case study group work

Center for Teaching Innovation

Resource library, examples of collaborative learning or group work activities.

• Getting Started with Designing Group Work Assignments
• Getting Started with Evaluating Group Work
• Team-Based Learning Collaborative

Stump Your Partner

• Students take a minute to create a challenging question based on the lecture content up to that point.
• Students pose the question to the person sitting next to them.
• To take this activity a step further, ask students to write down their questions and hand them in. These questions can be used to create tests or exams. They can also be reviewed to gauge student understanding.

Think-Pair-Share/Write-Pair-Share

• The instructor poses a question that demands analysis, evaluation, or synthesis.
• Students take a few minutes to think through an appropriate response.
• Students turn to a partner (or small groups) and share their responses. Take this a step further by asking students to find someone who arrived at an answer different from their own and convince their partner to change their mind.
• Student responses are shared within larger teams or with the entire class during a follow-up discussion.
• Stop at a transition point in your lecture.
• Have students turn to a partner or work in small groups to compare notes and ask clarifying questions.
• After a few minutes, open the floor to a few questions.

Fishbowl Debate

• Ask students to sit in groups of three.
• Assign roles. For example, the person on left takes one position on a topic for debate, the person on right takes the opposite position, and the person in the middle takes notes and decides which side is the most convincing and provides an argument for his or her choice.
• Debrief by calling on a few groups to summarize their discussions.
• Create four to five case studies of similar difficulty.
• Have students work in groups of four or five to work through and analyze their case study.
• Provide 10-15 minutes (or adequate time) to work through the cases.
• Walk around and address any questions.
• Call on groups randomly and ask that students share their analysis. Continue until each case study has been addressed.

Team-Based Learning

• Start a course unit by giving students some tasks to complete, such as reading or lab assignments. Consider assigning these to be completed before class.
• Check students' comprehension of the material with a quick multiple-choice quiz. Have students submit their answers.
• Assign students to groups and have them review their answers with group members to reach consensus. Have each group submit one answered quiz.
• Record both the individual student assessment scores and the final group assessment score (both of which are used toward each student's course grade).
• Deliver a lecture that specially targets any misconceptions or gaps in knowledge the assessments reveal.
• Give groups a challenging assignment, such as solving a problem or applying a theory to a real-world situation.
• Find more information on this strategy at   the Team-Based Learning Collaborative .

Group Problem-Solving

There are many instructional strategies that involve students working together to solve a problem, including inquiry-based learning, authentic learning, and discovery learning. While they each have their own unique characteristics, they fundamentally involve:

• Presenting students with a problem.
• Providing some structure or guidance toward solving the problem. Note however, that they are all student-centered activities in which the instructor may have a very minimal role.
• Reaching a final outcome or solution.

• Discussion Forum

Keys to Facilitating Successful Student Group Work

by Amanda Reilly

Working in teams is an important part of being an effective learner and employee, yet students from high school through professional schools tend to groan when teachers assign a team project.  How can teachers foster positive attitudes before, during and after group experiences?

“It’s not about loving the group work; it’s about developing the skills,” said Dr. Maryellen Weimer, professor emerita at Penn State Berks and the keynote speaker at the 2015 spring seminar of Simmons College’s Center for Excellence in Teaching. Dr. Weimer, a renowned authority on effective college teaching, presented on successful methods for encouraging effective student group work. She said that although professors typically encourage their students to be “self-directed learners” (rather than “groupies,” who depend on others to learn), educators still must cultivate rewarding group experiences so that students can be productive in a variety of educational and professional scenarios.

Dr. Weimer detailed several ways in which teachers can facilitate student group work:

• Focus on the details. Early in their work together, group members must delineate expectations, clarify roles, understand each other’s work styles, and commit to how they will work together. When group members establish their own group norms, they lay a solid foundation for their work, such as a group member “bill of rights” – what the group has a right to expect from each member.
• Maintain an ideal size. What group size is most effective? Dr. Weimer argues that the ideal group is small enough for all members to share their opinions and large enough for diversity of views. A group with three members often does not possess enough diversity of thought and resources; in a group of six or seven members, some members may remain silent during discussions, and work may be divided inequitably. A group of five members is often ideal, eliminating the concerns associated with both smaller and larger groups.
• Thoughtfully construct the group. With diversity in mind, teachers should assemble groups according to a common interest. If you allow students to self-select, it is important to help them build diverse teams. Self-selection, however, can cause introverted students undue stress and social anxiety. Weimer has found that students who don’t know each other before they do group work often create the most outstanding work, whereas students who already know each other tend to socialize more and make less progress during group work, thereby not producing exceptional results.
• Don’t underestimate peer pressure. Students who don’t carry their own weight (e.g., “social loafers,” “freeloaders”) or who dominate and exclude (e.g., “alpha lone wolves”) have to acclimate to the group dynamic. Group conflict can be a valuable opportunity for personal growth. Dr. Weimer asks that groups share techniques for effective communication and team member accountability with the class, ensuring that each student brings something to the experience.
• Discuss and share best practices to help groups process problems. Facilitate group work by empowering groups to solve their own problems. This helps group members understand that they are responsible for their problems and that overcoming obstacles is part of the group work process. Collaboration is a valuable part of learning how to work effectively in groups, so it is essential for teachers to provide vehicles for students to communicate and share, such as online wikis or Google Docs. Urge groups to observe how other groups communicate, or assign groups the task of making study guides for other groups.
• Use peer formative feedback and provide summative feedback. Students are more accountable to each other when they understand that a portion of their grade is based on peer formative feedback. Formative assessment can help students identify not only their strengths but also opportunities for improvement. This type of process feedback can help groups with the parsing of duties, and assessment of their group needs. Also, remember that students place the most value on the teacher’s summative feedback, typically conveyed through a final evaluation of a group’s process and end product.

Group collaboration is an essential skill for students to learn before they enter the professional world, and the collaborative classroom is an ideal place in which students can develop this skill. With a foundation with which to build better groups, students not only learn teamwork accountability and commitment, but also enhance their ability to master course content.

Dr. Maryellen Weimer has a loyal following of educators from law, medicine, and business programs at colleges and universities across the country. More than 15,000 educators subscribe to her newsletter and read her weekly blog, The Teaching Professor Blog. If you are curious about how to incorporate learner-centered policies, practices, techniques, and approaches in your classroom, check out Dr. Weimer’s teaching resources and strategies at www.facultyfocus.com .

Amanda Reilly is the Program Associate for HLS Case Studies.

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Teaching Online Pedagogical Repository

Create a Case Method Group Activity to Engage Students in Critical Thinking

Tags: Adult Learning , Assessment , Assignments , Blog , Case method , Cognitive Theory , Collaborative Learning , Community of Inquiry , Critical Thinking , Discussions , Experiential Learning , Google , Learning Activities , LMS , Problem-Based Learning , Scaffolding , Social Media , Video , Wiki

Description

The case method group activity is an instructional design strategy that involves faculty members providing one or more case studies to which groups of students respond. The case(s) could be a real-life case or simulation. It could be description of key concept(s) applied, a story or scenario, an actual case study, a problem or mystery, a performance, a visual, or an example.

The case method in online learning as an intervention presents students with ill-structured, real-world derived problems with multiple solutions (Choi & Lee, 2009). In a group activity this case method has the potential to harnesses the effectiveness of collaborative learning (Kolb, 1984) and group activities provide a space for collaborative problem solving, fostering a constructivist learning environment with potential to build a community of learning (Jonassen, 1997). The teaching facilitator can influence learners’ engagement in and adoption of the activity by communicating the relative advantage of key features of the online environment (Karamanos & Gibbs, 2012), as well as mapping and intervening in the group interactions to keep students focused on the problem (Etmer & Koehler, 2014). This mapping creates a plan for instructors to scaffold (or build in techniques to progressively support students to greater levels of learning independence and effective group interactions). Introduction of scaffolds and learning resources, perhaps additional readings and activities, presented at later stages of problem solving were associated with deep meaningful learning and critical thinking (Choi & Lee, 2009).

Because the case reflects a real-life situation, as the group members interact with each other, they should uncover multiple solutions, perspectives, or methods of analyzing the situation, with no single right answer. This divergence is important to encourage for fostering deeper levels of learning and critical thinking (Choi & Lee, 2009). A guiding question for the lesson can offer some parameters for faculty to map and scaffold activities, guiding students’ interactions as they engage with others in their groups about the case. This guiding question should depend on the purpose of the instruction (University of Illinois, 2015). The process of a faculty member scaffolding activities should result in more than one individual or group deliverable associated with it and a corresponding timeline for each. Consider, too, whether each component will have a group or individual grade (Carnegie Mellon University, 2015).

Link to example artifact(s)

As an example of the case method group activity, a faculty member teaching an industrial/organizational psychology course divided the students into groups based on time zones and created a discussion forum for each group. They completed a learning team charter to establish their group covenant. The parameters for the group activity were well-defined: students completed a group charter to agree on expectations for each member’s contribution to the group, the faculty provided an explanation of the purpose of the group activity for learning the material and succeeding in the course. The faculty explicitly stated how the quality of interactions and ideas derived from the group conversation and supported with evidence could contribute to the success of individual assignments.

The faculty provided the same case scenario across each group discussion forum. The case described in writing a company whose strict hierarchy and “us” (management) versus “them” (workers) mentality had led to a dysfunctional workplace environment with punitive acts from management and passive aggressive behaviors from employees. The faculty prompted students to analyze the situation using management and leadership approaches and theories from the course as a group by midway through the course, brainstorm as a group solutions to remedy the situation by applying key course concepts from middle to the end of the course, and submit an individual solution to the problem the case presented as the final assignment.

The faculty member interacted with each group several times throughout the course in their discussion forums, guiding them to consider important motivational and management theories (like Maslow’s hierarchy of needs and McGregor’s theory x and y) to analyze the behavioral dynamics of management and the employees in the case. Additionally, a rubric was associated with each component presented prior to the assignment to set expectations and utilized by the faculty member for grading. To assess critical thinking, elements from the AASU Value rubric were incorporated into the individual solution activity rubric (2017). Students were graded individually even though they were interacting as a group for their mid-course analysis of the scenario, as a group on the solution brainstorming activity for a group grade, and individually on their submissions of their individual solution to the case.

Students’ critical thinking improvements and favorable reaction provided good evidence for the success of the case scenario activities in this course. During the discussion, students often related the scenario to their own real-life experiences in workplace settings. As the discussions progressed, students began identifying these experiences with key concepts, referring and citing course content, and this habit transferred to their individual solutions to the case presented in their papers. Some students developed a clear thesis for their perspectives, recounting nuances of the situation in the scenario (such as the organizational structure and emerging management styles) to substantiate their position. Even fewer students gave multiple solutions and explained why one is better than another. Students generally responded positively to the course and case scenario format. They indicated that they appreciated the real-life examples from other students and expressed that the group discussion contributed development of their individual submissions. Satisfaction with the course, as indicated on students’ end-of-course reviews, was high to very high.

Applying this case method group activity strategy to other disciplines should result in similar success, strengthening students’ critical thinking skills. This strategy is definitely generalizable, as the aim is for students’ collaboration for achieving the course or module objective(s) associated with the activity/assignment (University of Illinois, 2015), guiding students to:

• Identify key concepts reflected by a case, • Situate a case within a given system, • Summarize or recapitulate a case, • Generalize patterns or symbolic representations within a case, • Generate plausible causes that result in a case, • Analyze the components of a case, • Assess or judge the appropriate application presented in a case scenario, • Solve a problem that the case presents or that the faculty presents about the case Any discipline where students would benefit cognitively from collaboration to achieve one of the above objectives could apply this strategy: create a case method group activity to engage students in critical thinking.

Individual Paper Case Study Rubric

Case Study Rubric for Group Collaboration Discussion

Instructor: Revathi Viswanathan Course: Biotechnology

Students were asked to discuss case studies relating to their subject, and Edmodo was used as a learning platform for handling them. The purpose of integrating the technological tool was to encourage students to actively participate in the teaching and learning process even beyond their classroom. Besides this, Edmodo, as an application could be accessed both in a computer and a mobile, which in turn helps teachers to post resources, initiate discussions, create small groups, and enroll students to do collaborative tasks.

As part of the classroom based research, the students were put in small groups, and inputs for case study was posted as video files and reading texts to each group in the Edmodo page. Each group was given guidance on holding case study discussions. The preliminary discussion was initiated through brainstorming questions, which encouraged students to get to the important issue or aspect of the case study. For example, the following questions were posted related to the case study on ‘ Regenerative medicine- Current therapies and future directions’:

• What do you know about regenerative medicine?
• How does it help common man?

Similarly, one of the groups discussed ‘Genetic Engineering of Animals: ethical issues, including welfare concerns’ and the following questions were asked:

• Discuss how ‘deletion of genes, or the manipulation of genes already present’ affects the animals.
• What do you think about this as a biotechnology student?

After a few dialogues online, it was felt that most of the students could not identify the main aspect of the case study and the teacher researcher had to intervene by posting guidelines for discussing a case study (Source: https://plato.acadiau.ca/courses/Busi/IntroBus/CASEMETHOD.html#CASEMETHOD ). They were told about the process by which a case study has to be analysed. They were asked to look for issues that are stated in the case study, critically read and see how the issue is handled in depth. Then, they had to look for opening paragraph, background information, specific area of interest covered, specific problem stated, alternatives given and the conclusion drawn from the discussion, in the case study.

Besides posting these tips for handling case studies, the teacher explained the components of a case study (stated above) in the class. It was felt that this online collaborative activity had to be handled by following the online collaborative theory advocated by Harasim (2012). According to her, a teacher plays an important role (in an online collaborative learning scenario) in the process of knowledge construction among students, by providing inputs and integrating the core concept along with the subject domain. In this context, it must be stated that the teacher researcher had already brought in the integration of biotechnology related case studies for discussion. However, considering the extent to which they could use the subject knowledge for discussing the given case study, it was evident that the students expected teacher’s intervention. In other words, the teacher had to draw their attention to the main issue of the case study by posting a few specific (case study related) questions.

For example, the group which was working on the case study, ‘Genetic engineering of animals’, were asked to focus on the specific concepts. The following question was posted in Edmodo group page:

• How does it affect an animal when it is genetically modified or genetically altered or genetically manipulated or transgenic, and biotechnology-derived
• How will the animal cope with when it is modified?

The extent to which the students of respective groups (group A & B) could discuss the case study by using their subject knowledge was evaluated by comparing two groups (both before-the-intervention and after-the-intervention of the teacher) using Causal-Comparative method. The analysis of performance of the group members was done with the help of the rubrics, ‘Undergraduate Case Analysis Rubrics’ (Source https://www.onlineethics.org/File.aspx?id=31203&v=859a7ffb ). The frequency polygon drawn for both groups (Figures 1 and 2) and the ANOVA test scores evaluated showed variation, particularly in group A’s performance (ie before and after teacher’s intervention).

It was evident that students’ application of subject knowledge in their discussion had promoted communicative ability. Further, it proved the application of online collaborative theory in encouraging students to contribute to online discussions.

Link to scholarly references

Association of American Colleges & Universities (2017). Critical thinking VALUE rubric. Retrieved from  https://www.aacu.org/value/rubrics/critical-thinking

Carnegie Mellon University Eberly Center (2015). How can I assess group work? Retrieved from  https://www.cmu.edu/teaching/designteach/design/instructionalstrategies/groupprojects/assess.html

Choi, I., & Lee, K. (2009). Designing and implementing a case-based learning environment for enhancing ill-structured problem solving: Classroom management problems for prospective teachers. Educational Technology Research and Development , 57( 1 ), 99-129.  https://doi.org/10.1007/s11423-008-9089-2

David, H. J. (1997). Instructional design models for well-structured and ill-structured problem-solving learning outcomes. Educational Technology Research and Development , 45( 1 ). Retrieved from  http://www.webkelley.com/HBS/ID%20Models%20for%20Well-Structured.pdf

Ertmer, P. A., & Koehler, A. A. (2014). Online case-based discussions: Examining coverage of the afforded problem space. Educational Technology Research and Development , 62( 5 ), 617-636.  https://doi.org/10.1007/s11423-014-9350-9

Jonassen, D. H. (1999). Designing constructivist learning environments. In C. M. Reigeluth I nstructional-design theories and models: Volume II (pp. 215-239). Mahwah, N.J: Lawrence Erlbaum Associates. Retrieved from  https://www.savoiabenincasa.gov.it/wp-content/uploads/2016/04/1999-Jonassen.pdf

Karamanos, N., & Gibbs, P. (2012). A model for student adoption of online interactivity. Research in Post-Compulsory Education , 17( 3 ), 321-334.  https://doi.org/10.1080/13596748.2012.700108

Kolb, D. (1984). Experiential learning: Experience as the source of learning and development . Englewood Cliffs, NJ: Prentice Hall. Retrieved from  https://www.pearson.com/us/higher-education/program/Kolb-Experiential-Learning-Experience-as-the-Source-of-Learning-and-Development-2nd-Edition/PGM183903.html

University of Illinois. (2015). Online teaching activity index: Case study or case based index. Retrieved from  www.ion.uillinois.edu%2Fresources%2Fotai%2Fcasestudies.asp&token=yz%2BG1QALcwhrBLaVIIOV1qkwVJCS27mZAH624RoGdAc%3D

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What Is a Case Study?

Weighing the pros and cons of this method of research

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Cara Lustik is a fact-checker and copywriter.

Verywell / Colleen Tighe

• Pros and Cons

What Types of Case Studies Are Out There?

Where do you find data for a case study, how do i write a psychology case study.

A case study is an in-depth study of one person, group, or event. In a case study, nearly every aspect of the subject's life and history is analyzed to seek patterns and causes of behavior. Case studies can be used in many different fields, including psychology, medicine, education, anthropology, political science, and social work.

The point of a case study is to learn as much as possible about an individual or group so that the information can be generalized to many others. Unfortunately, case studies tend to be highly subjective, and it is sometimes difficult to generalize results to a larger population.

While case studies focus on a single individual or group, they follow a format similar to other types of psychology writing. If you are writing a case study, we got you—here are some rules of APA format to reference.  

At a Glance

A case study, or an in-depth study of a person, group, or event, can be a useful research tool when used wisely. In many cases, case studies are best used in situations where it would be difficult or impossible for you to conduct an experiment. They are helpful for looking at unique situations and allow researchers to gather a lot of˜ information about a specific individual or group of people. However, it's important to be cautious of any bias we draw from them as they are highly subjective.

What Are the Benefits and Limitations of Case Studies?

A case study can have its strengths and weaknesses. Researchers must consider these pros and cons before deciding if this type of study is appropriate for their needs.

One of the greatest advantages of a case study is that it allows researchers to investigate things that are often difficult or impossible to replicate in a lab. Some other benefits of a case study:

• Allows researchers to capture information on the 'how,' 'what,' and 'why,' of something that's implemented
• Gives researchers the chance to collect information on why one strategy might be chosen over another
• Permits researchers to develop hypotheses that can be explored in experimental research

On the other hand, a case study can have some drawbacks:

• It cannot necessarily be generalized to the larger population
• Cannot demonstrate cause and effect
• It may not be scientifically rigorous
• It can lead to bias

Researchers may choose to perform a case study if they want to explore a unique or recently discovered phenomenon. Through their insights, researchers develop additional ideas and study questions that might be explored in future studies.

It's important to remember that the insights from case studies cannot be used to determine cause-and-effect relationships between variables. However, case studies may be used to develop hypotheses that can then be addressed in experimental research.

Case Study Examples

There have been a number of notable case studies in the history of psychology. Much of  Freud's work and theories were developed through individual case studies. Some great examples of case studies in psychology include:

• Anna O : Anna O. was a pseudonym of a woman named Bertha Pappenheim, a patient of a physician named Josef Breuer. While she was never a patient of Freud's, Freud and Breuer discussed her case extensively. The woman was experiencing symptoms of a condition that was then known as hysteria and found that talking about her problems helped relieve her symptoms. Her case played an important part in the development of talk therapy as an approach to mental health treatment.
• Phineas Gage : Phineas Gage was a railroad employee who experienced a terrible accident in which an explosion sent a metal rod through his skull, damaging important portions of his brain. Gage recovered from his accident but was left with serious changes in both personality and behavior.
• Genie : Genie was a young girl subjected to horrific abuse and isolation. The case study of Genie allowed researchers to study whether language learning was possible, even after missing critical periods for language development. Her case also served as an example of how scientific research may interfere with treatment and lead to further abuse of vulnerable individuals.

Such cases demonstrate how case research can be used to study things that researchers could not replicate in experimental settings. In Genie's case, her horrific abuse denied her the opportunity to learn a language at critical points in her development.

This is clearly not something researchers could ethically replicate, but conducting a case study on Genie allowed researchers to study phenomena that are otherwise impossible to reproduce.

There are a few different types of case studies that psychologists and other researchers might use:

• Collective case studies : These involve studying a group of individuals. Researchers might study a group of people in a certain setting or look at an entire community. For example, psychologists might explore how access to resources in a community has affected the collective mental well-being of those who live there.
• Descriptive case studies : These involve starting with a descriptive theory. The subjects are then observed, and the information gathered is compared to the pre-existing theory.
• Explanatory case studies : These   are often used to do causal investigations. In other words, researchers are interested in looking at factors that may have caused certain things to occur.
• Exploratory case studies : These are sometimes used as a prelude to further, more in-depth research. This allows researchers to gather more information before developing their research questions and hypotheses .
• Instrumental case studies : These occur when the individual or group allows researchers to understand more than what is initially obvious to observers.
• Intrinsic case studies : This type of case study is when the researcher has a personal interest in the case. Jean Piaget's observations of his own children are good examples of how an intrinsic case study can contribute to the development of a psychological theory.

The three main case study types often used are intrinsic, instrumental, and collective. Intrinsic case studies are useful for learning about unique cases. Instrumental case studies help look at an individual to learn more about a broader issue. A collective case study can be useful for looking at several cases simultaneously.

The type of case study that psychology researchers use depends on the unique characteristics of the situation and the case itself.

There are a number of different sources and methods that researchers can use to gather information about an individual or group. Six major sources that have been identified by researchers are:

• Archival records : Census records, survey records, and name lists are examples of archival records.
• Direct observation : This strategy involves observing the subject, often in a natural setting . While an individual observer is sometimes used, it is more common to utilize a group of observers.
• Documents : Letters, newspaper articles, administrative records, etc., are the types of documents often used as sources.
• Interviews : Interviews are one of the most important methods for gathering information in case studies. An interview can involve structured survey questions or more open-ended questions.
• Participant observation : When the researcher serves as a participant in events and observes the actions and outcomes, it is called participant observation.
• Physical artifacts : Tools, objects, instruments, and other artifacts are often observed during a direct observation of the subject.

If you have been directed to write a case study for a psychology course, be sure to check with your instructor for any specific guidelines you need to follow. If you are writing your case study for a professional publication, check with the publisher for their specific guidelines for submitting a case study.

Here is a general outline of what should be included in a case study.

Section 1: A Case History

This section will have the following structure and content:

Background information : The first section of your paper will present your client's background. Include factors such as age, gender, work, health status, family mental health history, family and social relationships, drug and alcohol history, life difficulties, goals, and coping skills and weaknesses.

Description of the presenting problem : In the next section of your case study, you will describe the problem or symptoms that the client presented with.

Describe any physical, emotional, or sensory symptoms reported by the client. Thoughts, feelings, and perceptions related to the symptoms should also be noted. Any screening or diagnostic assessments that are used should also be described in detail and all scores reported.

Your diagnosis : Provide your diagnosis and give the appropriate Diagnostic and Statistical Manual code. Explain how you reached your diagnosis, how the client's symptoms fit the diagnostic criteria for the disorder(s), or any possible difficulties in reaching a diagnosis.

Section 2: Treatment Plan

This portion of the paper will address the chosen treatment for the condition. This might also include the theoretical basis for the chosen treatment or any other evidence that might exist to support why this approach was chosen.

• Cognitive behavioral approach : Explain how a cognitive behavioral therapist would approach treatment. Offer background information on cognitive behavioral therapy and describe the treatment sessions, client response, and outcome of this type of treatment. Make note of any difficulties or successes encountered by your client during treatment.
• Humanistic approach : Describe a humanistic approach that could be used to treat your client, such as client-centered therapy . Provide information on the type of treatment you chose, the client's reaction to the treatment, and the end result of this approach. Explain why the treatment was successful or unsuccessful.
• Psychoanalytic approach : Describe how a psychoanalytic therapist would view the client's problem. Provide some background on the psychoanalytic approach and cite relevant references. Explain how psychoanalytic therapy would be used to treat the client, how the client would respond to therapy, and the effectiveness of this treatment approach.
• Pharmacological approach : If treatment primarily involves the use of medications, explain which medications were used and why. Provide background on the effectiveness of these medications and how monotherapy may compare with an approach that combines medications with therapy or other treatments.

This section of a case study should also include information about the treatment goals, process, and outcomes.

When you are writing a case study, you should also include a section where you discuss the case study itself, including the strengths and limitiations of the study. You should note how the findings of your case study might support previous research. 

In your discussion section, you should also describe some of the implications of your case study. What ideas or findings might require further exploration? How might researchers go about exploring some of these questions in additional studies?

Need More Tips?

Here are a few additional pointers to keep in mind when formatting your case study:

• Never refer to the subject of your case study as "the client." Instead, use their name or a pseudonym.
• Read examples of case studies to gain an idea about the style and format.
• Remember to use APA format when citing references .

Crowe S, Cresswell K, Robertson A, Huby G, Avery A, Sheikh A. The case study approach .  BMC Med Res Methodol . 2011;11:100.

Crowe S, Cresswell K, Robertson A, Huby G, Avery A, Sheikh A. The case study approach . BMC Med Res Methodol . 2011 Jun 27;11:100. doi:10.1186/1471-2288-11-100

Gagnon, Yves-Chantal.  The Case Study as Research Method: A Practical Handbook . Canada, Chicago Review Press Incorporated DBA Independent Pub Group, 2010.

Yin, Robert K. Case Study Research and Applications: Design and Methods . United States, SAGE Publications, 2017.

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Case Study - Group work: flipping the focus

Dr Bjorn Lee Cleton, AACME

Abstract 

This case study describes a change in approach to group work within Part A students. The focus of the group work in Part A needs to change from teaching them about a topic using group work, to teaching them about group work by using a topic. If applied successfully this could influence the group work in Part B and C students in a positive manner.  

1. Background 

During academic and industrial careers working as a group is essential and most of the time a requirement to complete a project. To help prepare students for this lecturer incorporate group work within different modules as required by Learning objectives set out at Programme level and which is often also a requirement of accrediting bodies. Nevertheless, a lot of lecturers also think group work is a method to reduce their workload, the idea here is by using groupwork you could reduce the amount of grading that needs to be done and reduce the amount of time guiding the students. However, a substantial number of lecturers experience increased workload due to group work, this could have a multitude of reasons, one of which is that students are not always taught how to work as a group. They are expected to know this already when they start working as a group regardless of which academic year there are in. This has resulted in students having a growing negative view towards group work as the academic year’s progress. If one would ask students why this is, it tends to be that they feel their grade is too much influenced by their fellow peers and have difficulty holding fellow students accountable for their work. 

2. Methodology 

As stated above often the issue that lecturers find with groupwork is that students haven't been equipped with the skills to carry it out successfully, therefore the focus of the group work in Part A needs to change from teaching them about a topic using group work, to teaching them about group work by using a topic. 

These are the key principles that I implement: 

When creating group work in Part A the topic should of course be related to the module but is of less importance, the real focus should be on the group work skills. 

The lecturer should propose a general topic but should be open to allowing groups to change the topic (within the confines of the module). This encourages the group to be creative and agree on a more specific project title together. 

Part A should have random group allocation. 

Substantial time should be allowed for lectures or seminars focusing on how to work as a group and use project management methods and skills.

- This should include topics like; Project management, how to break down objectives, how to manage time as a group (Gantt charts), how to hold team members accountable, how to conduct meetings, how to make meeting agendas and meeting minutes, learning structured methods on how to generate ideas and how to be inclusive in group work. 

Simulate line-manager meetings with the groups to imitate industrial situations (at least one time during a semester but preferably two).  

Monitor groups closely to prevent problems within groups at the end of the module (use technology for this like MS teams) 

Make sure the students are aware their contribution is monitored. 

Conduct 2 Two Peer Assessment activities (Web PA)

- The first is formative with no grade attached but can be used as evidence of how well or not well the group is working together.

- The second one will be at the end of the semester this will influence the individual grade. 

Intervene early when groups show problems (by requesting a meeting with the group or sending a general email to the group) 

When there is a problem with a member in the group the lecturer should not single out members to the whole group meetings but address the whole group about an issue. 

If members still do not contribute after meetings lecturers could approach them 1 to 1 to find out what the problem is. 

Allow for drop-in sessions for students to show up and ask questions they might not want to ask in front of the whole class or within the group setting. 

3. Issues 

Problems tend to arise in group work when the lecturer can't monitor the activity in the group. For example, students are using non-University systems to communicate or aren't recording their interactions and notes. I, therefore, recommend that students use MS Teams for all group communications outside of face-to-face and that they store files in Teams too. If students refuse to do this there is very little a lecturer can do if problems, then arise at the end of the module. However, by applying a second Peer Assessment activity in the middle of the module. One could try and pre-empt any problems that might have gone unnoticed before due to the students not using MS teams. Alternatively, one could require each student to fill in a contribution monitor form which states what they have done for the project each week and how many hours they spend on the project. This must then be stored on the MS teams group and every week the lecturer could then look at it, if a student did not fill it in they would get a warning, with the consequence of failure to fill it in multiple times would lead to point reduction at the end of the module. 

4. Benefits 

I think this approach is beneficial for the student as well as for the lectures in Part B and Part C as teaching the student the right etiquette for group work and how should work in Part A, this should reduce the problems in Part B and C. I would also recommend continuing with these methods of setting up and managing groupwork through Part B and C. This should also improve the student’s perspective on group work in later years as if it’s done successfully in earlier years, they will look more positively to applying the skills in later years. 

5. Evidence of Success  

The original group project was run during the start of COVID, and the alterations took place during the COVID period, however, no formal feedback was requested by the university during this time. When asking the students about this approach they seem to appreciate the information on how a group should work and how relevant it is for the industry. They also react positively to being allowed to choose a topic there keener on.  

When presenting this at the Learning and Teaching conference there was a lot of positive feedback from the audience. After the conference, there has been a multitude of lecturers as well as management that would like to introduce a similar approach to their group within their modules or as guidance for lectures. There is also a substantial amount of literature on how to manage a project a lot of the lecture topics that were presented to the student came from Project Management: A Practical Approach by Roel Grit. 

6. How Can Other Academics Reproduce This?  

I think this approach is applicable to any discipline. By following the above approach and reading the literature mentioned one should be able to reproduce this within their own module. 

7. Reflections 

One thing I think contributed to the success of this case was that the students were allowed to choose their own topic within the boundaries of the module. This had a massive positive impact as students chose topics, they themselves found interesting thus the amount of students enthusiastic about the groupwork increase compared to when it was a fixed topic the year before. Even with the new methods to monitor students, problems still arise but I do believe you can now intervene a lot sooner than normally would happen. I don’t think I would have done anything differently.  

8. References  

Grit, R. (2021). Project Management: A Practical Approach (5th ed.). Routledge. https://doi.org/10.4324/9781003194392 

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• Unit 4: Case Study Group Work-Problem Identification

Authors: Rebecca Boger, Brooklyn College, [email protected], Amy E. Potter, Armstrong State University, [email protected], and Russanne Low, Institute for Global Environmental Strategies, [email protected].

This activity was selected for the On the Cutting Edge Reviewed Teaching Collection

This activity has received positive reviews in a peer review process involving five review categories. The five categories included in the process are

For more information about the peer review process itself, please see https://serc.carleton.edu/teachearth/activity_review.html .

Units 4, 5, and 6 provide the opportunity for students to delve into a greater examination of food security at a regional level in small teams selecting one of the following locations (Caribbean, New York City, or Nebraska) OR a new location of their choice (provided that information and datasets are easily available and students will work with the instructor prior to the start of the unit) to apply skills and concepts taught in Units 1-3. Unit 4 materials are designed to provide a place-based overview for students to prepare them for the summative assessment, to be submitted in Unit 6, a community-based action plan of how the selected community can increase food security and lessen vulnerability.

Expand for more detail and links to related resources

Activity Classification and Connections to Related Resources Collapse

Grade level.

View Standards Details »

Science and Engineering Practices

Analyzing and Interpreting Data: Analyze and interpret data to provide evidence for phenomena. MS-P4.4:

Asking Questions and Defining Problems: Define a design problem that involves the development of a process or system with interacting components and criteria and constraints that may include social, technical, and/or environmental considerations.  HS-P1.8:

Cross Cutting Concepts

Patterns: Graphs, charts, and images can be used to identify patterns in data. MS-C1.4:

Structure and Function: Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem. HS-C6.1:

Disciplinary Core Ideas

Global Climate Change: Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts. HS-ESS3.D1:

Ecosystem Dynamics, Functioning, and Resilience: Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. HS-LS2.C2:

Biodiversity and Humans: Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS-LS4.D1:

Performance Expectations

Ecosystems: Interactions, Energy, and Dynamics: Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. HS-LS2-6:

Learning Goals

After students have completed Units 4, 5, and 6 they will be able to:

• Brainstorm solution(s) to the wicked problem of food security using spatial tools.
• Synthesize multiple data sets and types of background material.
• Describe the various factors that influence food security in three different regional contexts.
• Make connections between the Earth system and cultural, economic and political processes to understand the wicked problem of food security.

Context for Use

After working through background materials individually, students work together in groups of 3-6 students to identify issues that pertain to a region and work together to understand the scope of the problem using spatial and non spatial data. Students will be provided data sets and readings. Ideally the students will have two class periods to complete units 4 and 5, and will present their analyses to the class for critique in Unit 6. More detailed analysis is possible if students are assigned part of the work as a homework project and there is a week of time between units 4 and 5 and the submission of the assignment in week 6, and/or if they are given time after the class presentations to incorporate feedback into a final submission.

This unit builds on food security and Earth system science covered in the first three units. It can be taught in any course discussing food security or it can be modified to fit a variety of courses in the sciences and social sciences. The activities included in this unit are appropriate for introductory-level college students or as a basis for more in-depth class discussions on food security for upper-level students.

This unit consists of a 90-minute face-to-face class period and is the first component of a three-part exploration (See then Units 5 and 6). This unit is appropriate for lower division undergraduates who are enrolled in social science, environmental science, or ecology courses. The lesson as designed requires a prior introduction to global food security (see unit 1 as an example), and an introduction to Earth's climate zones and climate change (see Unit 2 and 3).

Description and Teaching Materials

4.1 pre-class assignment.

Based on the region that was assigned at the end of Unit 3, students will complete background readings so that they come prepared to begin their regional case study work. Each assignment includes questions that students will use to focus their thinking and prepare them for group work during class.

• Pre-Class Assignment for NYC Region (Microsoft Word 2007 (.docx) 76kB Sep17 16)
• Pre-Class Assignment for Nebraska Region (Microsoft Word 2007 (.docx) 92kB Dec2 16)
• Pre-Class Assignment for Caribbean Region (Microsoft Word 2007 (.docx) 163kB Dec2 16)

4.2 Class Session (15 minutes total)

Materials needed:

• Flip chart or large format paper for each team of 2-4
• Post-it Notes

Discussion: Guided Introduction to Case Study Areas

• Introduction to NYC Case Study Slides: NYC Overview (PowerPoint 2007 (.pptx) 15.6MB Dec2 16)
• Introduction to Nebraska Case Study Slides: Introduction to Nebraska Case Study Slides (PowerPoint 2007 (.pptx) 12.2MB Nov8 16)
• Introduction to Caribbean Case Study Slides: Caribbean Overview (PowerPoint 2007 (.pptx) 672kB Dec2 16)

4.3 Group Discussion (45 minutes total)

After the instructor introductions, students will break off into their case study groups and work through the following steps:

Students will work through the materials provided (See Materials for Regions 1, 2, and 3 below). Some of the materials in the documents were given as homework to get them started on their regions.

Case Study Materials for Unit 4

• Region 1 (New York): NYC background materials (Microsoft Word 2007 (.docx) 139kB Dec2 16)
• Region 2 (Nebraska): Nebraska background materials (Microsoft Word 151kB Dec2 16)
• Region 3 (Caribbean): Caribbean background materials (Microsoft Word 2007 (.docx) 157kB Dec2 16)

4.4 Team Brainstorm (30 minutes total)

In their teams of 3-6 members, students should first discuss food security issues or problems that they believe are salient to their region in the context of the assigned reading Wicked Problems. As a group, students should use a flip chart or white board to identify and describe at least one of the issues, using as many of the characteristics of wicked problems presented from the reading, as appropriate.

Based on these ideas, teams will then identify what aspect of food insecurity they would like to specifically explore in their analysis in the context of their community/regional plan. Before leaving class, each team should create a list of the types of data (each case study provides additional resources students can utilize) that they will need to assist in the development of the community/regional plan and distribute the tasks between members.

Combined Case Study Materials for Units 4, 5, 6 : We have divided the case study materials among Units 4, 5, 6. Should the instructor want case study materials for all three units see combined file below:

• Region 1 (New York): NYC case study all materials (Microsoft Word 2007 (.docx) 85kB Dec2 16)
• Region 2 (Nebraska): Nebraska case study all materials (Microsoft Word 2007 (.docx) 162kB Dec2 16)
• Region 3 (Caribbean): Caribbean case study all materials (Microsoft Word 2007 (.docx) 163kB Dec2 16)

4.5 Post Class Assignment

Some of the students may not be able to complete the case study materials and readings in 45 minutes. Students should finish the readings outside of class and work on their assigned tasks for the community/regional plan.

References and Resources

Note: lists of resources for use by regional case study teams for units 4 and 5 will be provided by case study.

Learn more about Gallery Walks from Pedagogy in Action http://serc.carleton.edu/sp/library/gallerywalk/index.html

Beckford, C. L. and Campbell, D.R. (2013) Domestic Food Production and Food Security in the Caribbean: Building Capacity and Strengthening Local Food Production Systems. Palgrave Macmillan: New York.

FAO (2015) Regional Overview of Food Insecurity – Latin America and the Caribbean. FAO. http://www.fao.org/3/a-i4636e.pdf

FAO (2013) Climate- Smart Agriculture Sourcebook .

Ritchie, T. (2013) Wicked problems: Modelling social messes with morphological analysis . Acta Morphologica Generalis 2(1): 1-12.

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• Module Overview
• Unit 1: Introduction to Global Food Security
• Unit 2: Systems Thinking and the Wicked Problem of Global Food Security
• Unit 3: Climate Change and Food Security
• Unit 5: Case Study Group Work-Spatial Data Investigation
• Unit 6: Regional Case Study Community Action Plans
• Student Materials

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• Case Study | Definition, Examples & Methods

Case Study | Definition, Examples & Methods

Published on 5 May 2022 by Shona McCombes . Revised on 30 January 2023.

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

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

Table of contents

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

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

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

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

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

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

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

If you find yourself aiming to simultaneously investigate and solve an issue, consider conducting action research . As its name suggests, action research conducts research and takes action at the same time, and is highly iterative and flexible. 

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

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

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

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

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

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

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

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

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

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

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Home » Case Study – Methods, Examples and Guide

Case Study – Methods, Examples and Guide

Table of Contents

A case study is a research method that involves an in-depth examination and analysis of a particular phenomenon or case, such as an individual, organization, community, event, or situation.

It is a qualitative research approach that aims to provide a detailed and comprehensive understanding of the case being studied. Case studies typically involve multiple sources of data, including interviews, observations, documents, and artifacts, which are analyzed using various techniques, such as content analysis, thematic analysis, and grounded theory. The findings of a case study are often used to develop theories, inform policy or practice, or generate new research questions.

Types of Case Study

Types and Methods of Case Study are as follows:

Single-Case Study

A single-case study is an in-depth analysis of a single case. This type of case study is useful when the researcher wants to understand a specific phenomenon in detail.

For Example , A researcher might conduct a single-case study on a particular individual to understand their experiences with a particular health condition or a specific organization to explore their management practices. The researcher collects data from multiple sources, such as interviews, observations, and documents, and uses various techniques to analyze the data, such as content analysis or thematic analysis. The findings of a single-case study are often used to generate new research questions, develop theories, or inform policy or practice.

Multiple-Case Study

A multiple-case study involves the analysis of several cases that are similar in nature. This type of case study is useful when the researcher wants to identify similarities and differences between the cases.

For Example, a researcher might conduct a multiple-case study on several companies to explore the factors that contribute to their success or failure. The researcher collects data from each case, compares and contrasts the findings, and uses various techniques to analyze the data, such as comparative analysis or pattern-matching. The findings of a multiple-case study can be used to develop theories, inform policy or practice, or generate new research questions.

Exploratory Case Study

An exploratory case study is used to explore a new or understudied phenomenon. This type of case study is useful when the researcher wants to generate hypotheses or theories about the phenomenon.

For Example, a researcher might conduct an exploratory case study on a new technology to understand its potential impact on society. The researcher collects data from multiple sources, such as interviews, observations, and documents, and uses various techniques to analyze the data, such as grounded theory or content analysis. The findings of an exploratory case study can be used to generate new research questions, develop theories, or inform policy or practice.

Descriptive Case Study

A descriptive case study is used to describe a particular phenomenon in detail. This type of case study is useful when the researcher wants to provide a comprehensive account of the phenomenon.

For Example, a researcher might conduct a descriptive case study on a particular community to understand its social and economic characteristics. The researcher collects data from multiple sources, such as interviews, observations, and documents, and uses various techniques to analyze the data, such as content analysis or thematic analysis. The findings of a descriptive case study can be used to inform policy or practice or generate new research questions.

Instrumental Case Study

An instrumental case study is used to understand a particular phenomenon that is instrumental in achieving a particular goal. This type of case study is useful when the researcher wants to understand the role of the phenomenon in achieving the goal.

For Example, a researcher might conduct an instrumental case study on a particular policy to understand its impact on achieving a particular goal, such as reducing poverty. The researcher collects data from multiple sources, such as interviews, observations, and documents, and uses various techniques to analyze the data, such as content analysis or thematic analysis. The findings of an instrumental case study can be used to inform policy or practice or generate new research questions.

Case Study Data Collection Methods

Here are some common data collection methods for case studies:

Interviews involve asking questions to individuals who have knowledge or experience relevant to the case study. Interviews can be structured (where the same questions are asked to all participants) or unstructured (where the interviewer follows up on the responses with further questions). Interviews can be conducted in person, over the phone, or through video conferencing.

Observations

Observations involve watching and recording the behavior and activities of individuals or groups relevant to the case study. Observations can be participant (where the researcher actively participates in the activities) or non-participant (where the researcher observes from a distance). Observations can be recorded using notes, audio or video recordings, or photographs.

Documents can be used as a source of information for case studies. Documents can include reports, memos, emails, letters, and other written materials related to the case study. Documents can be collected from the case study participants or from public sources.

Surveys involve asking a set of questions to a sample of individuals relevant to the case study. Surveys can be administered in person, over the phone, through mail or email, or online. Surveys can be used to gather information on attitudes, opinions, or behaviors related to the case study.

Artifacts are physical objects relevant to the case study. Artifacts can include tools, equipment, products, or other objects that provide insights into the case study phenomenon.

How to conduct Case Study Research

Conducting a case study research involves several steps that need to be followed to ensure the quality and rigor of the study. Here are the steps to conduct case study research:

• Define the research questions: The first step in conducting a case study research is to define the research questions. The research questions should be specific, measurable, and relevant to the case study phenomenon under investigation.
• Select the case: The next step is to select the case or cases to be studied. The case should be relevant to the research questions and should provide rich and diverse data that can be used to answer the research questions.
• Collect data: Data can be collected using various methods, such as interviews, observations, documents, surveys, and artifacts. The data collection method should be selected based on the research questions and the nature of the case study phenomenon.
• Analyze the data: The data collected from the case study should be analyzed using various techniques, such as content analysis, thematic analysis, or grounded theory. The analysis should be guided by the research questions and should aim to provide insights and conclusions relevant to the research questions.
• Draw conclusions: The conclusions drawn from the case study should be based on the data analysis and should be relevant to the research questions. The conclusions should be supported by evidence and should be clearly stated.
• Validate the findings: The findings of the case study should be validated by reviewing the data and the analysis with participants or other experts in the field. This helps to ensure the validity and reliability of the findings.
• Write the report: The final step is to write the report of the case study research. The report should provide a clear description of the case study phenomenon, the research questions, the data collection methods, the data analysis, the findings, and the conclusions. The report should be written in a clear and concise manner and should follow the guidelines for academic writing.

Examples of Case Study

Here are some examples of case study research:

• The Hawthorne Studies : Conducted between 1924 and 1932, the Hawthorne Studies were a series of case studies conducted by Elton Mayo and his colleagues to examine the impact of work environment on employee productivity. The studies were conducted at the Hawthorne Works plant of the Western Electric Company in Chicago and included interviews, observations, and experiments.
• The Stanford Prison Experiment: Conducted in 1971, the Stanford Prison Experiment was a case study conducted by Philip Zimbardo to examine the psychological effects of power and authority. The study involved simulating a prison environment and assigning participants to the role of guards or prisoners. The study was controversial due to the ethical issues it raised.
• The Challenger Disaster: The Challenger Disaster was a case study conducted to examine the causes of the Space Shuttle Challenger explosion in 1986. The study included interviews, observations, and analysis of data to identify the technical, organizational, and cultural factors that contributed to the disaster.
• The Enron Scandal: The Enron Scandal was a case study conducted to examine the causes of the Enron Corporation’s bankruptcy in 2001. The study included interviews, analysis of financial data, and review of documents to identify the accounting practices, corporate culture, and ethical issues that led to the company’s downfall.
• The Fukushima Nuclear Disaster : The Fukushima Nuclear Disaster was a case study conducted to examine the causes of the nuclear accident that occurred at the Fukushima Daiichi Nuclear Power Plant in Japan in 2011. The study included interviews, analysis of data, and review of documents to identify the technical, organizational, and cultural factors that contributed to the disaster.

Application of Case Study

Case studies have a wide range of applications across various fields and industries. Here are some examples:

Business and Management

Case studies are widely used in business and management to examine real-life situations and develop problem-solving skills. Case studies can help students and professionals to develop a deep understanding of business concepts, theories, and best practices.

Case studies are used in healthcare to examine patient care, treatment options, and outcomes. Case studies can help healthcare professionals to develop critical thinking skills, diagnose complex medical conditions, and develop effective treatment plans.

Case studies are used in education to examine teaching and learning practices. Case studies can help educators to develop effective teaching strategies, evaluate student progress, and identify areas for improvement.

Social Sciences

Case studies are widely used in social sciences to examine human behavior, social phenomena, and cultural practices. Case studies can help researchers to develop theories, test hypotheses, and gain insights into complex social issues.

Law and Ethics

Case studies are used in law and ethics to examine legal and ethical dilemmas. Case studies can help lawyers, policymakers, and ethical professionals to develop critical thinking skills, analyze complex cases, and make informed decisions.

Purpose of Case Study

The purpose of a case study is to provide a detailed analysis of a specific phenomenon, issue, or problem in its real-life context. A case study is a qualitative research method that involves the in-depth exploration and analysis of a particular case, which can be an individual, group, organization, event, or community.

The primary purpose of a case study is to generate a comprehensive and nuanced understanding of the case, including its history, context, and dynamics. Case studies can help researchers to identify and examine the underlying factors, processes, and mechanisms that contribute to the case and its outcomes. This can help to develop a more accurate and detailed understanding of the case, which can inform future research, practice, or policy.

Case studies can also serve other purposes, including:

• Illustrating a theory or concept: Case studies can be used to illustrate and explain theoretical concepts and frameworks, providing concrete examples of how they can be applied in real-life situations.
• Developing hypotheses: Case studies can help to generate hypotheses about the causal relationships between different factors and outcomes, which can be tested through further research.
• Providing insight into complex issues: Case studies can provide insights into complex and multifaceted issues, which may be difficult to understand through other research methods.
• Informing practice or policy: Case studies can be used to inform practice or policy by identifying best practices, lessons learned, or areas for improvement.

Advantages of Case Study Research

There are several advantages of case study research, including:

• In-depth exploration: Case study research allows for a detailed exploration and analysis of a specific phenomenon, issue, or problem in its real-life context. This can provide a comprehensive understanding of the case and its dynamics, which may not be possible through other research methods.
• Rich data: Case study research can generate rich and detailed data, including qualitative data such as interviews, observations, and documents. This can provide a nuanced understanding of the case and its complexity.
• Holistic perspective: Case study research allows for a holistic perspective of the case, taking into account the various factors, processes, and mechanisms that contribute to the case and its outcomes. This can help to develop a more accurate and comprehensive understanding of the case.
• Theory development: Case study research can help to develop and refine theories and concepts by providing empirical evidence and concrete examples of how they can be applied in real-life situations.
• Practical application: Case study research can inform practice or policy by identifying best practices, lessons learned, or areas for improvement.
• Contextualization: Case study research takes into account the specific context in which the case is situated, which can help to understand how the case is influenced by the social, cultural, and historical factors of its environment.

Limitations of Case Study Research

There are several limitations of case study research, including:

• Limited generalizability : Case studies are typically focused on a single case or a small number of cases, which limits the generalizability of the findings. The unique characteristics of the case may not be applicable to other contexts or populations, which may limit the external validity of the research.
• Biased sampling: Case studies may rely on purposive or convenience sampling, which can introduce bias into the sample selection process. This may limit the representativeness of the sample and the generalizability of the findings.
• Subjectivity: Case studies rely on the interpretation of the researcher, which can introduce subjectivity into the analysis. The researcher’s own biases, assumptions, and perspectives may influence the findings, which may limit the objectivity of the research.
• Limited control: Case studies are typically conducted in naturalistic settings, which limits the control that the researcher has over the environment and the variables being studied. This may limit the ability to establish causal relationships between variables.
• Time-consuming: Case studies can be time-consuming to conduct, as they typically involve a detailed exploration and analysis of a specific case. This may limit the feasibility of conducting multiple case studies or conducting case studies in a timely manner.
• Resource-intensive: Case studies may require significant resources, including time, funding, and expertise. This may limit the ability of researchers to conduct case studies in resource-constrained settings.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Health care is a team effort. From the front desk administrators to the nurses, doctors, insurers, and even the patients and their families, there are many people involved in an individual’s care. To deliver quality care in today’s fast-paced environment, practitioners and caregivers must go beyond medical problem-solving and rely on effective collaboration and communication skills.

While other businesses may organize around a functional area or project, allowing team members to learn each other's working styles and strengths over time, health care workers often find themselves in ad hoc scenarios, coordinating with near-strangers on life and death situations. As a leader, how do you encourage trust and meet shared goals when teams are formed quickly? How do you strengthen flexibility and collaboration even as team membership and structures fluctuate across departments? 

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Maya Rupert

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• Study the Mining Accident Rescue and Cleveland Clinic cases.
• Understand the concept of teaming and how it can be applied to the health care industry.
• Brainstorm how to organize with a team to rescue 33 trapped miners.
• Analyze the problems solved and new challenges created by organizational structures that were implemented to facilitate teamwork at the Cleveland Clinic.
• Outline and analyze an individualized teaming breakdown for your organization. 
• Study the NASA and Google cases on psychological safety.
• Collaborate with team members and leadership to create a space of psychological safety. 
• Identify the indicators of psychological safety in a group. Analyze data from Project Aristotle’s study of teams at Google.
• Consider how past experiences can affect current feelings of psychological safety.
• Study the Cleveland Clinic ,  Boehringer Ingelheim , and  Cincinnati Children’s Hospital Medical Center cases.
• Implement a joint problem-solving orientation in which team members view problems as shared and solutions as requiring collaboration.
• Match different types of diversity in the workplace with the interpersonal boundaries that they imply.
• Articulate what you bring to a team and what you might need from others.
• Walk down the ladder of inference to get to the root of a problem.
• Study the  Virginia Mason Medical Center and  Institute for Healthcare Improvement cases.
• Cultivate an organization where team learning is valued and mobilized for improved performance.  
• Identify different kinds of work on the process knowledge spectrum.
• Brainstorm how a nursing team could learn from an accidental morphine overdose.
• Study the cases of Julio Castro's Presidential Campaign and Wellframe . 
• Practice leadership skills that include coaching, enabling, and ensuring that the right voices are present or represented within the team structure. 
• Build a leadership workshop for your team using the concepts addressed in this course.
• Practice asking meaningful questions as a way to encourage input and express authentic humility.
• Learn the difference between confirmatory and exploratory responses.

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In partnership with the Disparities Solutions Center at MGH, this course will help you deliver high-quality health care to all through organizational change.

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Ask yourself: What do people need to feel that their contributions are valued?

Traditional advice for leaders who want to increase meeting participation call for clarifying expectations, setting clear agendas, and asking open-ended questions. While these strategies have their merits, they might not always work because they’re usually based on the leader’s assumptions about what the team needs, rather than facts about what they actually need. Managers who want their teams to be more engaged in meetings need to foster a safe, inclusive team culture, which requires a deep understanding of their team’s unique dynamics. The author presents several strategies for encouraging employees to engage during meetings.

Sue, a former client of mine, was starting a new VP role at a fintech organization. She found out quickly that the team she inherited had a lower level of participation, collaboration, questioning, and general engagement than the one she had left behind. This was particularly evident in team meetings.

• Luis Velasquez , MBA, Ph.D. is an executive coach who works with senior leaders and their teams to become more cohesive, effective, and resilient.  He is the founder and managing partner of  Velas Coaching LLC , a leadership facilitator at the Stanford University Graduate School of Business, a former University professor, and research scientist. Connect with him on  LinkedIn.

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• CAREER FEATURE
• 20 May 2024

How religious scientists balance work and faith

• Anne Marie Conlon

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In Varanasi, India, biotechnologist Anurag Chaurasia collects water samples from the River Ganges, which is sacred to Hindus. Credit: Shri Kashi Vishwanath Baba

For the past 20 years, Elaine Howard Ecklund has studied scientists’ attitudes towards religion. What she’s found, through more than 40,000 surveys and nearly 2,500 confidential interviews, is that there are more religious scientists than many people would expect. In one study, at least 30% of respondents declared a religious affiliation ( E. H. Ecklund et al. Socius https://doi.org/mvrv; 2016 ).This study surveyed scientists from eight countries and regions, including the United Kingdom, India, Hong Kong, Turkey and the United States. Globally, around 85% of the population identifies as religious (see go.nature.com/3yatbk5 ). Ecklund’s research has also found that scientists are not always open about their faith at work or in education settings. “I think there is the perception sometimes that other scientists won’t take you seriously if you talk about your faith,” says Ecklund, a sociologist based at Rice University in Houston, Texas.

Confidentiality, says Ecklund, allowed the scientists she surveyed to be more open about their faith than they might otherwise have been. “They were almost waiting to talk about it,” she says. “They feel like there’s so much silence within the scientific community about religion — it felt somewhat of a relief to talk about their own approach to religion in a safe environment.”

Ecklund has also found that many scientists are quite open to their colleagues’ beliefs. “Atheist scientists are much less negative about religion than we might be led to believe by the loudest voices, which we often think are the most numerous ones. And that’s often not the case,” she says. For example, her 2016 study found that in the United States, two-thirds of scientists do not view the science–religion relationship as one of conflict.

Serving science and the Church as the Pope’s astronomer

Ecklund has found that attitudes to faith in the workplace vary by country. For example, she says, “Indian scientists assume that there’ll be more discussion of religion within scientific contexts. So, there’s sometimes blessings over experiments. There is an assumption that staff in a lab will want to have time off for spiritual and religious holidays.”

Nature spoke to five religious scientists about how they navigate faith at work. Their experiences differ, but none felt a conflict between their beliefs and their science. Although none had experienced any direct discrimination on the basis of their religion, some did admit to being less open about their faith in particular professional contexts.

Many say that science and religion work in harmony as ways of understanding the world. Anurag Chaurasia, a biotechnologist with the Indian Council of Agricultural Research in Varanasi, recalls how, as a graduate student, he and his classmates would follow the guiding principles of the Hindu text the Bhagavad Gita to help them find direction. When experiments went awry, for example, their professor would instruct them: “Read the first message of this book, ‘Do your duty without being attached to the fruits of your action; do your duty selflessly.’” This guidance, says Chaurasia, taught him and his colleagues perseverance and how to handle failure. Bhagavad Gita principles also shaped group yoga sessions to aid relaxation and support good mental health, and brought them together as a team.

Re-examination

Mikaela Lee, a technical instructor in biomedical sciences at Solent University in Southampton, UK, says that her strong Christian faith informs her world view. “The way I approach science, personally, is as a way to glorify God and find out more about his creation,” she adds.

Raised in California as an evangelical Christian, Lee experienced how a more conservative set of beliefs can be in conflict with science. “I grew up believing in creationism, that God created the world. Evolution was kind of like a dirty word in my church,” she says. “But I also believed that we, as human beings, had almost an obligation to study the natural world and discover things about it, especially for medical research. And as I got older, I decided that you couldn’t take bits and pieces: you either had to accept all of the science or none of it.” This led her to adjust her religious beliefs to accommodate scientific evidence.

“The evidence that I saw was quite convincing. When we studied evolution in school, it kind of clicked in my brain. And it doesn’t just make sense. It’s beautiful. It’s elegant. That was the tipping point for me.” Lee found herself re-examining many of the conservative beliefs that she’d been taught growing up. After moving to the United Kingdom for university in 2018, she joined the more liberal United Reformed Church, which, she says, has many scientist members.

Climate scientist Benjamin Grandey has been able to have conversations about his religious faith at work thanks to an open workplace culture. Credit: Benjamin Stephen Grandey

For climate scientist Benjamin Grandey, who is based in Singapore, his Christian faith informs his science: “My theology helps me to appreciate the value of why science works, because I believe in a God who has made a very ordered Universe, and that he has given us, as human beings, the ability to understand a lot about that Universe.” For example, Grandey points out that mathematics, a human construct, is “so good at providing tools to describe physical phenomena in the world beyond our minds”.

Assumed atheism

Sociologist Christopher Scheitle surveyed more than 1,300 graduate students about their experiences and their attitudes to religion. He found that many religious people studying science struggle to be open about their faith, reporting a culture of ‘assumed atheism’ that often led them to conceal their religion for fear of being judged or discriminated against (see go.nature.com/4brey69 ). “I remember having several conversations with students who were very thoughtful about hiding the fact that they were religious,” says Scheitle, who is based at West Virginia University in Morgantown. One said that she purposely avoided revealing her religious beliefs until she had established herself as a scientist. “Her fear was that if people knew early in the programme, she would immediately be labelled as ‘not a serious scientist’.”

Religion and science can have a true dialogue

Their fears were understandable, because the culture of assumed atheism meant that other students and professors felt they could speak dismissively about religion, Scheitle says. “Among students who are more religious, it is a fairly common experience that they hear offhand negative or stereotypical comments about religion or religious people,” he adds, either in the classroom or in the laboratory or departmental offices.

As Scheitle notes in his 2023 book The Faithful Scientist , when people conceal a part of their identity, it can be isolating. “Research has found that this concealment itself often ends up being harmful to their own psychological well-being and to their sense of connection to others,” he writes.

Some graduate students that Scheitle spoke to have established their own communities, who meet for prayer and discussions on faith. Those who were open about their faith admitted having awkward interactions with their non-religious peers. “You can tell [that some co-workers] get uncomfortable, and they change the subject,” said one chemistry student. “It’s not something that’s deterred me from being who I am, but I hate the awkward interactions.”

Suzanne Kalka is open about her Pentecostal faith and has worked with organizations that promote harmony between science and religion in her role as a science educator based in Manchester, UK. One of these organizations is God and the Big Bang , which runs school workshops to encourage students to discuss the compatibility of science and faith. But in her previous career as a science teacher, Kalka says that she felt less free to discuss her religion. She taught mainly in secular schools, and, especially in her early career, felt a need to prove herself, deciding not to put her role at risk by singling herself out through her religious beliefs. “It’s tough, because you’re living two lives — you don’t want to risk your scientific credibility by being openly religious. I didn’t wear any kind of outward signs of any religious belief. I lived a very compartmentalized life. I wanted to be seen to be a very competent teacher of science.”

People of faith are allies to stall climate change

Towards the end of her teaching career, Kalka decided that she wanted to be more forthright about her faith. She took a role in a Church of England school and found that she could be more open. “But even there,” she added, “it was a minority of science teachers who had any religious belief at all, and it was never discussed.”

Kalka thinks that science teachers who are religious still find it difficult to be open about their beliefs. Her advice to them is to offer examples of famous scientists who combined a life of faith with their scientific achievements. She cites data showing that 75% of scientists who won a Nobel prize between 1901 and 2000 were of Judaeo-Christian faith (B. A. Shalev 100 Years of Nobel Prizes ; 2002).

An accepting culture

Faadiel Essop says that growing up in apartheid South Africa made him think more broadly about things. In the 1990s, his country rejected its history of government-sanctioned racial segregation, and he thinks that this has led to a more sensitive, tolerant society, in which he feels able to express his Muslim faith and identity. “There’s a lot of space for you to express yourself in general in society.”

A medical physiologist at Stellenbosch University in Cape Town, South Africa, and the director of the university’s Centre for Cardio-metabolic Research in Africa, Essop says there’s a strong culture of acceptance and a willingness to make accommodations for religious practices, both at Stellenbosch and across Africa more generally. Essop travels across the continent regularly for scientific meetings and says that he’s seen both Muslims and Christians being “quite comfortable to express their religion”.

Faadiel Essop says there’s a culture of openness in discussions of faith in South Africa. Credit: Wilma Stassen

Closer to home, his university colleagues are sure to provide him with halal foods (those permitted by Islamic law) at meetings or events, and the teaching schedule leaves gaps on Fridays for congregational prayers. This year, the head of his department came to speak to him before the Muslim holy month of Ramadan to discuss the daily fasts that he would be undertaking. “There is that empathy. It’s not necessary, but it’s nice. It shows that he’s got an interest, and I can explain what I do.”

An open workplace culture has also helped Grandey to be comfortable discussing his faith at work. The climate physicist moved to Singapore after growing up and completing his studies in the United Kingdom. He has found that office environments that are culturally diverse, in which people are open to discussing their personal lives, leave room for conversations about faith, too.

“In my last workplace, the Singapore–MIT Alliance for Research and Technology, it was very international, very diverse. I remember enjoying many stimulating conversations with colleagues from other Asian countries who had not had much exposure to Christianity. They were very open to learning about what I believed as a Christian, and sharing about their own beliefs, too,” says Grandey, who is now a research fellow at Nanyang Technological University.

Risks of ruling out religion

Essop sees the often-strict divide between science and religion, especially in places where he’s lived and worked in the United Kingdom and the United States, as a barrier to the free exploration of ideas. Discussing evolution and the origins of life, for example, in such environments could lead to stilted conversation.

“That’s where religion has been sidelined in a way, because the two, work and religion, are viewed as separate domains. Personally, I think they’re an integrated whole.”

From her studies, Ecklund thinks that accepting the existence of religion in a scientific context can help to encourage diversity. “Our studies show that people may be kept out of science to some extent because they’re religious, either that they don’t ever go into science, because they think religious people can’t be scientists, or that they feel like they have to hide that they’re religious.”

Sociologist Elaine Howard Ecklund studies scientists’ attitudes towards religion. Credit: Michael Stravato

Women and people of colour — groups that the scientific community strives to attract and retain — are more likely to identify as religious. “By raising suspicion about religious people, we, as scientists, may be inadvertently keeping racial and ethnic minorities and women out of science,” she says.

Essop has devised a graduate teaching module on the philosophy of science and “influences that can shape science”. He encourages other educators and researchers to fold spiritual and philosophical elements into academic discussions, because he thinks an approach to science that considers other belief systems will nurture more-inclusive attitudes in his students.

“We’ve got to look at more-holistic training,” he says, and at other systems – such as Indigenous knowledge, which has inspired “an awakening” of interest around the world. “We’re looking at science a bit differently — that it’s not just an absolute thing, but instead we consider many facets.”

Nature 629 , 957-959 (2024)

doi: https://doi.org/10.1038/d41586-024-01471-0

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