Supporting students to engage with case studies: a model of engagement principles

Toogood, C. (2023) Supporting students to engage with case studies: a model of engagement principles. Educational Review. pp. 1-15. ISSN 0013-1911

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Abstract

Case studies are an educational tool that can promote active learning, and make learning more accessible, by serving as frameworks for student meaning-making. This action research project focused on the student experience of case studies; aiming to understand how students respond to being taught with case studies, whether they are able to engage with cases and learn from them, and how educators can support this engagement and learning, through the effective use of cases. The findings of this project are of value to any educators working with case studies in the classroom, or considering doing so. The research included an initial survey, to ascertain student experience and preferences in relation to case studies, and review practical considerations. This informed content and approach for two observed tutorials, which used a case study to support finalyear UK undergraduates in their learning about formal and informal workplace communication. The project concluded with a further survey to capture student perspectives on the case study itself, and the tutorial experience. The findings from all stages allowed a model for case study teaching to be developed, as a guide for educators. The key considerations for educators are that applicable, relevant and real-life case studies effectively support engagement and learning. Furthermore, focused case studies are preferred, with greater depth than breadth. Finally, practical considerations supporting accessibility should not be overlooked, the appearance and presentation of the case study were significant, as was the provision of time for preparation or reading.

Item Type:	Article
Keywords:	Pedagogy, case studies, teaching, higher education, active learning, action research
Divisions:	Food, Land and Agribusiness Management
Depositing User:	Miss Terésa-Marie Jones
Date Deposited:	02 Feb 2024 14:59
Last Modified:	02 Feb 2024 14:59
URI:	https://hau.repository.guildhe.ac.uk/id/eprint/18042

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