Case Studies
"If students are to learn how to think more effectively, they need to practice thinking. Moreover, cognitive theory provides good support for the idea that knowledge learned and used in a realistic, problem-solving context is more likely to be remembered and used appropriately when needed later (McKeachie & Svinicki, 2006)."
What is it?
A case study is based on "the concept of learning from and through experience. It is the in-depth study of a problem situation (Galbraith, 1990)" that may have more than one solution. Cases are often used in law, business and medical schools. Sometimes they are based on facts; sometimes they are fictional. Case studies allow students to demonstrate their understanding of course content and their problem solving skills (McKeachie & Svinicki, 2006).
How do you use it?
If you choose to use the case study method, your job is to present a realistic story or situation to your class. The story needs to include details and characters. It also needs to pertain to course content and it needs to allow learners the opportunity to examine a problem, identify and analyze solutions, and determine consequences (Galbraith, 1990).
According to McKeachie's Teaching Tips, cases are usually presented in writing, but other mediums also work. For example, you could play a video, listen to a podcast or use role-play.
Whatever method you choose, you should alllow class time for student questions, so they can clarify what you expect them to do, as well as the details of the case study presented.
Once the students' questions are answered, you need to guide your students through the problem solving process.
McKeachie's Teaching Tips provides the following questions you can use to prompt your class.
1. What is the problem?
2. What do you think caused the problem?
3. What evidence can be gathered to support or discount your hypotheses?
4. What conclusions can be drawn?
5. What recommendations can be made?
Once the students have completed the assigned case study, they should be encouraged to share their findings with the class. This can lead to further discussion. As the instructor, you need to facilitate the discussion. If the case study is based on real events, be sure to let your students know the outcome (McKeachie & Svinicki, 2006).
Meantime, if you choose to make up your own case studies, here are some suggested writing tips as outlined in The Art of Teaching Adults.
1. Write in the form of a story.
2. Give your characters names.
3. Add dialogue.
4. Use realistic details.
5. Be descriptive.
6. Present events in a logical order.
7. Provide all of the necessary details (Renner, 1993).
According to McKeachie's Teaching Tips, cases are usually presented in writing, but other mediums also work. For example, you could play a video, listen to a podcast or use role-play.
Whatever method you choose, you should alllow class time for student questions, so they can clarify what you expect them to do, as well as the details of the case study presented.
Once the students' questions are answered, you need to guide your students through the problem solving process.
McKeachie's Teaching Tips provides the following questions you can use to prompt your class.
1. What is the problem?
2. What do you think caused the problem?
3. What evidence can be gathered to support or discount your hypotheses?
4. What conclusions can be drawn?
5. What recommendations can be made?
Once the students have completed the assigned case study, they should be encouraged to share their findings with the class. This can lead to further discussion. As the instructor, you need to facilitate the discussion. If the case study is based on real events, be sure to let your students know the outcome (McKeachie & Svinicki, 2006).
Meantime, if you choose to make up your own case studies, here are some suggested writing tips as outlined in The Art of Teaching Adults.
1. Write in the form of a story.
2. Give your characters names.
3. Add dialogue.
4. Use realistic details.
5. Be descriptive.
6. Present events in a logical order.
7. Provide all of the necessary details (Renner, 1993).
Why use it?
The advantages of the case study method are in its applicability to real-life contemporary, human situations and its public accessibility through written reports. Case study results relate directly to the common readers everyday experience and facilitate an understanding of complex real-life situations (Soy, 1997).
Here is one professor's explanation about how and why he uses case studies in the classroom.
Here is one professor's explanation about how and why he uses case studies in the classroom.
Advantages:
- Students become involved in the learning process
- Students learn to solve problems using knowledge, concepts, and skills
- Students can see a practical use for what they've been learning in class
Disadvantages:
- Instructors don't always find the right case
- Students can get caught up in the facts instead of the purpose
- Students need to understand course content before they can successfully work on a case
Examples
The case method was developed in the 1880s at Harvard. It was first used at Harvard's Law School, and it was later introduced into Harvard's Business School. It has since "been adopted and adapted by many fields (Galbraith, 1990)."
Here are two examples of learning situations where case studies could be used effectively.
1. A public relations instructor could present his or her students with a case study involving the numerous vehicle recalls at Toyota. The students could analyze how Toyota handled the situation, how the situation affected the company's image, and how future situations should be handled based on lessons learned.
2. A medical instructor could present his or her students with a case study involving an e.coli outbreak. The students could analyze what happened, why it happened and how it could have been prevented.
Here are two examples of learning situations where case studies could be used effectively.
1. A public relations instructor could present his or her students with a case study involving the numerous vehicle recalls at Toyota. The students could analyze how Toyota handled the situation, how the situation affected the company's image, and how future situations should be handled based on lessons learned.
2. A medical instructor could present his or her students with a case study involving an e.coli outbreak. The students could analyze what happened, why it happened and how it could have been prevented.
Additional online resources
Queen's University Centre for Teaching and Learning
http://www.queensu.ca/ctl/goodpractice/case/index.html
Vanderbilt University Center for Teaching http://www.vanderbilt.edu/cft/resources/teaching_resources/activities/case_studies.htm
http://www.queensu.ca/ctl/goodpractice/case/index.html
Vanderbilt University Center for Teaching http://www.vanderbilt.edu/cft/resources/teaching_resources/activities/case_studies.htm
References
Galbraith, M. (1990). Adult Learning Methods. Malabar, FL: Robert E. Krieger Publishing Co., Inc.
McKeachie, W., & Svinicki, M. (2006). McKeachie’s Teaching Tips. Boston, MA: Houghton Mifflin Company.
Renner, P. (1993). The Art of Teaching Adults. Vancouver, BC: PFR Training Associates.
Soy, S.K. (1997) The Case Study as a Research Method. Unpublished paper, University of Texas at Austin.
The Beauty of Teaching with Cases. (2009). Retrieved from http://www.youtube.com/watch?v=0NUbMi-1o3c June 10, 2010.
McKeachie, W., & Svinicki, M. (2006). McKeachie’s Teaching Tips. Boston, MA: Houghton Mifflin Company.
Renner, P. (1993). The Art of Teaching Adults. Vancouver, BC: PFR Training Associates.
Soy, S.K. (1997) The Case Study as a Research Method. Unpublished paper, University of Texas at Austin.
The Beauty of Teaching with Cases. (2009). Retrieved from http://www.youtube.com/watch?v=0NUbMi-1o3c June 10, 2010.
