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5 Benefits of Learning Through the Case Study Method

• 28 Nov 2023

While several factors make HBS Online unique —including a global Community and real-world outcomes —active learning through the case study method rises to the top.

In a 2023 City Square Associates survey, 74 percent of HBS Online learners who also took a course from another provider said HBS Online’s case method and real-world examples were better by comparison.

Here’s a primer on the case method, five benefits you could gain, and how to experience it for yourself.

Access your free e-book today.

What Is the Harvard Business School Case Study Method?

The case study method , or case method , is a learning technique in which you’re presented with a real-world business challenge and asked how you’d solve it. After working through it yourself and with peers, you’re told how the scenario played out.

HBS pioneered the case method in 1922. Shortly before, in 1921, the first case was written.

“How do you go into an ambiguous situation and get to the bottom of it?” says HBS Professor Jan Rivkin, former senior associate dean and chair of HBS's master of business administration (MBA) program, in a video about the case method . “That skill—the skill of figuring out a course of inquiry to choose a course of action—that skill is as relevant today as it was in 1921.”

Originally developed for the in-person MBA classroom, HBS Online adapted the case method into an engaging, interactive online learning experience in 2014.

In HBS Online courses , you learn about each case from the business professional who experienced it. After reviewing their videos, you’re prompted to take their perspective and explain how you’d handle their situation.

You then get to read peers’ responses, “star” them, and comment to further the discussion. Afterward, you learn how the professional handled it and their key takeaways.

Learn more about HBS Online's approach to the case method in the video below, and subscribe to our YouTube channel for more.

HBS Online’s adaptation of the case method incorporates the famed HBS “cold call,” in which you’re called on at random to make a decision without time to prepare.

“Learning came to life!” said Sheneka Balogun , chief administration officer and chief of staff at LeMoyne-Owen College, of her experience taking the Credential of Readiness (CORe) program . “The videos from the professors, the interactive cold calls where you were randomly selected to participate, and the case studies that enhanced and often captured the essence of objectives and learning goals were all embedded in each module. This made learning fun, engaging, and student-friendly.”

If you’re considering taking a course that leverages the case study method, here are five benefits you could experience.

5 Benefits of Learning Through Case Studies

1. take new perspectives.

The case method prompts you to consider a scenario from another person’s perspective. To work through the situation and come up with a solution, you must consider their circumstances, limitations, risk tolerance, stakeholders, resources, and potential consequences to assess how to respond.

Taking on new perspectives not only can help you navigate your own challenges but also others’. Putting yourself in someone else’s situation to understand their motivations and needs can go a long way when collaborating with stakeholders.

2. Hone Your Decision-Making Skills

Another skill you can build is the ability to make decisions effectively . The case study method forces you to use limited information to decide how to handle a problem—just like in the real world.

Throughout your career, you’ll need to make difficult decisions with incomplete or imperfect information—and sometimes, you won’t feel qualified to do so. Learning through the case method allows you to practice this skill in a low-stakes environment. When facing a real challenge, you’ll be better prepared to think quickly, collaborate with others, and present and defend your solution.

3. Become More Open-Minded

As you collaborate with peers on responses, it becomes clear that not everyone solves problems the same way. Exposing yourself to various approaches and perspectives can help you become a more open-minded professional.

When you’re part of a diverse group of learners from around the world, your experiences, cultures, and backgrounds contribute to a range of opinions on each case.

On the HBS Online course platform, you’re prompted to view and comment on others’ responses, and discussion is encouraged. This practice of considering others’ perspectives can make you more receptive in your career.

“You’d be surprised at how much you can learn from your peers,” said Ratnaditya Jonnalagadda , a software engineer who took CORe.

In addition to interacting with peers in the course platform, Jonnalagadda was part of the HBS Online Community , where he networked with other professionals and continued discussions sparked by course content.

“You get to understand your peers better, and students share examples of businesses implementing a concept from a module you just learned,” Jonnalagadda said. “It’s a very good way to cement the concepts in one's mind.”

4. Enhance Your Curiosity

One byproduct of taking on different perspectives is that it enables you to picture yourself in various roles, industries, and business functions.

“Each case offers an opportunity for students to see what resonates with them, what excites them, what bores them, which role they could imagine inhabiting in their careers,” says former HBS Dean Nitin Nohria in the Harvard Business Review . “Cases stimulate curiosity about the range of opportunities in the world and the many ways that students can make a difference as leaders.”

Through the case method, you can “try on” roles you may not have considered and feel more prepared to change or advance your career .

5. Build Your Self-Confidence

Finally, learning through the case study method can build your confidence. Each time you assume a business leader’s perspective, aim to solve a new challenge, and express and defend your opinions and decisions to peers, you prepare to do the same in your career.

According to a 2022 City Square Associates survey , 84 percent of HBS Online learners report feeling more confident making business decisions after taking a course.

“Self-confidence is difficult to teach or coach, but the case study method seems to instill it in people,” Nohria says in the Harvard Business Review . “There may well be other ways of learning these meta-skills, such as the repeated experience gained through practice or guidance from a gifted coach. However, under the direction of a masterful teacher, the case method can engage students and help them develop powerful meta-skills like no other form of teaching.”

How to Experience the Case Study Method

If the case method seems like a good fit for your learning style, experience it for yourself by taking an HBS Online course. Offerings span eight subject areas, including:

• Business essentials
• Leadership and management
• Entrepreneurship and innovation
• Digital transformation
• Finance and accounting
• Business in society

No matter which course or credential program you choose, you’ll examine case studies from real business professionals, work through their challenges alongside peers, and gain valuable insights to apply to your career.

Are you interested in discovering how HBS Online can help advance your career? Explore our course catalog and download our free guide —complete with interactive workbook sections—to determine if online learning is right for you and which course to take.

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Case Studies: Bringing Learning to Life and Making Knowledge Stick

Learning by doing is a highly effective and proven strategy for knowledge retention. But sometimes, learning about others who have “done”—using case studies, for example—can be an excellent addition to or replacement for hands-on learning. Case studies―a vital tool in the problem-based learning toolkit—can turbocharge lessons in any subject, but they are particularly useful teaching aids in subjects like Medicine, Law or Forensic Science , where hands-on experiences may not initially be possible.

Here’s a look at how this type of problem-based learning functions to make learning stick and how any faculty member can use them to facilitate deeper, richer learning experiences:

Case studies complement theoretical information 

Reading about scientific principles in a textbook challenges students to think deductively and use their imagination to apply what they’re learning to real-world scenarios. It’s an important skill set. Not all information can or should be packaged up and handed to students, pre-formed; we want students to become critical thinkers and smart decision-makers who are capable of forming their own insights and opinions. 

However, the strategic use of case studies, as a companion to required reading, can help students see theoretical information in a new light, and often for the first time. In short, a case study can bring to life what is often dry and difficult material, transforming it into something powerful, and inspiring students to keep learning. Furthermore, the ability to select or create case studies can give students greater agency in their learning experiences, helping them steer their educational experiences towards topics they find interesting and meaningful. 

What does the research show about using case studies in educational settings? For one, when used in group settings, the use of case studies is proven to promote collaboration while promoting the application of theory. Furthermore, case studies are proven to promote the consideration of diverse cultures, perspectives, and ideas. Beyond that? They help students to broaden their professional acumen —a vitally necessary part of the higher education experience. 

Case studies can be what you want them to be, but they should follow a formula  

Faculty may choose to use case studies in any number of ways, including asking students to read existing case studies, or even challenging them to build their own case studies based on real or hypothetical situations. This can be done individually or in a group. It may be done in the classroom, at home, or in a professional setting. Case studies can take on a wide variety of formats. They may be just a few paragraphs or 30 pages long. They may be prescriptive and challenge readers to create a takeaway or propose a different way of doing things. Or, they may simply ask readers to understand how things were done in a specific case. Beyond written case studies, videos or slide decks can be equally compelling formats. One faculty member even asks students to get theatrical and act out a solution in their sociology class.  

Regardless of format, a case study works best when it roughly follows an arc of problem, solution and results. All case studies must present a problem that doesn’t have an immediately clear solution or result. For example, a medical student may read a case study detailing the hospital admission of a 42-year-old woman who presents to the emergency room with persistent and severe calf pain, but has normal blood tests and ultrasound imaging. What should the physician consider next? A law student might read a case study about an elderly man involved in a car accident who denies any memory of the event. What legal angles should be considered?

Case studies – get started

Are you eager to use case studies with your students? Cengage higher education titles typically contain case studies and real-world examples that bring learning to life and help knowledge stick. Below are some learning materials, spanning a range of subjects, that can help your students reap the proven benefits of case study learning:

Accounting, 29e

Award-winning authors Carl Warren, Jefferson P. Jones and William B. Tayler offer students the opportunity to analyze real-world business decisions and show how accounting is used by real companies.

Guide to Computer Forensics and Investigations, 7e

“Guide to Computer Forensics and Investigations” by Bill Nelson, Amelia Phillips, Christopher Steuart and Robert S. Wilson includes case projects aimed at providing practical implementation experience, as well as practice in applying critical thinking skills.

Business Ethics: Case Studies and Selected Readings, 10e

Marianne M. Jennings’ best-selling “Business Ethics: Case Studies and Selected Readings, 10e” explores a proven process for analyzing ethical dilemmas and creating stronger values.

Anatomy & Physiology, 1e

Author Dr. Liz Co includes a chapter composed entirely of case studies to give students additional practice in critical thinking. The cases can be assigned at the end of the semester or at intervals as the instructor chooses.

Psychopathology and Life: A Dimensional Approach, 11e

Christopher Kearney offers a concise, contemporary and science-based view of psychopathology that emphasizes the individual first. Geared toward cases to which most college students can relate, helping them understand that symptoms of psychological problems occur in many people in different ways.

Understanding Psychological Disorders Enhanced, 12e

In “Understanding Psychological Disorders Enhanced” by David Sue, Derald Sue, Diane M. Sue and Stanley Sue, students can explore current events, real-world case studies and the latest developments from the field.

Policing in the US: Past, Present, and Future, 1e

This comprehensive and timely text by Lorenzo M. Boyd, Melissa S. Morabito and Larry J. Siegel examines the current state of American policing, offering a fresh and balanced look at contemporary issues in law enforcement. Each chapter opens with a real-life case or incident.

Public Speaking: The Evolving Art, 5e

With a student-centered approach, “Public Speaking: The Evolving Art” by Stephanie J. Coopman and James Lull includes innovative solutions to current issues, including critically assessing the credibility of information sources. A diverse collection of sample student and professional presentations encourage students to consider chapter concepts in the context of real speeches.

Theory and Practice of Counseling and Psychotherapies, 11e

Dr. Gerald Corey’s best-selling text helps readers compare and contrast the therapeutic models expressed in counseling theories.

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What the Case Study Method Really Teaches

• Nitin Nohria

Seven meta-skills that stick even if the cases fade from memory.

It’s been 100 years since Harvard Business School began using the case study method. Beyond teaching specific subject matter, the case study method excels in instilling meta-skills in students. This article explains the importance of seven such skills: preparation, discernment, bias recognition, judgement, collaboration, curiosity, and self-confidence.

During my decade as dean of Harvard Business School, I spent hundreds of hours talking with our alumni. To enliven these conversations, I relied on a favorite question: “What was the most important thing you learned from your time in our MBA program?”

• Nitin Nohria is the George F. Baker Jr. and Distinguished Service University Professor. He served as the 10th dean of Harvard Business School, from 2010 to 2020.

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• Case Based Learning

What is the case method?

In case-based learning, students learn to interact with and manipulate basic foundational knowledge by working with situations resembling specific real-world scenarios.

How does it work?

Case studies encourage students to use critical thinking skills to identify and narrow an issue, develop and evaluate alternatives, and offer a solution.  In fact, Nkhoma (2016), who studied the value of developing case-based learning activities based on Bloom’s Taxonomy of thinking skills, suggests that this approach encourages deep learning through critical thinking:

Sherfield (2004) confirms this, asserting that working through case studies can begin to build and expand these six critical thinking strategies:

• Emotional restraint
• Questioning
• Distinguishing fact from fiction
• Searching for ambiguity

What makes a good case?

Case-based learning can focus on anything from a one-sentence physics word problem to a textbook-sized nursing case or a semester-long case in a law course.  Though we often assume that a case is a “problem,” Ellet (2007) suggests that most cases entail one of four types of situations:

• Evaluations
• What are the facts you know about the case?
• What are some logical assumptions you can make about the case?
• What are the problems involved in the case as you see it?
• What is the root problem (the main issue)?
• What do you estimate is the cause of the root problem?
• What are the reasons that the root problem exists?
• What is the solution to the problem?
• Are there any moral or ethical considerations to your solution?
• What are the real-world implications for this case?
• How might the lives of the people in the case study be changed because of your proposed solution?
• Where in your world (campus/town/country) might a problem like this occur?
• Where could someone get help with this problem?
• What personal advice would you give to the person or people concerned?

Adapted from Sherfield’s Case Studies for the First Year (2004)

Some faculty buy prepared cases from publishers, but many create their own based on their unique course needs.  When introducing case-based learning to students, be sure to offer a series of guidelines or questions to prompt deep thinking.  One option is to provide a scenario followed by questions; for example, questions designed for a first year experience problem might include these:

Before you begin, take a look at what others are doing with cases in your field.  Pre-made case studies are available from various publishers, and you can find case-study templates online.

• Choose scenarios carefully
• Tell a story from beginning to end, including many details
• Create real-life characters and use quotes when possible
• Write clearly and concisely and format the writing simply
• Ask students to reflect on their learning—perhaps identifying connections between the lesson and specific course learning outcomes—after working a case

Additional Resources

• Barnes, Louis B. et al. Teaching and the Case Method , 3 rd (1994). Harvard, 1994.
• Campoy, Renee. Case Study Analysis in the Classroom: Becoming a Reflective Teacher . Sage Publications, 2005.
• Ellet, William. The Case Study Handbook . Harvard, 2007.
• Herreid, Clyde Freeman, ed. Start with a Story: The Case Study Method of Teaching College Science . NSTA, 2007.
• Herreid, Clyde Freeman, et al. Science Stories: Using Case Studies to Teach Critical Thinking . NSTA, 2012.
• Nkhoma, M., Lam, et al. Developing case-based learning activities based on the revised Bloom’s Taxonomy . Proceedings of Informing Science & IT Education Conference (In SITE) 2016, 85-93. 2016.
• Rolls, Geoff. Classic Case Studies in Psychology , 3 rd Hodder Education, Bookpoint, 2014.
• Sherfield, Robert M., et al. Case Studies for the First Year . Pearson, 2004.
• Shulman, Judith H., ed. Case Methods in Teacher Education . Teacher’s College, 1992.

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Case-based learning.

Case-based learning (CBL) is an established approach used across disciplines where students apply their knowledge to real-world scenarios, promoting higher levels of cognition (see Bloom’s Taxonomy ). In CBL classrooms, students typically work in groups on case studies, stories involving one or more characters and/or scenarios.  The cases present a disciplinary problem or problems for which students devise solutions under the guidance of the instructor. CBL has a strong history of successful implementation in medical, law, and business schools, and is increasingly used within undergraduate education, particularly within pre-professional majors and the sciences (Herreid, 1994). This method involves guided inquiry and is grounded in constructivism whereby students form new meanings by interacting with their knowledge and the environment (Lee, 2012).

There are a number of benefits to using CBL in the classroom. In a review of the literature, Williams (2005) describes how CBL: utilizes collaborative learning, facilitates the integration of learning, develops students’ intrinsic and extrinsic motivation to learn, encourages learner self-reflection and critical reflection, allows for scientific inquiry, integrates knowledge and practice, and supports the development of a variety of learning skills.

CBL has several defining characteristics, including versatility, storytelling power, and efficient self-guided learning.  In a systematic analysis of 104 articles in health professions education, CBL was found to be utilized in courses with less than 50 to over 1000 students (Thistlethwaite et al., 2012). In these classrooms, group sizes ranged from 1 to 30, with most consisting of 2 to 15 students.  Instructors varied in the proportion of time they implemented CBL in the classroom, ranging from one case spanning two hours of classroom time, to year-long case-based courses. These findings demonstrate that instructors use CBL in a variety of ways in their classrooms.

The stories that comprise the framework of case studies are also a key component to CBL’s effectiveness. Jonassen and Hernandez-Serrano (2002, p.66) describe how storytelling:

Is a method of negotiating and renegotiating meanings that allows us to enter into other’s realms of meaning through messages they utter in their stories,

Helps us find our place in a culture,

Allows us to explicate and to interpret, and

Facilitates the attainment of vicarious experience by helping us to distinguish the positive models to emulate from the negative model.

Neurochemically, listening to stories can activate oxytocin, a hormone that increases one’s sensitivity to social cues, resulting in more empathy, generosity, compassion and trustworthiness (Zak, 2013; Kosfeld et al., 2005). The stories within case studies serve as a means by which learners form new understandings through characters and/or scenarios.

CBL is often described in conjunction or in comparison with problem-based learning (PBL). While the lines are often confusingly blurred within the literature, in the most conservative of definitions, the features distinguishing the two approaches include that PBL involves open rather than guided inquiry, is less structured, and the instructor plays a more passive role. In PBL multiple solutions to the problem may exit, but the problem is often initially not well-defined. PBL also has a stronger emphasis on developing self-directed learning. The choice between implementing CBL versus PBL is highly dependent on the goals and context of the instruction.  For example, in a comparison of PBL and CBL approaches during a curricular shift at two medical schools, students and faculty preferred CBL to PBL (Srinivasan et al., 2007). Students perceived CBL to be a more efficient process and more clinically applicable. However, in another context, PBL might be the favored approach.

In a review of the effectiveness of CBL in health profession education, Thistlethwaite et al. (2012), found several benefits:

Students enjoyed the method and thought it enhanced their learning,

Instructors liked how CBL engaged students in learning,

CBL seemed to facilitate small group learning, but the authors could not distinguish between whether it was the case itself or the small group learning that occurred as facilitated by the case.

Other studies have also reported on the effectiveness of CBL in achieving learning outcomes (Bonney, 2015; Breslin, 2008; Herreid, 2013; Krain, 2016). These findings suggest that CBL is a vehicle of engagement for instruction, and facilitates an environment whereby students can construct knowledge.

Science – Students are given a scenario to which they apply their basic science knowledge and problem-solving skills to help them solve the case. One example within the biological sciences is two brothers who have a family history of a genetic illness. They each have mutations within a particular sequence in their DNA. Students work through the case and draw conclusions about the biological impacts of these mutations using basic science. Sample cases: You are Not the Mother of Your Children ; Organic Chemisty and Your Cellphone: Organic Light-Emitting Diodes ;   A Light on Physics: F-Number and Exposure Time

Medicine – Medical or pre-health students read about a patient presenting with specific symptoms. Students decide which questions are important to ask the patient in their medical history, how long they have experienced such symptoms, etc. The case unfolds and students use clinical reasoning, propose relevant tests, develop a differential diagnoses and a plan of treatment. Sample cases: The Case of the Crying Baby: Surgical vs. Medical Management ; The Plan: Ethics and Physician Assisted Suicide ; The Haemophilus Vaccine: A Victory for Immunologic Engineering

Public Health – A case study describes a pandemic of a deadly infectious disease. Students work through the case to identify Patient Zero, the person who was the first to spread the disease, and how that individual became infected.  Sample cases: The Protective Parent ; The Elusive Tuberculosis Case: The CDC and Andrew Speaker ; Credible Voice: WHO-Beijing and the SARS Crisis

Law – A case study presents a legal dilemma for which students use problem solving to decide the best way to advise and defend a client. Students are presented information that changes during the case.  Sample cases: Mortgage Crisis Call (abstract) ; The Case of the Unpaid Interns (abstract) ; Police-Community Dialogue (abstract)

Business – Students work on a case study that presents the history of a business success or failure. They apply business principles learned in the classroom and assess why the venture was successful or not. Sample cases: SELCO-Determining a path forward ; Project Masiluleke: Texting and Testing to Fight HIV/AIDS in South Africa ; Mayo Clinic: Design Thinking in Healthcare

Humanities - Students consider a case that presents a theater facing financial and management difficulties. They apply business and theater principles learned in the classroom to the case, working together to create solutions for the theater. Sample cases: David Geffen School of Drama

Recommendations

Finding and Writing Cases

Consider utilizing or adapting open access cases - The availability of open resources and databases containing cases that instructors can download makes this approach even more accessible in the classroom. Two examples of open databases are the Case Center on Public Leadership and Harvard Kennedy School (HKS) Case Program , which focus on government, leadership and public policy case studies.

• Consider writing original cases - In the event that an instructor is unable to find open access cases relevant to their course learning objectives, they may choose to write their own. See the following resources on case writing: Cooking with Betty Crocker: A Recipe for Case Writing ; The Way of Flesch: The Art of Writing Readable Cases ;   Twixt Fact and Fiction: A Case Writer’s Dilemma ; And All That Jazz: An Essay Extolling the Virtues of Writing Case Teaching Notes .

Implementing Cases

Take baby steps if new to CBL - While entire courses and curricula may involve case-based learning, instructors who desire to implement on a smaller-scale can integrate a single case into their class, and increase the number of cases utilized over time as desired.

Use cases in classes that are small, medium or large - Cases can be scaled to any course size. In large classes with stadium seating, students can work with peers nearby, while in small classes with more flexible seating arrangements, teams can move their chairs closer together. CBL can introduce more noise (and energy) in the classroom to which an instructor often quickly becomes accustomed. Further, students can be asked to work on cases outside of class, and wrap up discussion during the next class meeting.

Encourage collaborative work - Cases present an opportunity for students to work together to solve cases which the historical literature supports as beneficial to student learning (Bruffee, 1993). Allow students to work in groups to answer case questions.

Form diverse teams as feasible - When students work within diverse teams they can be exposed to a variety of perspectives that can help them solve the case. Depending on the context of the course, priorities, and the background information gathered about the students enrolled in the class, instructors may choose to organize student groups to allow for diversity in factors such as current course grades, gender, race/ethnicity, personality, among other items.  

Use stable teams as appropriate - If CBL is a large component of the course, a research-supported practice is to keep teams together long enough to go through the stages of group development: forming, storming, norming, performing and adjourning (Tuckman, 1965).

Walk around to guide groups - In CBL instructors serve as facilitators of student learning. Walking around allows the instructor to monitor student progress as well as identify and support any groups that may be struggling. Teaching assistants can also play a valuable role in supporting groups.

Interrupt strategically - Only every so often, for conversation in large group discussion of the case, especially when students appear confused on key concepts. An effective practice to help students meet case learning goals is to guide them as a whole group when the class is ready. This may include selecting a few student groups to present answers to discussion questions to the entire class, asking the class a question relevant to the case using polling software, and/or performing a mini-lesson on an area that appears to be confusing among students.  

Assess student learning in multiple ways - Students can be assessed informally by asking groups to report back answers to various case questions. This practice also helps students stay on task, and keeps them accountable. Cases can also be included on exams using related scenarios where students are asked to apply their knowledge.

Barrows HS. (1996). Problem-based learning in medicine and beyond: a brief overview. New Directions for Teaching and Learning, 68, 3-12.  

Bonney KM. (2015). Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains. Journal of Microbiology and Biology Education, 16(1): 21-28.

Breslin M, Buchanan, R. (2008) On the Case Study Method of Research and Teaching in Design.  Design Issues, 24(1), 36-40.

Bruffee KS. (1993). Collaborative learning: Higher education, interdependence, and authority of knowledge. Johns Hopkins University Press, Baltimore, MD.

Herreid CF. (2013). Start with a Story: The Case Study Method of Teaching College Science, edited by Clyde Freeman Herreid. Originally published in 2006 by the National Science Teachers Association (NSTA); reprinted by the National Center for Case Study Teaching in Science (NCCSTS) in 2013.

Herreid CH. (1994). Case studies in science: A novel method of science education. Journal of Research in Science Teaching, 23(4), 221–229.

Jonassen DH and Hernandez-Serrano J. (2002). Case-based reasoning and instructional design: Using stories to support problem solving. Educational Technology, Research and Development, 50(2), 65-77.  

Kosfeld M, Heinrichs M, Zak PJ, Fischbacher U, Fehr E. (2005). Oxytocin increases trust in humans. Nature, 435, 673-676.

Krain M. (2016) Putting the learning in case learning? The effects of case-based approaches on student knowledge, attitudes, and engagement. Journal on Excellence in College Teaching, 27(2), 131-153.

Lee V. (2012). What is Inquiry-Guided Learning?  New Directions for Learning, 129:5-14.

Nkhoma M, Sriratanaviriyakul N. (2017). Using case method to enrich students’ learning outcomes. Active Learning in Higher Education, 18(1):37-50.

Srinivasan et al. (2007). Comparing problem-based learning with case-based learning: Effects of a major curricular shift at two institutions. Academic Medicine, 82(1): 74-82.

Thistlethwaite JE et al. (2012). The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23.  Medical Teacher, 34, e421-e444.

Tuckman B. (1965). Development sequence in small groups. Psychological Bulletin, 63(6), 384-99.

Williams B. (2005). Case-based learning - a review of the literature: is there scope for this educational paradigm in prehospital education? Emerg Med, 22, 577-581.

Zak, PJ (2013). How Stories Change the Brain. Retrieved from: https://greatergood.berkeley.edu/article/item/how_stories_change_brain

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Case Method Teaching and Learning

What is the case method? How can the case method be used to engage learners? What are some strategies for getting started? This guide helps instructors answer these questions by providing an overview of the case method while highlighting learner-centered and digitally-enhanced approaches to teaching with the case method. The guide also offers tips to instructors as they get started with the case method and additional references and resources.

On this page:

What is case method teaching.

• Case Method at Columbia

Why use the Case Method?

Case method teaching approaches, how do i get started.

• Additional Resources

The CTL is here to help!

For support with implementing a case method approach in your course, email [email protected] to schedule your 1-1 consultation .

Cite this resource: Columbia Center for Teaching and Learning (2019). Case Method Teaching and Learning. Columbia University. Retrieved from [today’s date] from https://ctl.columbia.edu/resources-and-technology/resources/case-method/  

Case method 1 teaching is an active form of instruction that focuses on a case and involves students learning by doing 2 3 . Cases are real or invented stories 4  that include “an educational message” or recount events, problems, dilemmas, theoretical or conceptual issue that requires analysis and/or decision-making.

Case-based teaching simulates real world situations and asks students to actively grapple with complex problems 5 6 This method of instruction is used across disciplines to promote learning, and is common in law, business, medicine, among other fields. See Table 1 below for a few types of cases and the learning they promote.

Table 1: Types of cases and the learning they promote.

For a more complete list, see Case Types & Teaching Methods: A Classification Scheme from the National Center for Case Study Teaching in Science.

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Case Method Teaching and Learning at Columbia

The case method is actively used in classrooms across Columbia, at the Morningside campus in the School of International and Public Affairs (SIPA), the School of Business, Arts and Sciences, among others, and at Columbia University Irving Medical campus.

Faculty Spotlight:

Professor Mary Ann Price on Using Case Study Method to Place Pre-Med Students in Real-Life Scenarios

Read more  

Professor De Pinho on Using the Case Method in the Mailman Core

Case method teaching has been found to improve student learning, to increase students’ perception of learning gains, and to meet learning objectives 8 9 . Faculty have noted the instructional benefits of cases including greater student engagement in their learning 10 , deeper student understanding of concepts, stronger critical thinking skills, and an ability to make connections across content areas and view an issue from multiple perspectives 11 . 

Through case-based learning, students are the ones asking questions about the case, doing the problem-solving, interacting with and learning from their peers, “unpacking” the case, analyzing the case, and summarizing the case. They learn how to work with limited information and ambiguity, think in professional or disciplinary ways, and ask themselves “what would I do if I were in this specific situation?”

The case method bridges theory to practice, and promotes the development of skills including: communication, active listening, critical thinking, decision-making, and metacognitive skills 12 , as students apply course content knowledge, reflect on what they know and their approach to analyzing, and make sense of a case. 

Though the case method has historical roots as an instructor-centered approach that uses the Socratic dialogue and cold-calling, it is possible to take a more learner-centered approach in which students take on roles and tasks traditionally left to the instructor. 

Cases are often used as “vehicles for classroom discussion” 13 . Students should be encouraged to take ownership of their learning from a case. Discussion-based approaches engage students in thinking and communicating about a case. Instructors can set up a case activity in which students are the ones doing the work of “asking questions, summarizing content, generating hypotheses, proposing theories, or offering critical analyses” 14 . 

The role of the instructor is to share a case or ask students to share or create a case to use in class, set expectations, provide instructions, and assign students roles in the discussion. Student roles in a case discussion can include: 

• discussion “starters” get the conversation started with a question or posing the questions that their peers came up with; 
• facilitators listen actively, validate the contributions of peers, ask follow-up questions, draw connections, refocus the conversation as needed; 
• recorders take-notes of the main points of the discussion, record on the board, upload to CourseWorks, or type and project on the screen; and 
• discussion “wrappers” lead a summary of the main points of the discussion. 

Prior to the case discussion, instructors can model case analysis and the types of questions students should ask, co-create discussion guidelines with students, and ask for students to submit discussion questions. During the discussion, the instructor can keep time, intervene as necessary (however the students should be doing the talking), and pause the discussion for a debrief and to ask students to reflect on what and how they learned from the case activity. 

Note: case discussions can be enhanced using technology. Live discussions can occur via video-conferencing (e.g., using Zoom ) or asynchronous discussions can occur using the Discussions tool in CourseWorks (Canvas) .

Table 2 includes a few interactive case method approaches. Regardless of the approach selected, it is important to create a learning environment in which students feel comfortable participating in a case activity and learning from one another. See below for tips on supporting student in how to learn from a case in the “getting started” section and how to create a supportive learning environment in the Guide for Inclusive Teaching at Columbia . 

Table 2. Strategies for Engaging Students in Case-Based Learning

Approaches to case teaching should be informed by course learning objectives, and can be adapted for small, large, hybrid, and online classes. Instructional technology can be used in various ways to deliver, facilitate, and assess the case method. For instance, an online module can be created in CourseWorks (Canvas) to structure the delivery of the case, allow students to work at their own pace, engage all learners, even those reluctant to speak up in class, and assess understanding of a case and student learning. Modules can include text, embedded media (e.g., using Panopto or Mediathread ) curated by the instructor, online discussion, and assessments. Students can be asked to read a case and/or watch a short video, respond to quiz questions and receive immediate feedback, post questions to a discussion, and share resources. 

For more information about options for incorporating educational technology to your course, please contact your Learning Designer .

To ensure that students are learning from the case approach, ask them to pause and reflect on what and how they learned from the case. Time to reflect  builds your students’ metacognition, and when these reflections are collected they provides you with insights about the effectiveness of your approach in promoting student learning.

Well designed case-based learning experiences: 1) motivate student involvement, 2) have students doing the work, 3) help students develop knowledge and skills, and 4) have students learning from each other.  

Designing a case-based learning experience should center around the learning objectives for a course. The following points focus on intentional design. 

Identify learning objectives, determine scope, and anticipate challenges. 

• Why use the case method in your course? How will it promote student learning differently than other approaches? 
• What are the learning objectives that need to be met by the case method? What knowledge should students apply and skills should they practice? 
• What is the scope of the case? (a brief activity in a single class session to a semester-long case-based course; if new to case method, start small with a single case). 
• What challenges do you anticipate (e.g., student preparation and prior experiences with case learning, discomfort with discussion, peer-to-peer learning, managing discussion) and how will you plan for these in your design? 
• If you are asking students to use transferable skills for the case method (e.g., teamwork, digital literacy) make them explicit. 

Determine how you will know if the learning objectives were met and develop a plan for evaluating the effectiveness of the case method to inform future case teaching. 

• What assessments and criteria will you use to evaluate student work or participation in case discussion? 
• How will you evaluate the effectiveness of the case method? What feedback will you collect from students? 
• How might you leverage technology for assessment purposes? For example, could you quiz students about the case online before class, accept assignment submissions online, use audience response systems (e.g., PollEverywhere) for formative assessment during class? 

Select an existing case, create your own, or encourage students to bring course-relevant cases, and prepare for its delivery

• Where will the case method fit into the course learning sequence? 
• Is the case at the appropriate level of complexity? Is it inclusive, culturally relevant, and relatable to students? 
• What materials and preparation will be needed to present the case to students? (e.g., readings, audiovisual materials, set up a module in CourseWorks). 

Plan for the case discussion and an active role for students

• What will your role be in facilitating case-based learning? How will you model case analysis for your students? (e.g., present a short case and demo your approach and the process of case learning) (Davis, 2009). 
• What discussion guidelines will you use that include your students’ input? 
• How will you encourage students to ask and answer questions, summarize their work, take notes, and debrief the case? 
• If students will be working in groups, how will groups form? What size will the groups be? What instructions will they be given? How will you ensure that everyone participates? What will they need to submit? Can technology be leveraged for any of these areas? 
• Have you considered students of varied cognitive and physical abilities and how they might participate in the activities/discussions, including those that involve technology? 

Student preparation and expectations

• How will you communicate about the case method approach to your students? When will you articulate the purpose of case-based learning and expectations of student engagement? What information about case-based learning and expectations will be included in the syllabus?
• What preparation and/or assignment(s) will students complete in order to learn from the case? (e.g., read the case prior to class, watch a case video prior to class, post to a CourseWorks discussion, submit a brief memo, complete a short writing assignment to check students’ understanding of a case, take on a specific role, prepare to present a critique during in-class discussion).

Andersen, E. and Schiano, B. (2014). Teaching with Cases: A Practical Guide . Harvard Business Press. 

Bonney, K. M. (2015). Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains†. Journal of Microbiology & Biology Education , 16 (1), 21–28. https://doi.org/10.1128/jmbe.v16i1.846

Davis, B.G. (2009). Chapter 24: Case Studies. In Tools for Teaching. Second Edition. Jossey-Bass. 

Garvin, D.A. (2003). Making the Case: Professional Education for the world of practice. Harvard Magazine. September-October 2003, Volume 106, Number 1, 56-107.

Golich, V.L. (2000). The ABCs of Case Teaching. International Studies Perspectives. 1, 11-29. 

Golich, V.L.; Boyer, M; Franko, P.; and Lamy, S. (2000). The ABCs of Case Teaching. Pew Case Studies in International Affairs. Institute for the Study of Diplomacy. 

Heath, J. (2015). Teaching & Writing Cases: A Practical Guide. The Case Center, UK. 

Herreid, C.F. (2011). Case Study Teaching. New Directions for Teaching and Learning. No. 128, Winder 2011, 31 – 40. 

Herreid, C.F. (2007). Start with a Story: The Case Study Method of Teaching College Science . National Science Teachers Association. Available as an ebook through Columbia Libraries. 

Herreid, C.F. (2006). “Clicker” Cases: Introducing Case Study Teaching Into Large Classrooms. Journal of College Science Teaching. Oct 2006, 36(2). https://search.proquest.com/docview/200323718?pq-origsite=gscholar  

Krain, M. (2016). Putting the Learning in Case Learning? The Effects of Case-Based Approaches on Student Knowledge, Attitudes, and Engagement. Journal on Excellence in College Teaching. 27(2), 131-153. 

Lundberg, K.O. (Ed.). (2011). Our Digital Future: Boardrooms and Newsrooms. Knight Case Studies Initiative. 

Popil, I. (2011). Promotion of critical thinking by using case studies as teaching method. Nurse Education Today, 31(2), 204–207. https://doi.org/10.1016/j.nedt.2010.06.002

Schiano, B. and Andersen, E. (2017). Teaching with Cases Online . Harvard Business Publishing. 

Thistlethwaite, JE; Davies, D.; Ekeocha, S.; Kidd, J.M.; MacDougall, C.; Matthews, P.; Purkis, J.; Clay D. (2012). The effectiveness of case-based learning in health professional education: A BEME systematic review . Medical Teacher. 2012; 34(6): e421-44. 

Yadav, A.; Lundeberg, M.; DeSchryver, M.; Dirkin, K.; Schiller, N.A.; Maier, K. and Herreid, C.F. (2007). Teaching Science with Case Studies: A National Survey of Faculty Perceptions of the Benefits and Challenges of Using Cases. Journal of College Science Teaching; Sept/Oct 2007; 37(1). 

Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice. Second Edition. Jossey-Bass.

Additional resources 

Teaching with Cases , Harvard Kennedy School of Government. 

Features “what is a teaching case?” video that defines a teaching case, and provides documents to help students prepare for case learning, Common case teaching challenges and solutions, tips for teaching with cases. 

Promoting excellence and innovation in case method teaching: Teaching by the Case Method , Christensen Center for Teaching & Learning. Harvard Business School. 

National Center for Case Study Teaching in Science . University of Buffalo. 

A collection of peer-reviewed STEM cases to teach scientific concepts and content, promote process skills and critical thinking. The Center welcomes case submissions. Case classification scheme of case types and teaching methods:

• Different types of cases: analysis case, dilemma/decision case, directed case, interrupted case, clicker case, a flipped case, a laboratory case. 
• Different types of teaching methods: problem-based learning, discussion, debate, intimate debate, public hearing, trial, jigsaw, role-play. 

Columbia Resources

Resources available to support your use of case method: The University hosts a number of case collections including: the Case Consortium (a collection of free cases in the fields of journalism, public policy, public health, and other disciplines that include teaching and learning resources; SIPA’s Picker Case Collection (audiovisual case studies on public sector innovation, filmed around the world and involving SIPA student teams in producing the cases); and Columbia Business School CaseWorks , which develops teaching cases and materials for use in Columbia Business School classrooms.

Center for Teaching and Learning

The Center for Teaching and Learning (CTL) offers a variety of programs and services for instructors at Columbia. The CTL can provide customized support as you plan to use the case method approach through implementation. Schedule a one-on-one consultation. 

Office of the Provost

The Hybrid Learning Course Redesign grant program from the Office of the Provost provides support for faculty who are developing innovative and technology-enhanced pedagogy and learning strategies in the classroom. In addition to funding, faculty awardees receive support from CTL staff as they redesign, deliver, and evaluate their hybrid courses.

The Start Small! Mini-Grant provides support to faculty who are interested in experimenting with one new pedagogical strategy or tool. Faculty awardees receive funds and CTL support for a one-semester period.

Explore our teaching resources.

• Blended Learning
• Contemplative Pedagogy
• Inclusive Teaching Guide
• FAQ for Teaching Assistants
• Metacognition

CTL resources and technology for you.

• Overview of all CTL Resources and Technology
• The origins of this method can be traced to Harvard University where in 1870 the Law School began using cases to teach students how to think like lawyers using real court decisions. This was followed by the Business School in 1920 (Garvin, 2003). These professional schools recognized that lecture mode of instruction was insufficient to teach critical professional skills, and that active learning would better prepare learners for their professional lives. ↩
• Golich, V.L. (2000). The ABCs of Case Teaching. International Studies Perspectives. 1, 11-29. ↩
• Herreid, C.F. (2007). Start with a Story: The Case Study Method of Teaching College Science . National Science Teachers Association. Available as an ebook through Columbia Libraries. ↩
• Davis, B.G. (2009). Chapter 24: Case Studies. In Tools for Teaching. Second Edition. Jossey-Bass. ↩
• Andersen, E. and Schiano, B. (2014). Teaching with Cases: A Practical Guide . Harvard Business Press. ↩
• Lundberg, K.O. (Ed.). (2011). Our Digital Future: Boardrooms and Newsrooms. Knight Case Studies Initiative. ↩
• Heath, J. (2015). Teaching & Writing Cases: A Practical Guide. The Case Center, UK. ↩
• Bonney, K. M. (2015). Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains†. Journal of Microbiology & Biology Education , 16 (1), 21–28. https://doi.org/10.1128/jmbe.v16i1.846 ↩
• Krain, M. (2016). Putting the Learning in Case Learning? The Effects of Case-Based Approaches on Student Knowledge, Attitudes, and Engagement. Journal on Excellence in College Teaching. 27(2), 131-153. ↩
• Thistlethwaite, JE; Davies, D.; Ekeocha, S.; Kidd, J.M.; MacDougall, C.; Matthews, P.; Purkis, J.; Clay D. (2012). The effectiveness of case-based learning in health professional education: A BEME systematic review . Medical Teacher. 2012; 34(6): e421-44. ↩
• Yadav, A.; Lundeberg, M.; DeSchryver, M.; Dirkin, K.; Schiller, N.A.; Maier, K. and Herreid, C.F. (2007). Teaching Science with Case Studies: A National Survey of Faculty Perceptions of the Benefits and Challenges of Using Cases. Journal of College Science Teaching; Sept/Oct 2007; 37(1). ↩
• Popil, I. (2011). Promotion of critical thinking by using case studies as teaching method. Nurse Education Today, 31(2), 204–207. https://doi.org/10.1016/j.nedt.2010.06.002 ↩
• Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice. Second Edition. Jossey-Bass. ↩
• Herreid, C.F. (2006). “Clicker” Cases: Introducing Case Study Teaching Into Large Classrooms. Journal of College Science Teaching. Oct 2006, 36(2). https://search.proquest.com/docview/200323718?pq-origsite=gscholar ↩

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• Our Mission

Making Learning Relevant With Case Studies

The open-ended problems presented in case studies give students work that feels connected to their lives.

To prepare students for jobs that haven’t been created yet, we need to teach them how to be great problem solvers so that they’ll be ready for anything. One way to do this is by teaching content and skills using real-world case studies, a learning model that’s focused on reflection during the problem-solving process. It’s similar to project-based learning, but PBL is more focused on students creating a product.

Case studies have been used for years by businesses, law and medical schools, physicians on rounds, and artists critiquing work. Like other forms of problem-based learning, case studies can be accessible for every age group, both in one subject and in interdisciplinary work.

You can get started with case studies by tackling relatable questions like these with your students:

• How can we limit food waste in the cafeteria?
• How can we get our school to recycle and compost waste? (Or, if you want to be more complex, how can our school reduce its carbon footprint?)
• How can we improve school attendance?
• How can we reduce the number of people who get sick at school during cold and flu season?

Addressing questions like these leads students to identify topics they need to learn more about. In researching the first question, for example, students may see that they need to research food chains and nutrition. Students often ask, reasonably, why they need to learn something, or when they’ll use their knowledge in the future. Learning is most successful for students when the content and skills they’re studying are relevant, and case studies offer one way to create that sense of relevance.

Teaching With Case Studies

Ultimately, a case study is simply an interesting problem with many correct answers. What does case study work look like in classrooms? Teachers generally start by having students read the case or watch a video that summarizes the case. Students then work in small groups or individually to solve the case study. Teachers set milestones defining what students should accomplish to help them manage their time.

During the case study learning process, student assessment of learning should be focused on reflection. Arthur L. Costa and Bena Kallick’s Learning and Leading With Habits of Mind gives several examples of what this reflection can look like in a classroom: 

Journaling: At the end of each work period, have students write an entry summarizing what they worked on, what worked well, what didn’t, and why. Sentence starters and clear rubrics or guidelines will help students be successful. At the end of a case study project, as Costa and Kallick write, it’s helpful to have students “select significant learnings, envision how they could apply these learnings to future situations, and commit to an action plan to consciously modify their behaviors.”

Interviews: While working on a case study, students can interview each other about their progress and learning. Teachers can interview students individually or in small groups to assess their learning process and their progress.

Student discussion: Discussions can be unstructured—students can talk about what they worked on that day in a think-pair-share or as a full class—or structured, using Socratic seminars or fishbowl discussions. If your class is tackling a case study in small groups, create a second set of small groups with a representative from each of the case study groups so that the groups can share their learning.

4 Tips for Setting Up a Case Study

1. Identify a problem to investigate: This should be something accessible and relevant to students’ lives. The problem should also be challenging and complex enough to yield multiple solutions with many layers.

2. Give context: Think of this step as a movie preview or book summary. Hook the learners to help them understand just enough about the problem to want to learn more.

3. Have a clear rubric: Giving structure to your definition of quality group work and products will lead to stronger end products. You may be able to have your learners help build these definitions.

4. Provide structures for presenting solutions: The amount of scaffolding you build in depends on your students’ skill level and development. A case study product can be something like several pieces of evidence of students collaborating to solve the case study, and ultimately presenting their solution with a detailed slide deck or an essay—you can scaffold this by providing specified headings for the sections of the essay.

Problem-Based Teaching Resources

There are many high-quality, peer-reviewed resources that are open source and easily accessible online.

• The National Center for Case Study Teaching in Science at the University at Buffalo built an online collection of more than 800 cases that cover topics ranging from biochemistry to economics. There are resources for middle and high school students.
• Models of Excellence , a project maintained by EL Education and the Harvard Graduate School of Education, has examples of great problem- and project-based tasks—and corresponding exemplary student work—for grades pre-K to 12.
• The Interdisciplinary Journal of Problem-Based Learning at Purdue University is an open-source journal that publishes examples of problem-based learning in K–12 and post-secondary classrooms.
• The Tech Edvocate has a list of websites and tools related to problem-based learning.

In their book Problems as Possibilities , Linda Torp and Sara Sage write that at the elementary school level, students particularly appreciate how they feel that they are taken seriously when solving case studies. At the middle school level, “researchers stress the importance of relating middle school curriculum to issues of student concern and interest.” And high schoolers, they write, find the case study method “beneficial in preparing them for their future.”

Using Case Studies to Teach

Why Use Cases?

Many students are more inductive than deductive reasoners, which means that they learn better from examples than from logical development starting with basic principles. The use of case studies can therefore be a very effective classroom technique.

Case studies are have long been used in business schools, law schools, medical schools and the social sciences, but they can be used in any discipline when instructors want students to explore how what they have learned applies to real world situations. Cases come in many formats, from a simple “What would you do in this situation?” question to a detailed description of a situation with accompanying data to analyze. Whether to use a simple scenario-type case or a complex detailed one depends on your course objectives.

Most case assignments require students to answer an open-ended question or develop a solution to an open-ended problem with multiple potential solutions. Requirements can range from a one-paragraph answer to a fully developed group action plan, proposal or decision.

Common Case Elements

Most “full-blown” cases have these common elements:

• A decision-maker who is grappling with some question or problem that needs to be solved.
• A description of the problem’s context (a law, an industry, a family).
• Supporting data, which can range from data tables to links to URLs, quoted statements or testimony, supporting documents, images, video, or audio.

Case assignments can be done individually or in teams so that the students can brainstorm solutions and share the work load.

The following discussion of this topic incorporates material presented by Robb Dixon of the School of Management and Rob Schadt of the School of Public Health at CEIT workshops. Professor Dixon also provided some written comments that the discussion incorporates.

Advantages to the use of case studies in class

A major advantage of teaching with case studies is that the students are actively engaged in figuring out the principles by abstracting from the examples. This develops their skills in:

• Problem solving
• Analytical tools, quantitative and/or qualitative, depending on the case
• Decision making in complex situations
• Coping with ambiguities

Guidelines for using case studies in class

In the most straightforward application, the presentation of the case study establishes a framework for analysis. It is helpful if the statement of the case provides enough information for the students to figure out solutions and then to identify how to apply those solutions in other similar situations. Instructors may choose to use several cases so that students can identify both the similarities and differences among the cases.

Depending on the course objectives, the instructor may encourage students to follow a systematic approach to their analysis.  For example:

• What is the issue?
• What is the goal of the analysis?
• What is the context of the problem?
• What key facts should be considered?
• What alternatives are available to the decision-maker?
• What would you recommend — and why?

An innovative approach to case analysis might be to have students  role-play the part of the people involved in the case. This not only actively engages students, but forces them to really understand the perspectives of the case characters. Videos or even field trips showing the venue in which the case is situated can help students to visualize the situation that they need to analyze.

Accompanying Readings

Case studies can be especially effective if they are paired with a reading assignment that introduces or explains a concept or analytical method that applies to the case. The amount of emphasis placed on the use of the reading during the case discussion depends on the complexity of the concept or method. If it is straightforward, the focus of the discussion can be placed on the use of the analytical results. If the method is more complex, the instructor may need to walk students through its application and the interpretation of the results.

Leading the Case Discussion and Evaluating Performance

Decision cases are more interesting than descriptive ones. In order to start the discussion in class, the instructor can start with an easy, noncontroversial question that all the students should be able to answer readily. However, some of the best case discussions start by forcing the students to take a stand. Some instructors will ask a student to do a formal “open” of the case, outlining his or her entire analysis.  Others may choose to guide discussion with questions that move students from problem identification to solutions.  A skilled instructor steers questions and discussion to keep the class on track and moving at a reasonable pace.

In order to motivate the students to complete the assignment before class as well as to stimulate attentiveness during the class, the instructor should grade the participation—quantity and especially quality—during the discussion of the case. This might be a simple check, check-plus, check-minus or zero. The instructor should involve as many students as possible. In order to engage all the students, the instructor can divide them into groups, give each group several minutes to discuss how to answer a question related to the case, and then ask a randomly selected person in each group to present the group’s answer and reasoning. Random selection can be accomplished through rolling of dice, shuffled index cards, each with one student’s name, a spinning wheel, etc.

Tips on the Penn State U. website: https://sites.psu.edu/pedagogicalpractices/case-studies/

If you are interested in using this technique in a science course, there is a good website on use of case studies in the sciences at the National Science Teaching Association.

• What is Case-Based Learning? Meaning, Examples, Applications

Case-based learning is a teaching method in which learners are presented with real or hypothetical cases that simulate real-life scenarios to solve them. It enables students to identify the root cause of a problem, and explore various solutions using their knowledge and skills from lessons and research to select the best solution.

Using the case-based learning approach allows students to fine-tune their problem-solving and critical-thinking skills to develop authentic solutions and recommendations to real-life problems. This allows students to solve real-world problems rather than simply memorize answers.

This learning method is also very flexible, as it can be used in both physical and virtual classes. It also has many applications including reviewing legal arguments, business case studies, medical treatments, and more.

What is Case-Based Learning?

Case-based learning, also known as the case method, teaches and assesses students by simulating real-life scenarios. It helps students in acquiring relevant knowledge by posing hypothetical or even real-world problems for them to solve.

Case-based learning enables the understanding of complex problems through the use of previous solutions and optimized recommendations. It’s an effective learning method because it helps students develop critical thinking and problem-solving skills.

It also helps students in developing their research and collaboration skills to solve new and complex problems. Case-based learning is commonly used in professional fields such as medicine, law, business, engineering, and journalism.

Case studies are typically done in groups or as a class, but educators may occasionally allow students to choose case studies individually.

Why Use Case-Based Learning?

The case-based learning method is a highly recommended teaching method because it allows students to apply classroom and research knowledge and skills to solve real-world problems. Here are the major benefits of using case-based learning:

Authenticity

Learning from real cases helps students understand how their knowledge can be applied to real problems, which makes their learning experience more meaningful.

Students are more likely to solve problems from their perspectives because they are learning from real-life scenarios, which allows them to apply their critical thinking and creativity skills.

Problem-Solving

Using case studies requires students to analyze the scenarios critically and come up with authentic solutions. The process of studying the cases and applying their knowledge and skills to solve the given problem requires students to leverage their critical thinking and problem-solving skills.

When students practice problem-solving skills through case studies regularly they improve their ability to process information quickly and come up with efficient solutions to similar problems. This skill is especially useful in most professional fields because it allows you to deal with unforeseen circumstances and provide appropriate solutions on the spot.

Transferability

Case-based learning allows students to apply their knowledge and skills from lessons, assignments, and assessments to solve new and unfamiliar problems. This makes their knowledge and skills transferable; they can easily adapt to a new environment effectively.

Collaboration

Case studies often include group work, which allows students to practice teamwork and help them develop collaboration skills. Knowing how to collaborate effectively within and across teams is one of the most important soft skills professionals need to build and run organizations effectively.

It also allows students to learn important life skills they can adopt in real-life scenarios.

Flexibility

Case-based learning requires students to provide authentic solutions; the solution is frequently adaptable; it can be used to solve more than one case. It also allows for more flexible learning experiences, such as e-learning and hybrid learning.

What Is the Purpose of a Case Study in Education?

The primary goal of using case studies in learning is to provide students with the opportunity to apply their knowledge and skills to solve real-world problems. They are often used in professions that require adaptable solutions, such as healthcare, law, business, and engineering.

Case-based learning can take place at all levels of education, from primary to tertiary. Starting this type of learning earlier allows students to quickly hone their problem-solving, critical thinking, and creativity skills, which will become muscle memory when they become professionals.

Here are other goals educators achieve with case studies:

• Build students’ problem-solving and critical-thinking skills
• Foster students’ Collaboration skills
• Equip students to solve real-life problems
• Help students develop transferable skills and knowledge to solve new problems.

Teaching Strategies for Case-Based Learning

Case-based learning is only effective when it is used correctly to help students develop problem-solving and analytical skills. Here are some tips for creating an effective case-based learning experience:

Introduce the Case

The first step in creating a successful case-based learning experience is to introduce the case study into the classroom. Be the first to provide information about the case to your students; this helps them understand the context of the case study and where to apply the knowledge and skills gained from it.

Incorporating case studies into relevant lessons is an excellent way to introduce them. For example, if you want to do a case study on the effect of brand voice, include how to create a great brand voice in a lesson plan.

Ask Guiding Questions

When presenting case studies to students, include guiding questions that capture the purpose of the case study. This will direct their critical thinking toward the knowledge and skills you want them to gain from the case study.

Guiding questions also help students avoid being overburdened with information they don’t need, which can lead to intellectual fatigue.

Encourage Teamwork

Group assignments help students develop collaboration skills, which will help them understand how to navigate team collaborations in their future fields. It also allows them to brainstorm multiple ideas at once and analyze them to see if they are feasible solutions.

Provide Feedback

When students present their solutions and recommendations, provide feedback on their approach to help them solve future problems more effectively. Giving students feedback allows them to continuously hone their problem-solving skills while following guiding instructions.

Foster Classroom Discussions

Group discussions and general classroom discussions provide students with different perspectives on how people solve problems. It also enables them to identify what they could do better to achieve a more optimized solution.

Classroom discussion also helps to engage students by allowing them to share their thoughts and provide feedback on what they have learned from the case study.

Encourage Reflection

Encourage students to think about what they learned from the case study and how they will apply what they learned to solve future problems.

What Are the Advantages of Case-Based Learning?

Active learning.

Case-based learning motivates students to apply their knowledge and skills to develop solutions and recommendations. It also encourages students to participate in group discussions which promote both inside and outside classroom collaboration.

As a result, rather than passively listening in class, students are actively learning and looking for ways to use the information to determine authentic solutions to the problem.

Relevant Knowledge

Another major benefit of case studies is that they help students in developing industry and real-world relevant skills and knowledge. The case studies about real-life problems provide students with perspectives on the problems they can expect in their fields in the future and how to deal with them.

Students can focus on acquiring the skills and knowledge that will help them understand real-world cases and how to solve them. 

Traditional learning methods, on the other hand,  provide students with a wealth of information and limited guidelines for problem-solving. Students may become confused and unable to achieve the lesson’s goal if they are overwhelmed by the volume of information.

Personalized Learning Experience

Case-based learning allows students to learn at their pace, gain relevant skills, and experiment with different problem-solving strategies. This allows students to investigate problem solutions from their point of view, making their learning experience more engaging.

It also allows students to delve deeply into topics that interest them during case studies to come up with unique solutions to the given problem. This strengthens students’ research skills, which will likely come in handy in their future careers.

• Higher Knowledge Retention Rates

Most students passively learn with traditional learning, making it difficult for students to recall complex and unfamiliar concepts. Case-based learning, on the other hand, encourages students to actively participate in class, research, and collaborate with their peers, resulting in a more personalized and active learning experience.

The likelihood of students forgetting skills and information acquired through personalized learning is much lower than when they are simply passively listening in class.

What Are the Disadvantages of Case-Based Learning?

While case-based learning is an excellent teaching style that helps students develop the skills they need to be exceptional in their professional fields, it does have some drawbacks. The following are some of the disadvantages of using case-based learning:

Time and Resource Intensive

Of course, all teaching methods necessitate time and resources, but case-based learning necessitates even more from educators. Unlike traditional teaching methods, educators must spend more time preparing course materials, selecting relevant case studies, grouping students, holding discussions, and more.

Limited Scope

Case-based learning has the edge of focusing on relevant cases, which narrows students’ knowledge and skills. However, this has a disadvantage in that students only cover very specific aspects of a topic and end up knowing nothing about other equally important aspects.

Student Readiness

While the goal of case-based learning is to help students fine-tune their problem-solving and critical thinking skills without swamping them with information, it can backfire if the students aren’t ready for authentic cases and assessments.

So, before assigning real-life cases educators must ensure that their students are well-developed enough to understand concepts and their relevance in real-life.

Group Dynamics

Case-based learning encourages teamwork, which allows students to get answers faster and practice their interpersonal and collaborative skills. But if the group dynamic isn’t working because, for example, the managers are inactive and work is delegated to a small number of group members, the group tasks may end up slowing down the students.

Applications of Case-Based Learning

Business education.

 Business students often use case studies to analyze real-world problems and solutions.

Law Education

Case studies are often used in law to help students understand legal cases and how to prepare legal arguments.

Healthcare students use case studies to understand patient conditions and develop the best course of treatment.

Professional Development

Case-based learning is a highly effective method for teaching professionals new and relevant skills. They are already familiar with real-world problems; case-based learning allows them to carefully review these cases and find effective solutions that will help them excel in their field.

Examples of Case Based Learning in Education

1. medical treatment.

Medical students are studying the case of a patient with a rare medical condition. The supervisor gives the medical students a list of symptoms, history, and genetic predispositions that could cause the condition and asks them to diagnose the patient and recommend a treatment plan.

2. Environmental Engineering 

Students are given a case study of a fictional town that suffers from severe air pollution as a result of CO2 emissions from a nearby cement factory; the town also has a large kaolin deposit. The students are to create kaolin adsorbents to capture CO2.

3. Education

A college education professor gives students a case study of a school that has been struggling with low student achievement for three years. The students must determine what happened in the last three years to cause the low performance and how to develop a strategy to improve the student’s performance.

Case-based learning is a teaching and learning method that helps students develop problem-solving and critical thinking skills to solve real-world problems. It can be used in various fields, including business, law, healthcare, and education.

Although case-based earning is flexible and helpful to students in developing the skills they need to be professionals, it can be resource-intensive and time-consuming for educators.

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• active classroom
• case-based learning
• classroom management techniques
• critical thinking skills
• problem solving skills
• Moradeke Owa

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• Instructional Strategies

Case-Based Learning

What is case-based learning.

Using a case-based approach engages students in discussion of specific scenarios that resemble or typically are real-world examples. This method is learner-centered with intense interaction between participants as they build their knowledge and work together as a group to examine the case. The instructor's role is that of a facilitator while the students collaboratively analyze and address problems and resolve questions that have no single right answer.

Clyde Freeman Herreid provides eleven basic rules for case-based learning.

• Tells a story.
• Focuses on an interest-arousing issue.
• Set in the past five years
• Creates empathy with the central characters.
• Includes quotations. There is no better way to understand a situation and to gain empathy for the characters
• Relevant to the reader.
• Must have pedagogic utility.
• Conflict provoking.
• Decision forcing.
• Has generality.

Why Use Case-Based Learning?

To provide students with a relevant opportunity to see theory in practice. Real world or authentic contexts expose students to viewpoints from multiple sources and see why people may want different outcomes. Students can also see how a decision will impact different participants, both positively and negatively.

To require students to analyze data in order to reach a conclusion. Since many assignments are open-ended, students can practice choosing appropriate analytic techniques as well. Instructors who use case-based learning say that their students are more engaged, interested, and involved in the class.

To develop analytic, communicative and collaborative skills along with content knowledge. In their effort to find solutions and reach decisions through discussion, students sort out factual data, apply analytic tools, articulate issues, reflect on their relevant experiences, and draw conclusions they can relate to new situations. In the process, they acquire substantive knowledge and develop analytic, collaborative, and communication skills.

Many faculty also use case studies in their curriculum to teach content, connect students with real life data, or provide opportunities for students to put themselves in the decision maker's shoes.

Teaching Strategies for Case-Based Learning

By bringing real world problems into student learning, cases invite active participation and innovative solutions to problems as they work together to reach a judgment, decision, recommendation, prediction or other concrete outcome.

The Campus Instructional Consulting unit at Indiana University has created a great resource for case-based learning. The following is from their website which we have permission to use.

Formats for Cases

• “Finished” cases based on facts: for analysis only, since the solution is indicated or alternate solutions are suggested.
• “Unfinished” open-ended cases: the results are not yet clear (either because the case has not come to a factual conclusion in real life, or because the instructor has eliminated the final facts.) Students must predict, make choices and offer suggestions that will affect the outcome.
• Fictional cases: entirely written by the instructor—can be open-ended or finished. Cautionary note: the case must be both complex enough to mimic reality, yet not have so many “red herrings” as to obscure the goal of the exercise.
• Original documents: news articles, reports with data and statistics, summaries, excerpts from historical writings, artifacts, literary passages, video and audio recordings, ethnographies, etc. With the right questions, these can become problem-solving opportunities. Comparison between two original documents related to the same topic or theme is a strong strategy for encouraging both analysis and synthesis. This gives the opportunity for presenting more than one side of an argument, making the conflicts more complex.

Managing a Case Assignment

• Design discussions for small groups. 3-6 students are an ideal group size for setting up a discussion on a case.
• Design the narrative or situation such that it requires participants to reach a judgment, decision, recommendation, prediction or other concrete outcome. If possible, require each group to reach a consensus on the decision requested.
• Structure the discussion. The instructor should provide a series of written questions to guide small group discussion. Pay careful attention to the sequencing of the questions. Early questions might ask participants to make observations about the facts of the case. Later questions could ask for comparisons, contrasts, and analyses of competing observations or hypotheses. Final questions might ask students to take a position on the matter. The purpose of these questions is to stimulate, guide or prod (but not dictate) participants’ observations and analyses. The questions should be impossible to answer with a simple yes or no.
• Debrief the discussion to compare group responses. Help the whole class interprets and understand the implications of their solutions.
• Allow groups to work without instructor interference. The instructor must be comfortable with ambiguity and with adopting the non-traditional roles of witness and resource, rather than authority.

Designing Case Study Questions

Cases can be more or less “directed” by the kinds of questions asked. These kinds of questions can be appended to any case, or could be a handout for participants unfamiliar with case studies on how to approach one.

• What is the situation—what do you actually know about it from reading the case? (Distinguishes between fact and assumptions under critical understanding)
• What issues are at stake? (Opportunity for linking to theoretical readings)
• What questions do you have—what information do you still need? Where/how could you find it?
• What problem(s) need to be solved? (Opportunity to discuss communication versus conflict, gaps between assumptions, sides of the argument)
• What are all the possible options? What are the pros/cons of each option?
• What are the underlying assumptions for [person X] in the case—where do you see them?
• What criteria should you use when choosing an option? What does that mean about your assumptions?

Managing Discussion and Debate Effectively

• Delay the problem-solving part until the rest of the discussion has had time to develop. Start with expository questions to clarify the facts, then move to analysis, and finally to evaluation, judgment, and recommendations.
• Shift points of view: “Now that we’ve seen it from [W’s] standpoint, what’s happening here from [Y’s] standpoint?” What evidence would support Y’s position? What are the dynamics between the two positions?
• Shift levels of abstraction: if the answer to the question above is “It’s just a bad situation for her,” quotations help: When [Y] says “_____,” what are her assumptions? Or seek more concrete explanations: Why does she hold this point of view?”
• Ask for benefits/disadvantages of a position; for all sides.
• Shift time frame— not just to “What’s next?” but also to “How could this situation have been different?” What could have been done earlier to head off this conflict and turn it into a productive conversation? Is it too late to fix this? What are possible leverage points for a more productive discussion? What good can come of the existing situation?
• Shift to another context: We see how a person who thinks X would see the situation. How would a person who thinks Y see it? We see what happened in the Johannesburg news, how could this be handled in [your town/province]? How might [insert person, organization] address this problem?
• Follow-up questions: “What do you mean by ___?” Or, “Could you clarify what you said about ___?” (even if it was a pretty clear statement—this gives students time for thinking, developing different views, and exploration in more depth). Or “How would you square that observation with what [name of person] pointed out?”
• Point out and acknowledge differences in discussion— “that’s an interesting difference from what Sam just said, Sarah. Let’s look at where the differences lie.” (let sides clarify their points before moving on).

Herreid, C. F. (2007). Start with a story: The case study method of teaching college science. NSTA Press.

Select Books available through the Queen's Library

Crosling, G. & Webb, G. (2002). Supporting Student Learning: Case Studies, Experience and Practice from Higher Education. London: Kogan Page

Edwards, H., Smith, B., & Webb, G. (Eds.) (2001). Lecturing: Case Studies, Experience and Practice. London: Kogan Page.

Ellington, H. & Earl, S. (1998). Using Games, Simulations and Interactive Case Studies. Birmingham: Staff and Educational Development Association

Wassermann, S. (1994). Introduction to Case Method Teaching: A Guide to the Galaxy. New York: Teachers College Press, Columbia University.

Online Articles

Bieron, J. & Dinan, F. (1999). Case Studies Across a Science Curriculum. Department of Chemistry and Biochemistry, Canisius College in Buffalo, NY.

Walters. M. R. (1999). Case-stimulated learning within endocrine physiology lectures: An approach applicable to other disciplines. Advances in Physiology Education, 276, 74-78.

Websites and Online Case Collections

The Center for Teaching Excellence at the University of Medicine and Dentistry in New Jersey offers a wide variety of references including 21 links to case repositories in the Health Sciences.

The National Center for Case Study Teaching in Science provides an award-winning library of over 410 cases and case materials while promoting the development and dissemination of innovative materials and sound educational practices for case teaching in the sciences.

Houghton and Mifflin provide an excellent resource for students including on analyzing and writing the case.

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• v.7; Jan-Dec 2021

Case Study Analysis as an Effective Teaching Strategy: Perceptions of Undergraduate Nursing Students From a Middle Eastern Country

Vidya seshan.

1 Maternal and Child Health Department, College of Nursing, Sultan Qaboos University, P.O. Box 66 Al-Khoudh, Postal Code 123, Muscat, Oman

Gerald Amandu Matua

2 Fundamentals and Administration Department, College of Nursing, Sultan Qaboos University, P.O. Box 66 Al-Khoudh, Postal Code 123, Muscat, Oman

Divya Raghavan

Judie arulappan, iman al hashmi, erna judith roach, sheeba elizebath sunderraj, emi john prince.

3 Griffith University, Nathan Campus, Queensland 4111

Background: Case study analysis is an active, problem-based, student-centered, teacher-facilitated teaching strategy preferred in undergraduate programs as they help the students in developing critical thinking skills. Objective: It determined the effectiveness of case study analysis as an effective teacher-facilitated strategy in an undergraduate nursing program. Methodology: A descriptive qualitative research design using focus group discussion method guided the study. The sample included undergraduate nursing students enrolled in the Maternal Health Nursing Course during the Academic Years 2017 and 2018. The researcher used a purposive sampling technique and a total of 22 students participated in the study, through five (5) focus groups, with each focus group comprising between four to six nursing students. Results: In total, nine subthemes emerged from the three themes. The themes were “Knowledge development”, “Critical thinking and Problem solving”, and “Communication and Collaboration”. Regarding “Knowledge development”, the students perceived case study analysis method as contributing toward deeper understanding of the course content thereby helping to reduce the gap between theory and practice especially during clinical placement. The “Enhanced critical thinking ability” on the other hand implies that case study analysis increased student's ability to think critically and aroused problem-solving interest in the learners. The “Communication and Collaboration” theme implies that case study analysis allowed students to share their views, opinions, and experiences with others and this enabled them to communicate better with others and to respect other's ideas which further enhanced their team building capacities. Conclusion: This method is effective for imparting professional knowledge and skills in undergraduate nursing education and it results in deeper level of learning and helps in the application of theoretical knowledge into clinical practice. It also broadened students’ perspectives, improved their cooperation capacity and their communication with each other. Finally, it enhanced student's judgment and critical thinking skills which is key for their success.

Introduction/Background

Recently, educators started to advocate for teaching modalities that not only transfer knowledge ( Shirani Bidabadi et al., 2016 ), but also foster critical and higher-order thinking and student-centered learning ( Wang & Farmer, 2008 ; Onweh & Akpan, 2014). Therefore, educators need to utilize proven teaching strategies to produce positive outcomes for learners (Onweh & Akpan, 2014). Informed by this view point, a teaching strategy is considered effective if it results in purposeful learning ( Centra, 1993 ; Sajjad, 2010 ) and allows the teacher to create situations that promote appropriate learning (Braskamp & Ory, 1994) to achieve the desired outcome ( Hodges et al., 2020 ). Since teaching methods impact student learning significantly, educators need to continuously test the effectives of their teaching strategies to ensure desired learning outcomes for their students given today's dynamic learning environments ( Farashahi & Tajeddin, 2018 ).

In this study, the researchers sought to study the effectiveness of case study analysis as an active, problem-based, student-centered, teacher-facilitated strategy in a baccalaureate-nursing program. This choice of teaching method is supported by the fact that nowadays, active teaching-learning is preferred in undergraduate programs because, they not only make students more powerful actors in professional life ( Bean, 2011 ; Yang et al., 2013 ), but they actually help learners to develop critical thinking skills ( Clarke, 2010 ). In fact, students who undergo such teaching approaches usually become more resourceful in integrating theory with practice, especially as they solve their case scenarios ( Chen et al., 2019 ; Farashahi & Tajeddin, 2018 ; Savery, 2019 ).

Review of Literature

As a pedagogical strategy, case studies allow the learner to integrate theory with real-life situations as they devise solutions to the carefully designed scenarios ( Farashahi & Tajeddin, 2018 ; Hermens & Clarke, 2009). Another important known observation is that case-study-based teaching exposes students to different cases, decision contexts and the environment to experience teamwork and interpersonal relations as “they learn by doing” thus benefiting from possibilities that traditional lectures hardly create ( Farashahi & Tajeddin, 2018 ; Garrison & Kanuka, 2004 ).

Another merit associated with case study method of teaching is the fact that students can apply and test their perspectives and knowledge in line with the tenets of Kolb et al.'s (2014) “experiential learning model”. This model advocates for the use of practical experience as the source of one's learning and development. Proponents of case study-based teaching note that unlike passive lectures where student input is limited, case studies allow them to draw from their own experience leading to the development of higher-order thinking and retention of knowledge.

Case scenario-based teaching also encourages learners to engage in reflective practice as they cooperate with others to solve the cases and share views during case scenario analysis and presentation ( MsDade, 1995 ).

This method results in “idea marriage” as learners articulate their views about the case scenario. This “idea marriage” phenomenon occurs through knowledge transfer from one situation to another as learners analyze scenarios, compare notes with each other, and develop multiple perspectives of the case scenario. In fact, recent evidence shows that authentic case-scenarios help learners to acquire problem solving and collaborative capabilities, including the ability to express their own views firmly and respectfully, which is vital for future success in both professional and personal lives ( Eronen et al., 2019 ; Yajima & Takahashi, 2017 ). In recognition of this higher education trend toward student-focused learning, educators are now increasingly expected to incorporate different strategies in their teaching.

This study demonstrated that when well implemented, educators can use active learning strategies like case study analysis to aid critical thinking, problem-solving, and collaborative capabilities in undergraduate students. This study is significant because the findings will help educators in the country and in the region to incorporate active learning strategies such as case study analysis to aid critical thinking, problem-solving, and collaborative capabilities in undergraduate students. Besides, most studies on the case study method in nursing literature mostly employ quantitative methods. The shortage of published research on the case study method in the Arabian Gulf region and the scanty use of qualitative methods further justify why we adopted the focus group method for inquiry.

A descriptive qualitative research design using focus group discussion method guided the study. The authors chose this method because it is not only inexpensive, flexible, stimulating but it is also known to help with information recall and results in rich data ( Matua et al., 2014 ; Streubert & Carpenter, 2011 ). Furthermore, as evidenced in the literature, the focus group discussion method is often used when there is a need to gain an in-depth understanding of poorly understood phenomena as the case in our study. The choice of this method is further supported by the scarcity of published research related to the use of case study analysis as a teaching strategy in the Middle Eastern region, thereby further justifying the need for an exploratory research approach for our study.

As a recommended strategy, the researchers generated data from information-rich purposively selected group of baccalaureate nursing students who had experienced both traditional lectures and cased-based teaching approaches. The focus group interviews allowed the study participants to express their experiences and perspectives in their own words. In addition, the investigators integrated participants’ self-reported experiences with their own observations and this enhanced the study findings ( Morgan & Bottorff, 2010 ; Nyumba et al., 2018 ; Parker & Tritter, 2006 ).

Eligibility Criteria

In order to be eligible to participate in the study, the participants had to:

• be a baccalaureate nursing student in College of Nursing, Sultan Qaboos University
• register for Maternity Nursing Course in 2017 and 2018.
• attend all the Case Study Analysis sessions in the courses before the study.
• show a willingness to participate in the study voluntarily and share their views freely.

The population included the undergraduate nursing students enrolled in the Maternal Health Nursing Course during the Academic Years 2017 and 2018.

The researcher used a purposive sampling technique to choose participants who were capable of actively participating and discussing their views in the focus group interviews. This technique enabled the researchers to select participants who could provide rich information and insights about case study analysis method as an effective teaching strategy. The final study sample included baccalaureate nursing students who agreed to participate in the study by signing a written informed consent. In total, twenty-two (22) students participated in the study, through five focus groups, with each focus group comprising between four and six students. The number of participants was determined by the stage at which data saturation was reached. The point of data saturation is when no new information emerges from additional participants interviewed ( Saunders et al., 2018 ).Focus group interviews were stopped once data saturation was achieved. Qualitative research design with focus group discussion allowed the researchers to generate data from information-rich purposively selected group of baccalaureate nursing students who had experienced both traditional lectures and case-based teaching approaches. The focus group interviews allowed the study participants to express their perspectives in their own words. In addition, the investigators enhanced the study findings by integrating participants’ self-reported experiences with the researchers’ own observations and notes during the study.

The study took place at College of Nursing; Sultan Qaboos University, Oman's premier public university, in Muscat. This is the only setting chosen for the study. The participants are the students who were enrolled in Maternal Health Nursing course during 2017 and 2018. The interviews occurred in the teaching rooms after official class hours. Students who did not participate in the study learnt the course content using the traditional lecture based method.

Ethical Considerations

Permission to conduct the study was granted by the College Research and Ethics Committee (XXXX). Prior to the interviews, each participant was informed about the purpose, benefits as well as the risks associated with participating in the study and clarifications were made by the principal researcher. After completing this ethical requirement, each student who accepted to participate in the study proceeded to sign an informed consent form signifying that their participation in the focus group interview was entirely voluntary and based on free will.

The anonymity of study participants and confidentiality of their data was upheld throughout the focus group interviews and during data analysis. To enhance confidentiality and anonymity of the data, each participant was assigned a unique code number which was used throughout data analysis and reporting phases. To further assure the confidentiality of the research data and anonymity of the participants, all research-related data were kept safe, under lock and key and through digital password protection, with unhindered access only available to the research team.

Research Intervention

In Fall 2017 and Spring 2018 semesters, as a method of teaching Maternal Health Nursing course, all students participated in two group-based case study analysis exercises which were implemented in the 7 th and 13 th weeks. This was done after the students were introduced to the case study method using a sample case study prior to the study. The instructor explained to the students how to solve the sample problem, including how to accomplish the role-specific competencies in the courses through case study analysis. In both weeks, each group consisting of six to seven students was assigned to different case scenarios to analyze and work on, after which they presented their collective solution to the case scenarios to the larger class of 40 students. The case scenarios used in both weeks were peer-reviewed by the researchers prior to the study.

Pilot Study

A group of three students participated as a pilot group for the study. However, the students who participated in the pilot study were not included in the final study as is general the principle with qualitative inquiry because of possible prior exposure “contamination”. The purpose of piloting was to gather data to provide guidance for a substantive study focusing on testing the data collection procedure, the interview process including the sequence and number of questions and probes and recording equipment efficacy. After the pilot phase, the lessons learned from the pilot were incorporated to ensure smooth operations during the actual focus group interview ( Malmqvist et al., 2019 .

Data Collection

The focus group interviews took place after the target population was exposed to case study analysis method in Maternal Health Nursing course during the Fall 2017 and Spring 2018 semesters. Before data collection began, the research team pilot tested the focus group interview guide to ensure that all the guide questions were clear and well understood by study participants.

In total, five (5) focus groups participated in the study, with each group comprising between four and six students. The focus group interviews lasted between 60 and 90 min. In addition to the interview guide questions, participants’ responses to unanswered questions were elicited using prompts to facilitate information flow whenever required. As a best practice, all the interviews were audio-recorded in addition to extensive field notes taken by one of the researchers. The focus group interviews continued until data saturation occurred in all the five (5) focus groups.

Credibility

In this study, participant's descriptions were digitally audio recorded to ensure that no information was lost. In order to ensure that the results are accurate, verbatim transcriptions of the audio recordings were done supported by interview notes. Furthermore, interpretations of the researcher were verified and supported with existing literature with oversight from the research team.

Transferability

The researcher provided a detailed description about the study settings, participants, sampling technique, and the process of data collection and analyses. The researcher used verbatim quotes from various participants to aid the transferability of the results.

Dependability

The researcher ensured that the research process is clearly documented, traceable, and logical to achieve dependability of the research findings. Furthermore, the researcher transparently described the research steps, procedures and process from the start of the research project to the reporting of the findings.

Confirmability

In this study, confirmability of the study findings was achieved through the researcher's efforts to make the findings credible, dependable, and transferable.

Data Analysis

Data were analyzed manually after the lead researcher integrated the verbatim transcriptions with the extensive field notes to form the final data set. Data were analyzed thematically under three thematic areas of a) knowledge development; b) critical thinking and problem solving; and (c) communication and collaboration, which are linked to the study objectives. The researchers used the Six (6) steps approach to conduct a trustworthy thematic analysis: (1) familiarization with the research data, (2) generating initial codes, (3) searching for themes, (4) reviewing the themes, (5) defining and naming themes, (6) writing the report ( Nowell et al., 2017 ).

The analysis process started with each team member individually reading and re-reading the transcripts several times and then identifying meaning units linked to the three thematic areas. The co-authors then discussed in-depth the various meaning units linked to the thematic statements until consensus was reached and final themes emerged based on the study objectives.

A total of 22 undergraduate third-year baccalaureate nursing students who were enrolled in the Maternal Health Nursing Course during the Academic Years 2017 and 2018 participated in the study, through five focus groups, with each group comprising four to six students. Of these, 59% were females and 41% were males. In total, nine subthemes emerged from the three themes. Under knowledge development, emerged the subthemes, “ deepened understanding of content ; “ reduced gap between theory and practice” and “ improved test-taking ability ”. While under Critical thinking and problem solving, emerged the subthemes, “ enhanced critical thinking ability ” and “ heightened curiosity”. The third thematic area of communication and collaboration yielded, “ improved communication ability ”; “ enhanced team-building capacity ”; “ effective collaboration” and “ improved presentation skills ”, details of which are summarized in Table 1 .

Table 1.

Objective Linked Themes and Student Perceptions of Outcome Case Study Analysis.

Theme 1: Knowledge Development

In terms of knowledge development, students expressed delight at the inclusion of case study analysis as a method during their regular theory class. The first subtheme related to knowledge development that supports the adoption of the case study approach is its perceived benefit of ‘ deepened understanding of content ’ by the students as vividly described by this participant:

“ I was able to perform well in the in-course exams as this teaching method enhanced my understanding of the content rather than memorizing ” (FGD#3).

The second subtheme related to knowledge development was informed by participants’ observation that teaching them using case study analysis method ‘ reduced the gap between theory and practice’. This participant's claim stem from the realization that, a case study scenario his group analyzed in the previous week helped him and his colleagues to competently deal with a similar situation during clinical placement the following week, as articulated below:

“ You see when I was caring for mothers in antenatal unit, I could understand the condition better and could plan her care well because me and my group already analyzed a similar situation in class last week which the teacher gave us, this made our work easier in the ward”. (FGD#7).

Another student added that:

“ It was useful as what is taught in the theory class could be applied to the clinical cases.”

This ‘theory-practice’ connection was particularly useful in helping students to better understand how to manage patients with different health conditions. Interestingly, the students reported that they were more likely to link a correct nursing care plan to patients whose conditions were close to the case study scenarios they had already studied in class as herein affirmed:

“ …when in the hospital I felt I could perceive the treatment modality and plan for [a particular] nursing care well when I [had] discussed with my team members and referred the textbook resource while performing case study discussion”. (FGD#17).

In a similar way, another student added:

“…I could relate with the condition I have seen in the clinical area. So this has given me a chance to recall the condition and relate the theory to practice”. (FGD#2) .

The other subtheme closely related to case study scenarios as helping to deepen participant's understanding of the course content, is the notion that this teaching strategy also resulted in ‘ improved test taking-ability’ as this participant's verbatim statement confirms:

“ I could answer the questions related to the cases discussed [much] better during in-course exams. Also [the case scenarios] helped me a great deal to critically think and answer my exam papers” (FGD#11).

Theme 2: Critical Thinking and Problem Solving

In this subtheme, students found the case study analysis as an excellent method to learn disease conditions in the two courses. This perceived success with the case study approach is associated with the method's ability to ‘ enhance students’ critical thinking ability’ as this student declares:

“ This method of teaching increased my ability to think critically as the cases are the situations, where we need to think to solve the situation”. (FGD#5)

This enhanced critical thinking ability attributed to case study scenario analysis was also manifested during patient care where students felt it allowed them to experience a “ flow of patient care” leading to better patient management planning as would typically occur during case scenario analysis. In support of this finding, a participant mentioned that:

“ …I could easily connect the flow of patient care provided and hence was able to plan for [his] management as often required during case study discussion” (FGD#12)

Another subtheme linked with this theme is the “ heightened curiosity” associated with the case scenario discussions. It was clear from the findings that the cases aroused curiosity in the mind of the students. This heightened interest meant that during class discussion, baccalaureate nursing students became active learners, eager to discover the next set of action as herein affirmed:

“… from the beginning of discussion with the group, I was eager to find the answer to questions presented and wanted to learn the best way for patient management” (FGD#14)

Theme 3: Communication and Collaboration

In terms of its impact on student communication, the subtheme revealed that case study analysis resulted in “ improved communication ability” among the nursing students . This enhanced ability of students to exchange ideas with each other may be attributed to the close interaction required to discuss and solve their assigned case scenarios as described by the participant below:

“ as [case study analysis] was done in the way of group discussion, I felt me and my friends communicated more within the group as we discussed our condition. We also learnt from each other, and we became better with time.” (FGD#21).

The next subtheme further augments the notion that case study analysis activities helped to “ enhance team-building capacity” of students as this participant affirmatively narrates:

“ students have the opportunity to meet face to face to share their views, opinion, and their experience, as this build on the way they can communicate with each other and respect each other's opinions and enhance team-building”. (FGD#19).

Another subtheme revealed from the findings show that the small groups in which the case analysis occurs allowed the learners to have deeper and more focused conversations with one another, resulting in “ an effective collaboration between students” as herein declared:

“ We could collaborate effectively as we further went into a deep conversation on the case to solve”. (FGD#16).

Similarly, another student noted that:

“ …discussion of case scenarios helped us to prepare better for clinical postings and simulation lab experience” (FGD#5) .

A fourth subtheme related to communication found that students also identified that case study analysis resulted in “ improved presentation skills”. This is attributed in part to the preparation students have to go through as part of their routine case study discussion activities, which include organizing their presentations and justifying and integrating their ideas. Besides readying themselves for case presentations, the advice, motivation, and encouragement such students receive from their faculty members and colleagues makes them better presenters as confirmed below:

“ …teachers gave us enough time to prepare, hence I was able to present in front of the class regarding the finding from our group.” (FGD#16).

In this study, the researches explored learner's perspectives on how one of the active teaching strategies, case study analysis method impacted their knowledge development, critical thinking, and problem solving as well as communication and collaboration ability.

Knowledge Development

In terms of knowledge development, the nursing students perceived case study analysis as contributing toward: (a) deeper understanding of content, (b) reducing gap between theory and practice, and (c) improving test-taking ability. Deeper learning” implies better grasping and retention of course content. It may also imply a deeper understanding of course content combined with learner's ability to apply that understanding to new problems including grasping core competencies expected in future practice situations (Rickles et al., 2019; Rittle-Johnson et al., 2020 ). Deeper learning therefore occurs due to the disequilibrium created by the case scenario, which is usually different from what the learner already knows ( Hattie, 2017 ). Hence, by “forcing” students to compare and discuss various options in the quest to solve the “imbalance” embedded in case scenarios, students dig deeper in their current understanding of a given content including its application to the broader context ( Manalo, 2019 ). This movement to a deeper level of understanding arises from carefully crafted case scenarios that instructors use to stimulate learning in the desired area (Nottingham, 2017; Rittle-Johnson et al., 2020 ). The present study demonstrated that indeed such carefully crafted case study scenarios did encourage students to engage more deeply with course content. This finding supports the call by educators to adopt case study as an effective strategy.

Another finding that case study analysis method helps in “ reducing the gap between theory and practice ” implies that the method helps students to maintain a proper balance between theory and practice, where they can see how theoretical knowledge has direct practical application in the clinical area. Ajani and Moez (2011) argue that to enable students to link theory and practice effectively, nurse educators should introduce them to different aspects of knowledge and practice as with case study analysis. This dual exposure ensures that students are proficient in theory and clinical skills. This finding further amplifies the call for educators to adequately prepare students to match the demands and realities of modern clinical environments ( Hickey, 2010 ). This expectation can be met by ensuring that student's knowledge and skills that are congruent with hospital requirements ( Factor et al., 2017 ) through adoption of case study analysis method which allows integration of clinical knowledge in classroom discussion on regular basis.

The third finding, related to “improved test taking ability”, implies that case study analysis helped them to perform better in their examination, noting that their experience of going through case scenario analysis helped them to answer similar cases discussed in class much better during examinations. Martinez-Rodrigo et al. (2017) report similar findings in a study conducted among Spanish electrical engineering students who were introduced to problem-based cooperative learning strategies, which is similar to case study analysis method. Analysis of student's results showed that their grades and pass rates increased considerably compared to previous years where traditional lecture-based method was used. Similar results were reported by Bonney (2015) in an even earlier study conducted among biology students in Kings Borough community college students, in New York, United States. When student's performance in examination questions covered by case studies was compared with class-room discussions, and text-book reading, case study analysis approach was significantly more effective compared to traditional methods in aiding students’ performance in their examinations. This finding therefore further demonstrates that case study analysis method indeed improves student's test taking ability.

Critical Thinking and Problem Solving

In terms of critical thinking and problem-solving ability, the use of case study analysis resulted in two subthemes: (a) enhanced critical thinking ability and (b) heightened learner curiosity. The “ enhanced critical thinking ability” implies that case analysis increased student's ability to think critically as they navigated through the case scenarios. This observation agrees with the findings of an earlier questionnaire-based study conducted among 145 undergraduate business administration students at Chittagong University, Bangladesh, that showed 81% of respondents agree that case study analysis develops critical thinking ability and enables students to do better problem analysis ( Muhiuddin & Jahan, 2006 ). This observation agrees with the findings of an earlier study conducted among 145 undergraduate business administration students at Chittagong University, Bangladesh. The study showed that 81% of respondents agreed that case study analysis facilitated the development of critical thinking ability in the learners and enabled the students to perform better with problem analysis ( Muhiuddin & Jahan, 2006 ).

More recently, Suwono et al. (2017) found similar results in a quasi-experimental research conducted at a Malaysian university. The research findings showed that there was a significant difference in biological literacy and critical thinking skills between the students taught using socio-biological case-based learning and those taught using traditional lecture-based learning. The researchers concluded that case-based learning enhanced the biological literacy and critical thinking skills of the students. The current study adds to the existing pedagogical knowledge base that case study methodology can indeed help to deepen learner's critical thinking and problem solving ability.

The second subtheme related to “ heightened learner curiosity” seems to suggest that the case studies aroused problem-solving interest in learners. This observation agrees with two earlier studies by Tiwari et al. (2006) and Flanagan and McCausland (2007) who both reported that most students enjoyed case-based teaching. The authors add that the case study method also improved student's clinical reasoning, diagnostic interpretation of patient information as well as their ability to think logically when presented a challenge in the classroom and in the clinical area. Jackson and Ward (2012) similarly reported that first year engineering undergraduates experienced enhanced student motivation. The findings also revealed that the students venturing self-efficacy increased much like their awareness of the importance of key aspects of the course for their future careers. The authors conclude that the case-based method appears to motivate students to autonomously gather, analyze and present data to solve a given case. The researchers observed enhanced personal and collaborative efforts among the learners, including improved communication ability. Further still, learners were more willing to challenge conventional wisdom, and showed higher “softer” skills after exposure to case analysis based teaching method. These findings like that of the current study indicate that teaching using case based analysis approach indeed motivates students to engage more in their learning, there by resulting in deeper learning.

Communication and Collaboration

Case study analysis is also perceived to result in: (a) improved communication ability; (b) enhanced team -building capacity, (c) effective collaboration ability, and (d) enhanced presentation skills. The “ improved communication ability ” manifested in learners being better able to exchange ideas with peers, communicating their views more clearly and collaborating more effectively with their colleagues to address any challenges that arise. Fini et al. (2018) report comparable results in a study involving engineering students who were subjected to case scenario brainstorming activities about sustainability concepts and their implications in transportation engineering in selected courses. The results show that this intervention significantly improved student's communication skills besides their higher-order cognitive, self-efficacy and teamwork skills. The researchers concluded that involving students in brainstorming activities related to problem identification including their practical implications, is an effective teaching strategy. Similarly, a Korean study by Park and Choi (2018) that sought to analyze the effects of case-based communication training involving 112 sophomore nursing students concluded that case-based training program improved the students’ critical thinking ability and communication competence. This finding seems to support further the use of case based teaching as an effective teaching-learning strategy.

The “ enhanced team-building capacity” arose from the opportunity students had in sharing their views, opinions, and experiences where they learned to communicate with each other and respect each other's ideas which further enhance team building. Fini et al. (2018) similarly noted that increased teamwork levels were seen among their study respondents when the researchers subjected engineering students to case scenario based-brainstorming activities as occurs with case study analysis teaching. Likewise, Lairamore et al. (2013) report similar results in their study that showed that case study analysis method increased team work ability and readiness among students from five health disciplines in a US-based study.

The finding that case study analysis teaching method resulted in “ effective collaboration ability” among students manifested as students entered into deep conversation as they solved the case scenarios. Rezaee and Mosalanejad (2015) assert that such innovative learning strategies result in noticeable educational outcomes, such as greater satisfaction with and enjoyment of the learning process ( Wellmon et al., 2012 ). Further, positive attitudes toward learning and collaboration have been noted leading to deeper learning as students prepare for case discussions ( Rezaee & Mosalanejad, 2015 ). This results show that case study analysis can be utilized by educators to foster professional collaboration among their learners, which is one of the key expectations of new graduates today.

The finding associated with “improved presentation skills” is consistent with the results of a descriptive study in Saudi Arabia that compared case study and traditional lectures in the teaching of physiology course to undergraduate nursing students. The researchers found that case-based teaching improved student’ overall knowledge and performance in the course including facilitating the acquisition of skills compared to traditional lectures ( Majeed, 2014 ). Noblitt et al. (2010) report similar findings in their study that compares traditional presentation approach with the case study method for developing and improving student's oral communication skills. This finding extends our understanding that case study method improves learners’ presentation skills.

The study was limited to level third year nursing students belonging to only one college and the sample size, which might limit the transferability of the study findings to other settings.

Implications for Practice

These study findings add to the existing body of knowledge that places case study based teaching as a tested method that promotes perception learning where students’ senses are engaged as a result of the real-life and authentic clinical scenarios ( Malesela, 2009 ), resulting in deeper learning and achievement of long-lasting knowledge ( Fiscus, 2018 ). The students reported that case scenario discussions broadened their perspectives, improved their cooperation capacity and communication with each other. This teaching method, in turn, offers students an opportunity to enhance their judgment and critical thinking skills by applying theory into practice.

These skills are critically important because nurses need to have the necessary knowledge and skills to plan high quality care for their patients to achieve a speedy recovery. In order to attain this educational goal, nurse educators have to prepare students through different student- centered strategies. The findings of our study appear to show that when appropriately used, case-based teaching results in acquisition of disciplinary knowledge manifested by deepened understanding of course content, as well as reducing the gap between theory and practice and enhancing learner's test-taking-ability. The study also showed that cased based teaching enhanced learner's critical thinking ability and curiosity to seek and acquire a deeper knowledge. Finally, the study results indicate that case study analysis results in improved communication and enhanced team-building capacity, collaborative ability and improved oral communication and presentation skills. The study findings and related evidence from literature show that case study analysis is well- suited approach for imparting knowledge and skills in baccalaureate nursing education.

This study evaluated the usefulness of Case Study Analysis as a teaching strategy. We found that this method of teaching helps encourages deeper learning among students. For instructors, it provides the opportunity to tailor learning experiences for students to undertake in depth study in order to stimulate deeper understanding of the desired content. The researchers conclude that if the cases are carefully selected according to the level of the students, and are written realistically and creatively and the group discussions keep students well engaged, case study analysis method is more effective than other traditional lecture methods in facilitating deeper and transferable learning/skills acquisition in undergraduate courses.

Conflict of Interest: The authors declare no conflict of interest.

ORCID iD: Judie Arulappan https://orcid.org/0000-0003-2788-2755

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Cases are narratives, situations, select data samplings, or statements that present unresolved and provocative issues, situations, or questions (Indiana University Teaching Handbook, 2005). The case method is a participatory, discussion-based way of learning where students gain skills in critical thinking, communication, and group dynamics. It is a type of problem-based learning . Often seen in the professional schools of medicine, law, and business, the case method is now used successfully in disciplines such as engineering, chemistry, education, and journalism. Students can work through a case during class as a whole or in small groups.

In addition to the definition above, the case method of teaching (or learning):

• Is a partnership between students and teacher as well as among students.
• Promotes more effective contextual learning and long-term retention.
• Involves trust that students will find the answers.
• Answers questions not only of “how” but “why.”
• Provides students the opportunity to “walk around the problem” and to see varied perspectives.

(Bruner, 2002, and Christensen, Garvin, and Sweet, 1991)

What is the value of the case method?

Bruner (1991) states that the case method:

• Is effective: It employs active learning, involves self-discovery where the teacher serves as facilitator.
• Builds the capacity for critical thinking: It uses questioning skills as modeled by the teacher and employs discussion and debates.
• Exercises an administrative point of view: Students must develop a framework for making decisions.
• Models a learning environment: It offers an exchange and flow of ideas from one person to another and achieves trust, respect, and risk-taking.
• Models the process of inductive learning-from-experience: It is valuable in promoting life-long learning. It also promotes more effective contextual learning and long-term retention.
• Mimics the real world: Decisions are sometimes based not on absolute values of right and wrong, but on relative values and uncertainty.

What are some ways to use the case method appropriately?

Choose an appropriate case

Cases can be any of the following (Indiana University Teaching Handbook, 2005):

• Finished cases based on facts; these are useful for purposes of analysis.
• Unfinished open-ended cases; where the results are not clear yet, so the student must predict, make suggestions, and conclusions.
• Fictional cases that the teacher writes; the difficulty is in writing these cases so they reflect a real-world situation.
• Original documents, such as the use of news articles, reports, data sets, ethnographies; an interesting case would be to provide two sides of a scenario.

Develop effective questions

Think about ways to start the discussion such as using a hypothetical example or employing the background knowledge of your students.

Get students prepared

To prepare for the next class ask students to think about the following questions:

• What is the problem or decision?
• Who is the key decision-maker?
• Who are the other people involved?
• What caused the problem?
• What are some underlying assumptions or objectives?
• What decision needs to be made?
• Are there alternative responses?

Set ground rules with your students

For effective class discussion suggest the following to your students:

• Carefully listen to the discussion, but do not wait too long to participate.
• Collaboration and respect should always be present.
• Provide value-added comments, suggestions, or questions. Strive to think of the class objective by keeping the discussion going toward constructive inquiry and solutions.

Other suggestions

• Try to refrain from being the “sage on the stage” or a monopolizer. If you are, students are merely absorbing and not engaging with the material in the way that the case method allows.
• Make sure the students have finished presenting their perspective before interjecting. Wait and check their body language before adding or changing the discussion.
• Take note of the progress and the content in the discussion. One way is by using the board or computer to structure the comments. Another way, particularly useful where there is a conflict or multiple alternatives, is the two-column method. In this method, the teacher makes two columns: “For and Against” or “Alternative A and Alternative B.” All arguments/comments are listed in the respective column before discussions or evaluations occur. Don't forget to note supportive evidence.
• In addition to the discussion method, you can also try debates, role-plays, and simulations as ways to uncover the lesson from the case.
• If you decide to grade participation, make sure that your grading system is an accurate and defensible portrayal of the contributions.

In conclusion, cases are a valuable way for learning to occur. It takes a fair amount of preparation by both the teacher and the students, but don't forget these benefits (Bruner, 2002):

• The teacher is learning as well as the students. Because of the interactive nature of this method, the teacher constantly “encounters fresh perspective on old problems or tests classic solutions to new problems.”
• The students are having fun, are motivated and engaged. If done well, the students are working collaboratively to support each other.

Where can I learn more?

• Case Studies, Center for Teaching, Vanderbilt University
• Case-based Teaching, Center for Research on Teaching and Learning, University of Michigan
• Barnes, L. B., Christensen, C. R., & Hansen, A. J. (1994). Teaching and the case method (3rd ed.). Boston: Harvard Business School Press.
• Boehrer, J., & Linsky, M. (1990). Teaching with cases: Learning to question. In M. D. Svinicki (Ed.), New Directions for Teaching and Learning: No. 42, The changing face of college teaching . San Francisco: Jossey-Bass.
• Bruner, R. (2002). Socrates' muse: Reflections on effective case discussion leadership . New York: McGraw-Hill.
• Christensen, C. R., Garvin, D. A., & Sweet, A. (Eds.). (1991). Education for judgment: The artistry of discussion leadership . Boston: Harvard Business School Press.
• Indiana University, Bloomington, Campus Instructional Consulting. (n.d.). Teaching with the case method. In Indiana University Teaching Handbook . Retrieved June 23, 2010, from http://www.teaching.iub.edu/wrapper_big.php?section_id=case
• Mitchell, T., & Rosenstiel, T. (2003). Background and tips for case study teaching . Retrieved June 23, 2010, from http://www.journalism.org/node/1757

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• What Is a Case Study? | Definition, Examples & Methods

What Is a Case Study? | Definition, Examples & Methods

Published on May 8, 2019 by Shona McCombes . Revised on November 20, 2023.

A case study is a detailed study of a specific subject, such as a person, group, place, event, organization, or phenomenon. Case studies are commonly used in social, educational, clinical, and business research.

A case study research design usually involves qualitative methods , but quantitative methods are sometimes also used. Case studies are good for describing , comparing, evaluating and understanding different aspects of a research problem .

Table of contents

When to do a case study, step 1: select a case, step 2: build a theoretical framework, step 3: collect your data, step 4: describe and analyze the case, other interesting articles.

A case study is an appropriate research design when you want to gain concrete, contextual, in-depth knowledge about a specific real-world subject. It allows you to explore the key characteristics, meanings, and implications of the case.

Case studies are often a good choice in a thesis or dissertation . They keep your project focused and manageable when you don’t have the time or resources to do large-scale research.

You might use just one complex case study where you explore a single subject in depth, or conduct multiple case studies to compare and illuminate different aspects of your research problem.

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Once you have developed your problem statement and research questions , you should be ready to choose the specific case that you want to focus on. A good case study should have the potential to:

• Provide new or unexpected insights into the subject
• Challenge or complicate existing assumptions and theories
• Propose practical courses of action to resolve a problem
• Open up new directions for future research

TipIf your research is more practical in nature and aims to simultaneously investigate an issue as you solve it, consider conducting action research instead.

Unlike quantitative or experimental research , a strong case study does not require a random or representative sample. In fact, case studies often deliberately focus on unusual, neglected, or outlying cases which may shed new light on the research problem.

Example of an outlying case studyIn the 1960s the town of Roseto, Pennsylvania was discovered to have extremely low rates of heart disease compared to the US average. It became an important case study for understanding previously neglected causes of heart disease.

However, you can also choose a more common or representative case to exemplify a particular category, experience or phenomenon.

Example of a representative case studyIn the 1920s, two sociologists used Muncie, Indiana as a case study of a typical American city that supposedly exemplified the changing culture of the US at the time.

While case studies focus more on concrete details than general theories, they should usually have some connection with theory in the field. This way the case study is not just an isolated description, but is integrated into existing knowledge about the topic. It might aim to:

• Exemplify a theory by showing how it explains the case under investigation
• Expand on a theory by uncovering new concepts and ideas that need to be incorporated
• Challenge a theory by exploring an outlier case that doesn’t fit with established assumptions

To ensure that your analysis of the case has a solid academic grounding, you should conduct a literature review of sources related to the topic and develop a theoretical framework . This means identifying key concepts and theories to guide your analysis and interpretation.

There are many different research methods you can use to collect data on your subject. Case studies tend to focus on qualitative data using methods such as interviews , observations , and analysis of primary and secondary sources (e.g., newspaper articles, photographs, official records). Sometimes a case study will also collect quantitative data.

Example of a mixed methods case studyFor a case study of a wind farm development in a rural area, you could collect quantitative data on employment rates and business revenue, collect qualitative data on local people’s perceptions and experiences, and analyze local and national media coverage of the development.

The aim is to gain as thorough an understanding as possible of the case and its context.

In writing up the case study, you need to bring together all the relevant aspects to give as complete a picture as possible of the subject.

How you report your findings depends on the type of research you are doing. Some case studies are structured like a standard scientific paper or thesis , with separate sections or chapters for the methods , results and discussion .

Others are written in a more narrative style, aiming to explore the case from various angles and analyze its meanings and implications (for example, by using textual analysis or discourse analysis ).

In all cases, though, make sure to give contextual details about the case, connect it back to the literature and theory, and discuss how it fits into wider patterns or debates.

If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

• Normal distribution
• Degrees of freedom
• Null hypothesis
• Discourse analysis
• Control groups
• Mixed methods research
• Non-probability sampling
• Quantitative research
• Ecological validity

Research bias

• Rosenthal effect
• Implicit bias
• Cognitive bias
• Selection bias
• Negativity bias
• Status quo bias

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Teach programming using task-driven case studies: pedagogical approach, guidelines, and implementation.

1. Introduction

1.1. task-driven teaching, 1.2. case studies, 1.3. task-driven case studies, 2. background, 2.1. problem-based learning, 2.2. case studies in teaching, 2.3. task-driven teaching methodology, 2.4. games in teaching and automatic feedback, 3. task-driven case studies’ pedagogical framework.

• Case study , a realistic project providing an opportunity to showcase most of the learned topics.
• Tasks defined in the context of the selected case study and corresponding to the learning objectives of the course.
• Written study guides , explaining the case study, leading students through the tasks, and providing enough context and explanation.

3.1. Reasons to Use Tasks

• We want to make sure that students are active during lessons. Both the teacher and the students are reminded that practical lessons should revolve around the students working and not the teacher lecturing.
• We want the student to use best practices while working. Finer-grained tasks help us to keep the student on the right track. In learning, the process is more important than the result.
• Instead of only showing the process and the students repeating after the teacher, we use task-driven case studies to make them try the process by themselves. Then it is harder to forget about the details.

3.2. Role of Written Study Guides

• A written form of the guide allows students to work at their own speed. If there is something unclear, they can get back to it anytime.
• Students can continue working at home without any impedance. If a student is unable to come to the lesson, he misses only individual consultations with a teacher. To a large degree, the lesson can be simulated by the study guide. This proved to be very useful during COVID restrictions.
• A study guide can be shared between universities or learning facilities.

3.3. Course and Case Study Relationship

3.4. task-driven case study lifecycle, 3.5. guidelines.

• Know the learning goals.
• Select a well-known domain.
• Find an interesting topic.
• Keep the project in industrial quality.
• Show the whole process.
• Prepare for incremental implementation.
• Support individual approach.
• Implement code first.
• Divide code into goals.
• Evaluate goals’ coverage.
• Find goal dependencies.
• Do the review.
• Always tell objectives.
• Describe the current state and expected increment.
• Show context and reasoning.
• Specify tasks clearly and precisely.
• Refine tasks with comments.
• Add supplementary tasks.
• Provide further reading.
• Use suitable software support.
• Verify continuity and consistency of the guide.
• Review the guide.
• Start with a minimal version and improve it.
• Monitor progress continuously.
• Favor individual achievements.
• Examine understanding.
• Get feedback from the “battlefield”.
• Update the case study.

4. Selection of the Case Study

4.1. know the learning goals.

• Students are familiar with Java language basics.
• Students can create a project and a class in the NetBeans IDE.
• Students understand the role of interfaces in object-oriented programming.
• Students can implement existing interfaces in Java.
• Students can create their own interfaces in the Java language.
• Students are familiar with the role and types of collections in the Java language.
• Students can work with the generic ArrayList collection.
• Students can use String class methods for working with strings.

4.2. Select a Well-Known Domain

• Example: You can imagine that, for example, the problem of luggage transport at an airport is not a very good choice. Most of the students never had to (or will never have to) deal with that problem, and some of them probably never even traveled by plane. That is the reason why we picked a Minesweeper game. Thanks to the Microsoft Windows operating system, it is one of the most known games. We could barely find a student in the Java technologies course who had never played Minesweeper.

4.3. Find an Interesting Topic

• Example: That is why we chose the Minesweeper game. In some of the other courses, games are used too. For example, we used the N-Puzzle game in the .NET programming course and Alien Breed clone in the object-oriented programming course.

4.4. Keep the Project in Industrial Quality

• Example: The solution to our Minesweeper case study is comparable to the professional Minesweeper game (see Figure 3 ). Students can see that they are able to implement a program comparable to the industry.

4.5. Show the Whole Process

• Example: In our Minesweeper case study, we chose the Minesweeper game because it is small enough to be implemented by a student in the time span of the course, and yet the result is a whole game that is comparable with industrial Minesweeper.

4.6. Prepare for Incremental Implementation

• Example: In the Minesweeper case study, the first case study lesson introduces the Minesweeper game. We are designing the game core together with students using standard UML notations. During this, they are led to our source code skeleton implementing best practices from object-oriented programming. In the next lesson, students implement the game logic—the game field and all its behavior. So far, their solution is not playable. However, we do not wait anymore, and in the third lesson, they start implementing a simple console user interface that would be able to present the current state of the field. Although, after the third lesson, they cannot play the game, they can already run the game and see whether their field generation works as it should. Since that moment, they are always able to run the game and see the increment they add during each particular lesson.

4.7. Support Individual Approach

• Example: In our Minesweeper case study, we suggest that students implement some additional features that the main project does not have. An example may be implementing the support for a simultaneous click of both mouse buttons to open also adjacent tiles and not merely the one that the mouse points to. We also support their own ideas on how to make the game even more interesting.

5. Solution Implementation

5.1. implement code first.

• Example: We implemented our own Minesweeper game before giving the case study to students. Before using the case study approach in the Java technologies course, the Minesweeper game was one of the examples that we used to show the students more complex examples implemented in Java. Then we decided to prepare a case study and reworked the old solution to incorporate all the topics of the course and to reflect our best knowledge.

5.2. Divide Code into Goals

• Example: To explicitly record implementation objectives in the code of the Minesweeper case study, TODO comments marked with the task identifiers were used. Each task represented an implementation objective. We started using TODO comments because of the tool support—see the automatically generated list of TODO comments in an IDE in Figure 4 . However, current IDEs have better support for source code annotations since they are first-class citizens of the language. The following code is an excerpt showing a TODO comment marking the getColumnCount() method as a part of the task identified as “getters” in the second module (lesson) of the course.
• //TODO: Task 2 - getters
• * Returns column count of the field.
• * @return column count.
• public int getColumnCount() { ...
• @Task(module = "02", id = "getters")

Click here to enlarge figure

5.3. Evaluate Goals’ Coverage

• Example: A simple help in checking the code coverage is, for example, the Action Items window in the NetBeans IDE (previously called the Tasks window). In  Figure 4 , there is a screenshot showing the list of tasks currently present in the Minesweeper teacher’s solution. It is easier to check the goals this way since the goals’ source code can be scattered throughout the whole project.    

5.4. Find Goal Dependencies

• Example: In the Java technologies course, the lectures are aligned with case study modules so that the students always have the theoretical knowledge that is needed for the current module of the case study. The alignment is depicted in Figure 6 .

5.5. Do the Review

6. writing study guide.

• Example: To get a better notion of how such a study guide looks, a specific example of one lesson from the Java technologies course can be found at https://kurzy.kpi.fei.tuke.sk/tjava-en/student/06.html (accessed on 30 August 2024).

6.1. Always Tell Objectives

• Example: Examples of learning goals are presented in Section 4 when we discussed making a list of the learning goals for the case study. However, there are also implementation objectives. These are specific to each case study. For example, in the following list, there are some implementation objectives from the Minesweeper case study.
• Students have to implement the generation of the game field.
• Students have to implement the presentation of the game field.
• Students have to implement a time-measuring feature for the game.
• Students have to implement the settings feature.
• Students have to implement a graphical user interface in Swing.

6.2. Describe the Current State and Expected Increment

• Example: We use class diagrams in each module to show the difference in the program structure before and after finishing the current lesson. In  Figure 8 , there is a class diagram of the Minesweeper case study in the fifth module. The yellow classes represent the current state, and the red ones are the increment for the fifth lesson. This helps the students to understand how the implementation goals will be projected into the program structure.

6.3. Show Context and Reasoning

• Example: In the Minesweeper case study, each step starts with an explanation of the current situation, the problem context, and the reasoning behind it. This part of the step is intertwined with the tasks that lead to solving the problem—each step of the module starts with the context and reasoning, and after that, the tasks follow.

6.4. Specify Tasks Clearly and Precisely

• Example: Following is an example of a task from our Minesweeper case study that tells the student to implement a method that will be a part of the Minesweeper marking tiles feature. This is one of the simpler tasks from earlier lessons of this introductory Java course.
• Task (id = markTile)
• Implement the void markTile(int row, int column) method in the Field class. This method allows marking/unmarking tiles specified by the row and column. In~case the tile is closed (Tile.CLOSED), its state will be marked (the state will change to Tile.MARKED). If~a tile is marked (Tile.MARKED), its state will be changed to closed (Tile.CLOSED). Rows and columns are numbered from 0.
• * Marks tile at specified indices.
• * @param row row number
• * @param column column number
• public void markTile(int row, int column) {
•     throw new UnsupportedOperationException("Method markTile not yet implemented");
•     final Tile tile = tiles[row][column];
•     if (tile.getState() == Tile.State.CLOSED) {
•         tile.setState(Tile.State.MARKED);
•     } else if (tile.getState() == Tile.State.MARKED) {
•         tile.setState(Tile.State.CLOSED);
• In the BestTimes class define a private void insertToDB(PlayerTime playerTime) method that will store a PlayTime object in the database.

6.5. Refine Tasks with Comments

• Example: The following is an example of a hint for the “markTile” task that was presented above. It advises using the implementation of the openTile(int row, int column) method for inspiration. The  openTile(int row, int column) method does a very similar job and is provided to students in the Minesweeper code skeleton at the beginning of the course. Most of the students should not have any serious problems in solving the task without this hint. However, below-average students or programming novices may struggle with it, and this hint should refer them to the right direction even before they will need to ask the teacher for help.
• When implementing the void markTile(int row, int column) method, you can use the implementation of void openTile(int row, int column) method as an inspiration.

6.6. Add Supplementary Tasks

• Example: In the Minesweeper case study, the implementation of new features is suggested, such as support for a new state in marking tile—using the question mark to signify that the user is not sure whether there is a mine or not.

6.7. Provide Further Reading

• Example: In the Java technologies course, we recommend the book Head First Java for further reading. For the advanced study, Effective Java is recommended. For particular topics, students are usually provided with links to specialized tutorials and blogs.

6.8. Use Suitable Software Support

• Example: At our university, we developed a specialized document generator for task-driven case study guides. This program transforms a set of Markdown files enriched with metadata representing the goals, tasks, etc. into a static website and possibly other formats, such as PDF. Utilizing custom software for this task also opens possibilities to check for inconsistencies, such as goals without any corresponding tasks.

6.9. Verify Continuity and Consistency of the Guide

6.10. review the guide, 6.11. start with a minimal version and improve it, 7. course execution, 7.1. monitor progress continuously, 7.2. favor individual achievements.

• Example: In the Java technologies course, we reward finishing the Minesweeper case study without any supplementary tasks by half of the maximum points available. The rest of the points can be obtained through additional tasks and custom features.

7.3. Examine Understanding

• Example: For our exams, an incomplete modified version of the Minesweeper solution is used. Students get to implement some missing part where they have to use the skills they should have acquired from the case study. The tasks are not the same as those in the case study, but they are similar in character. The following is an example of the exam task:
• Implement the processInput() method that will process input from the console using regular expressions. After~the implementation, the~game should be playable. After~each printing of the field, the~game would require typing some input. The~input is in the same format as in the case study: (X) EXIT, (MA1) MARK, (OB4) OPEN.

7.4. Get Feedback from the “Battlefield”

• Example: One of the important feedback entries we received from the students in the Java technologies course was the information that the task of implementing a method that counts adjacent mines to a tile is too difficult for many students (algorithmically). It did not look so difficult to us or our colleagues.

7.5. Update the Case Study

• Example: After finding out that the implementation of counting the adjacent mines is too difficult for the students, we decided to provide a hint to the task. If necessary, we could also include a note in the teachers’ version of the study guide about discussing the algorithm with students.

8. Experience

8.1. teachers’ view, 8.2. students’ view, 8.2.1. objective, 8.2.2. method, 8.2.3. results, 9. potential drawbacks, 10. conclusions, author contributions, institutional review board statement, informed consent statement, data availability statement, conflicts of interest.

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Share and Cite

Porubän, J.; Nosál’, M.; Sulír, M.; Chodarev, S. Teach Programming Using Task-Driven Case Studies: Pedagogical Approach, Guidelines, and Implementation. Computers 2024 , 13 , 221. https://doi.org/10.3390/computers13090221

Porubän J, Nosál’ M, Sulír M, Chodarev S. Teach Programming Using Task-Driven Case Studies: Pedagogical Approach, Guidelines, and Implementation. Computers . 2024; 13(9):221. https://doi.org/10.3390/computers13090221

Porubän, Jaroslav, Milan Nosál’, Matúš Sulír, and Sergej Chodarev. 2024. "Teach Programming Using Task-Driven Case Studies: Pedagogical Approach, Guidelines, and Implementation" Computers 13, no. 9: 221. https://doi.org/10.3390/computers13090221

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Training Industry

The impact of case studies on safety training.

Experience is the greatest teacher of all and there is nothing like learning from our mistakes. But, in many critical industries, making a mistake can lead to grave injuries — or possibly even death. Whatever your industry, safety should be at the heart of everything you do. By committing to innovation and new, more effective ways to approach online training, your people will be more prepared to make safer, smarter and better decisions on the job.

Making Compliance Training Engaging

Learning from the mistakes of someone else — without actually having to make that mistake yourself — is an invaluable tool when it comes to adult learning. In fact, eLearning courses developed from real-life scenarios that highlight to learners what went wrong can help prevent similar injuries from occurring in the future.

In this article, we’ll review some top tips on integrating case studies into your health and safety training programs, and how this can help save lives in the workplace.

3 tips for designing (or selecting) case study courses.

• Select case studies with care.

Not all examples of workplace incidents are relevant for all trainees. That’s why you should start by identifying any employee skills gaps and training needs. You’ll also want to ensure you’re selecting or designing case studies that grab the attention of those who engage with the narrative.

Here are just a few questions to consider while developing safety training for employees:

• Is there a particularly compelling voice that can share this story?
• Is there a clear lesson that can be learned from this experience?
• How can this particular case study help develop problem-solving skills in learners?
• Is there an interactive element that can be included in a training based on this case study?

Ensure to choose topics that are relevant to employees and the work environment, and that learners can connect with personally. The importance is to ensure that the training content is memorable.

• Structure training for engagement.

As you are designing or selecting case studies for training courses, you’ll need to consider the best way to communicate a real-life narrative. This is not the same as storytelling or explaining what not to do. Instead, you will need to structure the training so that it immerses learners into the experience. Combine different features to create a blended learning experience, like interviews and/or a 3D recreation of the incident with explanations by an expert on how the incident could’ve been prevented. This can drive home the point of occupational safety and hazard association (OSHA) training.

• Include interactive elements.

Interactive multimedia elements are also imperative to creating an immersive learning experience. You can also structure the content so learners can problem-solve their way through the experience while you narrate it. For example, add scenarios like “branching” or choose-your-own-adventure activities so they can see how the situation plays out based on their selection.  Don’t overdo it with the entertaining elements. The point of adding immersive features is to make an authentic impact on your learners.

3 key benefits of using case studies in training.

• Better buy-in.

When it comes to safety training, buy-in from stakeholders is a must and completing online courses should be more than checking boxes for compliance requirements. The best way to do that is explain the value of the training. Most adults have a higher sense of self-direction and motivation, which is why many adult learners learn because they need it and/or recognize the benefit. We know that humans learn better when they connect their training to a narrative. Case studies have the power to make what may otherwise feel like a series of do’s and don’ts come to life with a compelling story based on real-life events.

Learners can better understand the importance of safety training when its personable and relevant to their role. Transforming mandatory compliance health and safety training from abstract concepts into lessons grounded in the real-world can not only maximize the impact of training, but also help safeguard lives.

• #adult learning
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• #compliance training
• #engaging eLearning
• #health and safety programs
• #interactive safety training.
• #OSHA training
• #prevent workplace injuries
• #safety training
• #workplace safety

Michael Ojdana

Michael Ojdana is the chief learning officer at Vector Solutions. He leads the content team and has a rich background in all aspects of content development. In his role, Ojdana strives to guide his team to create engaging, innovative courses that meet customer needs, positively change behaviors and help make employees safer.

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An Empirical Study on Learning by Making As A STEM Pedagogy: The Case of IoT Module in Gyalpozhing College of Information Technology (GCIT)

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“When the sun sets every evening, we go to sleep in the comfort that it will rise in the morning and things will be the same. Do not however let the light of education ever go out. For if it should become dark, even for a moment, we will find that generations of our children will suffer its effects and the light on a bright future for our nation will take decades to shine again.” 

“Therefore, our generation has the sacred responsibility of radically rethinking our education system and transforming curriculum, infrastructure, classroom spaces, and examination structures. Educationists and experts have identified what twenty-first century competencies mean for children everywhere. By developing their abilities for critical thinking, creative thinking, and learning to be life-long learners, we have to prepare them to be inquisitive, to be problem-solvers, to be interactive and collaborative, using information and media literacy as well as technological skills. We must prioritize self-discovery and exploration, and involve learners in the creation of knowledge rather than making them mere consumers of it. We must make STEM subjects part of their everyday language.

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This Learning Report is part of a research award supported by the Water for Women Fund of the Australian Department of Foreign Affairs and Trade (DFAT) which seeks to address knowledge gaps in water, sanitation, and hygiene (WASH) project delivery.   

The research explores the contribution of social accountability to inclusive WASH, with a focus on improving water service levels in rural Bangladesh.   

The research contributes to WVB’s implementation of Citizen Voice and Action (CVA), a social accountability approach that mobilises and equips citizens to monitor government services and advocate for their improvement. The research is being undertaken over three years (2018 to 2021).  

More From Forbes

Dei case study: how pwc measures the impact of inclusion.

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In times of political polarization and push back on inclusion work, it's important to measure the impact of that work. Measuring the impact of inclusion work can quiet the naysayers and connect people to the deeper purpose of the work.

In my interview with PwC’s chief people and inclusion officer, Yolanda Seals-Coffield, she shared how they measure inclusion work. “We have 12 inclusion networks that bring together allies and deal with issues of belonging. Forty percent of our employees are associated with at least one inclusion network. Allyship is about bringing intersectionality into the forefront—every[thing] from how decisions are made in the organization [to] how people’s careers are discussed when they are not in the room and how people feel about the value of their work.”

It's absolutely critical for inclusion networks or groups (think Employee Resource Groups) to be supported by senior leadership. “Inclusion networks are partner-led at the firm level, and each metro area has a partner lead that may identify as more of an ally. This shows the importance of allyship to the organization,” Seals-Coffield explained.

Inclusion groups must also be aligned to a bigger vision and purpose. Seals-Coffield adds, “Our goal is that every identity in the firm will be respected. That means everyone has to be committed to the culture of care and belonging. Inclusion is what it means to manage talent.”

For these inclusion groups to work, it is necessary to take a data-driven approach. That starts with how the organization designs programs and measures their impact to the business. It’s about the experience people are having at work and what people are self-reporting they feel. While it can be difficult to measure human feelings, to measure the impact of inclusion groups, consider these areas:

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• Feelings of connection and belonging at the organization
• Retention of members of diverse groups
• Investment in diversity, equity and inclusion (DEI) learning and development

Feelings of Connection and Belonging at the Organization

Measuring feelings of connection and belonging at work is crucial for assessing the impact of inclusion groups. One method is to conduct surveys that gauge employees' perceptions of their relationships with colleagues, managers and the organization as a whole. These surveys can include questions about how valued, respected and supported employees feel, as well as their sense of belonging and inclusion.

Additionally, focus groups and interviews can provide deeper insights into employees' experiences and perspectives, helping organizations understand the factors that contribute to or hinder feelings of connection and belonging. By collecting and analyzing this data, organizations can identify areas for improvement and develop strategies to foster a more inclusive and supportive work environment.

Organizations measure feelings of connection and belonging in different formats and frequencies. It often makes sense to measure more frequently at first to see what activities have the most impact and which do not create impact. Once leadership has piloted a few activities, and it is more intentional and consistent over time, it can be helpful to measure feelings on an annual basis (at a minimum) and conduct focus groups for listening sessions to learn more about what the results mean and gather ideas to continuously improve.

Retention of Diverse Group Members

Hiring more diverse talent (that often reflects the communities organizations hope to serve) is pointless if diverse talent is not retained. When the retention of diverse groups is measured over time compared to the dominant group (white, straight, male, etc.) there is usually a two-to-three times higher rate of turnover for employees belonging to diverse groups. This is a leading indicator of a lack of connection and, often, a lack of belonging.

For example, PwC conducted a connectivity partner pilot to see what impact partnering people early in their careers with senior leaders would have on retention. The hypothesis was that creating bridges to allies would help boost employees’ sense of connection. They found a link between partnership early in people’s careers and their career longevity.

Investment in DEI Learning and Development

Measurement of learning-and-development programs is crucial for organizations to assess the effectiveness of their initiatives and identify areas for improvement. In addition to measuring retention and attitudes, organizations can track the number of employees who participate in DEI learning programs and the level of engagement in these programs. By collecting and analyzing these data, organizations can gain valuable insights into the impact of their DEI learning-and-development programs.

“Allyship serves as a bridge that brings us together to create a stronger, more inclusive future. At PwC, we’re bringing this to life by creating spaces for our people to come together for cultural events and developmental opportunities that foster deeper connection and celebrate our diverse experiences. For example, in July, our Pan-Asian Community Inclusion Network (PACIN) launched the PACIN Connects series to further support our members. By cultivating allyship and providing spaces for open dialogue and learning, we can help challenge assumptions, increase our awareness of biases and continue to cultivate a world where everyone feels seen, heard and valued,” Nisha Sheth, PwC US Partner and PACIN Co-Partner Champion added in our interview.

However an organization decides to measure the impact of inclusion, the important part is the decision to measure it. Having an intentional set of consistent activities and measuring the impact to the business over time will ensure that the impact of inclusion work is undeniable .

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