{"id":1844,"date":"2024-08-06T10:21:45","date_gmt":"2024-08-06T17:21:45","guid":{"rendered":"https:\/\/blogs.ubc.ca\/ubcsauderteachingplaybook\/?p=1844"},"modified":"2024-08-14T14:23:00","modified_gmt":"2024-08-14T21:23:00","slug":"case-study-teaching","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/ubcsauderteachingplaybook\/case-study-teaching\/","title":{"rendered":"Case Study Teaching"},"content":{"rendered":"\n

Case-Based Teaching<\/h2>\n\n\n\n

Case-based teaching is the use of real world situations to introduce students to a variety of perspectives. The experience is open-ended and presents opportunities and unique challenges.<\/p>\n\n\n\n

\u201cBecause wisdom can\u2019t be told.\u201d<\/em><\/h2>
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In 1940, Harvard Business Professor Charles Gragg summarized case-based teaching with the quotation above. By engaging students in a situation that occurred in the real world, the learning is deeper and more meaningful than lecturing.<\/p>\n\n\n\n

Teaching cases requires being prepared for a variety of student responses, but also not circumscribing the students\u2019 analyses.<\/p>\n\n\n\n

Similar to cases, but more immersive, are simulations and games. More information is available at this link<\/a>. Simulations involve students responding in real time to simulated conditions, while case-based teaching has students analyzing previous events, proposing solutions, then justifying and discussing them.<\/p>\n<\/div>\n<\/div>\n<\/div><\/div>\n\n\n\n

Choosing a Case<\/h2>
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Choosing a case can be a complicated process. There are a variety of \u201cclassic\u201d cases that are widely known and used in business education.<\/p>\n\n\n\n

Classic cases are well documented and illustrate concepts well; as with much content, solutions and notes from students are also widely available.<\/p>\n<\/div><\/div>\n\n\n\n

Integrating Cases into a Course<\/h2>
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Consider:<\/strong> Cases can be an experiential learning opportunity especially for newer students.<\/p>\n<\/div><\/div>\n\n\n\n

Case-Based Assessment<\/h2>
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It is important for instructors to consider their expectations carefully before assigning a case assignment. Given the open-ended nature of cases, there typically is no single correct answer. A variety of assessment types can be utilized to measure students\u2019 learning<\/p>\n\n\n\n

Consider:<\/strong> Is the purpose for formative or summative assessment?<\/p>\n\n\n\n

In-class discussion<\/p>\n\n\n\n

Team or Individual Presentation of analysis and\/or proposed solution<\/p>\n\n\n\n

Written analysis<\/p>\n<\/div><\/div>\n\n\n\n

References<\/h2>
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