Understanding the Case Study Method
Translated by
ScribdTranslationsUnderstanding the Case Study Method
Translated by
ScribdTranslationsCase study
Case studies originated in the Anglo-Saxon world, at Harvard University.
Exactly. The educational success of a case primarily depends on the implementation of
qualities of a genre unlike those needed for teaching. The case method is
based on the use of real situations in the business field - called cases -
for educational purposes. The case method is the tool to evaluate the aspects
behavioral aspects in the learner; it facilitates the assessment of the process that leads to the
decision making.
The case method meets an essential requirement faced by all teachers:
the need to place students in real-life situations. It allows to introduce students to
dealing with concrete situations.
How do you build a case? And what is the structure for the case?
What skills and know-how have been acquired to solve cases?
There are several definitions of case studies. I choose the following:
❖ It is a technique that means the detailed description of a real problem.
from a concrete and realistic problematic situation, a significant incident, or
of a critical situation whose study must lead to a diagnosis or to a
decision.
❖ The case study is a methodology used to study something.
from particular in a complex phenomenon.
The case is an instrument that provides different information about a situation.
problems. It is the description or narration of a realistic event that can be
fictional or real. Often, the case is written based on true data taken from the
terrain, but it can also be made from documentary research.
Hamel (1997) clearly highlighted these requirements.
Indeed, by definition, the case study involves various methods, whether it is
observation, semi-structured interview and one or other analysis techniques
content (...) The variety of methods aligns with the goal of cross-referencing the angles of study
or analysis (p. 103).
The use of the case study can target different objectives:
✓ The case can often and frequently be intended for analysis. The learner must
present his critical judgment to analyze the proposed situation. It can be
invited to observe a particular aspect of the problem (specialized analysis) or
still to analyze the situation from several angles (conceptual analysis), by
for example the social, economic, historical, ethical aspects, etc.
✓ The case can focus on taking a position or formulating a diagnosis. The
learners will need to make an informed decision about the optimal solution
to solve the problem presented. They will be led to analyze the case and to
to pass judgment on this one
✓ The case can be presented in order to encourage learners to develop their
ability to select information based on the degree of importance. The case will be
thus read several times and the learners will have to determine the information that
are useful for understanding or resolving the problematic situation.
✓ The case can also be presented to introduce a new concept or a
new concept. In this situation, the case will be read to return the subject to
a more concrete approach.
Flexibility: The format of case studies allows starting with broad questions and then
to focus, after observations on specific points.
Emphasis on context: Case studies specialize in the elucidation of data.
deep or thick descriptions regarding a subject or a small group of subjects.
The case study is a formula that encompasses a period of teaching and learning.
during which the case is studied. This period can have a duration and a frequency.
variables. One can speak of case method when the use of cases extends over a
a long and regular period.
The case study is primarily based on a situational setup. There, the student is in
the role of a decision-maker and is required to perform the specific activities of this function:
(teamwork, updating and analyzing the provided information, presentation in front of)
a group). More specifically, the case method faces certain situations,
knowledge (Croué, 1997)
Individual work on a situation.
Group work on a situation.
Revision of concepts.
Practical application of concepts.
Oral expression.
Preparation of the tools for a presentation.
Writing a proposal in the form of a file.
Training in argumentation in real situations.
These situations are also those faced by teachers in their
daily activities. The case method should therefore enable the development of
skills that teachers must demonstrate as part of their responsibilities. More
Specifically, it is about developing three types of fundamental skills:
In addition to skills in organization.
The case method involves three phases:
- First of all, an analysis done individually by the student that leads to a diagnosis.
of the situation.
Then, discussion in small groups to confront the diagnoses, formulate and
order the problems to be solved.
Then build a solution; finally, a plenary session to discuss the advantages and
disadvantages of the solutions proposed by small groups to reach a solution
effective.
In the case method, the teacher must be both the person who brings ...
Knowledge and that which drives discussions; it requires:
▪ choose the case based on the objectives pursued: prepare the documentation
necessary theoretical and decide in what form it will be transmitted to the students: presentation
oral, course notes, written documents, research from students, etc.
▪ prepare the case: study the case and look for as many solutions as possible; explore the
solutions in order not to be caught off guard
▪ energize the case: allow participants to express themselves fully,
which means: not imposing oneself while facilitating; ensuring not to steer the discussions
towards their own solution and truly allow students to express themselves freely; to stimulate the
discussion when necessary; play the role of a simple member of the group having the
same rights as others; (interpretation of the discovered relationships between the
different problem data; assessment of the existing situation; study of solutions;
▪ make a decision (choosing the best solution);
▪ conceptualize (deduce, from studied cases, practical operational principles or
rules to follow, applicable to similar cases or situations.
Moreover, what matters in the case method is the approach, the process.
The follow-up analysis to arrive at a solution is the consistency of the analysis process.
not the achievement of a single good solution. Indeed, two groups can arrive at
different solutions, both applicable and likely to be effective.
The case method can be considered a valuable complement to
the masterful presentation.
The lecture exposes information, knowledge, concepts (
) The student plays a passive role there and experiences difficulties in
link theory and practice. The lecture cannot provide experience.
The student loses a lot of motivation because he does not see immediately where
Teaching leads The case method, on the contrary, allows students to seek out
indirectly from experience based on concrete problems and to develop
higher-level skills; it also increases their motivation to learn.