benefits of case study for students

10 Case Study Advantages and Disadvantages

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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A case study in academic research is a detailed and in-depth examination of a specific instance or event, generally conducted through a qualitative approach to data.

The most common case study definition that I come across is is Robert K. Yin’s (2003, p. 13) quote provided below:

“An empirical inquiry that investigates a contemporary phenomenon within its real-life context, especially when the boundaries between phenomenon and context are not clearly evident.”

Researchers conduct case studies for a number of reasons, such as to explore complex phenomena within their real-life context, to look at a particularly interesting instance of a situation, or to dig deeper into something of interest identified in a wider-scale project.

While case studies render extremely interesting data, they have many limitations and are not suitable for all studies. One key limitation is that a case study’s findings are not usually generalizable to broader populations because one instance cannot be used to infer trends across populations.

Case Study Advantages and Disadvantages

1. in-depth analysis of complex phenomena.

Case study design allows researchers to delve deeply into intricate issues and situations.

By focusing on a specific instance or event, researchers can uncover nuanced details and layers of understanding that might be missed with other research methods, especially large-scale survey studies.

As Lee and Saunders (2017) argue,

“It allows that particular event to be studies in detail so that its unique qualities may be identified.”

This depth of analysis can provide rich insights into the underlying factors and dynamics of the studied phenomenon.

2. Holistic Understanding

Building on the above point, case studies can help us to understand a topic holistically and from multiple angles.

This means the researcher isn’t restricted to just examining a topic by using a pre-determined set of questions, as with questionnaires. Instead, researchers can use qualitative methods to delve into the many different angles, perspectives, and contextual factors related to the case study.

We can turn to Lee and Saunders (2017) again, who notes that case study researchers “develop a deep, holistic understanding of a particular phenomenon” with the intent of deeply understanding the phenomenon.

3. Examination of rare and Unusual Phenomena

We need to use case study methods when we stumble upon “rare and unusual” (Lee & Saunders, 2017) phenomena that would tend to be seen as mere outliers in population studies.

Take, for example, a child genius. A population study of all children of that child’s age would merely see this child as an outlier in the dataset, and this child may even be removed in order to predict overall trends.

So, to truly come to an understanding of this child and get insights into the environmental conditions that led to this child’s remarkable cognitive development, we need to do an in-depth study of this child specifically – so, we’d use a case study.

4. Helps Reveal the Experiences of Marginalzied Groups

Just as rare and unsual cases can be overlooked in population studies, so too can the experiences, beliefs, and perspectives of marginalized groups.

As Lee and Saunders (2017) argue, “case studies are also extremely useful in helping the expression of the voices of people whose interests are often ignored.”

Take, for example, the experiences of minority populations as they navigate healthcare systems. This was for many years a “hidden” phenomenon, not examined by researchers. It took case study designs to truly reveal this phenomenon, which helped to raise practitioners’ awareness of the importance of cultural sensitivity in medicine.

5. Ideal in Situations where Researchers cannot Control the Variables

Experimental designs – where a study takes place in a lab or controlled environment – are excellent for determining cause and effect . But not all studies can take place in controlled environments (Tetnowski, 2015).

When we’re out in the field doing observational studies or similar fieldwork, we don’t have the freedom to isolate dependent and independent variables. We need to use alternate methods.

Case studies are ideal in such situations.

A case study design will allow researchers to deeply immerse themselves in a setting (potentially combining it with methods such as ethnography or researcher observation) in order to see how phenomena take place in real-life settings.

6. Supports the generation of new theories or hypotheses

While large-scale quantitative studies such as cross-sectional designs and population surveys are excellent at testing theories and hypotheses on a large scale, they need a hypothesis to start off with!

This is where case studies – in the form of grounded research – come in. Often, a case study doesn’t start with a hypothesis. Instead, it ends with a hypothesis based upon the findings within a singular setting.

The deep analysis allows for hypotheses to emerge, which can then be taken to larger-scale studies in order to conduct further, more generalizable, testing of the hypothesis or theory.

7. Reveals the Unexpected

When a largescale quantitative research project has a clear hypothesis that it will test, it often becomes very rigid and has tunnel-vision on just exploring the hypothesis.

Of course, a structured scientific examination of the effects of specific interventions targeted at specific variables is extermely valuable.

But narrowly-focused studies often fail to shine a spotlight on unexpected and emergent data. Here, case studies come in very useful. Oftentimes, researchers set their eyes on a phenomenon and, when examining it closely with case studies, identify data and come to conclusions that are unprecedented, unforeseen, and outright surprising.

As Lars Meier (2009, p. 975) marvels, “where else can we become a part of foreign social worlds and have the chance to become aware of the unexpected?”

Disadvantages

1. not usually generalizable.

Case studies are not generalizable because they tend not to look at a broad enough corpus of data to be able to infer that there is a trend across a population.

As Yang (2022) argues, “by definition, case studies can make no claims to be typical.”

Case studies focus on one specific instance of a phenomenon. They explore the context, nuances, and situational factors that have come to bear on the case study. This is really useful for bringing to light important, new, and surprising information, as I’ve already covered.

But , it’s not often useful for generating data that has validity beyond the specific case study being examined.

2. Subjectivity in interpretation

Case studies usually (but not always) use qualitative data which helps to get deep into a topic and explain it in human terms, finding insights unattainable by quantitative data.

But qualitative data in case studies relies heavily on researcher interpretation. While researchers can be trained and work hard to focus on minimizing subjectivity (through methods like triangulation), it often emerges – some might argue it’s innevitable in qualitative studies.

So, a criticism of case studies could be that they’re more prone to subjectivity – and researchers need to take strides to address this in their studies.

3. Difficulty in replicating results

Case study research is often non-replicable because the study takes place in complex real-world settings where variables are not controlled.

So, when returning to a setting to re-do or attempt to replicate a study, we often find that the variables have changed to such an extent that replication is difficult. Furthermore, new researchers (with new subjective eyes) may catch things that the other readers overlooked.

Replication is even harder when researchers attempt to replicate a case study design in a new setting or with different participants.

Comprehension Quiz for Students

Question 1: What benefit do case studies offer when exploring the experiences of marginalized groups?

a) They provide generalizable data. b) They help express the voices of often-ignored individuals. c) They control all variables for the study. d) They always start with a clear hypothesis.

Question 2: Why might case studies be considered ideal for situations where researchers cannot control all variables?

a) They provide a structured scientific examination. b) They allow for generalizability across populations. c) They focus on one specific instance of a phenomenon. d) They allow for deep immersion in real-life settings.

Question 3: What is a primary disadvantage of case studies in terms of data applicability?

a) They always focus on the unexpected. b) They are not usually generalizable. c) They support the generation of new theories. d) They provide a holistic understanding.

Question 4: Why might case studies be considered more prone to subjectivity?

a) They always use quantitative data. b) They heavily rely on researcher interpretation, especially with qualitative data. c) They are always replicable. d) They look at a broad corpus of data.

Question 5: In what situations are experimental designs, such as those conducted in labs, most valuable?

a) When there’s a need to study rare and unusual phenomena. b) When a holistic understanding is required. c) When determining cause-and-effect relationships. d) When the study focuses on marginalized groups.

Question 6: Why is replication challenging in case study research?

a) Because they always use qualitative data. b) Because they tend to focus on a broad corpus of data. c) Due to the changing variables in complex real-world settings. d) Because they always start with a hypothesis.

Lee, B., & Saunders, M. N. K. (2017). Conducting Case Study Research for Business and Management Students. SAGE Publications.

Meir, L. (2009). Feasting on the Benefits of Case Study Research. In Mills, A. J., Wiebe, E., & Durepos, G. (Eds.). Encyclopedia of Case Study Research (Vol. 2). London: SAGE Publications.

Tetnowski, J. (2015). Qualitative case study research design.  Perspectives on fluency and fluency disorders ,  25 (1), 39-45. ( Source )

Yang, S. L. (2022). The War on Corruption in China: Local Reform and Innovation . Taylor & Francis.

Yin, R. (2003). Case Study research. Thousand Oaks, CA: Sage.

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 10 Reasons you’re Perpetually Single
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 20 Montessori Toddler Bedrooms (Design Inspiration)
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• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 101 Hidden Talents Examples

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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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Making Learning Relevant With Case Studies

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

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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.”

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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.

About the Author

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 the Case Study Method Really Teaches

Explore more.

• Case Teaching
• Perspectives

D uring 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?”

Alumni responses varied but tended to follow a pattern. Almost no one referred to a specific business concept they learned. Many mentioned close friendships or the classmate who became a business or life partner. Most often, though, alumni highlighted a personal quality or skill such as “increased self-confidence” or “the ability to advocate for a point of view” or “knowing how to work closely with others to solve problems.” And when I asked how they developed these capabilities, they inevitably mentioned the magic of the case method.

Harvard Business School pioneered the use of case studies to teach management in 1921. As we commemorate 100 years of case teaching, much has been written about the effectiveness of this method. I agree with many of these observations. Cases expose students to real business dilemmas and decisions. Cases teach students to size up business problems quickly while considering the broader organizational, industry, and societal context. Students recall concepts better when they are set in a case, much as people remember words better when used in context. Cases teach students how to apply theory in practice and how to induce theory from practice. The case method cultivates the capacity for critical analysis, judgment, decision-making, and action.

“Cases teach students how to apply theory in practice and how to induce theory from practice. The case method cultivates the capacity for critical analysis, judgment, decision-making, and action.”

There is a word that aptly captures the broader set of capabilities our alumni reported they learned from the case method. That word is meta-skills, and these meta-skills are a benefit of case study instruction that those who’ve never been exposed to the method may undervalue.

Educators define meta-skills as a group of long-lasting abilities that allow someone to learn new things more quickly. When parents encourage a child to learn to play a musical instrument, for instance, beyond the hope of instilling musical skills (which some children will master and others may not), they may also appreciate the benefit the child derives from deliberate, consistent practice. This meta-skill is valuable for learning many other things beyond music.

In the same vein, let me suggest seven vital meta-skills students gain from the case method:

1. Preparation

There is no place for students to hide in the moments before the famed “ cold call ”—when the teacher can ask any student at random to open the case discussion. Decades after they graduate, students will vividly remember cold calls when they or someone else froze with fear, or when they rose to nail the case even in the face of a fierce grilling by the professor.

The case method creates high-powered incentives for students to prepare. Students typically spend several hours reading, highlighting, and debating cases before class, sometimes alone and sometimes in groups. The number of cases to be prepared can be overwhelming by design.

Learning to be prepared—to read materials in advance, prioritize, identify the key issues, and have an initial point of view—is a meta-skill that helps people succeed in a broad range of professions and work situations. We have all seen how the prepared person, who knows what they are talking about, can gain the trust and confidence of others in a business meeting. The habits of preparing for a case discussion can transform a student into that person.

2. Discernment

Many cases are long. A typical case may include history, industry background, a cast of characters, dialogue, financial statements, source documents, or other exhibits. Some material may be digressive or inessential. Cases often have holes—critical pieces of information that are missing.

The case method forces students to identify and focus on what’s essential, ignore the noise, skim when possible, and concentrate on what matters, meta-skills required for every busy executive confronted with the paradox of simultaneous information overload and information paucity. As one alumnus pithily put it, “The case method helped me learn how to separate the wheat from the chaff.”

“The case method forces students to identify and focus on what’s essential, ignore the noise, skim when possible, and concentrate on what matters.”

3. Bias Recognition

Students often have an initial reaction to a case stemming from their background or earlier work and life experiences. For instance, people who have worked in finance may be biased to view cases through a financial lens. However, effective general managers must understand and empathize with various stakeholders, and if someone has a natural tendency to favor one viewpoint over another, discussing dozens of cases will help reveal that bias. Armed with this self-understanding, students can correct that bias or learn to listen more carefully to classmates whose different viewpoints may help them see beyond their own biases.

Recognizing and correcting personal bias can be an invaluable meta-skill in business settings when leaders inevitably have to work with people from different functions, backgrounds, and perspectives.

4. Judgment

Cases put students into the role of the case protagonist and force them to make and defend a decision. The format leaves room for nuanced discussion, but not for waffling: Teachers push students to choose an option, knowing full well that there is rarely one correct answer.

Indeed, most cases are meant to stimulate a discussion rather than highlight effective or ineffective management practice. Across the cases they study, students get feedback from their classmates and their teachers about when their decisions are more or less compelling. It enables them to develop the judgment of making decisions under uncertainty, communicating that decision to others, and gaining their buy-in—all essential leadership skills. Leaders earn respect for their judgment. It is something students in the case method get lots of practice honing.

5. Collaboration

It is better to make business decisions after extended give-and-take, debate, and deliberation. As in any team sport, people get better at working collaboratively with practice. Discussing cases in small study groups, and then in the classroom, helps students practice the meta-skill of collaborating with others. Our alumni often say they came away from the case method with better skills to participate in meetings and lead them.

Orchestrating a good collaborative discussion in which everyone contributes, every viewpoint is carefully considered, and yet a thoughtful decision is made in the end is the arc of any good case discussion. Although teachers play the primary role in this collaborative process during their time at the school, it is an art that students of the case method internalize and get better at when they get to lead discussions.

6. Curiosity

Cases expose students to lots of different situations and roles. Across cases, they get to assume the role of entrepreneur, investor, functional leader, or CEO in a range of different industries and sectors. Each case offers an opportunity for students to see what resonates with them, what excites them, what bores them, and which roles they could imagine inhabiting in their careers.

Cases stimulate curiosity about the range of opportunities in the world and the many ways that students can make a difference as leaders. This curiosity serves them well throughout their lives. It makes them more agile, more adaptive, and more open to doing a wider range of things in their careers.

“Cases stimulate curiosity about the range of opportunities in the world and the many ways that students can make a difference as leaders.”

7. Self-Confidence

Students must inhabit roles during a case study that far outstrip their prior experience or capability, often as leaders of teams or entire organizations in unfamiliar settings. “What would you do if you were the case protagonist?” is the most common question in a case discussion. Even though they are imaginary and temporary, these “stretch” assignments increase students' self-confidence that they can rise to the challenge.

In our program, students can study 500 cases over two years, and the range of roles they are asked to assume increases the range of situations they believe they can tackle. Speaking up in front of 90 classmates feels risky at first, but students become more comfortable taking that risk over time. Knowing that they can hold their own in a highly curated group of competitive peers enhances student confidence. Often, alumni describe how discussing cases made them feel prepared for much bigger roles or challenges than they’d imagined they could handle before their MBA studies. Self-confidence is difficult to teach or coach, but the case study method seems to instill it in people.

The Lifelong Benefits of Case Method Instruction

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. This quickly became apparent when case teaching was introduced in 1921—and it’s even truer today.

For educators and students, recognizing the value of these meta-skills can offer perspective on the broader goals of their work together. Returning to the example of music lessons, it may be natural for a music teacher or their students to judge success by a simple measure: Does the student learn to play the instrument well? But when everyone involved recognizes the broader meta-skills that instrumental instruction can instill—and that even those who bumble their way through Bach may still derive lifelong benefits from their instruction—it may lead to a deeper appreciation of this work.

For recruiters and employers, recognizing the long-lasting set of benefits that accrue from studying via the case method can be a valuable perspective in assessing candidates and plotting their potential career trajectories.

And while we must certainly use the case method’s centennial to imagine yet more powerful ways of educating students in the future, let us be sure to assess these innovations for the meta-skills they might instill as much as the subject matter mastery they might enable.

This article was originally posted by HBR.org .

Nitin Nohria is the former dean of Harvard Business School.

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"Own Your Knowledge" expand_more

We want students to create their own meanings from their experiences both in and beyond class. Lecture and readings are important, of course. But they are not the best way to own knowledge. Connecting theories, knowledge, and practices you hear from the class to your lived experiences begins with an authentic question that matters to you. Simply, what do you care about? And why does it matter to you? It  does  echo the first principle of the ten. Then, how do you proceed to the next steps? You engage in the inquiry cycle originally drawn from John Dewey.

Once you come up with an essential question that connects with your life, you can investigate through multiple methods, sources, and media. Any tangible products can derive from investigation––the tangible product in our class will be your case study. Note that your creation is inseparable from other steps, especially discussion and reflections. You need to discuss meanings and lessons of your creation with others and then go back to previous steps, namely investigation and creation, and tinker with your creation.

In the end, you­ and your audience––now your instructors and peers but beyond that down the road––are all invited to a broad vista to “look back” at the whole inquiry process and generate further meanings together. These five steps, of course, are neither linear nor discrete. Rather, they are embedded in one another. The point here is that this inquiry cycle can break down your inquiry processes––typically complicated and less articulate––into small pieces and monitor your own meaning making experiences. In completing this process you claim the ownership of knowledge. Please see the related posts: “ The YPP Action Frame with Inquiry-Based Learning II: "Small Inquiry" and "Big Inquiry" ” and “ The YPP Action Frame with Inquiry-Based Learning I: An Inquiry Cycle ” from  the YPP Action Frame site .

[Case Study] How Students Conduct Case Studies expand_more

Team up with your peers (2 or 3 students in one group) to conduct a case study. What kind of case study? You could start by writing a captivating story around the case. We will discuss several real world cases during class, and you can imagine emulating one of them. The case study can be situated in particular theories and perspectives we discuss in class. The cases we address there are quite lengthy, but you are not necessarily required to write such a long paper. What matters most is the content and message you want to deliver through the case; this project is an exercise both to express your creativity and practice research skills. It is broken into small pieces ( P1, P2, P3-1, P3-2, and P3-3 ) to help you complete the end project  (P4)  effectively.

[Case Study] P0 expand_more

P0 [Not Graded]. Please consult with Chaebong ( [email protected] ) regarding the case selection by September 29, 2016.

[Case Study] P1 expand_more

P1.  “Why it matters to me/us”

• The case can be any group, any organization, or any single person in connection with a large theme of the course: Youth, media, and participatory politics. Be creative and flexible in choosing your case.
• Introduce the case , explaining why the case matters to you, what you want to talk about in the case, spelling out main issues you would want to explore.
• You are welcome to challenge the existing viewpoints and values, as well as defending them. For instance, we see the three values––equity, efficacy, and self-protection­­––as “timeless but not dogmatic” (quoted from Tom Hayden’s reflection about  the Port Huron Statement at 50 (Links to an external site.) ). If you find other ideas and values pertain to your own case, please bring them to our class through your own inquiry-cycle.
• Who would you want to talk with you?
• What would you observe?
• What existing data would you want to explore?
• How do we analyze them?
• What is your position in the case?
• Due: Week 5 (A 6 to 8 page statement, or longer if desired)
• Please talk with Chaebong beforehand

[Case Study] P3 (P3-1, P3-2, and P3-3) expand_more

P3-1.  Presentation: Week 12

P3-2.  Add  Discussions  and  Conclusion  based on feedback from the presentation

P3-3.  Individual reflection note. This portion is spared for individual reflection about the collaborative research-learning activities. As members on the same team, you share a common ground for the case, but that does not necessarily mean that you share exact thoughts with others. Thus, this individual reflection paper gives you an opportunity to flesh out your own thought­­ or ideas around your case or your collaborative thinking activities.

[Case Study] P4 expand_more

Compile P1 to P3-3

Submit by due date: By 5 pm on December 17, 2016

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5 Key Benefits of a Case-Based Learning Approach

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There are many methodologies and approaches to learning that span all levels and forms of education. Case-based learning is gaining traction as an approach to learning that has many benefits for students.

This method uses collaborative discussions around real-world case studies to not only improve learning outcomes, but also help students develop a number of invaluable, transferable skills .

What is a Case-Based Learning Approach?

Case-based learning centres around the use of concrete examples or case studies. Students will examine the case study as a group, building their knowledge while putting their analytical skills into practice by assessing the problem and coming up with potential solutions . Often, the discussion is driven by the group members, with the instructor or tutor acting as a facilitator .

This method frequently makes use of real-world examples, or may rely on detailed models that closely resemble an actual case. For example, business students may study the history of real companies and how they overcame key challenges or barriers to growth. Alternatively, they could be called upon to analyse fictional companies in accurate scenarios.

Instructors may use various types of case studies, such as:

• Intrinsic case studies seek to understand a unique brand or subject, and how it is affected by its environment.
• Exploratory case studies use individual examples to explore broader issues.
• Explanatory case studies seek to hone in on the cause, and sometimes the effects, of a particular event.
• Descriptive case studies seek to tell a story and, unlike other types of case studies, may include a conclusion with quantifiable results.

Benefits of a Case-Based Learning Approach

Case-based learning is very common in medical education, but it is being increasingly adopted in other fields thanks to its numerous advantages.

It Promotes Critical Thinking

A key part of the case-based learning method is examining and assessing real or fictitious case studies. In doing so, students have the opportunity to hone their critical thinking skills.

Critical thinking is a crucial skill that is highly advantageous in a range of roles across various sectors and is one of skills in most demand by employers . In essence, it is the ability to address problems and come up with better solutions: a skill that is essential in just about any context.

Through case-based learning, students can practise their critical thinking on real-world examples, preparing them to apply the same approach in a professional setting after they graduate.

It Exposes Students to Different Approaches

Through discussing real-life cases and examples in a group setting, students gain exposure to other points of view and perspectives. By working together as a group, students will consider different aspects of a problem, come up with new solutions, and be able to think outside the box.

Perhaps even more importantly, they get to know other thought processes and methods for approaching a problem. This insight can be incredibly useful and help students to further develop their own critical thinking process.

It Helps Students Develop Collaboration Skills

Case-based learning typically requires students to critically assess case studies as a group, and discuss the challenges, solutions, and lessons they can draw from the example. This process involves a high degree of collaboration and communication, so helps students to practise and develop a range of skills necessary for productive teamwork. These skills include clearly communicating their point of view, listening to others’ opinions, disagreeing in a productive way, and dealing with conflict. All of these are invaluable skills in virtually any professional setting.

It Fosters Self-Reflection

How we view situations and the conclusions we reach are often heavily influenced by our own experiences and biases. Being able to reflect on your own thought processes and identify these biases can help you to more objectively assess problems and come up with better solutions.

The case-based learning method encourages students to break down situations, and dive deeper into their own assessments and opinions. This can be extremely useful in fostering meta-cognition, the ability to critically assess your own thought process, allowing you to identify any gaps in your thinking and develop stronger solutions to problems.

It Strengthens Relationships

Finally, by working together to solve case studies, students participating in case-based learning will develop stronger relationships with their peers. A closer student cohort can have a wide range of advantages, from better learning outcomes to group support and future networking opportunities.

Additionally, as part of studying real-world cases, learners may have the opportunity to work with professionals and industry leaders. This gives rise to further, invaluable learning and networking opportunities.

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EDHEC online programs are all based on a case-based learning approach, allowing students to develop their collaboration and critical thinking skills, while expanding their knowledge through case studies related to the reality of businesses.

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Explore our online programs to learn more about our case-based learning methods.

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Value of Case-Based Learning within STEM Courses: Is It the Method or Is It the Student?

Ashley rhodes, abigail wilson, timothy rozell.

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*Address correspondence to: Ashley Rhodes ( [email protected] ).

Received 2019 Oct 18; Revised 2020 Jun 8; Accepted 2020 Jun 23.

This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License.

Undergraduate attrition from science, technology, engineering, and mathematics is well documented and generally intensifies during intermediate years of college. Many contributing factors exist; however, a mismatch between timing of certain pedagogical approaches, such as case-based learning, and the level of students’ cognitive abilities plays a crucial role. Using cognitive load theory as a foundation, we examined relationships between case-based learning versus a traditional lecture and learning gains of undergraduates within an intermediate physiology course. We hypothesized instruction via a case study would provide greater learning benefits over a traditional lecture, with gains possibly tempered by student characteristics like academic preparation, as measured by ACT scores, and academic age, as measured by credit hours completed. Results were surprising. Case-based learning did not guarantee improved learning gains compared with a traditional lecture for all equally. Students with lower ACT scores or fewer credit hours completed had lower learning gains with a case study compared with a traditional lecture. As suggested by cognitive load theory, the amount of extraneous load potentially presented by case-based learning might overwhelm the cognitive abilities of inexperienced students.

INTRODUCTION

Increasing the number of students completing a postsecondary degree within the science, technology, engineering, and mathematics (STEM) fields is crucial for building and maintaining a strong workforce, yet loss of students from these fields during their undergraduate years continues to be problematic ( President’s Council of Advisors on Science and Technology, 2012 ; Graham et al. , 2013 ; Freeman et al. , 2014 ; Vilorio, 2014 ; Chen, 2015 ). Attrition from STEM fields may be caused by a number of complex factors that challenge both educators and students alike. For example, attrition has been linked to large classroom sizes; rapid pace of information delivery; a competitive atmosphere; uninspiring pedagogy that is seemingly irrelevant to the lives of students, causing a loss of interest; inability to see presented information as a cohesive whole; or simply feeling that they do not belong in STEM ( Jozefowicz, 1994 ; Herreid et al. , 2012 ; President’s Council of Advisors on Science and Technology [PCAST], 2012 ; Graham et al. , 2013 ; Freeman et al. , 2014 ; Scott et al. , 2017 ; Fisher et al. , 2019 ). However, it is also possible that a mismatch in the timing of pedagogical tools used and the individual learning needs of students could also cause attrition from STEM fields. For example, Wood (2009) suggested that superior [SIC] students will progress from introductory to upper-level courses during their undergraduate years regardless of the teaching method used. However, students considered to be less academically oriented or self-motivated who leave STEM fields early in their college careers might do so because the curricular methods used are often seen as nothing more than a large collection of disconnected facts that rarely have much relevance to their daily lives and will soon be forgotten ( Wood, 2009 ). Wood (2009) concluded that, for this group of students, the issue lies not in what we teach but in how we teach. This conclusion is both encouraging and yet perhaps a little puzzling for educators, many of whom go to great lengths to help all students within their courses succeed. While some suggestions for helping to alleviate the dissonance between academic preparation and success within STEM courses have been made, they sometimes appear ambiguous or perhaps too complex for educators to tackle. For example, improving student preparation during junior high and high school could translate to better success in college ( Ejiwale, 2013 ). Additionally, improving STEM instructor preparation at multiple levels could be helpful ( Goldhaber and Brewer, 1998 ; Ingersoll and Perda, 2010 ; PCAST, 2012 ). Also, adding more engaging activities within STEM courses could be beneficial for helping underprepared students see connections between in-class learning and real-life applications ( Villanueva and Hand, 2011 ; Kennedy and Odell, 2014 ).

In contrast to some of these more open-ended suggestions, one solution that has been promoted for increasing student success in STEM is the use of active-learning approaches such as case-based learning ( Lundeberg, 2008 ; Kaddoura, 2011 ; McRae, 2012 ; Herreid and Schiller, 2013 ; Greenwald and Quitadamo, 2014 ; Stains et al. , 2018 ). Case-based learning encourages students to use techniques that help them integrate, synthesize, and apply newly learned information to a broader context, both to help them see the value of what they are learning and to foster critical-thinking skills ( Jozefowicz, 1994 ; Graham et al. , 2013 ; Greenwald and Quitadamo, 2014 ).

Case-based learning can take many forms but generally relies upon the use of a case study that describes a specific situation or clinical case and requires students to work through the information to generate solutions and solve problems ( Herreid, 2006 ; Wood, 2009 ; Popil, 2011 ; Savery, 2015 ; McLean, 2016 ). Case studies can vary substantially in length, format, delivery, and the type of media included. Cases may emphasize problem solving, debates, flexible thinking, development of alternative strategies, and even the use of skepticism ( Herreid, 2004 ). Implementing cases within courses can also vary, but according to Herreid (1998) , four major classifications exist in regard to what students do: participate in small-group activities, participate in discussions, listen to a lecture, or work alone completing an individual assignment. Thus, when or how a case study is delivered to students, the responsibilities of students, interactions between students, and even case study assignments that entail students working individually or in groups all vary ( Popil, 2011 ; Thistlethwaite et al. , 2012 ).

Comparing case-based learning to more traditional forms of learning has resulted in reports of increased learning gains ( Kaddoura, 2011 ; Bonney, 2015 ), decreased learning gains ( Andrews et al. , 2011 ; Thistlethwaite et al. , 2012 ), and no significant changes ( Dochy et al. , 2003 ; Halstead and Billings, 2005 ; Hoag et al. , 2005 ; Terry, 2007 ; Kulak and Newton, 2014 ). Some researchers have also reported that case-based learning is effective, but only if supported by supplementary didactic lectures that structured student understanding of the material ( Cliff, 2006 ; Baeten et al. , 2013 ), or that case-based learning improved student attitudes but not always student learning ( Wilke, 2003 ). This disparity could be caused by several factors. For example, it is not currently known how much background knowledge or preparation students should have before they can effectively engage with case-based activities ( McLean, 2016 ), when and how instructors should deliver these activities ( Lundeberg, 2008 ), and how much instructor guidance is required ( McRae, 2012 ).

It is possible that the existing uncertainty regarding who exactly benefits from case-based learning in comparison to other teaching methods could be due to the number of studies primarily relying upon survey data to make conclusions as to the value of this approach ( Cliff and Wright, 1996 ; Knight et al. , 2008 ; McLean, 2016 ; Kaur et al. , 2019 ) and the number of studies that did not use a control and thus lacked a true experimental design ( Greenwald, and Quitadamo, 2014 ; Kulak and Newton, 2014 ). Furthermore, few authors have specifically investigated the utility and potential benefits of case-based learning in regard to certain undergraduate student characteristics or provided clear guidance regarding when and how to use case-based learning within undergraduate courses ( Lundeberg, 2008 ; Kulak and Newton, 2014 ; McLean, 2016 ). Thus, we believe our overarching research question is important when using case-based learning within undergraduate STEM courses: For whom is it useful?

Theoretical Framework

Cognitive load theory (CLT) serves as the foundation for this research, as it provides guidance for investigating relationships between instructional design and student learning gains ( Paas et al. , 2003a ). According to CLT, cognitive processes, and thus learning, are impacted by three types of cognitive loads: extraneous load, intrinsic load, and germane load. These loads are additive and must be appropriately managed for optimal learning, but how they are managed differs based on student characteristics such as previous academic experiences, prior knowledge, and learning preferences. For example, extraneous loads, defined as superfluous information that does not directly relate to learning objectives, should be minimized wherever possible. This is especially true for novice learners, whose ability to take in new information can quickly be overloaded, even when completing common tasks such as searching for and applying information to solve a problem ( Paas et al. , 2003a ). In contrast, intrinsic loads, defined as the degree of difficulty inherent to a discipline, can be more difficult for instructors to manage. Intrinsic load must be supported by appropriately scaffolding information, but should never be minimized, as simplification could give an artificial impression of the discipline and potentially erode the ability to critically think about the information in future contexts ( Paas et al. , 2003a ). However, the degree of scaffolding required is unique for each learner; thus, designing a curriculum or even an individual activity that appropriately manages intrinsic load becomes difficult, especially in large courses with diverse enrollment. According to Paas et al. (2003a ), the key to successfully managing intrinsic load is to consider element interactivity, or the number of interacting items, that must be simultaneously managed to understand a concept. If this number is high, which is often the case within STEM courses, then additional instructional support is often required; for novices, the recommendation is to omit all but the most essential interacting elements. Germane loads, defined as the amount of effort a learner is willing to expend to understand a concept, can be positively impacted by instructional design, but only if the needs of the learner are matched and supported by the way in which information is presented. For example, learners who have little background in a subject, and thus underdeveloped abilities to synthesize and use new information, benefit from instructional tools that present information directly and do not require searching for or synthesis of abstract ideas, while the opposite is true for learners who have prior and positive experiences with the subject ( Paas et al. , 2003a , b ; Sweller et al. , 2011 ; Young et al. , 2014 ).

Conceptual Framework

Using CLT as a theoretical framework, we explored potential relationships between comprehension of complex information that had a high intrinsic load, the experience of learners based upon individual characteristics such as level of academic preparation, and two distinct instructional formats that varied in amount of extrinsic load yet contained the same content. One instructional format included the use of an interactive case study that was designed to engage students with a story and scaffold their nascent understanding of the information presented by chunking information into manageable sections, each one containing explanatory text, interactive graphics, and critical-thinking questions. While carefully designed and aligned with suggestions on case study development, this format did carry a higher extrinsic load due to the number of interacting elements that had to be considered in order to understand the information.

The second instructional format represented a more traditional teaching method and included a didactic lecture using bulleted PowerPoint slides that also included the same graphics presented within the case study; however, the lecture format was devoid of interactive activities and questions and involved only a lecture during which students mostly listened but were allowed to ask questions at any time. This format had a lower extrinsic load due to the decreased number of interacting elements that needed to be considered at any given time to understand the information.

These two instructional formats were used within a large, intermediate-level undergraduate physiology course with a diverse student body that varied in age and academic preparation. However, all were majoring in a STEM discipline, and many aspired to matriculate into a professional school upon graduation. Thus, while variation did exist within the population, we believe it is an accurate portrayal of the natural variation found within most large STEM courses at this level.

To examine the utility of case-based learning and the benefits it may provide in regard to specific student characteristics in comparison to a more conventional format of learning, we investigated the following two research questions:

Compared with a conventional learning format such as a traditional lecture, how do student learning gains differ when using a case study?

How do student characteristics such as general academic preparation and credit hours completed relate to learning gains derived from the use a case study?

Setting and Participants

This study took place at a large, midwestern, land-grant university with an admissions acceptance rate of 94%. Participants were recruited from an intermediate (300 level at a university in which undergraduate courses start at 100 and go through 600) physiology course offered within a biology department. During the semester in which the study was conducted, the course was open to all students who had completed introductory biology and chemistry courses and received a “B” or better in both. Furthermore, this course was an 8 credit-hour course that included several components such as lecture, laboratory, and cadaver dissection; thus, most students were very committed to learning, as their grades would have had a significant impact on their overall grade point averages. Applications of course material on exams and quizzes tended to be focused on human health and applications to allied health professions. The average ACT score of students was 26.6. Of the 134 students enrolled, all chose to participate, although only 122 completed all portions of the study due to absences. The final distribution of students completing all components of the study represented a mixture of 34 sophomores, 59 juniors, and 29 seniors. Information related to gender and ethnicity was not tracked.

Participation in the study was voluntary, and all activities were approved by our Institutional Review Board (IRB protocol no. 7028). Students were awarded a small amount of extra credit for participating. Students were provided the option of an alternative assignment if they did not want to participate; however, none selected this option.

Development of Case Study and Conventional Lecture Treatments

Both the case study and conventional lecture were created by the authors to specifically deliver information about insulin resistance and its progression to type II diabetes. Not only do these topics encompass suggestions by Michael et al. (2017) about pertinent concepts that should be taught within undergraduate physiology courses, such as flow-down gradients between blood and interstitial fluid and details of cell membranes, but they also align well with suggestions made by Allen et al. (1996) regarding topic selection for the design of critical-thinking activities. The case study was created using a design-based research process that entailed four iterations. Each iteration was reviewed by graduate teaching assistants as well as three STEM instructors. After each iteration, feedback was used to revise and improve the case study. The final iteration of the case study authored by Wilson et al. (2017) was peer reviewed and published by the National Center for Case Study Teaching in Science.

The case study included a short story about an individual who, through diet and lack of exercise, proceeded through the stages of insulin resistance and pre-diabetes and eventually developed type II diabetes. Immediately following each section about this individual’s story, accompanying informational text as well as interactive figures and graphics describing the physiology of what was occurring were presented. The story, text, and graphics were presented in small sections, a strategy known as chunking, which is encouraged when presenting complex information that has multiple interacting elements ( Mayer and Moreno, 2003 ). The interactive figures and graphics, which displayed the same information presented within the text, required students to apply what they had just read to complete them as described by carefully written instructions. And finally, critical-thinking questions were placed at the end of each section or chunk, and students were asked to think about what they had just learned before moving to the next section. Figure 1 provides a sample of the case study design features.

Typical features of the case study design. This particular portion was taken midway through the case study after students had been presented with information about the basics of carbohydrate breakdown in the digestive system. Specific features related to chunking and scaffolding include a short story, a small amount of explanatory text, and instructions explaining how to interact with a graphical feature designed to help students visualize the information. Additionally, the explanatory text and visuals were placed very close to each other, and vocabulary used in the explanatory text matched vocabulary used in the visual in order to reduce cognitive load.

Students in the lecture treatment, which consisted of a traditional lecture with PowerPoint slides and accompanying handouts of the slides, received the same physiological information presented in the case study. For example, the lecture and handouts included static versions of the figures and graphics found in the case study, and these were described directly to students by the instructor. This presentation was also subjected to four iterations of review and improvement by graduate students and other STEM instructors. Thus, the major differences between the case study and conventional lecture treatment groups were that students in the latter group were not presented with a story or required to complete activities associated with the graphics. In short, the conventional lecture contained little to no extraneous information.

Implementation of Treatments

Both treatments were administered during regularly scheduled lab periods within a single week of the semester and before any presentation of glucose homeostasis by the primary instructor in either lecture or lab. At the beginning of each treatment, the same instructor provided a brief overview of the activities and goals. For the case study group, this also included instructions on how to work through the case and specifically how to interact with the graphics. This instructor was the lead author of the case study and conventional lecture treatment and was also a lab instructor for the course; thus, comfort level with techniques, delivery, students, and content was high.

Students in both treatments were instructed to work alone, as one of our main objectives was to correlate student characteristics such as academic preparation and experience with learning gains when extrinsic load was varied between treatments. Thus, we purposefully did not allow students to work in groups, as this would have made our data difficult to interpret in regard to individual student gains. However, students in both treatments were told several times they could ask the instructor questions at any time while working through the case study or listening to the lecture.

Experimental Design

Using the pretest/posttest comparison group design ( Campbell and Stanley, 1963 ), we assessed differences in student learning gains resulting from the use of a case study versus a conventional lecture over the same concepts. Participants were recruited using a convenience sampling method, with 122 completing all components of the study, which included a prior knowledge assessment (PKA; Rhodes and Rozell, 2017 ), a modified version of the Student Approach to Learning (SAL) survey ( Marsh et al. , 2006 ; Rhodes and Rozell, 2017 ), a pretest, a learning treatment, and a posttest. Experimental design components and schedule are described in Figure 2 .

Experimental design. Students completed the PKA and SAL survey on the first day of class, then a topic-specific pretest was given a week before randomizing participants into either the case study or conventional lecture treatment. A posttest, which was identical to the pretest, was given immediately after each treatment. Not shown in this graphic is the collection of ACT scores, which occurred at the end of the semester after final grades had been submitted.

The PKA was used to assess the background knowledge of students about core physiological concepts and was administered on the first day of class. The PKA (Appendix A in the Supplemental Material) consisted of 10 multiple-choice questions, with each question potentially having multiple correct answers. To receive the full point(s) for each question, students had to have selected all the correct answers and none of the incorrect answers on this assessment. This grading procedure was used to reduce awarding points for guessing. Students received 1 extra credit point for completing the PKA that was not dependent on the score. The PKA was created and refined over a period of several years within this specific course before being used in this study.

For evaluating how students approach learning new information presented to them in a formal course setting, a modified version of the SAL survey was used (Appendix B in the Supplemental Material). This survey was designed to assesses a variety of student characteristics, such as self-regulated learning strategies, motivation, confidence, and learning preferences ( Marsh et al. , 2006 ). For this study, we only selected questions from the SAL that evaluated the self-regulated learning strategies of students, specifically memorization and elaboration, and generated an individual SAL metric for each student, as previously described by Rhodes and Rozell (2017) . This metric could then be used to quantify and compare results from the SAL with other components of the study.

Pretest and Posttest

Both the pretest and posttest (Appendix C in the Supplemental Material) consisted of 10 multiple-choice questions that could have multiple correct answers. Full points for each question were awarded only if every correct answer had to be selected and none of the incorrect answers selected. As with the PKA, this all-or-nothing grading scheme was used to reduce the chance of receiving full credit due to guessing.

To ensure that questions asked on the posttest were appropriate and understandable for students after receiving either treatment, we applied an item difficulty index (IDI) before analyzing statistical results related to the research questions. As discussed by Tavakol and Dennick (2011) , this metric can be used to determine whether a question effectively measured comprehension by students after receiving a particular form of instruction. The following formula was used to calculate the IDI, where R is the number of students who answered the question correctly; N is the number of total responses, including those that were correct, incorrect, or left blank; and i refers to the question number:

While the IDI can range from 0 to 1, with very difficult questions having a score nearing 0 and very easy questions have a score approaching 1, the IDI of each question should have ideally ranged between 0.3 and 0.8 ( Tavakol and Dennick, 2011 ). The IDI for question 10 on the posttest was outside the ideal range, possibly due to the complexity of the question. Statistical analyses were performed both with and without question 10, but results did not change. Results of the IDI are shown in Table 1 .

Results of the Item Difficulty Index.

The ACT College Readiness Assessment

The ACT is a standardized college entrance exam that assesses college readiness and is often a prerequisite when applying to colleges. After gaining permission from student participants and our IRB, ACT scores were collected from the university’s online information system after the semester was over.

Credit Hours Completed

The number of total credit hours completed at the start of the study was collected and used as a metric of academic age or experience. After gaining permission from student participants and our IRB, information was retrieved via the online university information system.

Statistical Analyses

All data were analyzed using IBM’s SPSS v. 26. Differences between means were evaluated using one-way analysis of variance (ANOVA). Correlations between variables for student data were calculated using Spearman’s rank-order correlation test. This test was selected as it is slightly more conservative than Pearson’s, our data were monotonic, and we included more than one outlier for each correlation performed. Statistical significance was defined as p ≤ 0.05.

Our analyses yielded several noteworthy and unexpected results. In regard to our first research question, “Compared with a conventional learning format such as a traditional lecture, how do student learning gains differ when using a case study?,” we found no differences by treatment ( Figure 3 ). Using a one-way ANOVA, we found that the means of posttest scores for students in the case study group were not statistically different from students in the conventional lecture group, F (1, 119) = 0.025, p = 0.874. Furthermore, learning gains of students in the case study group were not statistically different from those of students in the conventional lecture group, F (1, 119) = 0.027, p = 0.946.

Results of pretest, posttest, and learning gains by treatment. Values on the y-axis are points earned on the identical pretest and posttest assessments, with potential scores ranging from 0 to 10. Both pretests and posttests were graded “all or none” to avoid guessing. For each student, the pretest score was subtracted from the posttest score to calculate learning gains. Bars shown are means plus or minus SD. No statistical differences were found between means for any of the parameters tested ( p ≥ 0.05).

For further verification, learning gains by treatments were also analyzed using the average normalized gain equation for estimating the impacts of case-based learning as developed by Hake ( 1998a , b ), where (Post − Pre)/(10 − Pre). Normalized learning gain was 0.40 for the case study treatment and 0.39 for the conventional lecture group, corroborating that no statistical differences existed in learning gains by treatments.

In regard to our second research question, “How do student characteristics such as general academic preparation and credit hours completed relate to learning gains derived from the use of a case study?,” we found that the benefit of case-based learning was correlated with certain student characteristics. The use of a case study did not automatically translate to higher learning gains for all. Instead, it appears as though certain student characteristics predicted learning gains when case-based learning was used but this was not true when traditional didactic lectures were used. For example, as displayed in Figures 4A through 7A , positive and significant correlations existed between learning gains from the use of a case study and prior knowledge levels, r (59) = 0.275, p = 0.034; preferences for elaboration over memorization as measured by the SAL metric, r (59) = 0.270, p = 0.039; ACT scores, r (53) = 0.479, p = 0.000; and college credit hours completed, r (61) = 0.299, p = 0.019. However, as shown in Figures 3B through 7 B, no relationships existed between learning gains from the use of a traditional lecture and student characteristics such as prior knowledge levels, r (60) = 0.012, p = 0.872; preference for elaboration over memorization as measured by the SAL metric, r (56) = −0.056, p = 0.680; or college credit hours completed, r (60) = −0.024, p = 0.855. A positive and significant correlation did exist between ACT scores and learning gains from a traditional lecture, r (52) = 0.276, p = 0.047.

Effect of prior knowledge on learning gains. Participants were given a prior knowledge quiz that consisted of 10 multiple-choice questions with multiple potential correct answers, graded all or none. Identical pretest and posttest quizzes over the specific topics covered by the case study (A) or lecture (B) treatments consisted of 10 multiple-choice questions with multiple potential correct answers, graded all or none. Learning gains were calculated by subtracting pretest score from posttest score for each participant. A Spearman’s rank-order correlation test was used to determine relationships between prior physiology knowledge and learning gains, and correlations were considered to be significant at p ≤ 0.05.

Effect of academic experience on learning gains. The number of credit hours completed was collected for participants with their permission. Identical pretest and posttest quizzes over the specific topics covered by the case study (A) or lecture (B) treatments consisted of 10 multiple-choice questions with multiple potential correct answers, graded all or none. Learning gains were calculated by subtracting pretest score from posttest score for each participant. A Spearman’s rank-order correlation test was used to determine relationships between college credits completed and learning gains, and correlations were considered to be significant at p ≤ 0.05.

Effect of participant’s approach to learning on learning gains. Participants were given a survey (the SAL) that assessed their preferred approach to learning on a five-point Likert scale, and a calculated SAL metric was used to quantify whether the preferred approach was memorization (SAL metric scores) or elaboration (higher SAL metric scores). Identical pretests and posttests over the specific topics covered by the case study (A) or lecture (B) treatments consisted of 10 multiple-choice questions with multiple potential correct answers, graded all or none. Learning gains were calculated by subtracting pretest score from posttest score for each participant. A Spearman’s rank-order correlation test was used to determine relationships between SAL metric scores and learning gains, and correlations were considered to be significant at p ≤ 0.05.

Effect of standardized test performance on learning gains. Scores from the ACT exam taken before college entrance were collected with permission of the participants. Identical pretest and posttest quizzes over the specific topics covered by the case study (A) or lecture (B) treatments consisted of 10 multiple-choice questions with multiple potential correct answers, graded all or none. Learning gains were calculated by subtracting pretest score from posttest score for each participant. A Spearman’s rank-order correlation test was used to determine relationships between ACT scores and learning gains, and correlations were considered to be significant at p ≤ 0.05.

CONCLUSION AND DISCUSSION

The overarching purpose of this study was to investigate the relationship between the use of case-based learning within an intermediate-level undergraduate STEM course and correlate specific student characteristics such as academic preparation and experience with learning gains. We were specifically interested to see whether case-based learning represented a beneficial and equitable form of learning for all participants, or, as predicted by CLT, whether some students perhaps benefited more from a traditional lecture due to its simpler structure and reduced cognitive load. We were also interested in providing realistic suggestions to other educators who may be considering the use of case-based learning in their courses in piecemeal manner to replace certain lectures or perhaps a laboratory activity but are unable to replace an entire semester’s curriculum given the resources required ( Colliver, 2000 ). As explained by Aikens and Dolan (2014) and Albanese (2000) , replacing single lessons or activities is more realistic when trying something different in most courses. Also, given the findings of Stains et al. (2018) , most STEM instructors naturally move between different teaching formats, even within a single teaching period. Thus, providing evidence-based guidance on when to use certain formats and with which population of students may help direct the timing and implementation of certain activities.

In regard to our first research question, “Compared with a conventional learning format such as a traditional lecture, how do student learning gains differ when using a case study?,” we found no differences between treatments. Our findings were consistent with those of other authors such as Hoag et al. (2005) , who found no difference in learning gains between the use of a case study compared with a didactic lecture for students enrolled in an undergraduate immunology course when assessing critical-thinking skills via a multiple-choice test. Similarly, Terry (2007) assessed introductory biology students’ critical-thinking skills using the Watson-Glaser Critical Thinking assessment and found no differences between students in a case-based learning group versus a traditional lecture group. Furthermore, in a study conducted by Baeten et al. (2013) , which compared case-based learning with traditional lectures, it was found that case-based learning did not produce deeper learning unless supplemented with a well-structured didactic lecture first, so that students could understand the content discussed in the case study before attempting to complete it. This finding was similar to that described by Cliff (2006) , who reported that, if case-based learning was used in an undergraduate STEM course, additional supplementation with well-structured material was often required to help students understand content. And finally, Dochy et al. (2003) conducted a meta-analysis comparing case-based learning to learning via traditional lectures in a clinical skills course for medical students and found that, while application of knowledge and higher-order thinking for professional students using case-based learning was higher immediately after the case-based learning experience, there were no differences between groups when given multiple-choice posttests measuring accumulated and retained knowledge at a later point.

For our second research question we asked, “How do student characteristics such as general academic preparation and credit hours completed relate to learning gains derived from the use of a case study?,” and attempted to isolate case-based learning benefits by certain student characteristics. This question was not only driven by the lack of information specifically addressing who benefits from case-based learning within undergraduate STEM courses, but also by other authors such as Lundeberg (2008) and Yadav et al. (2007) who questioned how much background students should have to be successful when using case-based learning. We found that success with case-based learning is likely predicted by certain student characteristics, such as having a stronger academic background coming out of high school, as indicated by the correlations between ACT scores and learning gains, or having more college experience, as indicated by the correlations in our study between college credit hours completed and learning gains. Our results were consistent with other authors investigating similar questions with undergraduate students. For example, Halstead and Billings (2005) found that case-based learning may become frustrating for less-prepared students or those who are used to more traditional methods. Similarly, McRae (2012) stated that “case studies can cause confusion and cognitive frustration if students do not have the prerequisite knowledge to handle the information” (p. 1175).

Our results, as well as those reported by Halstead and Billings (2005) and McRae (2012) , can perhaps be explained by CLT, which provides a framework for understanding the relationship between cognitive processes of learners and the structure of information ( Paas et al. , 2003a ). According to this theory, when novice learners are attempting to comprehend complex information consisting of multiple interacting elements, especially for the first time, extraneous details should be minimized, as they can quickly overload novice learners’ cognitive abilities. Although we did not directly test for this, it is likely that the story, explanatory text, and interactive graphics that were part of the case study presented too much extraneous detail for some students. It is also possible the interactive graphics themselves, which required a student to have a certain level of reading comprehension to extract pertinent information from the story and apply it correctly to a graphic, were too overwhelming. In comparison, the traditional learning format used in this study, which consisted of a basic PowerPoint presentation and didactic lecture, contained little to no extraneous information and required a much lower level of reading comprehension. Perhaps as a student gains more experience and his or her cognitive abilities evolve, the addition of extraneous details can be beneficial, as it makes the information more interesting and challenging and encourages the student to see how elements interact. This notion was also supported by Paas et al. (2003a ), who suggested the addition of previously omitted details can foster a deeper level of understanding for more advanced learners, and is also reinforced by McParland et al. (2004) , who found that older students were less likely to use surface learning approaches, such as memorization, and were thus more likely to be able to make meaning from complex activities.

Summarizing our findings in light of outcomes reported by other authors, we believe our results provide several novel additions to the field of case-based learning. First, the use of a case study by itself might not always yield increased learning gains compared with more traditional teaching methods, especially if students are asked to work through the case study individually. This is more likely to be true if students have less background and academic preparation or have less college experience in general. It is also more likely to be true if students rely upon memorization when learning new information and are unsure of how to assimilate information, as indicated by our correlations, which show relationships between student approach to learning and learning gains with a case study versus a lecture. In large-enrollment courses, where there is likely to be variation regarding student abilities, it is possible that a more traditional form of teaching such as a lecture, at least initially, might represent a more equitable form of learning. After the playing field has been leveled, so to speak, case-based learning may become more useful to more students. This is consistent with work by McLean (2016) , who concluded that advance preparation of the student was necessary for case-based learning to be effective and after that cases could be a powerful stimulant for learning. Second, our study provides helpful insights into the benefits and drawbacks of using case-based learning with an often-overlooked population of students: intermediate-level undergraduates. Given that attrition rates from STEM often intensify during this time, especially for lower-performing students ( Strenta et al. , 1994 ; Seymour and Hewitt, 1997 ; Maltese and Tai, 2010 ; PCAST, 2012 ), having some information about which teaching tools to use or avoid at certain time points could be beneficial.

We would like to acknowledge that many studies supporting case-based learning have been reported with nursing students ( Kaddoura, 2011 ; Popil, 2011 ), medical students ( Wood, 2009 ; Nair et al. , 2013 ; McLean, 2016 ; Kaur et al. , 2019 ), graduate students ( McRae, 2012 ), and even vetted upper-level undergraduates enrolled in a majors course ( Cliff and Wright, 1996 ; Knight et al. , 2008 ; Greenwald and Quitadamo, 2014 ). In fact, according to McLean (2016) , medicine represented almost 73% of published studies, followed by dentistry at 5%, pharmacy at 5%, and nursing at 3%, while published studies detailing the use of case-based learning in mixed, undergraduate courses represented 1.4% of the articles published globally (p. 41). Clearly, fewer researchers have examined when and how to use case-based learning with intermediate-level undergraduates, leaving many questions for educators who teach at this level.

As with any study, this one was not without limitations. For example, we specifically wanted to examine relationships between individual students and case-based learning versus a more traditional form of learning, and to do this, we had students work by themselves in both treatments. Typically, case-based learning is done with students working in groups. However, group work can often mask the performance of lower-achieving students, as a small minority of students can dominate group work ( Lundeberg, 2008 ). This idea was also supported by McRae (2012) , who reported that, when students worked in groups as part of case-based learning, lower-performing students often rode the coattails of better-performing students and may have learned less than they appeared to learn. Additionally, it is possible that students with lower reading comprehension gained less when learning with a case study compared with a traditional lecture. We did not collect or assess reading comprehension scores, but it would be something to consider for the future, given the typical reliance upon reading skills when learning from a case study. Furthermore, empirically assessing the value of different types of activities within a case study, such as multimedia or other interactive features that help students scaffold their nascent understanding of the information provided by the case study, would be a helpful addition to the literature. It is very possible that case studies could become a powerful tool to help engage underprepared students if the right supportive features were included. And finally, we would like to acknowledge that learning gains in both treatments used in this study were lower than we had hoped and perhaps indicate that the concepts presented were too difficult for students at this level, and this could have impacted our results.

In conclusion, while case-based learning increased learning gains for some students, it is possible that these gains may not be equally achievable by all students within large undergraduate courses due to the diversity of student characteristics. The advantages of case-based learning are likely more tangible for students who have stronger academic backgrounds and are better equipped to assimilate information from multiple sources when learning new concepts as opposed to relying upon memorization and for those with more college experience. In large, diverse, undergraduate courses, we believe it is important to provide a more equitable form of learning for all students, and in these instances, we suggest supporting case-based learning activities with other pedagogical tools, including didactic lectures. It is possible that the provision of complex information, made upfront or ahead of time in a more simplified and scaffolded format, could reduce the cognitive load some students may experience while trying to navigate and learn from a case study. And finally, we suggest measuring and carefully considering the current level of development of students when selecting tools such as case studies for use in undergraduate courses; matching the timing of certain educational approaches with the current cognitive load capacity of students is likely key to effective learning.

Supplementary Material

Acknowledgments.

Publication of this article was funded in part by the Kansas State University Open Access Publishing Fund.

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What are the benefits and drawbacks of case study research?

Posted by Mark Murphy | May 24, 2014 | Method , Research Students | 0

There should be no doubt that with case studies what you gain in depth you lose in breadth – this is the unavoidable compromise that needs to be understood from the beginning of the research process. So this is neither an advantage nor a disadvantage as one aspect cancels out the benefits/drawbacks of the other – there are other benefits and drawbacks that need attention however …

• Their flexibility: case studies are popular for a number of reasons, one being that they can be conducted at various points in the research process. Researchers are known to favour them as a way to develop ideas for more extensive research in the future – pilot studies often take the form of case studies. They are also effective conduits for a broad range of research methods; in that sense they are non-prejudicial against any particular type of research – focus groups are just as welcome in case study research as are questionnaires or participant observation.
• Capturing reality: One of their key benefits is their ability to capture what Hodkinson and Hodkinson call ‘lived reality’ (2001: 3). As they put it, case studies have the potential, when applied successfully, to ‘retain more of the “noise” of real life than many other types of research’ (Hodkinson and Hodkinson, 2001: 3). The importance of ‘noise’ and its place in research is especially important in contexts such as education, for example in schools where background noise is unavoidable. Educational contexts are always complex, and as a result it is difficult to exclude other unwanted variables, ‘some of which may only have real significance for one of their students’ (Hodkinson and Hodkinson, 2001, 4).
• The challenge of generality: At the same time, given their specificity, care needs to be taken when attempting to generalise from the findings. While there’s no inherent flaw in case study design that precludes its broader application, it is preferable that researchers choose their case study sites carefully, while also basing their analysis within existing research findings that have been generated via other research designs. No design is infallible but so often has the claim against case studies been made, that some of the criticism (unwarranted and unfair in many cases) has stuck.
• Suspicion of amateurism: Less partisan researchers might wonder whether the case study offers the time and finance-strapped researcher a convenient and pragmatic source of data, providing findings and recommendations that, given the nature of case studies, can neither be confirmed nor denied, in terms of utility or veracity. Who is to say that case studies offer anything more than a story to tell, and nothing more than that?
• But alongside this suspicion is another more insiduous one – a notion that ‘stories’ are not what social science research is about. This can be a concern for those who favour  case study research, as the political consequences can be hard to ignore. That said, so much research is based either on peoples’ lives or the impact of other issues (poverty, institutional policy) on their lives, so the stories of what actually occurs in their lives or in professional environments tend to be an invaluable source of evidence. The fact is that stories (individual, collective, institutional) have a vital role to play in the world of research. And to play the specific v. general card against case study design suggests a tendency towards forms of research fundamentalism as opposed to any kind of rational and objective take on case study’s strengths and limitations.
• Preciousness: Having said that, researchers should not fall into the trap (surprising how often this happens) of assuming that case study data speaks for itself – rarely is this ever the case, an assumption that is as patronising to research subjects as it is false. The role of the researcher is both to describe social phenomena and also to explain – i.e., interpret. Without interpretation the research findings lack meaningful presentation – they present themselves as fact when of course the reality of ‘facts’ is one of the reasons why such research is carried out.
• Conflation of political/research objectives: Another trap that case study researchers sometimes fall into is presenting research findings as if they were self-evidently true, as if the stories were beyond criticism. This is often accompanied by a vague attachment to the notion that research is a political process – one that is performed as a form of liberation against for example policies that seek to ignore the stories of those who ‘suffer’ at the hands of overbearing political or economic imperatives. Case study design should not be viewed as a mechanism for providing a ‘local’ bulwark against the ‘global’ – bur rather as a mechanism for checking the veracity of universalist claims (at least one of its objectives). The valorisation of particularism can only get you so far in social research.

[This post is adapted from material in ‘Research and Education’ (Curtis, Murphy and Shields , Routledge 2014), pp. 80-82].

Reference: Hodkinson, P. and H. Hodkinson (2001). The strengths and limitations of case study research. Paper presented to the Learning and Skills Development Agency conference, Making an impact on policy and practice , Cambridge, 5-7 December 2001, downloaded from h ttp://education.exeter.ac.uk/tlc/docs/publications/LE_PH_PUB_05.12.01.rtf.26.01.2013

About The Author

Mark Murphy

Mark Murphy is a Reader in Education and Public Policy at the University of Glasgow. He previously worked as an academic at King’s College, London, University of Chester, University of Stirling, National University of Ireland, Maynooth, University College Dublin and Northern Illinois University. Mark is an active researcher in the fields of education and public policy. His research interests include educational sociology, critical theory, accountability in higher education, and public sector reform.

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The Benefits of Using Case Study Focussed, Problem Based Learning Approaches to Unit Design for Biomedical Science Students

Affiliation.

• 1 Department of Life Sciences, Faculty of Science and Engineering, Manchester Metropolitan University, Manchester, United Kingdom.
• PMID: 37457621
• PMCID: PMC10340524
• DOI: 10.3389/bjbs.2023.11494

As part of the Biomedical Sciences undergraduate degree course students are required to apply biological principles to the interpretation of clinical case studies and the diagnosis of patients. Case study-based learning, i.e., application of knowledge to patient diagnosis, is new to most students as case studies do not form part of non-applied A level courses in biological sciences. This approach is an example of Problem Based Learning (PBL) which has been shown to support higher levels of student learning, encouraging critical thinking and analysis. PBL approaches have also been shown to increase academic satisfaction and student engagement. In recent years we have observed a downwards trend in student engagement and historically student performance in applied case study-based assessments to be lower than that observed for assessments based on detailing fundamental biological principles. We hypothesised that PBL teaching delivery would support students in preparing for case study-based assessments, helping them to demonstrate their critical evaluation and problem-solving skills, and hence, improve student performance. We also hypothesised that the student learning experience would be enhanced by a PBL teaching delivery approach which would improve overall engagement. We therefore redesigned a second year Biomedical Sciences degree haematology and clinical biochemistry unit: "Blood Science," with a stronger focus on PBL, including case study focussed activities throughout the unit. We subsequently analysed whether this PBL-focussed unit design improved student experience and feedback, student engagement and student confidence for biomedical science undergraduate students. We present here, our teaching strategy and the impact our changes had on student feedback for the 21/22 and 22/23 academic years. Our findings demonstrate that case study-based activities and tutorial PBL exercises, when incorporated into the curriculum design, can improve student experience in the Biomedical Sciences and other biological science undergraduate degree courses.

Keywords: biomedical sciences; blood science; case studies; problem based learning; tutorials.

Copyright © 2023 Posner, Dempsey and Unsworth.

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Student Case Study

Ai generator.

Delving into student case studies offers invaluable insights into educational methodologies and student behaviors. This guide, complete with detailed case study examples , is designed to help educators, researchers, and students understand the nuances of creating and analyzing case studies in an educational context. By exploring various case study examples, you will gain the tools and knowledge necessary to effectively interpret and apply these studies, enhancing both teaching and learning experiences in diverse academic settings.

What is a Student Case Study? – Meaning A student case study is an in-depth analysis of a student or a group of students to understand various educational, psychological, or social aspects. It involves collecting detailed information through observations, interviews, and reviewing records, to form a comprehensive picture. The goal of a case study analysis is to unravel the complexities of real-life situations that students encounter, making it a valuable tool in educational research. In a case study summary, key findings are presented, often leading to actionable insights. Educators and researchers use these studies to develop strategies for improving learning environments. Additionally, a case study essay allows students to demonstrate their understanding by discussing the analysis and implications of the case study, fostering critical thinking and analytical skills.

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Schools especially those that offers degree in medicine, law, public policy and public health teaches students to learn how to conduct a case study. Some students say they love case studies . For what reason? Case studies offer real world challenges. They help in preparing the students how to deal with their future careers. They are considered to be the vehicle for theories and concepts that enables you to be good at giving detailed discussions and even debates. Case studies are useful not just in the field of education, but also in adhering to the arising issues in business, politics and other organizations.

Student Case Study Format

Case Study Title : Clear and descriptive title reflecting the focus of the case study. Student’s Name : Name of the student the case study is about. Prepared by : Name of the person or group preparing the case study. School Name : Name of the school or educational institution. Date : Date of completion or submission.

Introduction

Background Information : Briefly describe the student’s background, including age, grade level, and relevant personal or academic history. Purpose of the Case Study : State the reason for conducting this case study, such as understanding a particular behavior, learning difficulty, or achievement.

Case Description

Situation or Challenge : Detail the specific situation, challenge, or condition that the student is facing. Observations and Evidence : Include observations from teachers, parents, or the students themselves, along with any relevant academic or behavioral records.

Problem Analysis : Analyze the situation or challenge, identifying potential causes or contributing factors. Impact on Learning : Discuss how the situation affects the student’s learning or behavior in school.

Intervention Strategies

Action Taken : Describe any interventions or strategies implemented to address the situation. This could include educational plans, counseling, or specific teaching strategies. Results of Intervention : Detail the outcome of these interventions, including any changes in the student’s behavior or academic performance.

Conclusion and Recommendations

Summary of Findings : Summarize the key insights gained from the case study. Recommendations : Offer suggestions for future actions or strategies to further support the student. This might include recommendations for teachers, parents, or the student themselves.

Best Example of Student Case Study

Overcoming Reading Challenges: A Case Study of Emily Clark, Grade 3 Prepared by: Laura Simmons, Special Education Teacher Sunset Elementary School Date: May 12, 2024 Emily Clark, an 8-year-old student in the third grade at Sunset Elementary School, has been facing significant challenges with reading and comprehension since the first grade. Known for her enthusiasm and creativity, Emily’s struggles with reading tasks have been persistent and noticeable. The primary purpose of this case study is to analyze Emily’s reading difficulties, implement targeted interventions, and assess their effectiveness. Emily exhibits difficulty in decoding words, reading fluently, and understanding text, as observed by her teachers since first grade. Her reluctance to read aloud and frustration with reading tasks have been consistently noted. Assessments indicate that her reading level is significantly below the expected standard for her grade. Parental feedback has also highlighted Emily’s struggles with reading-related homework. Analysis of Emily’s situation suggests a potential learning disability in reading, possibly dyslexia. This is evidenced by her consistent difficulty with word recognition and comprehension. These challenges have impacted not only her reading skills but also her confidence and participation in class activities, especially those involving reading. To address these challenges, an individualized education plan (IEP) was developed. This included specialized reading instruction focusing on phonemic awareness and decoding skills, multisensory learning approaches, and regular sessions with a reading specialist. Over a period of six months, Emily demonstrated significant improvements. She engaged more confidently in reading activities, and her reading assessment scores showed notable progress. In conclusion, the intervention strategies implemented for Emily have been effective. Her case highlights the importance of early identification and the implementation of tailored educational strategies for students with similar challenges. It is recommended that Emily continues to receive specialized instruction and regular monitoring. Adjustments to her IEP should be made as necessary to ensure ongoing progress. Additionally, fostering a positive reading environment at home is also recommended.

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Case Study Definition

A case study is defined as a research methodology that allows you to conduct an intensive study about a particular person, group of people, community, or some unit in which the researcher could provide an in-depth data in relation to the variables. Case studies can examine a phenomena in the natural setting. This increases your ability to understand why the subjects act such. You may be able to describe how this method allows every researcher to take a specific topic to narrow it down making it into a manageable research question. The researcher gain an in-depth understanding about the subject matter through collecting qualitative research and quantitative research datasets about the phenomenon.

Benefits and Limitations of Case Studies

If a researcher is interested to study about a phenomenon, he or she will be assigned to a single-case study that will allow him or her to gain an understanding about the phenomenon. Multiple-case study would allow a researcher to understand the case as a group through comparing them based on the embedded similarities and differences. However, the volume of data in case studies will be difficult to organize and the process of analysis and strategies needs to be carefully decided upon. Reporting of findings could also be challenging at times especially when you are ought to follow for word limits.

Example of Case Study

Nurses’ pediatric pain management practices.

One of the authors of this paper (AT) has used a case study approach to explore nurses’ pediatric pain management practices. This involved collecting several datasets:

Observational data to gain a picture about actual pain management practices.

Questionnaire data about nurses’ knowledge about pediatric pain management practices and how well they felt they managed pain in children.

Questionnaire data about how critical nurses perceived pain management tasks to be.

These datasets were analyzed separately and then compared and demonstrated that nurses’ level of theoretical did not impact on the quality of their pain management practices. Nor did individual nurse’s perceptions of how critical a task was effect the likelihood of them carrying out this task in practice. There was also a difference in self-reported and observed practices; actual (observed) practices did not confirm to best practice guidelines, whereas self-reported practices tended to.

How do you Write a Case Study for Students?

1. choose an interesting and relevant topic:.

Select a topic that is relevant to your course and interesting to your audience. It should be specific and focused, allowing for in-depth analysis.

2. Conduct Thorough Research :

Gather information from reputable sources such as books, scholarly articles, interviews, and reliable websites. Ensure you have a good understanding of the topic before proceeding.

3. Identify the Problem or Research Question:

Clearly define the problem or research question your case study aims to address. Be specific about the issues you want to explore and analyze.

4. Introduce the Case:

Provide background information about the subject, including relevant historical, social, or organizational context. Explain why the case is important and what makes it unique.

5. Describe the Methods Used:

Explain the methods you used to collect data. This could include interviews, surveys, observations, or analysis of existing documents. Justify your choice of methods.

6. Present the Findings:

Present the data and findings in a clear and organized manner. Use charts, graphs, and tables if applicable. Include direct quotes from interviews or other sources to support your points.

7. Analytical Interpretation:

Analyze the data and discuss the patterns, trends, or relationships you observed. Relate your findings back to the research question. Use relevant theories or concepts to support your analysis.

8. Discuss Limitations:

Acknowledge any limitations in your study, such as constraints in data collection or research methods. Addressing limitations shows a critical awareness of your study’s scope.

9. Propose Solutions or Recommendations:

If your case study revolves around a problem, propose practical solutions or recommendations based on your analysis. Support your suggestions with evidence from your findings.

10. Write a Conclusion:

Summarize the key points of your case study. Restate the importance of the topic and your findings. Discuss the implications of your study for the broader field.

What are the objectives of a Student Case Study?

1. learning and understanding:.

• To deepen students’ understanding of a particular concept, theory, or topic within their field of study.
• To provide real-world context and practical applications for theoretical knowledge.

2. Problem-Solving Skills:

• To enhance students’ critical thinking and problem-solving abilities by analyzing complex issues or scenarios.
• To encourage students to apply their knowledge to real-life situations and develop solutions.

3. Research and Analysis:

• To develop research skills, including data collection, data analysis , and the ability to draw meaningful conclusions from information.
• To improve analytical skills in interpreting data and making evidence-based decisions.

4. Communication Skills:

• To improve written and oral communication skills by requiring students to present their findings in a clear, organized, and coherent manner.
• To enhance the ability to communicate complex ideas effectively to both academic and non-academic audiences.

5. Ethical Considerations:

To promote awareness of ethical issues related to research and decision-making, such as participant rights, privacy, and responsible conduct.

6. Interdisciplinary Learning:

To encourage cross-disciplinary or interdisciplinary thinking, allowing students to apply knowledge from multiple areas to address a problem or issue.

7. Professional Development:

• To prepare students for future careers by exposing them to real-world situations and challenges they may encounter in their chosen profession.
• To develop professional skills, such as teamwork, time management, and project management.

8. Reflection and Self-Assessment:

• To prompt students to reflect on their learning and evaluate their strengths and weaknesses in research and analysis.
• To foster self-assessment and a commitment to ongoing improvement.

9. Promoting Innovation:

• To inspire creativity and innovation in finding solutions to complex problems or challenges.
• To encourage students to think outside the box and explore new approaches.

10. Building a Portfolio:

To provide students with tangible evidence of their academic and problem-solving abilities that can be included in their academic or professional portfolios.

What are the Elements of a Case Study?

A case study typically includes an introduction, background information, presentation of the main issue or problem, analysis, solutions or interventions, and a conclusion. It often incorporates supporting data and references.

How Long is a Case Study?

The length of a case study can vary, but it generally ranges from 500 to 1500 words. This length allows for a detailed examination of the subject while maintaining conciseness and focus.

How Big Should a Case Study Be?

The size of a case study should be sufficient to comprehensively cover the topic, typically around 2 to 5 pages. This size allows for depth in analysis while remaining concise and readable.

What Makes a Good Case Study?

A good case study is clear, concise, and well-structured, focusing on a relevant and interesting issue. It should offer insightful analysis, practical solutions, and demonstrate real-world applications or implications.

Case studies bring people into the real world to allow themselves engage in different fields such as in business examples, politics, health related aspect where each individuals could find an avenue to make difficult decisions. It serves to provide framework for analysis and evaluation of the different societal issues. This is one of the best way to focus on what really matters, to discuss about issues and to know what can we do about it.

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• Instructive
• Professional

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