context":{"text":"Case Development Initiative Blog Posts","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/case-development-initiative-blog-posts\/"},"img":{"alt_text":"Chevy Cobalt, the car central to the ignition switch recall","src":"https:\/\/i0.wp.com\/blogs.law.harvard.edu\/hlscasestudies\/files\/2015\/03\/2005_Chevy_Cobalt_LS-150x150.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":791,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2014\/04\/29\/case-studies-around-the-university-training-med-students-to-think-with-authority\/","url_meta":{"origin":336,"position":5},"title":"Case Studies around the University: Training Med Students to Think with Authority","author":"Elizabeth Moroney","date":"April 29, 2014","format":false,"excerpt":"Medical schools have traditionally trained doctors through a combination of cramming and clinicals. But Harvard Medical School, like Harvard Law School, has recognized the value of the problem solving pedagogy and participatory learning. Since 1985, HMS has incorporated case-based tutorials into the \u201cNew Pathway\u201d curriculum. 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