What is the “Case Method”?

Teaching using case studies has typically been used in Business Schools, Law Schools, and Medical Schools but it is a technique being used by other disciplines to provide exposure to complex real world problems for which there is no “right” or “wrong” answer. At Waterloo, cases have been used in disciplines including Engineering, Biology, Accounting, Social Work, Environment and Business, English and others.

The traditional “Case Method” used in Business Schools involves a three stage process where:

  1. students are given the case and asked to work on it individually to come up with a recommendation or course of action (done outside of class time). The key here is for students to be able to justify and support their choices or decisions.
  2. students meet in small groups of 4 or 5 to discuss the case and their recommendations (done outside of class time) – the objective here is to share perspectives, not come to a consensus as a group
  3. the case is discussed in class with the entire class with the Professor acting as a facilitator to guide discussion.

The amount of learning increases over each stage with exposure to different perspectives.

Learning using the Case Method

While this is the typical method used in MBA programs where cases are used in most courses, it can be modified and adapted. For instance, students can read the case and prepare before class and class time can be used for small group discussion and then discussing the case as a large group (i.e. the entire class). It is important to communicate expectations to students about coming to class prepared as the quality of discussion depends on proper preparation. One technique to encourage students to prepare is to give them questions about the case to answer and submit before class begins.

These techniques of using small group work for peer teaching (i.e. small group work to share perspectives) and facilitating a discussion with the entire class can be adapted and used for other contexts than just cases.

If you’re interested in learning more about the Case Method or using cases in your course, contact Scott Anderson in the Centre for Teaching Excellence.

Waterloo Cases in Design Engineering also writes and supports the use of cases in Engineering courses.

References

Erskine, J., Leenders, M., and Mauffette-Leenders, L. (2012). Learning with Cases, 4th Edition, Ivey Publication Services, Richard Ivey School of Business, Western University, London, Ontario, Canada.

Erskine, J., Leenders, M., and Mauffette-Leenders, L. (2003). Teaching with Cases, 3rd Edition, Ivey Publication Services, Richard Ivey School of Business, Western University, London, Ontario, Canada.

Mauffette-Leenders, L., Erskine, J. and Leenders, M. (2001) Writing Cases, 4th Edition, Ivey Publication Services, Richard Ivey School of Business, Western University, London, Ontario, Canada.

Scott Anderson

As a CTE Faculty Liaison, Scott Anderson helps instructors in the Faculties of Arts and Environment integrate technology into their teaching through innovative learning activities. He also serves as guide for instructors to access other CTE resources. Prior to joining the Centre for Teaching Excellence Scott worked as a consultant primarily with environmental organizations. He received his BSc from the University of Toronto. In his spare time, Scott enjoys playing ultimate frisbee recreationally and competitively.

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