disadvantages of case study as a teaching method

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What the Case Study Method Really Teaches

Nitin Nohria

disadvantages of case study as a teaching method

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 Professor of Business Administration, Distinguished University Service Professor, and former dean of Harvard Business School.

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Case Method Teaching and Learning

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

Why use the Case Method?

Case method teaching approaches, how do i get started.

Additional Resources

The CTL is here to help!

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

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

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

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

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

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

Case Method Teaching and Learning at Columbia

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

Faculty Spotlight:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Identify learning objectives, determine scope, and anticipate challenges.

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

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

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

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

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

Plan for the case discussion and an active role for students

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

Student preparation and expectations

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Additional resources

Teaching with Cases , Harvard Kennedy School of Government.

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

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

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

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

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

Columbia Resources

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

Center for Teaching and Learning

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

Office of the Provost

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

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

Explore our teaching resources.

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

CTL resources and technology for you.

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

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Case Study Teaching and Learning

First Online: 09 July 2020

Cite this chapter

Riann Singh 2 &
Shalini Ramdeo 2

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This chapter is the first of three chapters that explore case studies in OD. This chapter presents the fundamentals of case method teaching and learning. It is important to understand such fundamentals before presenting OD cases to readers. In OD and other related fields, the case approach is widely used as a pedagogy for learning by making decisions on information about an issue or problem. Case method teaching and learning strategies attempt to bridge the gap between theoretical and practical applications in any field of study. The chapter also presents the reader with the basics of case method approaches, provides an explanation of its importance in OD, describes how students should approach case method learning, and outlines how they can approach case analysis and discussion.

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Burgoyne, J., and A. Mumford. 2001. Learning from the case method: A report to the European case. In Clearing house . Cranfield: ECCH.

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McDade, S.A. 1995. Case study pedagogy to advance critical thinking. Teaching of Psychology 22 (1): 9–10.

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Geering, J. 2004. What is a case study and what is it good for? American Political Science Review 98 (2): 341–354.

———. 2001. Learning from the case method: A report to the European case. In Clearing house . Cranfield: ECCH.

Golich, V.L., M. Boyer, P. Franko, and S. Lamy. 2000. The ABCs of case teaching. Pew Case Studies in International Affairs .

Bloom, B.S. 1956. Taxonomy of educational objectives: The classification of educational goals . New York, NY: Longmans, Green.

Pun, Hubert. Ivey publishing case teaching and writing workshop 2018. The University of the West Indies-Arthur Lok Jack Global School of Business.

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Singh, R., Ramdeo, S. (2020). Case Study Teaching and Learning. In: Leading Organizational Development and Change. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-39123-2_21

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Instructional Strategies

Case-Based Learning

What is case-based learning.

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

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

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

Why Use Case-Based Learning?

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

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

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

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

Teaching Strategies for Case-Based Learning

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

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

Formats for Cases

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

Managing a Case Assignment

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

Designing Case Study Questions

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

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

Managing Discussion and Debate Effectively

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

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

Select Books available through the Queen's Library

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

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

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

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

Online Articles

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

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

Websites and Online Case Collections

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

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

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

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The Case Study Teaching Method

It is easy to get confused between the case study method and the case method , particularly as it applies to legal education. The case method in legal education was invented by Christopher Columbus Langdell, Dean of Harvard Law School from 1870 to 1895. Langdell conceived of a way to systematize and simplify legal education by focusing on previous case law that furthered principles or doctrines. To that end, Langdell wrote the first casebook, entitled A Selection of Cases on the Law of Contracts , a collection of settled cases that would illuminate the current state of contract law. Students read the cases and came prepared to analyze them during Socratic question-and-answer sessions in class.

The Harvard Business School case study approach grew out of the Langdellian method. But instead of using established case law, business professors chose real-life examples from the business world to highlight and analyze business principles. HBS-style case studies typically consist of a short narrative (less than 25 pages), told from the point of view of a manager or business leader embroiled in a dilemma. Case studies provide readers with an overview of the main issue; background on the institution, industry, and individuals involved; and the events that led to the problem or decision at hand. Cases are based on interviews or public sources; sometimes, case studies are disguised versions of actual events or composites based on the faculty authors’ experience and knowledge of the subject. Cases are used to illustrate a particular set of learning objectives; as in real life, rarely are there precise answers to the dilemma at hand.

Our suite of free materials offers a great introduction to the case study method. We also offer review copies of our products free of charge to educators and staff at degree-granting institutions.

For more information on the case study teaching method, see:

Martha Minow and Todd Rakoff: A Case for Another Case Method
HLS Case Studies Blog: Legal Education’s 9 Big Ideas
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Please note you do not have access to teaching notes, case-method teaching: advantages and disadvantages in organizational training.

Journal of Management Development

ISSN : 0262-1711

Article publication date: 21 September 2018

Issue publication date: 7 November 2018

The purpose of this paper is to introduce case-method teaching (CMT), its advantages and disadvantages for the process of organizational training within organizations, as well as to compare its advantages and disadvantages with current training methods.

Design/methodology/approach

The authors applied a systematic literature review to define, identify and compare CMT with current methods.

In CMT, participants get involved with real-world challenges from an action perspective instead of analyzing them from a distance. Also, different reactions of the participants to the same challenge aid instructors to identify the individual differences of participants toward the challenge. Although CMT is still not considered as a popular organizational training method, the advantages of CMT may encourage organizational instructors to further apply it. Improving the long-term memory, enhancing the quality of decision making and understanding the individual differences of individuals are the advantages of CMT.

Research limitations/implications

A lack of sufficient empirical researchers and the high cost of conducting this method may prevent practitioners to apply it.

Originality/value

The review suggested that CMT is able to bring dilemmas from the real world into training settings. Also, it helps organizations to identify the individual reactions before they make a decision.

Advantages and disadvantages
Case-method teaching
Organizational training

Acknowledgements

The authors would like to sincerely thank Dr Mojtaba Amanollah Nejad and Dr Geeske Scholz who helped to improve this paper.

Radi Afsouran, N. , Charkhabi, M. , Siadat, S.A. , Hoveida, R. , Oreyzi, H.R. and Thornton III, G.C. (2018), "Case-method teaching: advantages and disadvantages in organizational training", Journal of Management Development , Vol. 37 No. 9/10, pp. 711-720. https://doi.org/10.1108/JMD-10-2017-0324

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