Teaching with the Case Study Method
Barbara Kerr, Teaching Commons
Why would you want to teach using the case study method? In my opinion, there are many reasons. For example, in a 2016 document issued by the Government of Ontario that addresses defining 21st century competencies (http://www.edugains.ca/resources21CL/21stCenturyLearning/21CL_21stCenturyCompetencies.pdf), the authors stress the need to “prepare students to solve messy, complex problems – including problems we don’t yet know about – associated with living in a competitive, globally connected, and technologically intensive world” (pg. 3). Many course directors have found that well-designed case studies can provide opportunities for developing students’ problem-solving and decision making skills. In addition, learning with cases can help students connect theory to practice, and improve their communication and collaboration skills.
Cases have been used for many years in business, law and medical schools. They are increasingly being used in a wide range of disciplines in the humanities, social sciences, engineering, and the physical and biological sciences. A teaching case is different from the case study used in academic research. Teaching cases provide information, but do not include analysis or conclusions. In general, a teaching case is a compelling narrative based on real events, or a construction of events that could reasonably take place, involving a decision that needs to be made or a problem that needs to be solved. However, the decision or the solution is often not obvious or clear-cut. As in the real world, cases may include extraneous or irrelevant information and it is up to the student(s) to analyze, synthesize and evaluate the information, to form judgments, weigh the pros and cons, and critically evaluate solutions.
Depending on the course objectives and the students’ background knowledge, there are many ways to organize the use of a case study within the course. A course director needs to think about: what the students need to do to prepare for the case study class (e.g. read the case, answer questions, take on the perspective of one of the stakeholders, etc.); what will be done during the class (e.g. small group discussion, large group discussion, debate, role-play, etc.); and how the students will use the expertise gained from the case study after the class has concluded (e.g. a follow-up assignment, exam question, etc.). There are many articles, books, and websites dedicated to the teaching with case studies that provide examples and advice for those who are new to teaching with cases as well as those who would like some new ideas.
Of course there are some challenges associated with teaching using the case study method. Preparing to teach a case can be very time-consuming. Students may need time to master this way of learning, especially if it is new for them. Faculty too, need time to master this method. Nevertheless, many course directors find this method rewarding because they see how the classroom can be extended to the outside world, where students have an opportunity to “practice” the discipline.
If you are interested in incorporating teaching with case studies in your classroom, the Teaching Commons is offering a workshop entitled “Introduction to Teaching with Cases” on Thursday April 5th from 9:30 – 12:30. See http://teachingcommons.yorku.ca/ee-york-course/introduction-to-teaching-with-cases/ for the workshop description and registration link.
For those who have used the case study method in their classroom, what did you like about it?
