case study activity

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Making Learning Relevant With Case Studies

The open-ended problems presented in case studies give students work that feels connected to their lives.

To prepare students for jobs that haven’t been created yet, we need to teach them how to be great problem solvers so that they’ll be ready for anything. One way to do this is by teaching content and skills using real-world case studies, a learning model that’s focused on reflection during the problem-solving process. It’s similar to project-based learning, but PBL is more focused on students creating a product.

Case studies have been used for years by businesses, law and medical schools, physicians on rounds, and artists critiquing work. Like other forms of problem-based learning, case studies can be accessible for every age group, both in one subject and in interdisciplinary work.

You can get started with case studies by tackling relatable questions like these with your students:

• How can we limit food waste in the cafeteria?
• How can we get our school to recycle and compost waste? (Or, if you want to be more complex, how can our school reduce its carbon footprint?)
• How can we improve school attendance?
• How can we reduce the number of people who get sick at school during cold and flu season?

Addressing questions like these leads students to identify topics they need to learn more about. In researching the first question, for example, students may see that they need to research food chains and nutrition. Students often ask, reasonably, why they need to learn something, or when they’ll use their knowledge in the future. Learning is most successful for students when the content and skills they’re studying are relevant, and case studies offer one way to create that sense of relevance.

Teaching With Case Studies

Ultimately, a case study is simply an interesting problem with many correct answers. What does case study work look like in classrooms? Teachers generally start by having students read the case or watch a video that summarizes the case. Students then work in small groups or individually to solve the case study. Teachers set milestones defining what students should accomplish to help them manage their time.

During the case study learning process, student assessment of learning should be focused on reflection. Arthur L. Costa and Bena Kallick’s Learning and Leading With Habits of Mind gives several examples of what this reflection can look like in a classroom: 

Journaling: At the end of each work period, have students write an entry summarizing what they worked on, what worked well, what didn’t, and why. Sentence starters and clear rubrics or guidelines will help students be successful. At the end of a case study project, as Costa and Kallick write, it’s helpful to have students “select significant learnings, envision how they could apply these learnings to future situations, and commit to an action plan to consciously modify their behaviors.”

Interviews: While working on a case study, students can interview each other about their progress and learning. Teachers can interview students individually or in small groups to assess their learning process and their progress.

Student discussion: Discussions can be unstructured—students can talk about what they worked on that day in a think-pair-share or as a full class—or structured, using Socratic seminars or fishbowl discussions. If your class is tackling a case study in small groups, create a second set of small groups with a representative from each of the case study groups so that the groups can share their learning.

4 Tips for Setting Up a Case Study

1. Identify a problem to investigate: This should be something accessible and relevant to students’ lives. The problem should also be challenging and complex enough to yield multiple solutions with many layers.

2. Give context: Think of this step as a movie preview or book summary. Hook the learners to help them understand just enough about the problem to want to learn more.

3. Have a clear rubric: Giving structure to your definition of quality group work and products will lead to stronger end products. You may be able to have your learners help build these definitions.

4. Provide structures for presenting solutions: The amount of scaffolding you build in depends on your students’ skill level and development. A case study product can be something like several pieces of evidence of students collaborating to solve the case study, and ultimately presenting their solution with a detailed slide deck or an essay—you can scaffold this by providing specified headings for the sections of the essay.

Problem-Based Teaching Resources

There are many high-quality, peer-reviewed resources that are open source and easily accessible online.

• The National Center for Case Study Teaching in Science at the University at Buffalo built an online collection of more than 800 cases that cover topics ranging from biochemistry to economics. There are resources for middle and high school students.
• Models of Excellence , a project maintained by EL Education and the Harvard Graduate School of Education, has examples of great problem- and project-based tasks—and corresponding exemplary student work—for grades pre-K to 12.
• The Interdisciplinary Journal of Problem-Based Learning at Purdue University is an open-source journal that publishes examples of problem-based learning in K–12 and post-secondary classrooms.
• The Tech Edvocate has a list of websites and tools related to problem-based learning.

In their book Problems as Possibilities , Linda Torp and Sara Sage write that at the elementary school level, students particularly appreciate how they feel that they are taken seriously when solving case studies. At the middle school level, “researchers stress the importance of relating middle school curriculum to issues of student concern and interest.” And high schoolers, they write, find the case study method “beneficial in preparing them for their future.”

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Case Study At-A-Glance

A case study is a way to let students interact with material in an open-ended manner. the goal is not to find solutions, but to explore possibilities and options of a real-life scenario..

Want examples of a Case-Study?  Check out the ABLConnect Activity Database Want to read research supporting the Case-Study method? Click here

Why should you facilitate a Case Study?

Want to facilitate a case-study in your class .

How-To Run a Case-Study

• Before class pick the case study topic/scenario. You can either generate a fictional situation or can use a real-world example.
• Clearly let students know how they should prepare. Will the information be given to them in class or do they need to do readings/research before coming to class?
• Have a list of questions prepared to help guide discussion (see below)
• Sessions work best when the group size is between 5-20 people so that everyone has an opportunity to participate. You may choose to have one large whole-class discussion or break into sub-groups and have smaller discussions. If you break into groups, make sure to leave extra time at the end to bring the whole class back together to discuss the key points from each group and to highlight any differences.
• What is the problem?
• What is the cause of the problem?
• Who are the key players in the situation? What is their position?
• What are the relevant data?
• What are possible solutions – both short-term and long-term?
• What are alternate solutions? – Play (or have the students play) Devil’s Advocate and consider alternate view points
• What are potential outcomes of each solution?
• What other information do you want to see?
• What can we learn from the scenario?
• Be flexible. While you may have a set of questions prepared, don’t be afraid to go where the discussion naturally takes you. However, be conscious of time and re-focus the group if key points are being missed
• Role-playing can be an effective strategy to showcase alternate viewpoints and resolve any conflicts
• Involve as many students as possible. Teamwork and communication are key aspects of this exercise. If needed, call on students who haven’t spoken yet or instigate another rule to encourage participation.
• Write out key facts on the board for reference. It is also helpful to write out possible solutions and list the pros/cons discussed.
• Having the information written out makes it easier for students to reference during the discussion and helps maintain everyone on the same page.
• Keep an eye on the clock and make sure students are moving through the scenario at a reasonable pace. If needed, prompt students with guided questions to help them move faster.  
• Either give or have the students give a concluding statement that highlights the goals and key points from the discussion. Make sure to compare and contrast alternate viewpoints that came up during the discussion and emphasize the take-home messages that can be applied to future situations.
• Inform students (either individually or the group) how they did during the case study. What worked? What didn’t work? Did everyone participate equally?
• Taking time to reflect on the process is just as important to emphasize and help students learn the importance of teamwork and communication.

CLICK HERE FOR A PRINTER FRIENDLY VERSION

Other Sources:

Harvard Business School: Teaching By the Case-Study Method

Written by Catherine Weiner

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• Creating Effective Scenarios, Case Studies and Role Plays

Creating effective scenarios, case studies and role plays

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Scenarios, case studies and role plays are examples of active and collaborative teaching techniques that research confirms are effective for the deep learning needed for students to be able to remember and apply concepts once they have finished your course. See  Research Findings on University Teaching Methods .

Typically you would use case studies, scenarios and role plays for higher-level learning outcomes that require application, synthesis, and evaluation (see  Writing Outcomes or Learning Objectives ; scroll down to the table).

The point is to increase student interest and involvement, and have them practice application by making choices and receive feedback on them, and refine their understanding of concepts and practice in your discipline.

These types of activities provide the following research-based benefits: (Shaw, 3-5)

• They provide concrete examples of abstract concepts, facilitate the development through practice of analytical skills, procedural experience, and decision making skills through application of course concepts in real life situations. This can result in deep learning and the appreciation of differing perspectives.
• They can result in changed perspectives, increased empathy for others, greater insights into challenges faced by others, and increased civic engagement.
• They tend to increase student motivation and interest, as evidenced by increased rates of attendance, completion of assigned readings, and time spent on course work outside of class time.
• Studies show greater/longer retention of learned materials.
• The result is often better teacher/student relations and a more relaxed environment in which the natural exchange of ideas can take place. Students come to see the instructor in a more positive light.
• They often result in better understanding of complexity of situations. They provide a good forum for a large volume of orderly written analysis and discussion.

There are benefits for instructors as well, such as keeping things fresh and interesting in courses they teach repeatedly; providing good feedback on what students are getting and not getting; and helping in standing and promotion in institutions that value teaching and learning.

Outcomes and learning activity alignment

The learning activity should have a clear, specific skills and/or knowledge development purpose that is evident to both instructor and students. Students benefit from knowing the purpose of the exercise, learning outcomes it strives to achieve, and evaluation methods. The example shown in the table below is for a case study, but the focus on demonstration of what students will know and can do, and the alignment with appropriate learning activities to achieve those abilities applies to other learning activities.

(Smith, 18)

What’s the difference?

Scenarios are typically short and used to illustrate or apply one main concept. The point is to reinforce concepts and skills as they are taught by providing opportunity to apply them. Scenarios can also be more elaborate, with decision points and further scenario elaboration (multiple storylines), depending on responses. CETL has experience developing scenarios with multiple decision points and branching storylines with UNB faculty using PowerPoint and online educational software.

Case studies

Case studies are typically used to apply several problem-solving concepts and skills to a detailed situation with lots of supporting documentation and data. A case study is usually more complex and detailed than a scenario. It often involves a real-life, well documented situation and the students’ solutions are compared to what was done in the actual case. It generally includes dialogue, creates identification or empathy with the main characters, depending on the discipline. They are best if the situations are recent, relevant to students, have a problem or dilemma to solve, and involve principles that apply broadly.

Role plays can be short like scenarios or longer and more complex, like case studies, but without a lot of the documentation. The idea is to enable students to experience what it may be like to see a problem or issue from many different perspectives as they assume a role they may not typically take, and see others do the same.

Foundational considerations

Typically, scenarios, case studies and role plays should focus on real problems, appropriate to the discipline and course level.

They can be “well-structured” or “ill-structured”:

• Well-structured  case studies, problems and scenarios can be simple or complex or anything in-between, but they have an optimal solution and only relevant information is given, and it is usually labelled or otherwise easily identified.
• Ill-structured  case studies, problems and scenarios can also be simple or complex, although they tend to be complex. They have relevant and irrelevant information in them, and part of the student’s job is to decide what is relevant, how it is relevant, and to devise an evidence-based solution to the problem that is appropriate to the context and that can be defended by argumentation that draws upon the student’s knowledge of concepts in the discipline.

Well-structured problems would be used to demonstrate understanding and application. Higher learning levels of analysis, synthesis and evaluation are better demonstrated by ill-structured problems.

Scenarios, case studies and role plays can be  authentic  or  realistic :

• Authentic  scenarios are actual events that occurred, usually with personal details altered to maintain anonymity. Since the events actually happened, we know that solutions are grounded in reality, not a fictionalized or idealized or simplified situation. This makes them “low transference” in that, since we are dealing with the real world (although in a low-stakes, training situation, often with much more time to resolve the situation than in real life, and just the one thing to work on at a time), not much after-training adjustment to the real world is necessary.
• By contrast,  realistic  scenarios are often hypothetical situations that may combine aspects of several real-world events, but are artificial in that they are fictionalized and often contain ideal or simplified elements that exist differently in the real world, and some complications are missing. This often means they are easier to solve than real-life issues, and thus are “high transference” in that some after-training adjustment is necessary to deal with the vagaries and complexities of the real world.

Scenarios, case studies and role plays can be  high  or  low fidelity :

High vs. low fidelity:  Fidelity has to do with how much a scenario, case study or role play is like its corresponding real world situation. Simplified, well-structured scenarios or problems are most appropriate for beginners. These are low-fidelity, lacking a lot of the detail that must be struggled with in actual practice. As students gain experience and deeper knowledge, the level of complexity and correspondence to real-world situations can be increased until they can solve high fidelity, ill-structured problems and scenarios.

Further details for each

Scenarios can be used in a very wide range of learning and assessment activities. Use in class exercises, seminars, as a content presentation method, exam (e.g., tell students the exam will have four case studies and they have to choose two—this encourages deep studying). Scenarios help instructors reflect on what they are trying to achieve, and modify teaching practice.

For detailed working examples of all types, see pages 7 – 25 of the  Psychology Applied Learning Scenarios (PALS) pdf .

The contents of case studies should: (Norton, 6)

• Connect with students’ prior knowledge and help build on it.
• Be presented in a real world context that could plausibly be something they would do in the discipline as a practitioner (e.g., be “authentic”).
• Provide some structure and direction but not too much, since self-directed learning is the goal. They should contain sufficient detail to make the issues clear, but with enough things left not detailed that students have to make assumptions before proceeding (or explore assumptions to determine which are the best to make). “Be ambiguous enough to force them to provide additional factors that influence their approach” (Norton, 6).
• Should have sufficient cues to encourage students to search for explanations but not so many that a lot of time is spent separating relevant and irrelevant cues. Also, too many storyline changes create unnecessary complexity that makes it unnecessarily difficult to deal with.
• Be interesting and engaging and relevant but focus on the mundane, not the bizarre or exceptional (we want to develop skills that will typically be of use in the discipline, not for exceptional circumstances only). Students will relate to case studies more if the depicted situation connects to personal experiences they’ve had.
• Help students fill in knowledge gaps.

Role plays generally have three types of participants: players, observers, and facilitator(s). They also have three phases, as indicated below:

Briefing phase:  This stage provides the warm-up, explanations, and asks participants for input on role play scenario. The role play should be somewhat flexible and customizable to the audience. Good role descriptions are sufficiently detailed to let the average person assume the role but not so detailed that there are so many things to remember that it becomes cumbersome. After role assignments, let participants chat a bit about the scenarios and their roles and ask questions. In assigning roles, consider avoiding having visible minorities playing “bad guy” roles. Ensure everyone is comfortable in their role; encourage students to play it up and even overact their role in order to make the point.

Play phase:  The facilitator makes seating arrangements (for players and observers), sets up props, arranges any tech support necessary, and does a short introduction. Players play roles, and the facilitator keeps things running smoothly by interjecting directions, descriptions, comments, and encouraging the participation of all roles until players keep things moving without intervention, then withdraws. The facilitator provides a conclusion if one does not arise naturally from the interaction.

Debriefing phase:  Role players talk about their experience to the class, facilitated by the instructor or appointee who draws out the main points. All players should describe how they felt and receive feedback from students and the instructor. If the role play involved heated interaction, the debriefing must reconcile any harsh feelings that may otherwise persist due to the exercise.

Five Cs of role playing  (AOM, 3)

Control:  Role plays often take on a life of their own that moves them in directions other than those intended. Rehearse in your mind a few possible ways this could happen and prepare possible intervention strategies. Perhaps for the first role play you can play a minor role to give you and “in” to exert some control if needed. Once the class has done a few role plays, getting off track becomes less likely. Be sensitive to the possibility that students from different cultures may respond in unforeseen ways to role plays. Perhaps ask students from diverse backgrounds privately in advance for advice on such matters. Perhaps some of these students can assist you as co-moderators or observers.

Controversy:  Explain to students that they need to prepare for situations that may provoke them or upset them, and they need to keep their cool and think. Reiterate the learning goals and explain that using this method is worth using because it draws in students more deeply and helps them to feel, not just think, which makes the learning more memorable and more likely to be accessible later. Set up a “safety code word” that students may use at any time to stop the role play and take a break.

Command of details:  Students who are more deeply involved may have many more detailed and persistent questions which will require that you have a lot of additional detail about the situation and characters. They may also question the value of role plays as a teaching method, so be prepared with pithy explanations.

Can you help?  Students may be concerned about how their acting will affect their grade, and want assistance in determining how to play their assigned character and need time to get into their role. Tell them they will not be marked on their acting. Say there is no single correct way to play a character. Prepare for slow starts, gaps in the action, and awkward moments. If someone really doesn’t want to take a role, let them participate by other means—as a recorder, moderator, technical support, observer, props…

Considered reflection:  Reflection and discussion are the main ways of learning from role plays. Players should reflect on what they felt, perceived, and learned from the session. Review the key events of the role play and consider what people would do differently and why. Include reflections of observers. Facilitate the discussion, but don’t impose your opinions, and play a neutral, background role. Be prepared to start with some of your own feedback if discussion is slow to start.

An engineering role play adaptation

Boundary objects (e.g., storyboards) have been used in engineering and computer science design projects to facilitate collaboration between specialists from different disciplines (Diaz, 6-80). In one instance, role play was used in a collaborative design workshop as a way of making computer scientist or engineering students play project roles they are not accustomed to thinking about, such as project manager, designer, user design specialist, etc. (Diaz 6-81).

References:

Academy of Management. (Undated).  Developing a Role playing Case Study as a Teaching Tool. 

Diaz, L., Reunanen, M., & Salimi, A. (2009, August).  Role Playing and Collaborative Scenario Design Development. Paper presented at the International Conference of Engineering Design, Stanford University, California.

Norton, L. (2004).  Psychology Applied Learning Scenarios (PALS): A practical introduction to problem-based learning using vignettes for psychology lecturers .  Liverpool Hope University College. 

Shaw, C. M. (2010). Designing and Using Simulations and Role-Play Exercises in  The International Studies Encyclopedia,  eISBN: 9781444336597

Smith, A. R. & Evanstone, A. (Undated).  Writing Effective Case Studies in the Sciences: Backward Design and Global Learning Outcomes.  Institute for Biological Education, University of Wisconsin-Madison. 

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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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Case-based learning.

Case-based learning (CBL) is an established approach used across disciplines where students apply their knowledge to real-world scenarios, promoting higher levels of cognition (see Bloom’s Taxonomy ). In CBL classrooms, students typically work in groups on case studies, stories involving one or more characters and/or scenarios.  The cases present a disciplinary problem or problems for which students devise solutions under the guidance of the instructor. CBL has a strong history of successful implementation in medical, law, and business schools, and is increasingly used within undergraduate education, particularly within pre-professional majors and the sciences (Herreid, 1994). This method involves guided inquiry and is grounded in constructivism whereby students form new meanings by interacting with their knowledge and the environment (Lee, 2012).

There are a number of benefits to using CBL in the classroom. In a review of the literature, Williams (2005) describes how CBL: utilizes collaborative learning, facilitates the integration of learning, develops students’ intrinsic and extrinsic motivation to learn, encourages learner self-reflection and critical reflection, allows for scientific inquiry, integrates knowledge and practice, and supports the development of a variety of learning skills.

CBL has several defining characteristics, including versatility, storytelling power, and efficient self-guided learning.  In a systematic analysis of 104 articles in health professions education, CBL was found to be utilized in courses with less than 50 to over 1000 students (Thistlethwaite et al., 2012). In these classrooms, group sizes ranged from 1 to 30, with most consisting of 2 to 15 students.  Instructors varied in the proportion of time they implemented CBL in the classroom, ranging from one case spanning two hours of classroom time, to year-long case-based courses. These findings demonstrate that instructors use CBL in a variety of ways in their classrooms.

The stories that comprise the framework of case studies are also a key component to CBL’s effectiveness. Jonassen and Hernandez-Serrano (2002, p.66) describe how storytelling:

Is a method of negotiating and renegotiating meanings that allows us to enter into other’s realms of meaning through messages they utter in their stories,

Helps us find our place in a culture,

Allows us to explicate and to interpret, and

Facilitates the attainment of vicarious experience by helping us to distinguish the positive models to emulate from the negative model.

Neurochemically, listening to stories can activate oxytocin, a hormone that increases one’s sensitivity to social cues, resulting in more empathy, generosity, compassion and trustworthiness (Zak, 2013; Kosfeld et al., 2005). The stories within case studies serve as a means by which learners form new understandings through characters and/or scenarios.

CBL is often described in conjunction or in comparison with problem-based learning (PBL). While the lines are often confusingly blurred within the literature, in the most conservative of definitions, the features distinguishing the two approaches include that PBL involves open rather than guided inquiry, is less structured, and the instructor plays a more passive role. In PBL multiple solutions to the problem may exit, but the problem is often initially not well-defined. PBL also has a stronger emphasis on developing self-directed learning. The choice between implementing CBL versus PBL is highly dependent on the goals and context of the instruction.  For example, in a comparison of PBL and CBL approaches during a curricular shift at two medical schools, students and faculty preferred CBL to PBL (Srinivasan et al., 2007). Students perceived CBL to be a more efficient process and more clinically applicable. However, in another context, PBL might be the favored approach.

In a review of the effectiveness of CBL in health profession education, Thistlethwaite et al. (2012), found several benefits:

Students enjoyed the method and thought it enhanced their learning,

Instructors liked how CBL engaged students in learning,

CBL seemed to facilitate small group learning, but the authors could not distinguish between whether it was the case itself or the small group learning that occurred as facilitated by the case.

Other studies have also reported on the effectiveness of CBL in achieving learning outcomes (Bonney, 2015; Breslin, 2008; Herreid, 2013; Krain, 2016). These findings suggest that CBL is a vehicle of engagement for instruction, and facilitates an environment whereby students can construct knowledge.

Science – Students are given a scenario to which they apply their basic science knowledge and problem-solving skills to help them solve the case. One example within the biological sciences is two brothers who have a family history of a genetic illness. They each have mutations within a particular sequence in their DNA. Students work through the case and draw conclusions about the biological impacts of these mutations using basic science. Sample cases: You are Not the Mother of Your Children ; Organic Chemisty and Your Cellphone: Organic Light-Emitting Diodes ;   A Light on Physics: F-Number and Exposure Time

Medicine – Medical or pre-health students read about a patient presenting with specific symptoms. Students decide which questions are important to ask the patient in their medical history, how long they have experienced such symptoms, etc. The case unfolds and students use clinical reasoning, propose relevant tests, develop a differential diagnoses and a plan of treatment. Sample cases: The Case of the Crying Baby: Surgical vs. Medical Management ; The Plan: Ethics and Physician Assisted Suicide ; The Haemophilus Vaccine: A Victory for Immunologic Engineering

Public Health – A case study describes a pandemic of a deadly infectious disease. Students work through the case to identify Patient Zero, the person who was the first to spread the disease, and how that individual became infected.  Sample cases: The Protective Parent ; The Elusive Tuberculosis Case: The CDC and Andrew Speaker ; Credible Voice: WHO-Beijing and the SARS Crisis

Law – A case study presents a legal dilemma for which students use problem solving to decide the best way to advise and defend a client. Students are presented information that changes during the case.  Sample cases: Mortgage Crisis Call (abstract) ; The Case of the Unpaid Interns (abstract) ; Police-Community Dialogue (abstract)

Business – Students work on a case study that presents the history of a business success or failure. They apply business principles learned in the classroom and assess why the venture was successful or not. Sample cases: SELCO-Determining a path forward ; Project Masiluleke: Texting and Testing to Fight HIV/AIDS in South Africa ; Mayo Clinic: Design Thinking in Healthcare

Humanities - Students consider a case that presents a theater facing financial and management difficulties. They apply business and theater principles learned in the classroom to the case, working together to create solutions for the theater. Sample cases: David Geffen School of Drama

Recommendations

Finding and Writing Cases

Consider utilizing or adapting open access cases - The availability of open resources and databases containing cases that instructors can download makes this approach even more accessible in the classroom. Two examples of open databases are the Case Center on Public Leadership and Harvard Kennedy School (HKS) Case Program , which focus on government, leadership and public policy case studies.

• Consider writing original cases - In the event that an instructor is unable to find open access cases relevant to their course learning objectives, they may choose to write their own. See the following resources on case writing: Cooking with Betty Crocker: A Recipe for Case Writing ; The Way of Flesch: The Art of Writing Readable Cases ;   Twixt Fact and Fiction: A Case Writer’s Dilemma ; And All That Jazz: An Essay Extolling the Virtues of Writing Case Teaching Notes .

Implementing Cases

Take baby steps if new to CBL - While entire courses and curricula may involve case-based learning, instructors who desire to implement on a smaller-scale can integrate a single case into their class, and increase the number of cases utilized over time as desired.

Use cases in classes that are small, medium or large - Cases can be scaled to any course size. In large classes with stadium seating, students can work with peers nearby, while in small classes with more flexible seating arrangements, teams can move their chairs closer together. CBL can introduce more noise (and energy) in the classroom to which an instructor often quickly becomes accustomed. Further, students can be asked to work on cases outside of class, and wrap up discussion during the next class meeting.

Encourage collaborative work - Cases present an opportunity for students to work together to solve cases which the historical literature supports as beneficial to student learning (Bruffee, 1993). Allow students to work in groups to answer case questions.

Form diverse teams as feasible - When students work within diverse teams they can be exposed to a variety of perspectives that can help them solve the case. Depending on the context of the course, priorities, and the background information gathered about the students enrolled in the class, instructors may choose to organize student groups to allow for diversity in factors such as current course grades, gender, race/ethnicity, personality, among other items.  

Use stable teams as appropriate - If CBL is a large component of the course, a research-supported practice is to keep teams together long enough to go through the stages of group development: forming, storming, norming, performing and adjourning (Tuckman, 1965).

Walk around to guide groups - In CBL instructors serve as facilitators of student learning. Walking around allows the instructor to monitor student progress as well as identify and support any groups that may be struggling. Teaching assistants can also play a valuable role in supporting groups.

Interrupt strategically - Only every so often, for conversation in large group discussion of the case, especially when students appear confused on key concepts. An effective practice to help students meet case learning goals is to guide them as a whole group when the class is ready. This may include selecting a few student groups to present answers to discussion questions to the entire class, asking the class a question relevant to the case using polling software, and/or performing a mini-lesson on an area that appears to be confusing among students.  

Assess student learning in multiple ways - Students can be assessed informally by asking groups to report back answers to various case questions. This practice also helps students stay on task, and keeps them accountable. Cases can also be included on exams using related scenarios where students are asked to apply their knowledge.

Barrows HS. (1996). Problem-based learning in medicine and beyond: a brief overview. New Directions for Teaching and Learning, 68, 3-12.  

Bonney KM. (2015). Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains. Journal of Microbiology and Biology Education, 16(1): 21-28.

Breslin M, Buchanan, R. (2008) On the Case Study Method of Research and Teaching in Design.  Design Issues, 24(1), 36-40.

Bruffee KS. (1993). Collaborative learning: Higher education, interdependence, and authority of knowledge. Johns Hopkins University Press, Baltimore, MD.

Herreid CF. (2013). Start with a Story: The Case Study Method of Teaching College Science, edited by Clyde Freeman Herreid. Originally published in 2006 by the National Science Teachers Association (NSTA); reprinted by the National Center for Case Study Teaching in Science (NCCSTS) in 2013.

Herreid CH. (1994). Case studies in science: A novel method of science education. Journal of Research in Science Teaching, 23(4), 221–229.

Jonassen DH and Hernandez-Serrano J. (2002). Case-based reasoning and instructional design: Using stories to support problem solving. Educational Technology, Research and Development, 50(2), 65-77.  

Kosfeld M, Heinrichs M, Zak PJ, Fischbacher U, Fehr E. (2005). Oxytocin increases trust in humans. Nature, 435, 673-676.

Krain M. (2016) Putting the learning in case learning? The effects of case-based approaches on student knowledge, attitudes, and engagement. Journal on Excellence in College Teaching, 27(2), 131-153.

Lee V. (2012). What is Inquiry-Guided Learning?  New Directions for Learning, 129:5-14.

Nkhoma M, Sriratanaviriyakul N. (2017). Using case method to enrich students’ learning outcomes. Active Learning in Higher Education, 18(1):37-50.

Srinivasan et al. (2007). Comparing problem-based learning with case-based learning: Effects of a major curricular shift at two institutions. Academic Medicine, 82(1): 74-82.

Thistlethwaite JE et al. (2012). The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23.  Medical Teacher, 34, e421-e444.

Tuckman B. (1965). Development sequence in small groups. Psychological Bulletin, 63(6), 384-99.

Williams B. (2005). Case-based learning - a review of the literature: is there scope for this educational paradigm in prehospital education? Emerg Med, 22, 577-581.

Zak, PJ (2013). How Stories Change the Brain. Retrieved from: https://greatergood.berkeley.edu/article/item/how_stories_change_brain

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Case Study-Based Learning

Enhancing learning through immediate application.

By the Mind Tools Content Team

If you've ever tried to learn a new concept, you probably appreciate that "knowing" is different from "doing." When you have an opportunity to apply your knowledge, the lesson typically becomes much more real.

Adults often learn differently from children, and we have different motivations for learning. Typically, we learn new skills because we want to. We recognize the need to learn and grow, and we usually need – or want – to apply our newfound knowledge soon after we've learned it.

A popular theory of adult learning is andragogy (the art and science of leading man, or adults), as opposed to the better-known pedagogy (the art and science of leading children). Malcolm Knowles , a professor of adult education, was considered the father of andragogy, which is based on four key observations of adult learners:

• Adults learn best if they know why they're learning something.
• Adults often learn best through experience.
• Adults tend to view learning as an opportunity to solve problems.
• Adults learn best when the topic is relevant to them and immediately applicable.

This means that you'll get the best results with adults when they're fully involved in the learning experience. Give an adult an opportunity to practice and work with a new skill, and you have a solid foundation for high-quality learning that the person will likely retain over time.

So, how can you best use these adult learning principles in your training and development efforts? Case studies provide an excellent way of practicing and applying new concepts. As such, they're very useful tools in adult learning, and it's important to understand how to get the maximum value from them.

What Is a Case Study?

Case studies are a form of problem-based learning, where you present a situation that needs a resolution. A typical business case study is a detailed account, or story, of what happened in a particular company, industry, or project over a set period of time.

The learner is given details about the situation, often in a historical context. The key players are introduced. Objectives and challenges are outlined. This is followed by specific examples and data, which the learner then uses to analyze the situation, determine what happened, and make recommendations.

The depth of a case depends on the lesson being taught. A case study can be two pages, 20 pages, or more. A good case study makes the reader think critically about the information presented, and then develop a thorough assessment of the situation, leading to a well-thought-out solution or recommendation.

Why Use a Case Study?

Case studies are a great way to improve a learning experience, because they get the learner involved, and encourage immediate use of newly acquired skills.

They differ from lectures or assigned readings because they require participation and deliberate application of a broad range of skills. For example, if you study financial analysis through straightforward learning methods, you may have to calculate and understand a long list of financial ratios (don't worry if you don't know what these are). Likewise, you may be given a set of financial statements to complete a ratio analysis. But until you put the exercise into context, you may not really know why you're doing the analysis.

With a case study, however, you might explore whether a bank should provide financing to a borrower, or whether a company is about to make a good acquisition. Suddenly, the act of calculating ratios becomes secondary – it's more important to understand what the ratios tell you. This is how case studies can make the difference between knowing what to do, and knowing how, when, and why to do it.

Then, what really separates case studies from other practical forms of learning – like scenarios and simulations – is the ability to compare the learner's recommendations with what actually happened. When you know what really happened, it's much easier to evaluate the "correctness" of the answers given.

When to Use a Case Study

As you can see, case studies are powerful and effective training tools. They also work best with practical, applied training, so make sure you use them appropriately.

Remember these tips:

• Case studies tend to focus on why and how to apply a skill or concept, not on remembering facts and details. Use case studies when understanding the concept is more important than memorizing correct responses.
• Case studies are great team-building opportunities. When a team gets together to solve a case, they'll have to work through different opinions, methods, and perspectives.
• Use case studies to build problem-solving skills, particularly those that are valuable when applied, but are likely to be used infrequently. This helps people get practice with these skills that they might not otherwise get.
• Case studies can be used to evaluate past problem solving. People can be asked what they'd do in that situation, and think about what could have been done differently.

Ensuring Maximum Value From Case Studies

The first thing to remember is that you already need to have enough theoretical knowledge to handle the questions and challenges in the case study. Otherwise, it can be like trying to solve a puzzle with some of the pieces missing.

Here are some additional tips for how to approach a case study. Depending on the exact nature of the case, some tips will be more relevant than others.

• Read the case at least three times before you start any analysis. Case studies usually have lots of details, and it's easy to miss something in your first, or even second, reading.
• Once you're thoroughly familiar with the case, note the facts. Identify which are relevant to the tasks you've been assigned. In a good case study, there are often many more facts than you need for your analysis.
• If the case contains large amounts of data, analyze this data for relevant trends. For example, have sales dropped steadily, or was there an unexpected high or low point?
• If the case involves a description of a company's history, find the key events, and consider how they may have impacted the current situation.
• Consider using techniques like SWOT analysis and Porter's Five Forces Analysis to understand the organization's strategic position.
• Stay with the facts when you draw conclusions. These include facts given in the case as well as established facts about the environmental context. Don't rely on personal opinions when you put together your answers.

Writing a Case Study

You may have to write a case study yourself. These are complex documents that take a while to research and compile. The quality of the case study influences the quality of the analysis. Here are some tips if you want to write your own:

• Write your case study as a structured story. The goal is to capture an interesting situation or challenge and then bring it to life with words and information. You want the reader to feel a part of what's happening.
• Present information so that a "right" answer isn't obvious. The goal is to develop the learner's ability to analyze and assess, not necessarily to make the same decision as the people in the actual case.
• Do background research to fully understand what happened and why. You may need to talk to key stakeholders to get their perspectives as well.
• Determine the key challenge. What needs to be resolved? The case study should focus on one main question or issue.
• Define the context. Talk about significant events leading up to the situation. What organizational factors are important for understanding the problem and assessing what should be done? Include cultural factors where possible.
• Identify key decision makers and stakeholders. Describe their roles and perspectives, as well as their motivations and interests.
• Make sure that you provide the right data to allow people to reach appropriate conclusions.
• Make sure that you have permission to use any information you include.

A typical case study structure includes these elements:

• Executive summary. Define the objective, and state the key challenge.
• Opening paragraph. Capture the reader's interest.
• Scope. Describe the background, context, approach, and issues involved.
• Presentation of facts. Develop an objective picture of what's happening.
• Description of key issues. Present viewpoints, decisions, and interests of key parties.

Because case studies have proved to be such effective teaching tools, many are already written. Some excellent sources of free cases are The Times 100 , CasePlace.org , and Schroeder & Schroeder Inc . You can often search for cases by topic or industry. These cases are expertly prepared, based mostly on real situations, and used extensively in business schools to teach management concepts.

Case studies are a great way to improve learning and training. They provide learners with an opportunity to solve a problem by applying what they know.

There are no unpleasant consequences for getting it "wrong," and cases give learners a much better understanding of what they really know and what they need to practice.

Case studies can be used in many ways, as team-building tools, and for skill development. You can write your own case study, but a large number are already prepared. Given the enormous benefits of practical learning applications like this, case studies are definitely something to consider adding to your next training session.

Knowles, M. (1973). 'The Adult Learner: A Neglected Species [online].' Available here .

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Using Case Studies to Teach

Why Use Cases?

Many students are more inductive than deductive reasoners, which means that they learn better from examples than from logical development starting with basic principles. The use of case studies can therefore be a very effective classroom technique.

Case studies are have long been used in business schools, law schools, medical schools and the social sciences, but they can be used in any discipline when instructors want students to explore how what they have learned applies to real world situations. Cases come in many formats, from a simple “What would you do in this situation?” question to a detailed description of a situation with accompanying data to analyze. Whether to use a simple scenario-type case or a complex detailed one depends on your course objectives.

Most case assignments require students to answer an open-ended question or develop a solution to an open-ended problem with multiple potential solutions. Requirements can range from a one-paragraph answer to a fully developed group action plan, proposal or decision.

Common Case Elements

Most “full-blown” cases have these common elements:

• A decision-maker who is grappling with some question or problem that needs to be solved.
• A description of the problem’s context (a law, an industry, a family).
• Supporting data, which can range from data tables to links to URLs, quoted statements or testimony, supporting documents, images, video, or audio.

Case assignments can be done individually or in teams so that the students can brainstorm solutions and share the work load.

The following discussion of this topic incorporates material presented by Robb Dixon of the School of Management and Rob Schadt of the School of Public Health at CEIT workshops. Professor Dixon also provided some written comments that the discussion incorporates.

Advantages to the use of case studies in class

A major advantage of teaching with case studies is that the students are actively engaged in figuring out the principles by abstracting from the examples. This develops their skills in:

• Problem solving
• Analytical tools, quantitative and/or qualitative, depending on the case
• Decision making in complex situations
• Coping with ambiguities

Guidelines for using case studies in class

In the most straightforward application, the presentation of the case study establishes a framework for analysis. It is helpful if the statement of the case provides enough information for the students to figure out solutions and then to identify how to apply those solutions in other similar situations. Instructors may choose to use several cases so that students can identify both the similarities and differences among the cases.

Depending on the course objectives, the instructor may encourage students to follow a systematic approach to their analysis.  For example:

• What is the issue?
• What is the goal of the analysis?
• What is the context of the problem?
• What key facts should be considered?
• What alternatives are available to the decision-maker?
• What would you recommend — and why?

An innovative approach to case analysis might be to have students  role-play the part of the people involved in the case. This not only actively engages students, but forces them to really understand the perspectives of the case characters. Videos or even field trips showing the venue in which the case is situated can help students to visualize the situation that they need to analyze.

Accompanying Readings

Case studies can be especially effective if they are paired with a reading assignment that introduces or explains a concept or analytical method that applies to the case. The amount of emphasis placed on the use of the reading during the case discussion depends on the complexity of the concept or method. If it is straightforward, the focus of the discussion can be placed on the use of the analytical results. If the method is more complex, the instructor may need to walk students through its application and the interpretation of the results.

Leading the Case Discussion and Evaluating Performance

Decision cases are more interesting than descriptive ones. In order to start the discussion in class, the instructor can start with an easy, noncontroversial question that all the students should be able to answer readily. However, some of the best case discussions start by forcing the students to take a stand. Some instructors will ask a student to do a formal “open” of the case, outlining his or her entire analysis.  Others may choose to guide discussion with questions that move students from problem identification to solutions.  A skilled instructor steers questions and discussion to keep the class on track and moving at a reasonable pace.

In order to motivate the students to complete the assignment before class as well as to stimulate attentiveness during the class, the instructor should grade the participation—quantity and especially quality—during the discussion of the case. This might be a simple check, check-plus, check-minus or zero. The instructor should involve as many students as possible. In order to engage all the students, the instructor can divide them into groups, give each group several minutes to discuss how to answer a question related to the case, and then ask a randomly selected person in each group to present the group’s answer and reasoning. Random selection can be accomplished through rolling of dice, shuffled index cards, each with one student’s name, a spinning wheel, etc.

Tips on the Penn State U. website: http://tlt.its.psu.edu/suggestions/cases/

If you are interested in using this technique in a science course, there is a good website on use of case studies in the sciences at the University of Buffalo.

Dunne, D. and Brooks, K. (2004) Teaching with Cases (Halifax, NS: Society for Teaching and Learning in Higher Education), ISBN 0-7703-8924-4 (Can be ordered at http://www.bookstore.uwo.ca/ at a cost of $15.00)

Activity 2: Case studies

Students will analyse cases in order to explore and combat gender stereotypes and homophobia

Case studies in a powerpoint presentation

Instructions:

• Explain to the students that you would like to explore some incidents and you would like their opinion.
• Present each case study to the students in a powerpoint and encourage discussion.
• After reading each case, ask students to answer and discuss the relevant questions.
• Each case should be analysed for 15 minutes.

Case Study 1

John has recently moved to a different town with his parents, because they found better jobs. As he hadn’t had the chance to meet people and make friends yet, he decided to find an extracurricular activity to do after school. He searched for lessons or activities available and he found an incredible offer about some ballet classes. On Wednesday, after school, he went to enrol to the lessons. When he entered the class, the girls that were already there were really surprised and staring at him. After he explained that he wanted to attend the lessons, the girls started pointing at him, laughing. The teacher did not react at all and looked really surprised. John ran out of the class, crying.

• Do you think there are stereotypes in the case of John? Could you mention some?
• How do you think John feels about this situation?
• Do you think that something like that could happen in real life?
• How do you think you would react if something like that happened in your school?

Case Study 2

Laura is running for president of the class. She is really happy that she will have a chance to contribute to the exercise of students’ rights and she has made a plan on what she wants to change. One day, five of her male classmates approached her and said ‘You can’t be the president of our class! You’re a girl! Girls cannot be the leaders!’ . Laura was devastated, since she has been trying really hard to find ways in order for all students to be represented by her plan.

• Do you think there are stereotypes in the case of Laura? Could you mention some?
• How do you think Laura feels about this situation?

Case Study 3

Paul is a 17year old boy who has been struggling in order to accept himself for the past few years. He understood that he was into boys two years back, but he has been trying to ‘fix himself’ as he was told. He dated girls, hung out with male classmates and did what other boys his age did. One day, his girlfriend, Sarah, wanted their relationship to go further, but Paul was not into it. Sarah started mocking him and told everyone in their class that he was gay. After one day, the whole school started calling Paul names, telling him that he was a ‘weirdo’ and that this was not normal.

• Do you think there are stereotypes in the case of Paul? Could you mention some?
• How do you think Paul feels about this situation?

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Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains †

Associated data.

• Appendix 1: Example assessment questions used to assess the effectiveness of case studies at promoting learning
• Appendix 2: Student learning gains were assessed using a modified version of the SALG course evaluation tool

Following years of widespread use in business and medical education, the case study teaching method is becoming an increasingly common teaching strategy in science education. However, the current body of research provides limited evidence that the use of published case studies effectively promotes the fulfillment of specific learning objectives integral to many biology courses. This study tested the hypothesis that case studies are more effective than classroom discussions and textbook reading at promoting learning of key biological concepts, development of written and oral communication skills, and comprehension of the relevance of biological concepts to everyday life. This study also tested the hypothesis that case studies produced by the instructor of a course are more effective at promoting learning than those produced by unaffiliated instructors. Additionally, performance on quantitative learning assessments and student perceptions of learning gains were analyzed to determine whether reported perceptions of learning gains accurately reflect academic performance. The results reported here suggest that case studies, regardless of the source, are significantly more effective than other methods of content delivery at increasing performance on examination questions related to chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication. This finding was positively correlated to increased student perceptions of learning gains associated with oral and written communication skills and the ability to recognize connections between biological concepts and other aspects of life. Based on these findings, case studies should be considered as a preferred method for teaching about a variety of concepts in science courses.

INTRODUCTION

The case study teaching method is a highly adaptable style of teaching that involves problem-based learning and promotes the development of analytical skills ( 8 ). By presenting content in the format of a narrative accompanied by questions and activities that promote group discussion and solving of complex problems, case studies facilitate development of the higher levels of Bloom’s taxonomy of cognitive learning; moving beyond recall of knowledge to analysis, evaluation, and application ( 1 , 9 ). Similarly, case studies facilitate interdisciplinary learning and can be used to highlight connections between specific academic topics and real-world societal issues and applications ( 3 , 9 ). This has been reported to increase student motivation to participate in class activities, which promotes learning and increases performance on assessments ( 7 , 16 , 19 , 23 ). For these reasons, case-based teaching has been widely used in business and medical education for many years ( 4 , 11 , 12 , 14 ). Although case studies were considered a novel method of science education just 20 years ago, the case study teaching method has gained popularity in recent years among an array of scientific disciplines such as biology, chemistry, nursing, and psychology ( 5 – 7 , 9 , 11 , 13 , 15 – 17 , 21 , 22 , 24 ).

Although there is now a substantive and growing body of literature describing how to develop and use case studies in science teaching, current research on the effectiveness of case study teaching at meeting specific learning objectives is of limited scope and depth. Studies have shown that working in groups during completion of case studies significantly improves student perceptions of learning and may increase performance on assessment questions, and that the use of clickers can increase student engagement in case study activities, particularly among non-science majors, women, and freshmen ( 7 , 21 , 22 ). Case study teaching has been shown to improve exam performance in an anatomy and physiology course, increasing the mean score across all exams given in a two-semester sequence from 66% to 73% ( 5 ). Use of case studies was also shown to improve students’ ability to synthesize complex analytical questions about the real-world issues associated with a scientific topic ( 6 ). In a high school chemistry course, it was demonstrated that the case study teaching method produces significant increases in self-reported control of learning, task value, and self-efficacy for learning and performance ( 24 ). This effect on student motivation is important because enhanced motivation for learning activities has been shown to promote student engagement and academic performance ( 19 , 24 ). Additionally, faculty from a number of institutions have reported that using case studies promotes critical thinking, learning, and participation among students, especially in terms of the ability to view an issue from multiple perspectives and to grasp the practical application of core course concepts ( 23 ).

Despite what is known about the effectiveness of case studies in science education, questions remain about the functionality of the case study teaching method at promoting specific learning objectives that are important to many undergraduate biology courses. A recent survey of teachers who use case studies found that the topics most often covered in general biology courses included genetics and heredity, cell structure, cells and energy, chemistry of life, and cell cycle and cancer, suggesting that these topics should be of particular interest in studies that examine the effectiveness of the case study teaching method ( 8 ). However, the existing body of literature lacks direct evidence that the case study method is an effective tool for teaching about this collection of important topics in biology courses. Further, the extent to which case study teaching promotes development of science communication skills and the ability to understand the connections between biological concepts and everyday life has not been examined, yet these are core learning objectives shared by a variety of science courses. Although many instructors have produced case studies for use in their own classrooms, the production of novel case studies is time-consuming and requires skills that not all instructors have perfected. It is therefore important to determine whether case studies published by instructors who are unaffiliated with a particular course can be used effectively and obviate the need for each instructor to develop new case studies for their own courses. The results reported herein indicate that teaching with case studies results in significantly higher performance on examination questions about chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication than that achieved by class discussions and textbook reading for topics of similar complexity. Case studies also increased overall student perceptions of learning gains and perceptions of learning gains specifically related to written and oral communication skills and the ability to grasp connections between scientific topics and their real-world applications. The effectiveness of the case study teaching method at increasing academic performance was not correlated to whether the case study used was authored by the instructor of the course or by an unaffiliated instructor. These findings support increased use of published case studies in the teaching of a variety of biological concepts and learning objectives.

Student population

This study was conducted at Kingsborough Community College, which is part of the City University of New York system, located in Brooklyn, New York. Kingsborough Community College has a diverse population of approximately 19,000 undergraduate students. The student population included in this study was enrolled in the first semester of a two-semester sequence of general (introductory) biology for biology majors during the spring, winter, or summer semester of 2014. A total of 63 students completed the course during this time period; 56 students consented to the inclusion of their data in the study. Of the students included in the study, 23 (41%) were male and 33 (59%) were female; 40 (71%) were registered as college freshmen and 16 (29%) were registered as college sophomores. To normalize participant groups, the same student population pooled from three classes taught by the same instructor was used to assess both experimental and control teaching methods.

Course material

The four biological concepts assessed during this study (chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication) were selected as topics for studying the effectiveness of case study teaching because they were the key concepts addressed by this particular course that were most likely to be taught in a number of other courses, including biology courses for both majors and nonmajors at outside institutions. At the start of this study, relevant existing case studies were freely available from the National Center for Case Study Teaching in Science (NCCSTS) to address mitosis and meiosis and DNA structure and replication, but published case studies that appropriately addressed chemical bonds and osmosis and diffusion were not available. Therefore, original case studies that addressed the latter two topics were produced as part of this study, and case studies produced by unaffiliated instructors and published by the NCCSTS were used to address the former two topics. By the conclusion of this study, all four case studies had been peer-reviewed and accepted for publication by the NCCSTS ( http://sciencecases.lib.buffalo.edu/cs/ ). Four of the remaining core topics covered in this course (macromolecules, photosynthesis, genetic inheritance, and translation) were selected as control lessons to provide control assessment data.

To minimize extraneous variation, control topics and assessments were carefully matched in complexity, format, and number with case studies, and an equal amount of class time was allocated for each case study and the corresponding control lesson. Instruction related to control lessons was delivered using minimal slide-based lectures, with emphasis on textbook reading assignments accompanied by worksheets completed by students in and out of the classroom, and small and large group discussion of key points. Completion of activities and discussion related to all case studies and control topics that were analyzed was conducted in the classroom, with the exception of the take-home portion of the osmosis and diffusion case study.

Data collection and analysis

This study was performed in accordance with a protocol approved by the Kingsborough Community College Human Research Protection Program and the Institutional Review Board (IRB) of the City University of New York (CUNY IRB reference 539938-1; KCC IRB application #: KCC 13-12-126-0138). Assessment scores were collected from regularly scheduled course examinations. For each case study, control questions were included on the same examination that were similar in number, format, point value, and difficulty level, but related to a different topic covered in the course that was of similar complexity. Complexity and difficulty of both case study and control questions were evaluated using experiential data from previous iterations of the course; the Bloom’s taxonomy designation and amount of material covered by each question, as well as the average score on similar questions achieved by students in previous iterations of the course was considered in determining appropriate controls. All assessment questions were scored using a standardized, pre-determined rubric. Student perceptions of learning gains were assessed using a modified version of the Student Assessment of Learning Gains (SALG) course evaluation tool ( http://www.salgsite.org ), distributed in hardcopy and completed anonymously during the last week of the course. Students were presented with a consent form to opt-in to having their data included in the data analysis. After the course had concluded and final course grades had been posted, data from consenting students were pooled in a database and identifying information was removed prior to analysis. Statistical analysis of data was conducted using the Kruskal-Wallis one-way analysis of variance and calculation of the R 2 coefficient of determination.

Teaching with case studies improves performance on learning assessments, independent of case study origin

To evaluate the effectiveness of the case study teaching method at promoting learning, student performance on examination questions related to material covered by case studies was compared with performance on questions that covered material addressed through classroom discussions and textbook reading. The latter questions served as control items; assessment items for each case study were compared with control items that were of similar format, difficulty, and point value ( Appendix 1 ). Each of the four case studies resulted in an increase in examination performance compared with control questions that was statistically significant, with an average difference of 18% ( Fig. 1 ). The mean score on case study-related questions was 73% for the chemical bonds case study, 79% for osmosis and diffusion, 76% for mitosis and meiosis, and 70% for DNA structure and replication ( Fig. 1 ). The mean score for non-case study-related control questions was 60%, 54%, 60%, and 52%, respectively ( Fig. 1 ). In terms of examination performance, no significant difference between case studies produced by the instructor of the course (chemical bonds and osmosis and diffusion) and those produced by unaffiliated instructors (mitosis and meiosis and DNA structure and replication) was indicated by the Kruskal-Wallis one-way analysis of variance. However, the 25% difference between the mean score on questions related to the osmosis and diffusion case study and the mean score on the paired control questions was notably higher than the 13–18% differences observed for the other case studies ( Fig. 1 ).

Case study teaching method increases student performance on examination questions. Mean score on a set of examination questions related to lessons covered by case studies (black bars) and paired control questions of similar format and difficulty about an unrelated topic (white bars). Chemical bonds, n = 54; Osmosis and diffusion, n = 54; Mitosis and meiosis, n = 51; DNA structure and replication, n = 50. Error bars represent the standard error of the mean (SEM). Asterisk indicates p < 0.05.

Case study teaching increases student perception of learning gains related to core course objectives

Student learning gains were assessed using a modified version of the SALG course evaluation tool ( Appendix 2 ). To determine whether completing case studies was more effective at increasing student perceptions of learning gains than completing textbook readings or participating in class discussions, perceptions of student learning gains for each were compared. In response to the question “Overall, how much did each of the following aspects of the class help your learning?” 82% of students responded that case studies helped a “good” or “great” amount, compared with 70% for participating in class discussions and 58% for completing textbook reading; only 4% of students responded that case studies helped a “small amount” or “provided no help,” compared with 2% for class discussions and 22% for textbook reading ( Fig. 2A ). The differences in reported learning gains derived from the use of case studies compared with class discussion and textbook readings were statistically significant, while the difference in learning gains associated with class discussion compared with textbook reading was not statistically significant by a narrow margin ( p = 0.051).

The case study teaching method increases student perceptions of learning gains. Student perceptions of learning gains are indicated by plotting responses to the question “How much did each of the following activities: (A) Help your learning overall? (B) Improve your ability to communicate your knowledge of scientific concepts in writing? (C) Improve your ability to communicate your knowledge of scientific concepts orally? (D) Help you understand the connections between scientific concepts and other aspects of your everyday life?” Reponses are represented as follows: Helped a great amount (black bars); Helped a good amount (dark gray bars); Helped a moderate amount (medium gray bars); Helped a small amount (light gray bars); Provided no help (white bars). Asterisk indicates p < 0.05.

To elucidate the effectiveness of case studies at promoting learning gains related to specific course learning objectives compared with class discussions and textbook reading, students were asked how much each of these methods of content delivery specifically helped improve skills that were integral to fulfilling three main course objectives. When students were asked how much each of the methods helped “improve your ability to communicate knowledge of scientific concepts in writing,” 81% of students responded that case studies help a “good” or “great” amount, compared with 63% for class discussions and 59% for textbook reading; only 6% of students responded that case studies helped a “small amount” or “provided no help,” compared with 8% for class discussions and 21% for textbook reading ( Fig. 2B ). When the same question was posed about the ability to communicate orally, 81% of students responded that case studies help a “good” or “great” amount, compared with 68% for class discussions and 50% for textbook reading, while the respective response rates for helped a “small amount” or “provided no help,” were 4%, 6%, and 25% ( Fig. 2C ). The differences in learning gains associated with both written and oral communication were statistically significant when completion of case studies was compared with either participation in class discussion or completion of textbook readings. Compared with textbook reading, class discussions led to a statistically significant increase in oral but not written communication skills.

Students were then asked how much each of the methods helped them “understand the connections between scientific concepts and other aspects of your everyday life.” A total of 79% of respondents declared that case studies help a “good” or “great” amount, compared with 70% for class discussions and 57% for textbook reading ( Fig. 2D ). Only 4% stated that case studies and class discussions helped a “small amount” or “provided no help,” compared with 21% for textbook reading ( Fig. 2D ). Similar to overall learning gains, the use of case studies significantly increased the ability to understand the relevance of science to everyday life compared with class discussion and textbook readings, while the difference in learning gains associated with participation in class discussion compared with textbook reading was not statistically significant ( p = 0.054).

Student perceptions of learning gains resulting from case study teaching are positively correlated to increased performance on examinations, but independent of case study author

To test the hypothesis that case studies produced specifically for this course by the instructor were more effective at promoting learning gains than topically relevant case studies published by authors not associated with this course, perceptions of learning gains were compared for each of the case studies. For both of the case studies produced by the instructor of the course, 87% of students indicated that the case study provided a “good” or “great” amount of help to their learning, and 2% indicated that the case studies provided “little” or “no” help ( Table 1 ). In comparison, an average of 85% of students indicated that the case studies produced by an unaffiliated instructor provided a “good” or “great” amount of help to their learning, and 4% indicated that the case studies provided “little” or “no” help ( Table 1 ). The instructor-produced case studies yielded both the highest and lowest percentage of students reporting the highest level of learning gains (a “great” amount), while case studies produced by unaffiliated instructors yielded intermediate values. Therefore, it can be concluded that the effectiveness of case studies at promoting learning gains is not significantly affected by whether or not the course instructor authored the case study.

Case studies positively affect student perceptions of learning gains about various biological topics.

Finally, to determine whether performance on examination questions accurately predicts student perceptions of learning gains, mean scores on examination questions related to case studies were compared with reported perceptions of learning gains for those case studies ( Fig. 3 ). The coefficient of determination (R 2 value) was 0.81, indicating a strong, but not definitive, positive correlation between perceptions of learning gains and performance on examinations, suggesting that student perception of learning gains is a valid tool for assessing the effectiveness of case studies ( Fig. 3 ). This correlation was independent of case study author.

Perception of learning gains but not author of case study is positively correlated to score on related examination questions. Percentage of students reporting that each specific case study provided “a great amount of help” to their learning was plotted against the point difference between mean score on examination questions related to that case study and mean score on paired control questions. Positive point differences indicate how much higher the mean scores on case study-related questions were than the mean scores on paired control questions. Black squares represent case studies produced by the instructor of the course; white squares represent case studies produced by unaffiliated instructors. R 2 value indicates the coefficient of determination.

The purpose of this study was to test the hypothesis that teaching with case studies produced by the instructor of a course is more effective at promoting learning gains than using case studies produced by unaffiliated instructors. This study also tested the hypothesis that the case study teaching method is more effective than class discussions and textbook reading at promoting learning gains associated with four of the most commonly taught topics in undergraduate general biology courses: chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication. In addition to assessing content-based learning gains, development of written and oral communication skills and the ability to connect scientific topics with real-world applications was also assessed, because these skills were overarching learning objectives of this course, and classroom activities related to both case studies and control lessons were designed to provide opportunities for students to develop these skills. Finally, data were analyzed to determine whether performance on examination questions is positively correlated to student perceptions of learning gains resulting from case study teaching.

Compared with equivalent control questions about topics of similar complexity taught using class discussions and textbook readings, all four case studies produced statistically significant increases in the mean score on examination questions ( Fig. 1 ). This indicates that case studies are more effective than more commonly used, traditional methods of content delivery at promoting learning of a variety of core concepts covered in general biology courses. The average increase in score on each test item was equivalent to nearly two letter grades, which is substantial enough to elevate the average student performance on test items from the unsatisfactory/failing range to the satisfactory/passing range. The finding that there was no statistical difference between case studies in terms of performance on examination questions suggests that case studies are equally effective at promoting learning of disparate topics in biology. The observations that students did not perform significantly less well on the first case study presented (chemical bonds) compared with the other case studies and that performance on examination questions did not progressively increase with each successive case study suggests that the effectiveness of case studies is not directly related to the amount of experience students have using case studies. Furthermore, anecdotal evidence from previous semesters of this course suggests that, of the four topics addressed by cases in this study, DNA structure and function and osmosis and diffusion are the first and second most difficult for students to grasp. The lack of a statistical difference between case studies therefore suggests that the effectiveness of a case study at promoting learning gains is not directly proportional to the difficulty of the concept covered. However, the finding that use of the osmosis and diffusion case study resulted in the greatest increase in examination performance compared with control questions and also produced the highest student perceptions of learning gains is noteworthy and could be attributed to the fact that it was the only case study evaluated that included a hands-on experiment. Because the inclusion of a hands-on kinetic activity may synergistically enhance student engagement and learning and result in an even greater increase in learning gains than case studies that lack this type of activity, it is recommended that case studies that incorporate this type of activity be preferentially utilized.

Student perceptions of learning gains are strongly motivating factors for engagement in the classroom and academic performance, so it is important to assess the effect of any teaching method in this context ( 19 , 24 ). A modified version of the SALG course evaluation tool was used to assess student perceptions of learning gains because it has been previously validated as an efficacious tool ( Appendix 2 ) ( 20 ). Using the SALG tool, case study teaching was demonstrated to significantly increase student perceptions of overall learning gains compared with class discussions and textbook reading ( Fig. 2A ). Case studies were shown to be particularly useful for promoting perceived development of written and oral communication skills and for demonstrating connections between scientific topics and real-world issues and applications ( Figs. 2B–2D ). Further, student perceptions of “great” learning gains positively correlated with increased performance on examination questions, indicating that assessment of learning gains using the SALG tool is both valid and useful in this course setting ( Fig. 3 ). These findings also suggest that case study teaching could be used to increase student motivation and engagement in classroom activities and thus promote learning and performance on assessments. The finding that textbook reading yielded the lowest student perceptions of learning gains was not unexpected, since reading facilitates passive learning while the class discussions and case studies were both designed to promote active learning.

Importantly, there was no statistical difference in student performance on examinations attributed to the two case studies produced by the instructor of the course compared with the two case studies produced by unaffiliated instructors. The average difference between the two instructor-produced case studies and the two case studies published by unaffiliated instructors was only 3% in terms of both the average score on examination questions (76% compared with 73%) and the average increase in score compared with paired control items (14% compared with 17%) ( Fig. 1 ). Even when considering the inherent qualitative differences of course grades, these differences are negligible. Similarly, the effectiveness of case studies at promoting learning gains was not significantly affected by the origin of the case study, as evidenced by similar percentages of students reporting “good” and “great” learning gains regardless of whether the case study was produced by the course instructor or an unaffiliated instructor ( Table 1 ).

The observation that case studies published by unaffiliated instructors are just as effective as those produced by the instructor of a course suggests that instructors can reasonably rely on the use of pre-published case studies relevant to their class rather than investing the considerable time and effort required to produce a novel case study. Case studies covering a wide range of topics in the sciences are available from a number of sources, and many of them are free access. The National Center for Case Study Teaching in Science (NCCSTS) database ( http://sciencecases.lib.buffalo.edu/cs/ ) contains over 500 case studies that are freely available to instructors, and are accompanied by teaching notes that provide logistical advice and additional resources for implementing the case study, as well as a set of assessment questions with a password-protected answer key. Case study repositories are also maintained by BioQUEST Curriculum Consortium ( http://www.bioquest.org/icbl/cases.php ) and the Science Case Network ( http://sciencecasenet.org ); both are available for use by instructors from outside institutions.

It should be noted that all case studies used in this study were rigorously peer-reviewed and accepted for publication by the NCCSTS prior to the completion of this study ( 2 , 10 , 18 , 25 ); the conclusions of this study may not apply to case studies that were not developed in accordance with similar standards. Because case study teaching involves skills such as creative writing and management of dynamic group discussion in a way that is not commonly integrated into many other teaching methods, it is recommended that novice case study teachers seek training or guidance before writing their first case study or implementing the method. The lack of a difference observed in the use of case studies from different sources should be interpreted with some degree of caution since only two sources were represented in this study, and each by only two cases. Furthermore, in an educational setting, quantitative differences in test scores might produce meaningful qualitative differences in course grades even in the absence of a p value that is statistically significant. For example, there is a meaningful qualitative difference between test scores that result in an average grade of C− and test scores that result in an average grade of C+, even if there is no statistically significant difference between the two sets of scores.

In the future, it could be informative to confirm these findings using a larger cohort, by repeating the study at different institutions with different instructors, by evaluating different case studies, and by directly comparing the effectiveness of the case studying teaching method with additional forms of instruction, such as traditional chalkboard and slide-based lecturing, and laboratory-based activities. It may also be informative to examine whether demographic factors such as student age and gender modulate the effectiveness of the case study teaching method, and whether case studies work equally well for non-science majors taking a science course compared with those majoring in the subject. Since the topical material used in this study is often included in other classes in both high school and undergraduate education, such as cell biology, genetics, and chemistry, the conclusions of this study are directly applicable to a broad range of courses. Presently, it is recommended that the use of case studies in teaching undergraduate general biology and other science courses be expanded, especially for the teaching of capacious issues with real-world applications and in classes where development of written and oral communication skills are key objectives. The use of case studies that involve hands-on activities should be emphasized to maximize the benefit of this teaching method. Importantly, instructors can be confident in the use of pre-published case studies to promote learning, as there is no indication that the effectiveness of the case study teaching method is reliant on the production of novel, customized case studies for each course.

SUPPLEMENTAL MATERIALS

Acknowledgments.

This article benefitted from a President’s Faculty Innovation Grant, Kingsborough Community College. The author declares that there are no conflicts of interest.

† Supplemental materials available at http://jmbe.asm.org

How to write a case study — examples, templates, and tools

It’s a marketer’s job to communicate the effectiveness of a product or service to potential and current customers to convince them to buy and keep business moving. One of the best methods for doing this is to share success stories that are relatable to prospects and customers based on their pain points, experiences, and overall needs.

That’s where case studies come in. Case studies are an essential part of a content marketing plan. These in-depth stories of customer experiences are some of the most effective at demonstrating the value of a product or service. Yet many marketers don’t use them, whether because of their regimented formats or the process of customer involvement and approval.

A case study is a powerful tool for showcasing your hard work and the success your customer achieved. But writing a great case study can be difficult if you’ve never done it before or if it’s been a while. This guide will show you how to write an effective case study and provide real-world examples and templates that will keep readers engaged and support your business.

In this article, you’ll learn:

What is a case study?

How to write a case study, case study templates, case study examples, case study tools.

A case study is the detailed story of a customer’s experience with a product or service that demonstrates their success and often includes measurable outcomes. Case studies are used in a range of fields and for various reasons, from business to academic research. They’re especially impactful in marketing as brands work to convince and convert consumers with relatable, real-world stories of actual customer experiences.

The best case studies tell the story of a customer’s success, including the steps they took, the results they achieved, and the support they received from a brand along the way. To write a great case study, you need to:

• Celebrate the customer and make them — not a product or service — the star of the story.
• Craft the story with specific audiences or target segments in mind so that the story of one customer will be viewed as relatable and actionable for another customer.
• Write copy that is easy to read and engaging so that readers will gain the insights and messages intended.
• Follow a standardized format that includes all of the essentials a potential customer would find interesting and useful.
• Support all of the claims for success made in the story with data in the forms of hard numbers and customer statements.

Case studies are a type of review but more in depth, aiming to show — rather than just tell — the positive experiences that customers have with a brand. Notably, 89% of consumers read reviews before deciding to buy, and 79% view case study content as part of their purchasing process. When it comes to B2B sales, 52% of buyers rank case studies as an important part of their evaluation process.

Telling a brand story through the experience of a tried-and-true customer matters. The story is relatable to potential new customers as they imagine themselves in the shoes of the company or individual featured in the case study. Showcasing previous customers can help new ones see themselves engaging with your brand in the ways that are most meaningful to them.

Besides sharing the perspective of another customer, case studies stand out from other content marketing forms because they are based on evidence. Whether pulling from client testimonials or data-driven results, case studies tend to have more impact on new business because the story contains information that is both objective (data) and subjective (customer experience) — and the brand doesn’t sound too self-promotional.

Case studies are unique in that there’s a fairly standardized format for telling a customer’s story. But that doesn’t mean there isn’t room for creativity. It’s all about making sure that teams are clear on the goals for the case study — along with strategies for supporting content and channels — and understanding how the story fits within the framework of the company’s overall marketing goals.

Here are the basic steps to writing a good case study.

1. Identify your goal

Start by defining exactly who your case study will be designed to help. Case studies are about specific instances where a company works with a customer to achieve a goal. Identify which customers are likely to have these goals, as well as other needs the story should cover to appeal to them.

The answer is often found in one of the buyer personas that have been constructed as part of your larger marketing strategy. This can include anything from new leads generated by the marketing team to long-term customers that are being pressed for cross-sell opportunities. In all of these cases, demonstrating value through a relatable customer success story can be part of the solution to conversion.

2. Choose your client or subject

Who you highlight matters. Case studies tie brands together that might otherwise not cross paths. A writer will want to ensure that the highlighted customer aligns with their own company’s brand identity and offerings. Look for a customer with positive name recognition who has had great success with a product or service and is willing to be an advocate.

The client should also match up with the identified target audience. Whichever company or individual is selected should be a reflection of other potential customers who can see themselves in similar circumstances, having the same problems and possible solutions.

Some of the most compelling case studies feature customers who:

• Switch from one product or service to another while naming competitors that missed the mark.
• Experience measurable results that are relatable to others in a specific industry.
• Represent well-known brands and recognizable names that are likely to compel action.
• Advocate for a product or service as a champion and are well-versed in its advantages.

Whoever or whatever customer is selected, marketers must ensure they have the permission of the company involved before getting started. Some brands have strict review and approval procedures for any official marketing or promotional materials that include their name. Acquiring those approvals in advance will prevent any miscommunication or wasted effort if there is an issue with their legal or compliance teams.

3. Conduct research and compile data

Substantiating the claims made in a case study — either by the marketing team or customers themselves — adds validity to the story. To do this, include data and feedback from the client that defines what success looks like. This can be anything from demonstrating return on investment (ROI) to a specific metric the customer was striving to improve. Case studies should prove how an outcome was achieved and show tangible results that indicate to the customer that your solution is the right one.

This step could also include customer interviews. Make sure that the people being interviewed are key stakeholders in the purchase decision or deployment and use of the product or service that is being highlighted. Content writers should work off a set list of questions prepared in advance. It can be helpful to share these with the interviewees beforehand so they have time to consider and craft their responses. One of the best interview tactics to keep in mind is to ask questions where yes and no are not natural answers. This way, your subject will provide more open-ended responses that produce more meaningful content.

4. Choose the right format

There are a number of different ways to format a case study. Depending on what you hope to achieve, one style will be better than another. However, there are some common elements to include, such as:

• An engaging headline
• A subject and customer introduction
• The unique challenge or challenges the customer faced
• The solution the customer used to solve the problem
• The results achieved
• Data and statistics to back up claims of success
• A strong call to action (CTA) to engage with the vendor

It’s also important to note that while case studies are traditionally written as stories, they don’t have to be in a written format. Some companies choose to get more creative with their case studies and produce multimedia content, depending on their audience and objectives. Case study formats can include traditional print stories, interactive web or social content, data-heavy infographics, professionally shot videos, podcasts, and more.

5. Write your case study

We’ll go into more detail later about how exactly to write a case study, including templates and examples. Generally speaking, though, there are a few things to keep in mind when writing your case study.

• Be clear and concise. Readers want to get to the point of the story quickly and easily, and they’ll be looking to see themselves reflected in the story right from the start.
• Provide a big picture. Always make sure to explain who the client is, their goals, and how they achieved success in a short introduction to engage the reader.
• Construct a clear narrative. Stick to the story from the perspective of the customer and what they needed to solve instead of just listing product features or benefits.
• Leverage graphics. Incorporating infographics, charts, and sidebars can be a more engaging and eye-catching way to share key statistics and data in readable ways.
• Offer the right amount of detail. Most case studies are one or two pages with clear sections that a reader can skim to find the information most important to them.
• Include data to support claims. Show real results — both facts and figures and customer quotes — to demonstrate credibility and prove the solution works.

6. Promote your story

Marketers have a number of options for distribution of a freshly minted case study. Many brands choose to publish case studies on their website and post them on social media. This can help support SEO and organic content strategies while also boosting company credibility and trust as visitors see that other businesses have used the product or service.

Marketers are always looking for quality content they can use for lead generation. Consider offering a case study as gated content behind a form on a landing page or as an offer in an email message. One great way to do this is to summarize the content and tease the full story available for download after the user takes an action.

Sales teams can also leverage case studies, so be sure they are aware that the assets exist once they’re published. Especially when it comes to larger B2B sales, companies often ask for examples of similar customer challenges that have been solved.

Now that you’ve learned a bit about case studies and what they should include, you may be wondering how to start creating great customer story content. Here are a couple of templates you can use to structure your case study.

Template 1 — Challenge-solution-result format

• Start with an engaging title. This should be fewer than 70 characters long for SEO best practices. One of the best ways to approach the title is to include the customer’s name and a hint at the challenge they overcame in the end.
• Create an introduction. Lead with an explanation as to who the customer is, the need they had, and the opportunity they found with a specific product or solution. Writers can also suggest the success the customer experienced with the solution they chose.
• Present the challenge. This should be several paragraphs long and explain the problem the customer faced and the issues they were trying to solve. Details should tie into the company’s products and services naturally. This section needs to be the most relatable to the reader so they can picture themselves in a similar situation.
• Share the solution. Explain which product or service offered was the ideal fit for the customer and why. Feel free to delve into their experience setting up, purchasing, and onboarding the solution.
• Explain the results. Demonstrate the impact of the solution they chose by backing up their positive experience with data. Fill in with customer quotes and tangible, measurable results that show the effect of their choice.
• Ask for action. Include a CTA at the end of the case study that invites readers to reach out for more information, try a demo, or learn more — to nurture them further in the marketing pipeline. What you ask of the reader should tie directly into the goals that were established for the case study in the first place.

Template 2 — Data-driven format

• Start with an engaging title. Be sure to include a statistic or data point in the first 70 characters. Again, it’s best to include the customer’s name as part of the title.
• Create an overview. Share the customer’s background and a short version of the challenge they faced. Present the reason a particular product or service was chosen, and feel free to include quotes from the customer about their selection process.
• Present data point 1. Isolate the first metric that the customer used to define success and explain how the product or solution helped to achieve this goal. Provide data points and quotes to substantiate the claim that success was achieved.
• Present data point 2. Isolate the second metric that the customer used to define success and explain what the product or solution did to achieve this goal. Provide data points and quotes to substantiate the claim that success was achieved.
• Present data point 3. Isolate the final metric that the customer used to define success and explain what the product or solution did to achieve this goal. Provide data points and quotes to substantiate the claim that success was achieved.
• Summarize the results. Reiterate the fact that the customer was able to achieve success thanks to a specific product or service. Include quotes and statements that reflect customer satisfaction and suggest they plan to continue using the solution.
• Ask for action. Include a CTA at the end of the case study that asks readers to reach out for more information, try a demo, or learn more — to further nurture them in the marketing pipeline. Again, remember that this is where marketers can look to convert their content into action with the customer.

While templates are helpful, seeing a case study in action can also be a great way to learn. Here are some examples of how Adobe customers have experienced success.

Juniper Networks

One example is the Adobe and Juniper Networks case study , which puts the reader in the customer’s shoes. The beginning of the story quickly orients the reader so that they know exactly who the article is about and what they were trying to achieve. Solutions are outlined in a way that shows Adobe Experience Manager is the best choice and a natural fit for the customer. Along the way, quotes from the client are incorporated to help add validity to the statements. The results in the case study are conveyed with clear evidence of scale and volume using tangible data.

The story of Lenovo’s journey with Adobe is one that spans years of planning, implementation, and rollout. The Lenovo case study does a great job of consolidating all of this into a relatable journey that other enterprise organizations can see themselves taking, despite the project size. This case study also features descriptive headers and compelling visual elements that engage the reader and strengthen the content.

Tata Consulting

When it comes to using data to show customer results, this case study does an excellent job of conveying details and numbers in an easy-to-digest manner. Bullet points at the start break up the content while also helping the reader understand exactly what the case study will be about. Tata Consulting used Adobe to deliver elevated, engaging content experiences for a large telecommunications client of its own — an objective that’s relatable for a lot of companies.

Case studies are a vital tool for any marketing team as they enable you to demonstrate the value of your company’s products and services to others. They help marketers do their job and add credibility to a brand trying to promote its solutions by using the experiences and stories of real customers.

When you’re ready to get started with a case study:

• Think about a few goals you’d like to accomplish with your content.
• Make a list of successful clients that would be strong candidates for a case study.
• Reach out to the client to get their approval and conduct an interview.
• Gather the data to present an engaging and effective customer story.

Adobe can help

There are several Adobe products that can help you craft compelling case studies. Adobe Experience Platform helps you collect data and deliver great customer experiences across every channel. Once you’ve created your case studies, Experience Platform will help you deliver the right information to the right customer at the right time for maximum impact.

To learn more, watch the Adobe Experience Platform story .

Keep in mind that the best case studies are backed by data. That’s where Adobe Real-Time Customer Data Platform and Adobe Analytics come into play. With Real-Time CDP, you can gather the data you need to build a great case study and target specific customers to deliver the content to the right audience at the perfect moment.

Watch the Real-Time CDP overview video to learn more.

Finally, Adobe Analytics turns real-time data into real-time insights. It helps your business collect and synthesize data from multiple platforms to make more informed decisions and create the best case study possible.

Request a demo to learn more about Adobe Analytics.

https://business.adobe.com/blog/perspectives/b2b-ecommerce-10-case-studies-inspire-you

https://business.adobe.com/blog/basics/business-case

https://business.adobe.com/blog/basics/what-is-real-time-analytics

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Social Work: An Introduction

Student resources, case studies / activities.

Case Study with Activity

Mary is 27 years old; she has a history of alcohol dependence over several years. Mary has a daughter Kylie aged 3 years who displays signs of foetal alcohol syndrome. Social work services have been involved with Mary and Kylie since her birth, culminating in Kylie being looked after by the local authority as a result of Mary arriving to collect Kylie from the local nursery whilst significantly under the influence of alcohol. Mary has demonstrated ambivalence regarding her ability to control her alcohol use. Mary has referred herself to a local counselling agency as suggested by the social worker and her GP.

Consider how you might use the principles of motivational interviewing with Mary. A detailed commentary is provided below, including an overview of how an interview may progress.

To download the commentary for this case study and activity, click here

Center for Teaching

Case studies.

Print Version

Case studies are stories that are used as a teaching tool to show the application of a theory or concept to real situations. Dependent on the goal they are meant to fulfill, cases can be fact-driven and deductive where there is a correct answer, or they can be context driven where multiple solutions are possible. Various disciplines have employed case studies, including humanities, social sciences, sciences, engineering, law, business, and medicine. Good cases generally have the following features: they tell a good story, are recent, include dialogue, create empathy with the main characters, are relevant to the reader, serve a teaching function, require a dilemma to be solved, and have generality.

Instructors can create their own cases or can find cases that already exist. The following are some things to keep in mind when creating a case:

• What do you want students to learn from the discussion of the case?
• What do they already know that applies to the case?
• What are the issues that may be raised in discussion?
• How will the case and discussion be introduced?
• What preparation is expected of students? (Do they need to read the case ahead of time? Do research? Write anything?)
• What directions do you need to provide students regarding what they are supposed to do and accomplish?
• Do you need to divide students into groups or will they discuss as the whole class?
• Are you going to use role-playing or facilitators or record keepers? If so, how?
• What are the opening questions?
• How much time is needed for students to discuss the case?
• What concepts are to be applied/extracted during the discussion?
• How will you evaluate students?

To find other cases that already exist, try the following websites:

• The National Center for Case Study Teaching in Science , University of Buffalo. SUNY-Buffalo maintains this set of links to other case studies on the web in disciplines ranging from engineering and ethics to sociology and business
• A Journal of Teaching Cases in Public Administration and Public Policy , University of Washington

For more information:

• World Association for Case Method Research and Application

Book Review :  Teaching and the Case Method , 3rd ed., vols. 1 and 2, by Louis Barnes, C. Roland (Chris) Christensen, and Abby Hansen. Harvard Business School Press, 1994; 333 pp. (vol 1), 412 pp. (vol 2).

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Organizing Your Social Sciences Research Assignments

• Annotated Bibliography
• Analyzing a Scholarly Journal Article
• Group Presentations
• Dealing with Nervousness
• Using Visual Aids
• Grading Someone Else's Paper
• Types of Structured Group Activities
• Group Project Survival Skills
• Leading a Class Discussion
• Multiple Book Review Essay
• Reviewing Collected Works
• Writing a Case Analysis Paper
• Writing a Case Study
• About Informed Consent
• Writing Field Notes
• Writing a Policy Memo
• Writing a Reflective Paper
• Writing a Research Proposal
• Generative AI and Writing
• Acknowledgments

A case study research paper examines a person, place, event, condition, phenomenon, or other type of subject of analysis in order to extrapolate  key themes and results that help predict future trends, illuminate previously hidden issues that can be applied to practice, and/or provide a means for understanding an important research problem with greater clarity. A case study research paper usually examines a single subject of analysis, but case study papers can also be designed as a comparative investigation that shows relationships between two or more subjects. The methods used to study a case can rest within a quantitative, qualitative, or mixed-method investigative paradigm.

Case Studies. Writing@CSU. Colorado State University; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010 ; “What is a Case Study?” In Swanborn, Peter G. Case Study Research: What, Why and How? London: SAGE, 2010.

How to Approach Writing a Case Study Research Paper

General information about how to choose a topic to investigate can be found under the " Choosing a Research Problem " tab in the Organizing Your Social Sciences Research Paper writing guide. Review this page because it may help you identify a subject of analysis that can be investigated using a case study design.

However, identifying a case to investigate involves more than choosing the research problem . A case study encompasses a problem contextualized around the application of in-depth analysis, interpretation, and discussion, often resulting in specific recommendations for action or for improving existing conditions. As Seawright and Gerring note, practical considerations such as time and access to information can influence case selection, but these issues should not be the sole factors used in describing the methodological justification for identifying a particular case to study. Given this, selecting a case includes considering the following:

• The case represents an unusual or atypical example of a research problem that requires more in-depth analysis? Cases often represent a topic that rests on the fringes of prior investigations because the case may provide new ways of understanding the research problem. For example, if the research problem is to identify strategies to improve policies that support girl's access to secondary education in predominantly Muslim nations, you could consider using Azerbaijan as a case study rather than selecting a more obvious nation in the Middle East. Doing so may reveal important new insights into recommending how governments in other predominantly Muslim nations can formulate policies that support improved access to education for girls.
• The case provides important insight or illuminate a previously hidden problem? In-depth analysis of a case can be based on the hypothesis that the case study will reveal trends or issues that have not been exposed in prior research or will reveal new and important implications for practice. For example, anecdotal evidence may suggest drug use among homeless veterans is related to their patterns of travel throughout the day. Assuming prior studies have not looked at individual travel choices as a way to study access to illicit drug use, a case study that observes a homeless veteran could reveal how issues of personal mobility choices facilitate regular access to illicit drugs. Note that it is important to conduct a thorough literature review to ensure that your assumption about the need to reveal new insights or previously hidden problems is valid and evidence-based.
• The case challenges and offers a counter-point to prevailing assumptions? Over time, research on any given topic can fall into a trap of developing assumptions based on outdated studies that are still applied to new or changing conditions or the idea that something should simply be accepted as "common sense," even though the issue has not been thoroughly tested in current practice. A case study analysis may offer an opportunity to gather evidence that challenges prevailing assumptions about a research problem and provide a new set of recommendations applied to practice that have not been tested previously. For example, perhaps there has been a long practice among scholars to apply a particular theory in explaining the relationship between two subjects of analysis. Your case could challenge this assumption by applying an innovative theoretical framework [perhaps borrowed from another discipline] to explore whether this approach offers new ways of understanding the research problem. Taking a contrarian stance is one of the most important ways that new knowledge and understanding develops from existing literature.
• The case provides an opportunity to pursue action leading to the resolution of a problem? Another way to think about choosing a case to study is to consider how the results from investigating a particular case may result in findings that reveal ways in which to resolve an existing or emerging problem. For example, studying the case of an unforeseen incident, such as a fatal accident at a railroad crossing, can reveal hidden issues that could be applied to preventative measures that contribute to reducing the chance of accidents in the future. In this example, a case study investigating the accident could lead to a better understanding of where to strategically locate additional signals at other railroad crossings so as to better warn drivers of an approaching train, particularly when visibility is hindered by heavy rain, fog, or at night.
• The case offers a new direction in future research? A case study can be used as a tool for an exploratory investigation that highlights the need for further research about the problem. A case can be used when there are few studies that help predict an outcome or that establish a clear understanding about how best to proceed in addressing a problem. For example, after conducting a thorough literature review [very important!], you discover that little research exists showing the ways in which women contribute to promoting water conservation in rural communities of east central Africa. A case study of how women contribute to saving water in a rural village of Uganda can lay the foundation for understanding the need for more thorough research that documents how women in their roles as cooks and family caregivers think about water as a valuable resource within their community. This example of a case study could also point to the need for scholars to build new theoretical frameworks around the topic [e.g., applying feminist theories of work and family to the issue of water conservation].

Eisenhardt, Kathleen M. “Building Theories from Case Study Research.” Academy of Management Review 14 (October 1989): 532-550; Emmel, Nick. Sampling and Choosing Cases in Qualitative Research: A Realist Approach . Thousand Oaks, CA: SAGE Publications, 2013; Gerring, John. “What Is a Case Study and What Is It Good for?” American Political Science Review 98 (May 2004): 341-354; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Seawright, Jason and John Gerring. "Case Selection Techniques in Case Study Research." Political Research Quarterly 61 (June 2008): 294-308.

Structure and Writing Style

The purpose of a paper in the social sciences designed around a case study is to thoroughly investigate a subject of analysis in order to reveal a new understanding about the research problem and, in so doing, contributing new knowledge to what is already known from previous studies. In applied social sciences disciplines [e.g., education, social work, public administration, etc.], case studies may also be used to reveal best practices, highlight key programs, or investigate interesting aspects of professional work.

In general, the structure of a case study research paper is not all that different from a standard college-level research paper. However, there are subtle differences you should be aware of. Here are the key elements to organizing and writing a case study research paper.

I.  Introduction

As with any research paper, your introduction should serve as a roadmap for your readers to ascertain the scope and purpose of your study . The introduction to a case study research paper, however, should not only describe the research problem and its significance, but you should also succinctly describe why the case is being used and how it relates to addressing the problem. The two elements should be linked. With this in mind, a good introduction answers these four questions:

• What is being studied? Describe the research problem and describe the subject of analysis [the case] you have chosen to address the problem. Explain how they are linked and what elements of the case will help to expand knowledge and understanding about the problem.
• Why is this topic important to investigate? Describe the significance of the research problem and state why a case study design and the subject of analysis that the paper is designed around is appropriate in addressing the problem.
• What did we know about this topic before I did this study? Provide background that helps lead the reader into the more in-depth literature review to follow. If applicable, summarize prior case study research applied to the research problem and why it fails to adequately address the problem. Describe why your case will be useful. If no prior case studies have been used to address the research problem, explain why you have selected this subject of analysis.
• How will this study advance new knowledge or new ways of understanding? Explain why your case study will be suitable in helping to expand knowledge and understanding about the research problem.

Each of these questions should be addressed in no more than a few paragraphs. Exceptions to this can be when you are addressing a complex research problem or subject of analysis that requires more in-depth background information.

II.  Literature Review

The literature review for a case study research paper is generally structured the same as it is for any college-level research paper. The difference, however, is that the literature review is focused on providing background information and  enabling historical interpretation of the subject of analysis in relation to the research problem the case is intended to address . This includes synthesizing studies that help to:

• Place relevant works in the context of their contribution to understanding the case study being investigated . This would involve summarizing studies that have used a similar subject of analysis to investigate the research problem. If there is literature using the same or a very similar case to study, you need to explain why duplicating past research is important [e.g., conditions have changed; prior studies were conducted long ago, etc.].
• Describe the relationship each work has to the others under consideration that informs the reader why this case is applicable . Your literature review should include a description of any works that support using the case to investigate the research problem and the underlying research questions.
• Identify new ways to interpret prior research using the case study . If applicable, review any research that has examined the research problem using a different research design. Explain how your use of a case study design may reveal new knowledge or a new perspective or that can redirect research in an important new direction.
• Resolve conflicts amongst seemingly contradictory previous studies . This refers to synthesizing any literature that points to unresolved issues of concern about the research problem and describing how the subject of analysis that forms the case study can help resolve these existing contradictions.
• Point the way in fulfilling a need for additional research . Your review should examine any literature that lays a foundation for understanding why your case study design and the subject of analysis around which you have designed your study may reveal a new way of approaching the research problem or offer a perspective that points to the need for additional research.
• Expose any gaps that exist in the literature that the case study could help to fill . Summarize any literature that not only shows how your subject of analysis contributes to understanding the research problem, but how your case contributes to a new way of understanding the problem that prior research has failed to do.
• Locate your own research within the context of existing literature [very important!] . Collectively, your literature review should always place your case study within the larger domain of prior research about the problem. The overarching purpose of reviewing pertinent literature in a case study paper is to demonstrate that you have thoroughly identified and synthesized prior studies in relation to explaining the relevance of the case in addressing the research problem.

III.  Method

In this section, you explain why you selected a particular case [i.e., subject of analysis] and the strategy you used to identify and ultimately decide that your case was appropriate in addressing the research problem. The way you describe the methods used varies depending on the type of subject of analysis that constitutes your case study.

If your subject of analysis is an incident or event . In the social and behavioral sciences, the event or incident that represents the case to be studied is usually bounded by time and place, with a clear beginning and end and with an identifiable location or position relative to its surroundings. The subject of analysis can be a rare or critical event or it can focus on a typical or regular event. The purpose of studying a rare event is to illuminate new ways of thinking about the broader research problem or to test a hypothesis. Critical incident case studies must describe the method by which you identified the event and explain the process by which you determined the validity of this case to inform broader perspectives about the research problem or to reveal new findings. However, the event does not have to be a rare or uniquely significant to support new thinking about the research problem or to challenge an existing hypothesis. For example, Walo, Bull, and Breen conducted a case study to identify and evaluate the direct and indirect economic benefits and costs of a local sports event in the City of Lismore, New South Wales, Australia. The purpose of their study was to provide new insights from measuring the impact of a typical local sports event that prior studies could not measure well because they focused on large "mega-events." Whether the event is rare or not, the methods section should include an explanation of the following characteristics of the event: a) when did it take place; b) what were the underlying circumstances leading to the event; and, c) what were the consequences of the event in relation to the research problem.

If your subject of analysis is a person. Explain why you selected this particular individual to be studied and describe what experiences they have had that provide an opportunity to advance new understandings about the research problem. Mention any background about this person which might help the reader understand the significance of their experiences that make them worthy of study. This includes describing the relationships this person has had with other people, institutions, and/or events that support using them as the subject for a case study research paper. It is particularly important to differentiate the person as the subject of analysis from others and to succinctly explain how the person relates to examining the research problem [e.g., why is one politician in a particular local election used to show an increase in voter turnout from any other candidate running in the election]. Note that these issues apply to a specific group of people used as a case study unit of analysis [e.g., a classroom of students].

If your subject of analysis is a place. In general, a case study that investigates a place suggests a subject of analysis that is unique or special in some way and that this uniqueness can be used to build new understanding or knowledge about the research problem. A case study of a place must not only describe its various attributes relevant to the research problem [e.g., physical, social, historical, cultural, economic, political], but you must state the method by which you determined that this place will illuminate new understandings about the research problem. It is also important to articulate why a particular place as the case for study is being used if similar places also exist [i.e., if you are studying patterns of homeless encampments of veterans in open spaces, explain why you are studying Echo Park in Los Angeles rather than Griffith Park?]. If applicable, describe what type of human activity involving this place makes it a good choice to study [e.g., prior research suggests Echo Park has more homeless veterans].

If your subject of analysis is a phenomenon. A phenomenon refers to a fact, occurrence, or circumstance that can be studied or observed but with the cause or explanation to be in question. In this sense, a phenomenon that forms your subject of analysis can encompass anything that can be observed or presumed to exist but is not fully understood. In the social and behavioral sciences, the case usually focuses on human interaction within a complex physical, social, economic, cultural, or political system. For example, the phenomenon could be the observation that many vehicles used by ISIS fighters are small trucks with English language advertisements on them. The research problem could be that ISIS fighters are difficult to combat because they are highly mobile. The research questions could be how and by what means are these vehicles used by ISIS being supplied to the militants and how might supply lines to these vehicles be cut off? How might knowing the suppliers of these trucks reveal larger networks of collaborators and financial support? A case study of a phenomenon most often encompasses an in-depth analysis of a cause and effect that is grounded in an interactive relationship between people and their environment in some way.

NOTE:   The choice of the case or set of cases to study cannot appear random. Evidence that supports the method by which you identified and chose your subject of analysis should clearly support investigation of the research problem and linked to key findings from your literature review. Be sure to cite any studies that helped you determine that the case you chose was appropriate for examining the problem.

IV.  Discussion

The main elements of your discussion section are generally the same as any research paper, but centered around interpreting and drawing conclusions about the key findings from your analysis of the case study. Note that a general social sciences research paper may contain a separate section to report findings. However, in a paper designed around a case study, it is common to combine a description of the results with the discussion about their implications. The objectives of your discussion section should include the following:

Reiterate the Research Problem/State the Major Findings Briefly reiterate the research problem you are investigating and explain why the subject of analysis around which you designed the case study were used. You should then describe the findings revealed from your study of the case using direct, declarative, and succinct proclamation of the study results. Highlight any findings that were unexpected or especially profound.

Explain the Meaning of the Findings and Why They are Important Systematically explain the meaning of your case study findings and why you believe they are important. Begin this part of the section by repeating what you consider to be your most important or surprising finding first, then systematically review each finding. Be sure to thoroughly extrapolate what your analysis of the case can tell the reader about situations or conditions beyond the actual case that was studied while, at the same time, being careful not to misconstrue or conflate a finding that undermines the external validity of your conclusions.

Relate the Findings to Similar Studies No study in the social sciences is so novel or possesses such a restricted focus that it has absolutely no relation to previously published research. The discussion section should relate your case study results to those found in other studies, particularly if questions raised from prior studies served as the motivation for choosing your subject of analysis. This is important because comparing and contrasting the findings of other studies helps support the overall importance of your results and it highlights how and in what ways your case study design and the subject of analysis differs from prior research about the topic.

Consider Alternative Explanations of the Findings Remember that the purpose of social science research is to discover and not to prove. When writing the discussion section, you should carefully consider all possible explanations revealed by the case study results, rather than just those that fit your hypothesis or prior assumptions and biases. Be alert to what the in-depth analysis of the case may reveal about the research problem, including offering a contrarian perspective to what scholars have stated in prior research if that is how the findings can be interpreted from your case.

Acknowledge the Study's Limitations You can state the study's limitations in the conclusion section of your paper but describing the limitations of your subject of analysis in the discussion section provides an opportunity to identify the limitations and explain why they are not significant. This part of the discussion section should also note any unanswered questions or issues your case study could not address. More detailed information about how to document any limitations to your research can be found here .

Suggest Areas for Further Research Although your case study may offer important insights about the research problem, there are likely additional questions related to the problem that remain unanswered or findings that unexpectedly revealed themselves as a result of your in-depth analysis of the case. Be sure that the recommendations for further research are linked to the research problem and that you explain why your recommendations are valid in other contexts and based on the original assumptions of your study.

V.  Conclusion

As with any research paper, you should summarize your conclusion in clear, simple language; emphasize how the findings from your case study differs from or supports prior research and why. Do not simply reiterate the discussion section. Provide a synthesis of key findings presented in the paper to show how these converge to address the research problem. If you haven't already done so in the discussion section, be sure to document the limitations of your case study and any need for further research.

The function of your paper's conclusion is to: 1) reiterate the main argument supported by the findings from your case study; 2) state clearly the context, background, and necessity of pursuing the research problem using a case study design in relation to an issue, controversy, or a gap found from reviewing the literature; and, 3) provide a place to persuasively and succinctly restate the significance of your research problem, given that the reader has now been presented with in-depth information about the topic.

Consider the following points to help ensure your conclusion is appropriate:

• If the argument or purpose of your paper is complex, you may need to summarize these points for your reader.
• If prior to your conclusion, you have not yet explained the significance of your findings or if you are proceeding inductively, use the conclusion of your paper to describe your main points and explain their significance.
• Move from a detailed to a general level of consideration of the case study's findings that returns the topic to the context provided by the introduction or within a new context that emerges from your case study findings.

Note that, depending on the discipline you are writing in or the preferences of your professor, the concluding paragraph may contain your final reflections on the evidence presented as it applies to practice or on the essay's central research problem. However, the nature of being introspective about the subject of analysis you have investigated will depend on whether you are explicitly asked to express your observations in this way.

Problems to Avoid

Overgeneralization One of the goals of a case study is to lay a foundation for understanding broader trends and issues applied to similar circumstances. However, be careful when drawing conclusions from your case study. They must be evidence-based and grounded in the results of the study; otherwise, it is merely speculation. Looking at a prior example, it would be incorrect to state that a factor in improving girls access to education in Azerbaijan and the policy implications this may have for improving access in other Muslim nations is due to girls access to social media if there is no documentary evidence from your case study to indicate this. There may be anecdotal evidence that retention rates were better for girls who were engaged with social media, but this observation would only point to the need for further research and would not be a definitive finding if this was not a part of your original research agenda.

Failure to Document Limitations No case is going to reveal all that needs to be understood about a research problem. Therefore, just as you have to clearly state the limitations of a general research study , you must describe the specific limitations inherent in the subject of analysis. For example, the case of studying how women conceptualize the need for water conservation in a village in Uganda could have limited application in other cultural contexts or in areas where fresh water from rivers or lakes is plentiful and, therefore, conservation is understood more in terms of managing access rather than preserving access to a scarce resource.

Failure to Extrapolate All Possible Implications Just as you don't want to over-generalize from your case study findings, you also have to be thorough in the consideration of all possible outcomes or recommendations derived from your findings. If you do not, your reader may question the validity of your analysis, particularly if you failed to document an obvious outcome from your case study research. For example, in the case of studying the accident at the railroad crossing to evaluate where and what types of warning signals should be located, you failed to take into consideration speed limit signage as well as warning signals. When designing your case study, be sure you have thoroughly addressed all aspects of the problem and do not leave gaps in your analysis that leave the reader questioning the results.

Case Studies. Writing@CSU. Colorado State University; Gerring, John. Case Study Research: Principles and Practices . New York: Cambridge University Press, 2007; Merriam, Sharan B. Qualitative Research and Case Study Applications in Education . Rev. ed. San Francisco, CA: Jossey-Bass, 1998; Miller, Lisa L. “The Use of Case Studies in Law and Social Science Research.” Annual Review of Law and Social Science 14 (2018): TBD; Mills, Albert J., Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Putney, LeAnn Grogan. "Case Study." In Encyclopedia of Research Design , Neil J. Salkind, editor. (Thousand Oaks, CA: SAGE Publications, 2010), pp. 116-120; Simons, Helen. Case Study Research in Practice . London: SAGE Publications, 2009;  Kratochwill,  Thomas R. and Joel R. Levin, editors. Single-Case Research Design and Analysis: New Development for Psychology and Education .  Hilldsale, NJ: Lawrence Erlbaum Associates, 1992; Swanborn, Peter G. Case Study Research: What, Why and How? London : SAGE, 2010; Yin, Robert K. Case Study Research: Design and Methods . 6th edition. Los Angeles, CA, SAGE Publications, 2014; Walo, Maree, Adrian Bull, and Helen Breen. “Achieving Economic Benefits at Local Events: A Case Study of a Local Sports Event.” Festival Management and Event Tourism 4 (1996): 95-106.

Writing Tip

At Least Five Misconceptions about Case Study Research

Social science case studies are often perceived as limited in their ability to create new knowledge because they are not randomly selected and findings cannot be generalized to larger populations. Flyvbjerg examines five misunderstandings about case study research and systematically "corrects" each one. To quote, these are:

Misunderstanding 1 :  General, theoretical [context-independent] knowledge is more valuable than concrete, practical [context-dependent] knowledge. Misunderstanding 2 :  One cannot generalize on the basis of an individual case; therefore, the case study cannot contribute to scientific development. Misunderstanding 3 :  The case study is most useful for generating hypotheses; that is, in the first stage of a total research process, whereas other methods are more suitable for hypotheses testing and theory building. Misunderstanding 4 :  The case study contains a bias toward verification, that is, a tendency to confirm the researcher’s preconceived notions. Misunderstanding 5 :  It is often difficult to summarize and develop general propositions and theories on the basis of specific case studies [p. 221].

While writing your paper, think introspectively about how you addressed these misconceptions because to do so can help you strengthen the validity and reliability of your research by clarifying issues of case selection, the testing and challenging of existing assumptions, the interpretation of key findings, and the summation of case outcomes. Think of a case study research paper as a complete, in-depth narrative about the specific properties and key characteristics of your subject of analysis applied to the research problem.

Flyvbjerg, Bent. “Five Misunderstandings About Case-Study Research.” Qualitative Inquiry 12 (April 2006): 219-245.

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• Next: Writing a Field Report >>
• Last Updated: Mar 6, 2024 1:00 PM
• URL: https://libguides.usc.edu/writingguide/assignments

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Blog Business

How to Present a Case Study like a Pro (With Examples)

By Danesh Ramuthi , Sep 07, 2023

Okay, let’s get real: case studies can be kinda snooze-worthy. But guess what? They don’t have to be!

In this article, I will cover every element that transforms a mere report into a compelling case study, from selecting the right metrics to using persuasive narrative techniques.

And if you’re feeling a little lost, don’t worry! There are cool tools like Venngage’s Case Study Creator to help you whip up something awesome, even if you’re short on time. Plus, the pre-designed case study templates are like instant polish because let’s be honest, everyone loves a shortcut.

Click to jump ahead: 

What is a case study presentation?

What is the purpose of presenting a case study, how to structure a case study presentation, how long should a case study presentation be, 5 case study presentation examples with templates, 6 tips for delivering an effective case study presentation, 5 common mistakes to avoid in a case study presentation, how to present a case study faqs.

A case study presentation involves a comprehensive examination of a specific subject, which could range from an individual, group, location, event, organization or phenomenon.

They’re like puzzles you get to solve with the audience, all while making you think outside the box.

Unlike a basic report or whitepaper, the purpose of a case study presentation is to stimulate critical thinking among the viewers. 

The primary objective of a case study is to provide an extensive and profound comprehension of the chosen topic. You don’t just throw numbers at your audience. You use examples and real-life cases to make you think and see things from different angles.

The primary purpose of presenting a case study is to offer a comprehensive, evidence-based argument that informs, persuades and engages your audience.

Here’s the juicy part: presenting that case study can be your secret weapon. Whether you’re pitching a groundbreaking idea to a room full of suits or trying to impress your professor with your A-game, a well-crafted case study can be the magic dust that sprinkles brilliance over your words.

Think of it like digging into a puzzle you can’t quite crack . A case study lets you explore every piece, turn it over and see how it fits together. This close-up look helps you understand the whole picture, not just a blurry snapshot.

It’s also your chance to showcase how you analyze things, step by step, until you reach a conclusion. It’s all about being open and honest about how you got there.

Besides, presenting a case study gives you an opportunity to connect data and real-world scenarios in a compelling narrative. It helps to make your argument more relatable and accessible, increasing its impact on your audience.

One of the contexts where case studies can be very helpful is during the job interview. In some job interviews, you as candidates may be asked to present a case study as part of the selection process.

Having a case study presentation prepared allows the candidate to demonstrate their ability to understand complex issues, formulate strategies and communicate their ideas effectively.

The way you present a case study can make all the difference in how it’s received. A well-structured presentation not only holds the attention of your audience but also ensures that your key points are communicated clearly and effectively.

In this section, let’s go through the key steps that’ll help you structure your case study presentation for maximum impact.

Let’s get into it. 

Open with an introductory overview 

Start by introducing the subject of your case study and its relevance. Explain why this case study is important and who would benefit from the insights gained. This is your opportunity to grab your audience’s attention.

Explain the problem in question

Dive into the problem or challenge that the case study focuses on. Provide enough background information for the audience to understand the issue. If possible, quantify the problem using data or metrics to show the magnitude or severity.

Detail the solutions to solve the problem

After outlining the problem, describe the steps taken to find a solution. This could include the methodology, any experiments or tests performed and the options that were considered. Make sure to elaborate on why the final solution was chosen over the others.

Key stakeholders Involved

Talk about the individuals, groups or organizations that were directly impacted by or involved in the problem and its solution. 

Stakeholders may experience a range of outcomes—some may benefit, while others could face setbacks.

For example, in a business transformation case study, employees could face job relocations or changes in work culture, while shareholders might be looking at potential gains or losses.

Discuss the key results & outcomes

Discuss the results of implementing the solution. Use data and metrics to back up your statements. Did the solution meet its objectives? What impact did it have on the stakeholders? Be honest about any setbacks or areas for improvement as well.

Include visuals to support your analysis

Visual aids can be incredibly effective in helping your audience grasp complex issues. Utilize charts, graphs, images or video clips to supplement your points. Make sure to explain each visual and how it contributes to your overall argument.

Pie charts illustrate the proportion of different components within a whole, useful for visualizing market share, budget allocation or user demographics.

This is particularly useful especially if you’re displaying survey results in your case study presentation.

Stacked charts on the other hand are perfect for visualizing composition and trends. This is great for analyzing things like customer demographics, product breakdowns or budget allocation in your case study.

Consider this example of a stacked bar chart template. It provides a straightforward summary of the top-selling cake flavors across various locations, offering a quick and comprehensive view of the data.

Not the chart you’re looking for? Browse Venngage’s gallery of chart templates to find the perfect one that’ll captivate your audience and level up your data storytelling.

Recommendations and next steps

Wrap up by providing recommendations based on the case study findings. Outline the next steps that stakeholders should take to either expand on the success of the project or address any remaining challenges.

Acknowledgments and references

Thank the people who contributed to the case study and helped in the problem-solving process. Cite any external resources, reports or data sets that contributed to your analysis.

Feedback & Q&A session

Open the floor for questions and feedback from your audience. This allows for further discussion and can provide additional insights that may not have been considered previously.

Closing remarks

Conclude the presentation by summarizing the key points and emphasizing the takeaways. Thank your audience for their time and participation and express your willingness to engage in further discussions or collaborations on the subject.

Well, the length of a case study presentation can vary depending on the complexity of the topic and the needs of your audience. However, a typical business or academic presentation often lasts between 15 to 30 minutes. 

This time frame usually allows for a thorough explanation of the case while maintaining audience engagement. However, always consider leaving a few minutes at the end for a Q&A session to address any questions or clarify points made during the presentation.

When it comes to presenting a compelling case study, having a well-structured template can be a game-changer. 

It helps you organize your thoughts, data and findings in a coherent and visually pleasing manner. 

Not all case studies are created equal and different scenarios require distinct approaches for maximum impact. 

To save you time and effort, I have curated a list of 5 versatile case study presentation templates, each designed for specific needs and audiences. 

Here are some best case study presentation examples that showcase effective strategies for engaging your audience and conveying complex information clearly.

1 . Lab report case study template

Ever feel like your research gets lost in a world of endless numbers and jargon? Lab case studies are your way out!

Think of it as building a bridge between your cool experiment and everyone else. It’s more than just reporting results – it’s explaining the “why” and “how” in a way that grabs attention and makes sense.

This lap report template acts as a blueprint for your report, guiding you through each essential section (introduction, methods, results, etc.) in a logical order.

Want to present your research like a pro? Browse our research presentation template gallery for creative inspiration!

2. Product case study template

It’s time you ditch those boring slideshows and bullet points because I’ve got a better way to win over clients: product case study templates.

Instead of just listing features and benefits, you get to create a clear and concise story that shows potential clients exactly what your product can do for them. It’s like painting a picture they can easily visualize, helping them understand the value your product brings to the table.

Grab the template below, fill in the details, and watch as your product’s impact comes to life!

3. Content marketing case study template

In digital marketing, showcasing your accomplishments is as vital as achieving them. 

A well-crafted case study not only acts as a testament to your successes but can also serve as an instructional tool for others. 

With this coral content marketing case study template—a perfect blend of vibrant design and structured documentation, you can narrate your marketing triumphs effectively.

4. Case study psychology template

Understanding how people tick is one of psychology’s biggest quests and case studies are like magnifying glasses for the mind. They offer in-depth looks at real-life behaviors, emotions and thought processes, revealing fascinating insights into what makes us human.

Writing a top-notch case study, though, can be a challenge. It requires careful organization, clear presentation and meticulous attention to detail. That’s where a good case study psychology template comes in handy.

Think of it as a helpful guide, taking care of formatting and structure while you focus on the juicy content. No more wrestling with layouts or margins – just pour your research magic into crafting a compelling narrative.

5. Lead generation case study template

Lead generation can be a real head-scratcher. But here’s a little help: a lead generation case study.

Think of it like a friendly handshake and a confident resume all rolled into one. It’s your chance to showcase your expertise, share real-world successes and offer valuable insights. Potential clients get to see your track record, understand your approach and decide if you’re the right fit.

No need to start from scratch, though. This lead generation case study template guides you step-by-step through crafting a clear, compelling narrative that highlights your wins and offers actionable tips for others. Fill in the gaps with your specific data and strategies, and voilà! You’ve got a powerful tool to attract new customers.

Related: 15+ Professional Case Study Examples [Design Tips + Templates]

So, you’ve spent hours crafting the perfect case study and are now tasked with presenting it. Crafting the case study is only half the battle; delivering it effectively is equally important. 

Whether you’re facing a room of executives, academics or potential clients, how you present your findings can make a significant difference in how your work is received. 

Forget boring reports and snooze-inducing presentations! Let’s make your case study sing. Here are some key pointers to turn information into an engaging and persuasive performance:

• Know your audience : Tailor your presentation to the knowledge level and interests of your audience. Remember to use language and examples that resonate with them.
• Rehearse : Rehearsing your case study presentation is the key to a smooth delivery and for ensuring that you stay within the allotted time. Practice helps you fine-tune your pacing, hone your speaking skills with good word pronunciations and become comfortable with the material, leading to a more confident, conversational and effective presentation.
• Start strong : Open with a compelling introduction that grabs your audience’s attention. You might want to use an interesting statistic, a provocative question or a brief story that sets the stage for your case study.
• Be clear and concise : Avoid jargon and overly complex sentences. Get to the point quickly and stay focused on your objectives.
• Use visual aids : Incorporate slides with graphics, charts or videos to supplement your verbal presentation. Make sure they are easy to read and understand.
• Tell a story : Use storytelling techniques to make the case study more engaging. A well-told narrative can help you make complex data more relatable and easier to digest.

Ditching the dry reports and slide decks? Venngage’s case study templates let you wow customers with your solutions and gain insights to improve your business plan. Pre-built templates, visual magic and customer captivation – all just a click away. Go tell your story and watch them say “wow!”

Nailed your case study, but want to make your presentation even stronger? Avoid these common mistakes to ensure your audience gets the most out of it:

Overloading with information

A case study is not an encyclopedia. Overloading your presentation with excessive data, text or jargon can make it cumbersome and difficult for the audience to digest the key points. Stick to what’s essential and impactful. Need help making your data clear and impactful? Our data presentation templates can help! Find clear and engaging visuals to showcase your findings.

Lack of structure

Jumping haphazardly between points or topics can confuse your audience. A well-structured presentation, with a logical flow from introduction to conclusion, is crucial for effective communication.

Ignoring the audience

Different audiences have different needs and levels of understanding. Failing to adapt your presentation to your audience can result in a disconnect and a less impactful presentation.

Poor visual elements

While content is king, poor design or lack of visual elements can make your case study dull or hard to follow. Make sure you use high-quality images, graphs and other visual aids to support your narrative.

Not focusing on results

A case study aims to showcase a problem and its solution, but what most people care about are the results. Failing to highlight or adequately explain the outcomes can make your presentation fall flat.

How to start a case study presentation?

Starting a case study presentation effectively involves a few key steps:

• Grab attention : Open with a hook—an intriguing statistic, a provocative question or a compelling visual—to engage your audience from the get-go.
• Set the stage : Briefly introduce the subject, context and relevance of the case study to give your audience an idea of what to expect.
• Outline objectives : Clearly state what the case study aims to achieve. Are you solving a problem, proving a point or showcasing a success?
• Agenda : Give a quick outline of the key sections or topics you’ll cover to help the audience follow along.
• Set expectations : Let your audience know what you want them to take away from the presentation, whether it’s knowledge, inspiration or a call to action.

How to present a case study on PowerPoint and on Google Slides?

Presenting a case study on PowerPoint and Google Slides involves a structured approach for clarity and impact using presentation slides :

• Title slide : Start with a title slide that includes the name of the case study, your name and any relevant institutional affiliations.
• Introduction : Follow with a slide that outlines the problem or situation your case study addresses. Include a hook to engage the audience.
• Objectives : Clearly state the goals of the case study in a dedicated slide.
• Findings : Use charts, graphs and bullet points to present your findings succinctly.
• Analysis : Discuss what the findings mean, drawing on supporting data or secondary research as necessary.
• Conclusion : Summarize key takeaways and results.
• Q&A : End with a slide inviting questions from the audience.

What’s the role of analysis in a case study presentation?

The role of analysis in a case study presentation is to interpret the data and findings, providing context and meaning to them. 

It helps your audience understand the implications of the case study, connects the dots between the problem and the solution and may offer recommendations for future action.

Is it important to include real data and results in the presentation?

Yes, including real data and results in a case study presentation is crucial to show experience,  credibility and impact. Authentic data lends weight to your findings and conclusions, enabling the audience to trust your analysis and take your recommendations more seriously

How do I conclude a case study presentation effectively?

To conclude a case study presentation effectively, summarize the key findings, insights and recommendations in a clear and concise manner. 

End with a strong call-to-action or a thought-provoking question to leave a lasting impression on your audience.

What’s the best way to showcase data in a case study presentation ?

The best way to showcase data in a case study presentation is through visual aids like charts, graphs and infographics which make complex information easily digestible, engaging and creative. 

Don’t just report results, visualize them! This template for example lets you transform your social media case study into a captivating infographic that sparks conversation.

Choose the type of visual that best represents the data you’re showing; for example, use bar charts for comparisons or pie charts for parts of a whole. 

Ensure that the visuals are high-quality and clearly labeled, so the audience can quickly grasp the key points. 

Keep the design consistent and simple, avoiding clutter or overly complex visuals that could distract from the message.

Choose a template that perfectly suits your case study where you can utilize different visual aids for maximum impact. 

Need more inspiration on how to turn numbers into impact with the help of infographics? Our ready-to-use infographic templates take the guesswork out of creating visual impact for your case studies with just a few clicks.

Related: 10+ Case Study Infographic Templates That Convert

Congrats on mastering the art of compelling case study presentations! This guide has equipped you with all the essentials, from structure and nuances to avoiding common pitfalls. You’re ready to impress any audience, whether in the boardroom, the classroom or beyond.

And remember, you’re not alone in this journey. Venngage’s Case Study Creator is your trusty companion, ready to elevate your presentations from ordinary to extraordinary. So, let your confidence shine, leverage your newly acquired skills and prepare to deliver presentations that truly resonate.

Go forth and make a lasting impact!

22 Cases and Articles to Help Bring Diversity Issues into Class Discussions

Explore more.

• Course Materials
• Diversity, Equity, and Inclusion

T he recent civic unrest in the United States following the death of George Floyd has elevated the urgency to recognize and study issues of diversity and the needs of underrepresented groups in all aspects of public life.

Business schools—and educational institutions across the spectrum—are no exception. It’s vital that educators facilitate safe and productive dialogue with students about issues of inclusion and diversity. To help, we’ve gathered a collection of case studies (all with teaching notes) and articles that can encourage and support these critical discussions.

These materials are listed across three broad topic areas: leadership and inclusion, cases featuring protagonists from historically underrepresented groups, and women and leadership around the world. This list is hardly exhaustive, but we hope it provides ways to think creatively and constructively about how educators can integrate these important topics in their classes. HBP will continue to curate and share content that addresses these equity issues and that features diverse protagonists.

Editors’ note: To access the full text of these articles, cases, and accompanying teaching notes, you must be registered with HBP Education. We invite you to sign up for a free educator account here . Verification may take a day; in the meantime, you can read all of our Inspiring Minds content .

Leadership and Inclusion

John Rogers, Jr.—Ariel Investments Co.

—by Steven S. Rogers and Greg White

Gender and Free Speech at Google (A)

—by Nien-hê Hsieh, Martha J. Crawford, and Sarah Mehta

The Massport Model: Integrating Diversity and Inclusion into Public-Private Partnerships

—by Laura Winig and Robert Livingston

“Numbers Take Us Only So Far”

—by Maxine Williams

For Women and Minorities to Get Ahead, Managers Must Assign Work Fairly

—by Joan C. Williams and Marina Multhaup

How Organizations Are Failing Black Workers—and How to Do Better

—by Adia Harvey Wingfield

To Retain Employees, Focus on Inclusion—Not Just Diversity

—by Karen Brown

From HBR 's The Big Idea:

Toward a Racially Just Workplace: Diversity efforts are failing black employees. Here’s a better approach.

—by Laura Morgan Roberts and Anthony J. Mayo

Cases with Protagonists from Historically Underrepresented Groups

Arlan Hamilton and Backstage Capital

—by Laura Huang and Sarah Mehta

United Housing—Otis Gates

—by Steven Rogers and Mercer Cook

Eve Hall: The African American Investment Fund in Milwaukee

—by Steven Rogers and Alterrell Mills

Dylan Pierce at Peninsula Industries

—by Karthik Ramanna

Maggie Lena Walker and the Independent Order of St. Luke

—by Anthony J. Mayo and Shandi O. Smith

Multimedia Cases:

Enterprise Risk Management at Hydro One, Multimedia Case

—by Anette Mikes

Women and Leadership Around the World

Monique Leroux: Leading Change at Desjardins

—by Rosabeth Moss Kanter and Ai-Ling Jamila Malone

Kaweyan: Female Entrepreneurship and the Past and Future of Afghanistan

—by Geoffrey G. Jones and Gayle Tzemach Lemmon

Womenomics in Japan

—by Boris Groysberg, Mayuka Yamazaki, Nobuo Sato, and David Lane

Women MBAs at Harvard Business School: 1962-2012

—by Boris Groysberg, Kerry Herman, and Annelena Lobb

Beating the Odds

—by Laura Morgan Roberts, Anthony J. Mayo, Robin J. Ely, and David A. Thomas

Rethink What You “Know” About High-Achieving Women

—by Robin J. Ely, Pamela Stone, and Colleen Ammerman

“I Try to Spark New Ideas”

—by Christine Lagarde and Adi Ignatius

How Women Manage the Gendered Norms of Leadership

—by Wei Zheng, Ronit Kark, and Alyson Meister

Is this list helpful to you? What other topics or materials would you like to see featured in our next curated list? Let us know .

Related Articles

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16 Team Building Case Studies and Training Case Studies

From corporate groups to remote employees and everything in between, the key to a strong business is creating a close-knit team. in this comprehensive case study, we look at how real-world organizations benefited from team building, training, and coaching programs tailored to their exact needs.  .

Updated: December 21, 2021

We’re big believers in the benefits of  team building ,  training and development , and  coaching and consulting  programs. That’s why our passion for helping teams achieve their goals is at the core of everything we do.

At Outback Team Building & Training,  our brand promis e  is  to be  recommended , flexible,  and  fast.  Because we understand that when it comes to building a stronger and more close-knit team, there’s no one-size-fits-all formula. Each of our customers have a unique set of challenges, goals, and definitions of success. 

And they look to us to support them in three key ways:  making their lives easy by taking on the complexities of organizing a team building or training event; acting fast so that they can get their event planned and refocus on all the other tasks they have on their plates, and giving them the confidence that they’ll get an event their team will benefit from – and enjoy.

In this definitive team building case study , we’ll do a deep dive into real-world solutions we provided for our customers.

4 Unique Team Building Events & Training Programs Custom-Tailored for Customer Needs 

1. a custom charity event for the bill & melinda gates foundation  , 2. how principia built a stronger company culture even with its remote employees working hundreds of miles apart , 3. custom change management program for the royal canadian mint, 4. greenfield global uses express team building to boost morale and camaraderie during a challenging project, 5 virtual team building activities to help remote teams reconnect, 1. how myzone used virtual team building to boost employee morale during covid-19, 2. americorps equips 90 temporary staff members for success with midyear virtual group training sessions, 3. how microsoft’s azure team used virtual team building to lift spirits during the covid-19 pandemic, 4. helping the indiana cpa society host a virtual team building activity that even the most “zoom fatigued” guests would love, 5. stemcell brightens up the holiday season for its cross-departmental team with a virtually-hosted team building activity, 3 momentum-driving events for legacy customers, 1. how a satellite employee “garnered the reputation” as her team’s pro event planner, 2. why plentyoffish continues to choose ‘the amazing race’ for their company retreat, 3. how team building helped microsoft employees donate a truckload of food, 4 successful activities executed on extremely tight timelines, 1. finding a last-minute activity over a holiday, 2. from inquiry to custom call in under 30 minutes, 3. a perfect group activity organized in one business day, 4. delivering team building for charity in under one week.

We know that every team has different needs and goals which is why we are adept at being flexible and have mastered the craft of creating custom events for any specifications.  

When the  Seattle, Washington -based head office of the Bill & Melinda Gates Foundation – a world-renowned philanthropic organization – approached us in search of a unique charity event, we knew we needed to deliver something epic. Understanding that their team had effectively done it all when it comes to charity events, it was important for them to be able to get together as a team and give back  in new ways .

Our team decided the best way to do this was to create a brand-new event for the Bill & Melinda Gates Foundation which had never been executed before. We created an entirely new charitable event – Bookworm Builders – for them and their team loved it! It allowed them to give back to their community, collaborate, get creative, and work together for a common goal. Bookworm Builders has since gone on to become a staple activity for tons of other Outback Team Building & Training customers! 

To learn more about how it all came together, read the case study:  A Custom Charity Event for the Bill & Melinda Gates Foundation .

Who said hosting an impactful training program means having your full team in the same place at the same time? Principia refused to let distance prevent them from having a great team, so they contacted us to help them find a solution. Their goals were to find better ways of working together and to create a closer-knit company culture among their 20 employees and contractors living in various parts of the country. 

We worked with Principia to host an  Emotional Intelligence  skill development training event customized to work perfectly for their remote team. The result was a massive positive impact for the company. They found they experienced improved employee alignment with a focus on company culture, as well as more emotionally aware and positive day-to-day interactions. In fact, the team made a 100% unanimous decision to bring back Outback for additional training sessions.

To learn more about this unique situation, read the full case study:  How Principia Built a Stronger Company Culture Even with its Remote Employees Working Hundreds of Miles Apart .

We know that employee training that is tailored to your organization can make the difference between an effective program and a waste of company time. That’s why our team jumped at the opportunity to facilitate a series of custom development sessions to help the Royal Canadian Mint discover the tools they needed to manage a large change within their organization. 

We hosted three custom sessions to help the organization recognize the changes that needed to be made, gain the necessary skills to effectively manage the change, and define a strategy to implement the change: 

• Session One:  The first session was held in November and focused on preparing over 65 employees for change within the company. 
• Session Two:  In December, the Mint’s leadership team participated in a program that provided the skills and mindset required to lead employees through change. 
• Session Three:  The final session in February provided another group of 65 employees with guidance on how to implement the change. 

To learn more, read the full case study:  Custom Change Management Program for the Royal Canadian Mint .

When Greenfield Global gathered a team of its A-Players to undertake a massive, challenging project, they knew it was important to build rapports among colleagues, encourage collaboration, and have some fun together.

So, we helped them host an Express Clue Murder Mystery event where their team used their unique individual strengths and problem-solving approaches in order to collaboratively solve challenges.

To learn more, read the full case study:  Greenfield Global Uses Express Team Building to Boost Morale and Camaraderie During a Challenging Project .

When the COVID-19 pandemic struck, we were proud to be able to continue supporting our customers’ goals with virtual team building activities and group training sessions.

With remote work being mandated as self-quarantine requirements are enforced on a global scale, companies began seeking ways to keep their newly-remote teams engaged and ensure morale remained as high as possible.

And MyZone was no exception. When the company found themselves feeling the effects of low employee morale and engagement, they noticed a decrease in productivity and motivation.

To make matters even more difficult, MyZone’s team works remotely with employees all over the world. This physical distancing makes it challenging for them to build a strong rapport, reinforce team dynamics, and boost morale and engagement.

The company was actively searching for an activity to help bring their employees closer together during this challenging time but kept running into a consistent issue: the majority of the team building activities they could find were meant to be done in person.

They reached out to Outback Team Building and Training and we were able to help them achieve their goals with a Virtual Clue Murder Mystery team building activity.

AmeriCorps members are dedicated to relieving the suffering of those who have been impacted by natural disasters. And to do so, they rely on the support of a team of temporary staff members who work one-year terms with the organization. These staff focus on disseminating emergency preparedness information and even providing immediate assistance to victims of a disaster.

During its annual midyear training period, AmeriCorps gathers its entire team of temporary staff for a week of professional development seminars aimed at both helping them during their term with the company as well as equipping them with skills they can use when they leave AmeriCorps.

But when the COVID-19 pandemic got underway, AmeriCorps was forced to quickly re-evaluate the feasibility of its midyear training sessions.

That’s when they reached out to Outback. Rather than having to cancel their midyear training entirely, we were able to help them achieve their desired results with four virtual group training sessions: Clear Communication ,  Performance Management Fundamentals ,  Emotional Intelligence , and  Practical Time Management .

Find all the details in the full case study: AmeriCorps Equips 90 Temporary Staff Members for Success with Midyear Virtual Training Sessions.

With the COVID-19 pandemic taking a significant toll on the morale of its employees, Microsoft’s Azure team knew they were overdue for an uplifting event.

It was critical for their team building event to help staff reconnect and reengage with one another. But since the team was working remotely, the activity needed to be hosted virtually and still be fun, engaging, and light-hearted.

When they reached out to Outback Team Building and Training, we discussed the team’s goals and quickly identified a Virtual Clue Murder Mystery as the perfect activity to help their team get together online and have some fun together.

For more information, check out the entire case study: How Microsoft’s Azure Team Used Virtual Team Building to Lift Spirits During the COVID-19 Pandemic.

The Indiana CPA Society is the go-to resource for the state’s certified public accountants. The organization supports CPAs with everything from continuing education to networking events and even advocacy or potential legislation issues that could affect them.

But as the time approached for one of INCPAS’ annual Thanksgiving event, the Indiana CPA Society’s Social Committee needed to plan a modified, pandemic-friendly event for a group of people who were burnt out my online meetings and experiencing Zoom fatigue.

So, we helped the team with a Self-Hosted Virtual Code Break team building activity that INCPAS staff loved so much, the organization decided to host a second event for its Young Pros and volunteers.

For INCPAS’ Social Committee, the pressure to put on an event that everyone will enjoy is something that’s always on their mind when planning out activities. And their event lived up to their hopes.

For more information, check out the entire case study: Helping the Indiana CPA Society Host a Virtual Team Building Activity That Even the Most “Zoom Fatigued” Guests Would Love .

When Stemcell was looking for a way to celebrate the holidays, lift its team members’ spirits, and help connect cross-departmental teams during the pandemic, they contacted us to help host the perfect team building activity.

They tasked us with finding an event that would help team members connect, get in the holiday spirit, and learn more about the business from one another during the midst of a stressful and challenging time.

So, we helped them host a festive, virtually-hosted Holiday Hijinks team building activity for employees from across the company.

For more information, check out the entire case study: Stemcell Brightens Up the Holiday Season for its Cross-Departmental Team with a Virtually-Hosted Team Building Activity .

We take pride in being recommended by more than 14,000 corporate groups because it means that we’ve earned their trust through delivering impactful results.

We’ve been in this business for a long time, and we know that not everybody who’s planning a corporate event is a professional event planner. But no matter if it’s their first time planning an event or their tenth, we  love  to help make our customers look good in front of their team. And when an employee at Satellite Healthcare was tasked with planning a team building event for 15 of her colleagues, she reached out to us – and we set out to do just that!

Our customer needed a collaborative activity that would help a diverse group of participants get to know each other, take her little to no time to plan, and would resonate with the entire group.

With that in mind, we helped her facilitate a  Military Support Mission . The event was a huge success and her colleagues loved it. In fact, she has now garnered a reputation as the team member who knows how to put together an awesome team building event.

To learn more, read the case study here:  How a Satellite Employee “Garnered the Reputation” as Her Team’s Pro Event Planner .

In 2013, international dating service POF (formerly known as PlentyOfFish) reached out to us in search of an exciting outdoor team building activity that they could easily put to work at their annual retreat in  Whistler, B.C . An innovative and creative company, they were in search of an activity that could help their 60 staff get to know each other better. They also wanted the event to be hosted so that they could sit back and enjoy the fun.

The solution? We helped them host their first-ever  Amazing Race  team building event.

Our event was so successful that POF has now hosted The Amazing Race at their annual retreat for  five consecutive years .

To learn more, check out our full case study:  Why PlentyOfFish Continues to Choose ‘The Amazing Race’ for Their Company Retreat .

As one of our longest-standing and most frequent collaborators, we know that Microsoft is always in search of new and innovative ways to bring their teams closer together. With a well-known reputation for being avid advocates of corporate social responsibility, Microsoft challenged us with putting together a charitable team building activity that would help their team bond outside the office and would be equal parts fun, interactive, and philanthropic. 

We analyzed which of our six charitable team building activities would be the best fit for their needs, and we landed on the perfect one: End-Hunger Games. In this event, the Microsoft team broke out into small groups, tackled challenges like relay races and target practice, and earned points in the form of non-perishable food items. Then, they used their cans and boxes of food to try and build the most impressive structure possible in a final, collaborative contest. As a result, they were able to donate a truckload of goods to the local food bank.

For more details, check out the comprehensive case study:  How Team Building Helped Microsoft Employees Donate a Truckload of Food .

Time isn’t always a luxury that’s available to our customers when it comes to planning a great team activity which is why we make sure we are fast, agile, and can accommodate any timeline. 

Nothing dampens your enjoyment of a holiday more than having to worry about work – even if it’s something fun like a team building event. But for one T-Mobile employee, this was shaping up to be the case. That’s because, on the day before the holiday weekend, she found out that she needed to organize a last-minute activity for the day after July Fourth. 

So, she reached out to Outback Team Building & Training to see if there was anything we could do to help – in less than three business days. We were happy to be able to help offer her some peace of mind over her holiday weekend by recommending a quick and easy solution: a  Code Break  team building activity. It was ready to go in less than three days, the activity organized was stress-free during her Fourth of July weekend, and, most importantly, all employees had a great experience. 

For more details, check out the full story here:  Finding a Last-Minute Activity Over a Holiday .

At Outback Team Building & Training, we know our customers don’t always have time on their side when it comes to planning and executing an event. Sometimes, they need answers right away so they can get to work on creating an unforgettable experience for their colleagues.

This was exactly the case when Black & McDonald approached us about a learning and development session that would meet the needs of their unique group, and not take too much time to plan. At 10:20 a.m., the organization reached out with an online inquiry. By 10:50 a.m., they had been connected with one of our training facilitators for a more in-depth conversation regarding their objectives.

Three weeks later, a group of 14  Toronto, Ontario -based Black & McDonald employees took part in a half-day tailor-made training program that was built around the objectives of the group, including topics such as emotional intelligence and influence, communication styles, and the value of vulnerability in a leader.

To learn more about how this event was able to come together so quickly, check out the full story:  From Inquiry to Custom Call in Under 30 Minutes .

When Conexus Credit Union contacted us on a Friday afternoon asking if we could facilitate a team building event for six employees the following Monday morning, we said, “Absolutely!” 

The team at Conexus Credit Union were looking for an activity that would get the group’s mind going and promote collaboration between colleagues. And we knew just what to recommend:  Code Break Express  – an activity filled with brainteasers, puzzles, and riddles designed to test the group’s mental strength. 

The Express version of Code Break was ideal for Conexus Credit Union’s shorter time frame because our Express activities have fewer challenges and can be completed in an hour or less. They’re self-hosted, so the company’s group organizer was able to easily and efficiently run the activity on their own.

To learn more about how we were able to come together and make this awesome event happen, take a look at our case study:  A Perfect Group Activity Organized in One Business Day .

We’ve been lucky enough to work with Accenture – a company which has appeared on FORTUNE’s list of “World’s Most Admired Companies” for 14 years in a row – on a number of team building activities in the past. 

The organization approached us with a request to facilitate a philanthropic team building activity for 15 employees. The hitch? They needed the event to be planned, organized, and executed within one week. 

Staying true to our brand promise of being fast to act on behalf of our customers, our team got to work planning Accenture’s event. We immediately put to work the experience of our Employee Engagement Consultants, the flexibility of our solutions, and the organization of our event coordinators. And six days later, Accenture’s group was hard at work on a  Charity Bike Buildathon , building bikes for kids in need.

To learn more about how we helped Accenture do some good in a short amount of time, read the full case study:  Delivering Team Building for Charity in Under One Week .

Learn More About Team Building, Training and Development, and Coaching and Consulting Solutions 

For more information about how Outback Team Building & Training can help you host unforgettable team activities to meet your specific goals and needs on virtually any time frame and budget, just reach out to our Employee Engagement Consultants.  

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Triple Helix Dynamics and Hybrid Organizations: An Analysis of Value Creation Processes

• Open access
• Published: 22 April 2024

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• Gabriel Linton   ORCID: orcid.org/0000-0002-9517-1333 1  

The Triple Helix model, focusing on interactions among academia, industry, and government, has been an influential model for promoting innovation and regional development. However, limited research explores the model’s micro-level dynamics, alling for further investigation into its effectiveness. This study seeks to fill this gap by critically examining the micro-level dynamics of the Triple Helix model, with an emphasis on the roles played by a hybrid organization in the value creation process. Utilizing a case study approach, this research examines Robotdalen—a successful Swedish applied research initiative in robotics—to answer the research questions: How do value-creation activities within a Triple Helix model evolve and how do hybrid organizations facilitate and shape value creation throughout the development stages of an organization? The analysis contributes a fine-grained view of value creation and development over time in a large Triple Helix innovation initiative, highlighting the importance of hybrid organizations in facilitating collaboration and coordinating resources among stakeholders. The results identify critical factors such as collaboration, commercialization, innovation, and adaptation. This research contributes new theoretical insights and practical implications for leveraging hybrid organizations within the Triple Helix framework, thereby providing valuable guidance for policymakers, practitioners, and scholars engaged in crafting strategies to stimulate regional growth, innovation, and value creation in today’s dynamic global landscape.

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Introduction

The Triple Helix model, which explores the synergistic relationship between universities, industries, and governments, is a crucial model for understanding innovation and economic development in today’s globalized landscape (Amaral & Cai, 2023 ; Cai & Etzkowitz, 2020 ; Carayannis & Campbell, 2009 ; Etzkowitz & Brisolla, 1999 ; Etzkowitz & Leydesdorff, 2000 ). As knowledge and innovation have become increasingly critical factors for the sustainable development of any economy, the role of academic entrepreneurship has grown more significant (Cerver Romero et al., 2021 ; Feola et al., 2021 ; Guerrero & Urbano, 2012 ), positioning universities as central players in the economy (Audretsch, 2014 ). The Triple Helix model has been employed to explain innovation policies, knowledge transfer strategies, and addressing sustainable and inclusive growth (Carayannis & Rakhmatullin, 2014 ; de Lima Figueiredo et al., 2022 ; Farinha et al., 2016 ).

The Triple Helix model emphasizes potential synergies among wealth creation, knowledge production, and government regulations (Leydesdorff, 2012 ). According to Etzkowitz and Leydesdorff ( 2000 ) and Leydesdorff ( 2012 ), the university–industry–government interaction model has evolved, and frictions among the three domains (economics, science, and politics) can generate a plethora of opportunities for problem-solving and innovation (Ranga & Etzkowitz, 2013 ). The model also encourages identifying unevenness between institutional dimensions in arrangements and the social functions executed by such arrangements.

Although the Triple Helix model shows promise, previous studies have not effectively captured its full potential (Hasche et al., 2020 ; Miller et al., 2016 ). Researchers have identified several gaps in the literature, such as the insufficient focus on micro-level intricacies (McAdam and Debackere 2018 ), a lack of understanding of dynamic interactions between the three domains (universities, industries, and governments), and inadequate exploration of how value creation and knowledge transfer processes evolve within Triple Helix collaborations. This has prompted calls for research examining the Triple Helix from a micro perspective, concentrating on dynamic relationships, synergies, collaborations, coordinated environments, and value-creating activities (Cunningham et al., 2018 ; Edquist, 2011 ; Höglund & Linton, 2018 ; McAdam et al., 2012 ). Furthermore, existing research has yet to explore the specifics of knowledge transfer in the innovation process (Hakeem et al., 2023 ). Therefore, delving into Triple Helix’s micro aspects is crucial for a better understanding of value creation (Kriz et al.  2018 ) and its development over time (Pique et al.  2018 ), as well as the knowledge transfer process.

To address these gaps and gain a deeper understanding of the Triple Helix model, this study focuses on a micro-level investigation of the dynamics involved in value creation and knowledge transfer. The research questions are: (1) How do value-creation activities within a Triple Helix model evolve? and (2) What role do hybrid organizations play in value creation throughout an organization’s development stages? To address these questions, a case study analysis (Eisenhardt, 1989 ; Yin, 2009 ) of Robotdalen, an applied research initiative for robotics, is conducted. The Robotdalen case was chosen as it provides a unique opportunity to investigate a Triple Helix collaboration that has a long and rich history and has also been seen as a successful collaboration. The case allows analyzing the dynamics of value creation within a Triple Helix configuration, where the university, industry, and government collaborate (Etzkowitz & Leydesdorff, 2000 ) to create a supportive environment for robotic innovation. This research contributes to the Triple Helix literature by providing a fine-grained view of value creation development over time in a large Triple Helix innovation initiative with a focus on the role of the hybrid organization.

This paper is organized as follows: The introduction sets the context and presents the research question on the role of hybrid organizations in value creation within the Triple Helix model, motivating the case study of Robotdalen. The theoretical background reviews relevant literature on Triple Helix, value creation, and hybrid organizations. The method section details the case study approach and data collection process. The case analysis presents the case of Robotdalen over time. The discussion section focuses on key themes of collaboration, commercialization, innovation, and adaptation. The conclusion section explores the implications of the findings for the Triple Helix literature and the role of hybrid organizations in fostering innovation and value creation and summarizes the main findings, acknowledges limitations, and proposes future research directions.

Theoretical Background

The Triple Helix model has gained considerable traction as a central model for understanding and promoting innovation and regional development in knowledge-based societies. By emphasizing the importance of collaboration and networking among actors from academia, industry, and government, the model has inspired a wide range of applications and research directions. In particular, the development of entrepreneurial ecosystems, knowledge clusters, and regional and national innovation policies have all benefited from the Triple Helix model (Galvao et al., 2019 ).

As scholars have continued to develop the Triple Helix model, several key themes and concepts have emerged to further enrich our understanding of the dynamics and processes involved in collaboration, innovation, and value creation. For example, Carayannis and Campbell ( 2009 , 2010 ) introduced the concept of the Quadruple Helix, which adds a fourth sphere—civil society—into the mix, emphasizing the role of users, consumers, and communities in driving innovation and regional development. This perspective emphasizes how crucial user-driven and demand-oriented innovation is in today’s knowledge-based societies. Recent scholarship proposes that Quadruple and Quintuple Helix dynamics can be understood as interlinked Triple Helix configurations, facilitating a more agile governance approach to innovation (Leydesdorff & Smith, 2022 ; Xue & Gao, 2022 ). The neo-Triple Helix model further integrates societal and environmental dimensions into the innovation ecosystems (Cai, 2022 ).

In the Triple Helix literature, the concept of hybrid organizations refers to entities that combine the characteristics and functions of two or more institutional spheres, such as academia, industry, and government, to advance innovation and economic development. Hybrid organizations have become increasingly important in the Triple Helix literature due to their unique position in facilitating and managing interactions among the different institutional spheres of academia, industry, and government (Champenois & Etzkowitz, 2017 ; Hasche et al., 2020 ). These organizations serve as bridges between the various stakeholders, helping to navigate the complexities and inherent challenges of multi-stakeholder collaborations. Hybrid organizations can take on various forms, such as technology transfer offices, innovation intermediaries, public–private partnerships, and university-industry research centers. These organizations play a crucial role in aligning stakeholder interests, promoting knowledge exchange, and facilitating resource sharing among the different actors involved in Triple Helix collaborations (Howells, 2006 ; Ranga & Etzkowitz, 2013 ). One of the key capabilities of hybrid organizations is their ability to manage the inherent tensions and conflicts that may arise in multi-stakeholder collaborations (Aarikka-Stenroos & Ritala, 2017 ). This often involves finding a balance between competing interests, such as the need for open knowledge sharing and the protection of knowledge, such as intellectual property rights, or the pursuit of fundamental research versus the demands for commercialization and market-driven innovation.

In addition to balancing conflicting interests, hybrid organizations must also manage diverse stakeholder expectations (Mair et al., 2015 ). For example, academic institutions may prioritize knowledge production and the advancement of scientific understanding, while industry partners may be more focused on the development of marketable products and services. Hybrid organizations must effectively communicate and coordinate the needs and expectations of each stakeholder to ensure a mutually beneficial collaboration. Furthermore, hybrid organizations play a critical role in creating an environment conducive to collaboration and trust-building among Triple Helix stakeholders. This involves fostering a culture of openness, transparency, and mutual respect, as well as establishing clear governance structures and processes to guide the collaborative efforts (Hasche et al., 2020 ).

These hybrid organizations take several forms, including Technology Transfer Offices, Innovation Intermediaries, Public–Private Partnerships, and University-Industry Research Centers, each having unique roles and characteristics (see Table  1 ). Technology Transfer Offices, as defined by Siegel et al. ( 2003 ), facilitate the transfer of technology from universities to industry, linking research outputs with industry needs and managing intellectual property. Innovation Intermediaries, according to Howells ( 2006 ), act as brokers within the innovation system, facilitating collaborations, and connecting various actors while providing innovation support services. Hodge and Greve ( 2007 ) describe Public–Private Partnerships as cooperative initiatives between government and private entities for the joint development and management of projects. Lastly, University-Industry Research Centers, as defined by Perkmann et al. ( 2013 ), are collaborative research units involving universities and industry for joint research initiatives, knowledge exchange, and student training.

Among these categories, Robotdalen best aligns with the definition of an Innovation Intermediary. It serves as a catalyst in the Swedish robotics innovation ecosystem, facilitating partnerships and collaborations among various actors such as universities, large corporations, SMEs, and different levels of government. By navigating these complex multi-stakeholder collaborations, Robotdalen fosters knowledge exchange, manages diverse stakeholder interests, and plays an instrumental role in supporting the commercialization of innovative robotic solutions with a particular emphasis on health, field, and industry applications. Additionally, it provides a range of support services, including market analysis, product development, and project management, further substantiating its role as an Innovation Intermediary within the Triple Helix model.

Micro-level and Value Creation in the Triple Helix

The perspective taken in this research is that of the Triple Helix as a network of relationships, where public and private organizations interact in value-creating processes to transform various inputs into valuable outputs for themselves and others. As shown in Table  2 , these interactions can manifest in a variety of value outcomes, ranging from job creation to interdisciplinary collaboration. In this setting, the hybrid organizations act as the glue connecting the various actors within the network and as a catalyst between them. Based on the social exchange theory (Cook and Emerson 1978 ), the relationships discussed are not viewed as created and developed in isolation. Instead, relationships are regarded as part of a broader context, that is, a network of interdependent relationships. In a Triple Helix setting, the actors, resources, and actions are seen as the context that supports value creation. According to Payne et al. ( 2008 ), value is created when various players combine their efforts and resources in order to achieve a specific goal. Before beginning the process, these actors must have standards for the collaboration and its outcomes. For each actor engaged, the expectations and goals may be the same or distinct. For instance, actors can create something through the combination of resources and actions that cannot be accomplished alone (Hasche 2013 ). Value can be difficult to define, in this research the value is seen as something that relies on the viewpoints of the specific actor (van der Haar et al. 2001 ). The interaction between actors will influence how the value-creating process develops over time. During the interaction, the actors relate the present problems and challenges to how they perceive earlier interactions. The interacting parties’ decisions, attitudes, and conduct are also influenced by prior connections and their encounters with those relationships. The current interaction is also affected by the hopes that the actors have for their interactions in the future (Hasche and Linton 2018 ).

Value creation in the Triple Helix framework is a critical area of investigation, as it helps explain how the interactions between university, industry, and government actors can lead to the generation of economic, social, and environmental benefits. Researchers have sought to explore the mechanisms and processes through which value is created and how it evolves over time in complex innovation projects involving the Triple Helix actors. Kriz et al. ( 2018 ) conducted a comprehensive study on value creation in the Triple Helix framework, examining the role of collaboration, coordination, and resource exchange in generating value. They found that the interplay of these factors can lead to value co-creation, where multiple actors work together to generate novel solutions, products, or services that benefit all parties involved. This study also highlighted the importance of understanding the dynamic nature of value creation, as it evolves over time in response to changing market conditions, technological advancements, and policy shifts. Pique et al. ( 2018 ) emphasized the need to examine value creation in the Triple Helix framework from a knowledge transfer perspective. They argued that understanding the processes and mechanisms through which knowledge is transferred between the university, industry, and government actors is essential for fostering innovation and value creation. This focus on knowledge transfer processes can provide insights into how the Triple Helix framework can enhance the effectiveness of innovation projects and drive economic and social benefits. The micro-level perspective on the Triple Helix framework and value creation research has emerged as important areas of investigation in the literature. These perspectives help show the complex interactions, collaborations, and processes that drive innovation and value creation in the university-industry-government nexus.

The micro-level perspective on the Triple Helix framework has gained attention from scholars who believe that understanding the intricacies and interactions among the university, industry, and government actors is vital for fostering innovation and value creation. A key focus of this perspective is on dynamic relationships and collaborations between these actors, as well as the institutional arrangements that enable or hinder innovation and value creation. For instance, McAdam and Debackere ( 2018 ) explored the role of boundary-spanning individuals in university-industry-government collaborations, emphasizing the importance of personal relationships and informal networks in the Triple Helix framework. Their study demonstrated that boundary-spanning individuals play a crucial role in facilitating the flow of knowledge and resources between the helices, thus enhancing innovation potential. Another example is the work of Cunningham et al. ( 2018 ), which highlighted the importance of studying the Triple Helix framework at the micro-level to uncover the processes and mechanisms that drive innovation and value creation. They argued that examining individual actors, their interactions, and the institutional context in which they operate can provide valuable insights into the functioning of the Triple Helix framework and its effectiveness in promoting innovation. Höglund and Linton ( 2018 ) focused on the role of intermediaries in the Triple Helix, demonstrating their importance in facilitating collaborations, knowledge transfer, and resource mobilization between the university, industry, and government actors. The study showed that intermediaries can help bridge gaps and overcome barriers to cooperation, ultimately contributing to value creation in the Triple Helix.

The case study approach was chosen for this research because it allows for an in-depth analysis of the dynamic relationships among the various actors in a Triple Helix model, which is an area in need of further exploration. As Miller et al. ( 2016 ) argue a more comprehensive understanding of the complex activities and interactions in a Triple Helix environment can only be achieved through a detailed, micro-level case-based research. Case studies have the potential to generate rich, context-specific insights that can help refine and advance existing scholarly understanding (Eisenhardt, 2021 ; Eisenhardt & Graebner, 2007 ; Siggelkow, 2007 ). Furthermore, a unique case study that is firmly grounded in prior research can contribute valuable conceptual and theoretical insights with broader implications beyond the specific case itself. Case-based research is particularly well-suited for examining the intricate relationships, processes, and dynamics within a Triple Helix collaboration, as it allows for a deeper understanding of the contextual factors, stakeholder perspectives, and evolving interactions that shape the collaboration’s outcomes. By adopting a qualitative case study approach, researchers can explore the interpretative aspects of the case, capturing the nuances, contingencies, and complexities that underlie Triple Helix collaborations, and addressing gaps in the existing literature (Siggelkow, 2007 ). Moreover, the case study method enables researchers to triangulate data from various sources, such as interviews, documents, and observations, providing a more robust and comprehensive understanding of the phenomena under investigation (Abdalla et al., 2018 ; Eisenhardt, 1989 ). This multi-faceted approach to data collection allows researchers to capture different stakeholder perspectives and experiences, offering a more holistic understanding of the Triple Helix collaboration in question. While the qualitative case study approach offers in-depth insights, its limitations include potential biases and a lower degree of generalizability. However, our rigorous process of data triangulation and engagement with multiple stakeholders helps to mitigate these concerns and enhances the validity of our findings.

Robotdalen in Sweden was examined, an initiative in the Mälardalen region that encompasses the three counties of Västmanland, Sörmland, and Örebro. Robotdalen was selected as a case because it could offer additional information and deepen our understanding of how a Triple Helix initiative can collaborate with stakeholders in the Triple Helix. Robotdalen represents a rather unique and successful partnership among various organizations, including universities, large corporations, SMEs, national government, and regional and local governments. Robotdalen was established in 2003 in an area where large companies have long utilized robots, such as the industrial robot manufacturer ABB.

To develop an understanding of how Robotdalen interacts with Triple Helix stakeholders, a qualitative research method was employed, adopting a case study approach that focuses on the interpretative aspects of the case and addresses gaps in the literature (cf. Siggelkow, 2007 ). The top management team members, including the general manager and deputy general manager, were interviewed annually between 2015 and 2019 to collect empirical data. In addition to formal interviews, several meetings were also held over the years with various Robotdalen employees, board members, funding organizations, and business partners.

The researcher conducted the interviews and participated solely as a researcher. A total of 46 interviews were conducted with various stakeholders involved with Robotdalen. This included the management team of Robotdalen, board members, funding bodies, top-level regional representatives, high-ranking local politicians, university representatives like vice-chancellors and heads of departments, as well as industry representatives such as top-level managers and owners/CEOs of startups. Each interview session lasted between 45 to 90 min, with all interactions being recorded and subsequently transcribed for in-depth analysis.

Instead of a strict set of questions, our interviews revolved around central themes, largely inspired by an interview guide. For instance, participants were prompted with overarching queries such as “Describe your engagement with Robotdalen,” “How crucial is the collaboration with Robotdalen for your organization?” and “In the absence of Robotdalen, how would that impact your operations?” These themes helped delve deep into the dynamics of their collaboration with Robotdalen, capturing both the essence and nuances of value creation within the Triple Helix collaborations. Such open-ended, thematic questions allowed the participants to provide detailed insights, recount experiences, and offer their perspectives on the evolving nature of their relationship with Robotdalen. This approach, we believe, garnered richer and more nuanced data, capturing the essence of value creation in the context of Triple Helix collaborations.

In addition to these interviews, our research was further supplemented with a range of secondary data sources. This included previous research reports on Robotdalen, evaluations of the initiative, annual reports, PowerPoint presentations from board meetings and other various meetings and interactions, meeting agendas, and publicly available resources like websites and press releases. The integration of both primary and secondary data sources ensured a holistic understanding of Robotdalen’s value creation dynamics within the Triple Helix model.

Analytical Process

The analytical process started with sorting interviews and documents and constructing a timeline of Robotdalen. After an overall timeline was constructed some more specific time periods could be identified in the data where the data showed specific focus or themes. Therefore, four time periods were defined. Thereafter each time period was separately analyzed and the most important events for each time period were highlighted and written up. Here empirical labels were found such as “international evaluation,” “shift towards commercialization,” and “change of core areas.” Once these first-order concepts were in place and the timeline seemed complete, the timeline was discussed with the management of Robotdalen. They gave some minor feedback and minor revisions were made to the timeline. Thereafter, the timeline was also sent and discussed with the major funder to get another perspective on the timeline. At this stage, there were no suggestions for revisions. The next step in the analytical process was to go back and forth between the theoretical framework and the written-up case, even in more detail than previously (Eisenhardt, 2021 ). This shifted the focus to include more about the hybrid organization of Robotdalen than was thought of beforehand, as it became apparent how important this hybrid organization was for the development of Robotdalen as an initiative. Second-order constructs were starting to form as the research continued the process of back and forth between theory and empirical case. In addition to the hybrid organization, collaboration, commercialization, innovation, and adaptation were second-order constructs that were found to be important. The iterative process and the ability to go back and forth to, for example, the management of Robotdalen helped validate and triangulate data from different sources. Key informants were also used to ensure the accuracy and credibility of the results.

Case Description: Robotdalen

Robotdalen stands as a symbol of structured collaboration, drawing inspiration from the Triple Helix model. Established in 2003 in Sweden’s Mälardalen region, this initiative converges academic, industry, and governmental entities, all striving for cutting-edge robotic advancements. Two regional universities, Mälardalen and Örebro, offer academic expertise. Global entities, like ABB and Volvo CE, alongside numerous SMEs, drive the industrial components. Governance is shaped by regional and local governments, complemented by multiple municipalities and hospitals that channel healthcare-oriented innovation.

Housed within Mälardalen University, Robotdalen spans three counties and numerous municipalities. It is financially sustained by the VINNVÄXT initiative by Vinnova which is Sweden’s innovation agency, receiving an annual allocation of approximately 1 million euros over a 10-year period which has to be matched with funding from local and regional governments, alongside firms operating within the region. Thus, it is about 2 million euros in total financing over a 10-year period. European alignments, notably with the European Union’s smart specialization strategy and the European Regional Development Fund, amplify Robotdalen’s reach. International affiliations with initiatives like euRobotics and SPARC further its global footprint.

Robotdalen operates as a non-profit initiative, not a traditional company, with a CEO and deputy CEO overseeing daily operations. Governance resides with a board comprising representatives from key stakeholders such as local government, academia, and industry partners. This board determines strategic direction and investment priorities, reflecting the collaborative nature of the initiative. Ownership, in traditional terms, does not apply; rather, it is a collaboration of various actors, each contributing resources and expertise. By 2017’s close, Robotdalen had fostered the creation of 45 products and 28 firms, much based on its collaborations.

Case Analysis

Starting up and finding a structure — 2003–2007, starting up.

Robotdalen started its operations in 2003 with a vision of regional growth in Mälardalen and world-class research. The aim was first and foremost to bring out new products, start new companies, and work for world-class research. The first years dealt a lot with building up the organization and partners. A hybrid organization was formed. The intent was to have a free-standing organization but, in the end, it became an entity under Mälardalen University. Robotdalen selected four core focus areas which were industrial robotics, field robotics, robotics for health and care as well as technology and knowledge dissemination. In the beginning, Robotdalen also searched for how an organization like Robotdalen could function effectively. The management and organization of Robotdalen initially had difficulty finding the right structures and people, which led to some turnover in the management in the first few years.

The Robots to a Thousand Project

In 2004, Robotdalen started a project called Robot to a Thousand, which is about seeing what can be automated and robotized for small and medium-sized companies. Small and medium-sized companies often have a lack of knowledge about automation through robotics, but through the project, studies are carried out at companies about the possibility of automation with investment costs taken into account. The studies result in concrete proposals on how the company can invest and have had an implementation rate of around 50%. The project delivered around 300 studies since 2004 and continued as part of Robotdalen, albeit on a somewhat smaller scale and under the name PILAR (pilot project Automation Challenge in the Robotliftet). Robot till tusen and now PILAR has not only benefited companies and the business world in general through robot solutions and investments but has also been an important way for Robotdalen to collaborate with, among others, MDH and Örebro University. Through this project, students have had the opportunity to practice converting theoretical knowledge into practical and important studies in specific courses in the education program. Since 2004, the project has thus been an important means of creating collaboration in Mälardalen between higher education and business, where Robotdalen had a central and coordinating role with direct positive effects for business and a useful experience for the many students who got to work with the pre-studies.

Focus on Research

In 2007, the Robotdalen Scientific Award was introduced, which is an award that can be applied for by young researchers or doctoral students from all over the world. The winning young researchers must have ground-breaking ideas and exceptional talents. The winner in 2007 received a winning sum of 20,000 Euro, financed by Robotdalen. This initiative can be seen as a clear reflection of the focus on research that Robotdalen has during the first period, from the start until about 2010. During this period, research and collaboration with the universities is an important and prioritized activity. A large part of Robotdalen’s resources goes to collaborating around research at MDH and Örebro University. One example of a research project is the Friction project Stir Robot Welding (FSW) which was carried out in collaboration with AASS at Örebro University, Esab, ABB, and Specma. The project intended to robotize friction welding where copper and aluminum can be joined together. Another research-based project during the years 2005–2007 was Navigation Systems for Automated Loaders (NSAL), which aimed to get mine loaders to drive completely autonomously. The project was a collaboration between Atlas Copco, Robotdalen, AASS (Örebro University), and the KK Foundation. It can therefore be stated that for this period initiatives such as the Robotdalen Scientific Award and several major research projects were a distinct focus for Robotdalen.

The Triple Helix Time Period (Approx. 2007–2011)

The Triple Helix time period is distinguished by focusing on Triple Helix collaboration, especially involving public sector collaboration more clearly.

Change of the Core Areas

Relatively early on, Robotdalen realized that the four core areas of industrial robotics, field robotics, robotics for health and care as well as technology and knowledge dissemination were too broad and that it was too difficult to manage all four in a good way. In particular, it was Technology and Knowledge Dissemination, which was about engaging children and young people in robotics, which was comparatively far from the other core areas. Technology and the spread of knowledge is one area that required completely different skills, for example, pedagogy, which is very different compared to the other three core areas where technology and development skills were important. In order to be able to work more focused, Robotdalen, therefore, decided to end this core area and focus more on competencies within technology, research, and development.

Development of Cooperation

Although there was a lot of focus on research (mainly applicable research) during the time period approx. 2007–2010, the Triple Helix idea was also an important focus area in which resources were invested. Robotdalen worked to develop the Triple Helix collaboration in different ways. Collaboration between industry and academia is fulfilled through research projects and projects such as Robot to a Thousand. However, it was not as easy to get concrete cooperation with municipalities and regions/county councils. But they tried in different ways. One example that shows that they worked to start cooperation with public actors was when Robotdalen took part in the technical convention (Teknikmässan) 2008. Then, it was not only Robots and projects that were displayed but also the municipalities that were active in Robotdalen that also came along and showcased the project together with Robotdalen.

Strong Brand

At this time, the Robotdalen brand began to grow strongly and now the brand gained traction in Mälardalen but also outside this region. One reason why Robotdalen’s brand began to gain traction was that the organization began to gain real momentum in its operations, and Robotdalen was now considered a well-functioning Triple Helix that made a difference in Mälardalen. The vision for Robotdalen during this time is still regional growth, which indicates a continued regional focus.

During this time, the goals for Robotdalen were broadened to not only focus on new products, companies, and world-class research, but a new goal is also to create and save jobs. This can be a result of several different reasons. Robotdalen is going well, which makes you feel that you can take on more. At the same time, they want to work closely with public actors, who are interested in job creation. Another factor is the financial crisis where many jobs were lost. In addition, a further goal is to create an innovation system within robotics. At the same time, the core areas that were previously restricted are being increased to now also include innovation support and logistics automation, which means that they now have five different core areas.

Regional Competence and Job Ventures

In line with the Triple Helix model and to strengthen cooperation with regions/county councils/municipalities, a new goal was to create and save jobs. In 2009, a venture was created together with ABB, VINNOVA, and the city of Västerås, which was called Växthuset. There, 12 people with important robotics competence could be retained when ABB had to lay off employees due to the financial crisis. It was important for ABB and the region not to lose this competence and they had to work with development projects that would otherwise not have been possible, which resulted in three new products and scientific articles. At the same time, Robotdalen was involved and contributed to the start of a new automation profile at Mälardalen University College and a doctoral program in robotics was also created.

Innovation System for Robotics

Creating a separate innovation system for robotics sounds like a very vast task. But in fact, the “innovation system” was more about Robotdalen becoming a center in a robotics innovation system where Robotdalen created the “Robotdalen innovation process,” partial innovation support, and a strong network of partners that collaborated with the already existing innovation system with incubators for example.

Several startups were established during this time period. For example, Robcab, a logistics robot that was intended to be used in healthcare, was getting a pilot installation. Another establishment is that of entrepreneur Steven Von Rump, who chooses to establish his new company within Robotdalen’s network. This was the first international establishment. Giraffe is a robot that makes it possible to see and talk to, for example, the elderly, but also to control the robot around the home.

Extended Operation

The time period shows expansion and broadening of targets and core areas which may be a result of things going relatively well for Robotdalen. There was room to continue the expansion by broadening the business in terms of targets and operational areas. The investment in research continues to distinguish this time period as well. Robotdalen has many collaborative projects with AASS at Örebro University. AASS and Robotdalen have several areas of focus that coincide with each other, probably a result of the fact that they have enriched each other through the many joint projects that have been carried out.

The Time Period Internationalization 2011–2014

The years 2011–2014 can be characterized by a major focus on internationalization, which largely has its background in the international evaluation that was carried out in 2010, but there where changes in the business that began first and foremost in 2011 and later. This period is also marked by the renewed financial trust that Robotdalen receives from Vinnova and the regional and local partners.

The International Evaluation

In 2010, Robotdalen was evaluated by a group of international experts in the area (Cooke et al., 2010 ). Overall, Robotdalen receives a good review from the evaluators, but they also find that Robotdalen has diversified operations and needs to focus more on niche technologies and markets. The evaluation also suggests that Robotdalen needs collaborations outside the region and that Robotdalen should also work towards becoming an internationally recognized environment.

Changes After the Evaluation

In retrospect, it can be seen that the international evaluation had a relatively large impact on how Robotdalen continued to conduct its business. The focus areas were reduced and became more focused while investing more in national and international collaborations to also achieve high international status. After this evaluation, it is also possible to discern a strategy that the evaluators did not directly present in their reports, but which was possibly a result of analytical strategy work in connection with the change work. Robotdalen changes its vision to “enable commercial success.” Robotdalen changes and chooses to focus more on products and succeeds in commercializing various projects.

In line with the evaluation that recommended focusing on fewer areas and also more niche areas, the core areas for Robotdalen are now changing once again. The focus will now be on the three core areas of industrial robotics, field robotics, and health robotics.

Shift Toward Commercialization

The research that has been an important part of Robotdalen is beginning to fall back and no longer has such a central role. Robotdalen wants to see more concrete results in the form of products on the market and new companies. Research has not delivered enough products and companies to the market. Robotdalen, therefore, chooses to instead focus more directly on the commercialization of products and the creation of new companies. A clear reflection of this time period is how the Robotdalen Scientific Award, which has been awarded to young researchers, changes its name to the Robotdalen Innovation Award. Instead of a prize for researchers, there will now be a prize awarded to entrepreneurs, innovators, and startups or people with solutions that can be commercialized. Broadly speaking, resources are being shifted from research to commercialization.

Internationalization of Robotdalen

In order to increase internationalization, Robotdalen works in different ways to gain international impact as well. Among other things, they create the Robotdalen innovation challenge—an international event to discuss challenges and opportunities in the commercialization of robotics to show that Robotdalen is a meeting place for robotics. Robotdalen is now also starting to become more active in EU projects and is more actively looking for international business partners, including Japan and the USA. One example is the Japanese company Cyberdune, which moved to Västerås in 2012 to establish itself within Robotdalen.

The previous idea of creating a separate innovation system has now been reformulated, and it is now emphasized that it is in collaboration with other actors that Robotdalen is an important part of the innovation system. Instead, Robotdalen’s role is to develop a well-functioning idea development and commercialization process. In-depth cooperation with regions, county councils, and municipalities leads to several physical locations. One example is the Ängen testbed in Örebro through Örebro Science Park, the Robot Application Center (RAC) in Munktell Science Park in Eskilstuna, and the Automation Center in Västerås. All these physical locations are the results of collaboration in the regional innovation system. In addition, they also managed to get funding for Technology for Independent Life (T4IL) to invest even more in health robotics.

The Time Period Commercialization 2014–2020

Although commercialization was focused on in the previous period, commercialization becomes even more emphasized in this time period. There is also a change in the commercialization aspect by not only focusing on commercializing products but also commercializing Robotdalen as an organization. This time period is also marked by the fact that the VINNVÄXT program will be phased out and end in 2019, which will lead to several major changes to the organization.

New Board and the New Robotdalen

Robotdalen needs to renew the board and bring in other skills. The management of Robotdalen argues for a renewal of the board which is based on getting the right competence into the board. In the past, the board has primarily had representatives from the major actors and financiers of Robotdalen. In the later part of the time period, the direction of strategy/focus changes to applying existing and new robotics to new areas of application. One project that reflects this focus is Våroffer, which is a very different project for Robotdalen. It is a performance where the dancer and choreographer Fredrik “Benke” Rydman dances with an industrial robot at the Kulturhuset in Stockholm. Robotdalen’s task is to program a large industrial robot from ABB to dance.

A few years into this period, it is clear that Vinnova, which has already extended Robotdalen’s VINNVÄXT investment, will not extend the funding, but will instead step down the funding with an end in June 2019. This message was clearly not what Robotdalen’s management wanted, and it meant great demands on changing an organization that has been built up around generous funding over many years. This became a big challenge for the management to come up with a plan for how Robotdalen could continue. Robotdalen’s strategy to survive is to change the business to become more commercial. By becoming more commercial, Robotdalen can continue to use the resources, networks, and especially the knowledge that has been created. The management succeeded in reorganizing the business to survive without the base funding from Vinnova. The management also expressed the change that the lost funding has contributed to in a cautiously positive spirit, and there is a strong belief that Robotdalen will be able to continue to live on in a good but a different way in the future.

Research and Development

Robotdalen sees increased interest from external stakeholders to buy research and development assignments from Robotdalen. It is Robotdalen’s unique domain expertise that is sought after. Robotdalen is starting several large collaborative projects with major industrial partners, such as Skanska and Volvo. These companies do not themselves have sufficient competence in robotics but make use of the knowledge available within Robotdalen and its network.

From Internationalization Back to Regionalization

If the previous time period involved a great focus on internationalization, then during the last time period you can see that internationalization is something that has become less interesting in recent years. Robotdalen continued with internationalization, but it was no longer the same priority, even if, for example, they started cooperation with investors in China. The fact that the international initiatives within Robotdalen are reduced can be attributed to the fact that the local and regional actors were not as interested in seeing Robotdalen invest in international projects and initiatives. These actors are more interested in that funding, and especially the funding that they themselves contribute stays within the region. During this time, the local and regional financiers become even more important than they were before since Robotdalen will in the future get its basic funding from the local and regional ones when the VINNVÄXT investment ends. Another factor that came into play at the same time is that it was not easy to switch from a regional and national center to becoming a European and international center. One example of the regional focus is establishing the Collaborative Robot Test Center (CRTC) in Västerås to find new processes and applications with new technology within the Swedish manufacturing industry. The operation is partly financed by Vinnova and ABB.

Örebro Going in its Own Direction

Örebro municipality, region Örebro, and Örebro University choose to end their collaboration with Robotdalen. The obvious reaction and conclusion can easily be taken to mean that Robotdalen failed with Örebro. But this defection can be interpreted in several ways. Robotdalen’s focus in Örebro has primarily been linked to Örebro University and the research group AASS. This research group was growing stronger and stronger. In 2019, AASS consists of over 60 employees (professors, lecturers, doctoral students, and postdoctoral fellows), which means that the research group will be very large and can act more independently. It may be that AASS is no longer interested in being “under” Robotdalen but instead wants to become more independent, especially since Robotdalen does not invest as much in research at the academies. This in turn can be interpreted as Robotdalen having played out its role, but it can also be argued that Robotdalen has succeeded in being involved and creating, or at least contributed to AASS which can now continue to live independently. Furthermore, it was also known that the larger funding from Vinnova would not be available anymore for Robotdalen when the decision was made to go our separate ways. In the local and regional innovation systems, there is always fierce competition for funding between actors in the local innovation system. Reducing the number of actors, especially when Robotdalen will no longer contribute as generously, makes it easier for the local and regional funders to focus their funding efforts.

The analysis of Robotdalen’s value creation, organized around key themes, and the examination of its hybrid organization provides a comprehensive understanding of the dynamic nature of the Triple Helix model and the importance of collaboration, commercialization, innovation, and adaptation in fostering regional growth and value creation (Table  3 ). The case of Robotdalen extends the Triple Helix model by illustrating how hybrid organizations can act as central nodes in the innovation networks. This case highlights that a single entity can streamline collaboration, knowledge exchange, and commercialization processes among the three helices, thus acting as both a participant and a facilitator within the innovation ecosystem.

Throughout the various periods, the collaboration between academia, industry, and the government played a crucial role in Robotdalen’s success. This collaboration was facilitated by the hybrid organization, which served as a boundary-spanning entity, connecting the various actors and enabling the flow of knowledge and resources among them. Collaborative initiatives like the creation and saving of jobs, the establishment of new companies, and partnerships with academic institutions like AASS at Örebro University exemplify the power of collaboration in driving value creation. By leveraging the strengths of each sector and the coordination provided by the hybrid organization, Robotdalen was able to create a synergistic environment conducive to innovation and growth. This finding illustrates the evolution of value-creation activities within the Triple Helix model, showing how a strong collaboration between academia, industry, and government contributes to the development of a hybrid organization like Robotdalen.

The focus on commercialization proved to be vital in ensuring the practical application of research and development efforts. The hybrid organization’s role as an intermediary allowed Robotdalen to effectively connect research with industry partners, resulting in the successful translation of research into tangible products and services. By bringing new products and services to market, Robotdalen generated economic value for the region and contributed to its reputation as a leader in robotics and automation. Startups like Robcab and Giraff demonstrate the successful combination of research, collaboration and the facilitative role of the hybrid organization in commercialization efforts. The successful commercialization efforts of Robotdalen, facilitated by the hybrid organization, demonstrate how value creation within the Triple Helix model evolves over time, with the hybrid organization playing a critical role in connecting research and industry partners.

Central to Robotdalen’s value creation was the fostering of an innovation system for robotics, leveraging the Triple Helix model to drive advancements in research, products, and services. The hybrid organization played a critical role in coordinating the efforts of academia, industry, and government, creating a collaborative ecosystem that promoted the exchange of ideas, resources, and expertise. This ecosystem, combined with initiatives like the Robotdalen Scientific Award and various collaborative research projects, allowed Robotdalen to consistently produce world-class research and innovations.

Robotdalen’s ability to adapt to changing circumstances and recommendations throughout different time periods played a significant role in its sustained value creation. The hybrid organization’s adaptability and resilience enabled it to respond effectively to shifts in stakeholder expectations and the availability of funding. By focusing on specific market segments, increasing internationalization, and forging new partnerships outside Sweden, Robotdalen was able to maintain its competitive edge and continually deliver value despite shifting conditions. Similarly, in the 2014–2019 period, when national funding was ending, Robotdalen shifted its focus towards commercialization and consulting-based operations to finance its operations, further highlighting the importance of adaptability in the Triple Helix model. Robotdalen’s adaptability to changing circumstances highlights the significance of the hybrid organization’s role in value creation at different stages of development within the Triple Helix model.

By examining the key themes of collaboration, commercialization, innovation, and adaptation, and analyzing the role of the hybrid organization in facilitating and managing the Triple Helix collaboration, we gain a deeper understanding of the factors contributing to Robotdalen’s successful value creation within the Triple Helix model. This integrated approach underscores the importance of fostering strong relationships among the three sectors, driving innovation, and adapting to changing conditions to ensure long-term growth and success, with the hybrid organization playing an important role in this process.

The study contributes to the Triple Helix literature by providing a fine-grained analysis of the dynamics of value creation in a large Triple Helix innovation project, which was previously underexplored. The key themes of collaboration, commercialization, innovation, and adaptation that emerged from the Robotdalen case expand our understanding of how these factors interplay within the Triple Helix model. The emphasis on collaboration in the Robotdalen case supports the existing notion that synergistic interactions between academia, industry, and government are crucial for fostering innovation (Etzkowitz & Leydesdorff, 2000 ). Moreover, the findings on the role of the hybrid organization in facilitating collaboration and resource exchange provide empirical evidence that supports the theoretical proposition of boundary-spanning entities being essential for effective Triple Helix interactions (Carayannis & Campbell, 2009 ). The Robotdalen case sheds light on the importance of adaptation in sustaining value creation within the Triple Helix model, which has not been extensively discussed in previous studies. Our findings suggest that the ability of hybrid organizations to adapt to changing circumstances and recommendations is a crucial factor in ensuring their long-term success and relevance within the Triple Helix context.

Conclusions

This study examined the evolution of Robotdalen over 16 years, with a particular focus on the dynamics of value creation within a Triple Helix model, encompassing academia, industry, and government. The research identified how value-creation activities shifted and adapted over time, and how different types of capabilities were essential for the creation of expected value at different stages of the organization’s development. This study answers the research question by demonstrating the evolution of value-creation activities within the Triple Helix model and the role hybrid organizations, such as Robotdalen, play in value creation at various stages of an organization's development.

The study revealed that collaboration among academia, industry, and the government is essential for driving value creation and regional growth. The hybrid organization, Robotdalen, played a crucial role in facilitating these collaborations and enabling the flow of knowledge and resources among the different actors. By leveraging the strengths of each sector and the coordination provided by the hybrid organization, Robotdalen created a synergistic environment conducive to innovation and growth. Furthermore, the focus on commercialization, supported by the hybrid organization’s role as an intermediary, allowed for the successful translation of research and development efforts into tangible products and services, generating economic value for the region. The ability to adapt to changing circumstances and recommendations emerged as another critical factor in Robotdalen’s sustained value creation.

Despite the insights gained from this research, there are some limitations to consider. The study focused primarily on a single case, which may limit the generalizability of the findings. Additionally, the retrospective nature of the analysis might introduce potential biases in the interpretation of the data. Future research directions could include comparative studies of multiple hybrid organizations operating within the Triple Helix model to further explain the factors contributing to successful value creation. Moreover, future research could also explore the influence of cultural, political, and economic contexts on the functioning of the Triple Helix model and the effectiveness of hybrid organizations in different regions.

This research has contributed valuable insights into the role of the Triple Helix model and hybrid organizations in fostering innovation and value creation. By examining the key themes of collaboration, commercialization, innovation, and adaptation, and analyzing the role of the hybrid organization, Robotdalen, the study offers a deeper understanding of the factors contributing to successful value creation within the Triple Helix model. The findings of this research provide valuable insights for policymakers and managers seeking to enhance innovation and value creation by applying the Triple Helix model. For policymakers, the results emphasize the need to establish and support boundary-spanning hybrid organizations that can facilitate collaboration among academia, industry, and government, and effectively coordinate resources and knowledge flow between them. Policymakers should prioritize the development of policies and funding mechanisms that enable these hybrid organizations to thrive and adapt to changing circumstances.

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Linton, G. Triple Helix Dynamics and Hybrid Organizations: An Analysis of Value Creation Processes. J Knowl Econ (2024). https://doi.org/10.1007/s13132-024-01911-2

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ORIGINAL RESEARCH article

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Traditional Knowledge in Food Activism and Governance

Indigenous values and perspectives for strengthening food security and sovereignty: Learning from a community-based case study of Miskoziibiing (Bloodvein River First Nation), Manitoba, Canada Provisionally Accepted

• 1 Other, Canada
• 2 University of Winnipeg, Canada

The final, formatted version of the article will be published soon.

Despite food security being a significant challenge among many First Nations communities on Turtle Island, there needs to be more empirical, community-based research that underscores the role of traditional food systems and associated values and teachings in Manitoban communities through an Indigenous lens. This research addresses that gap by building upon Indigenous perspectives and knowledges on the status and future directions of food security and sovereignty in Misko-ziibiing (Bloodvein River First Nation). Guided by Indigenous research protocol and using a qualitative research approach, ten in-depth interviews with Bloodvein River First Nation (BVR) and Winnipeg Elders were conducted. Data was also sourced through discussions with local council members, participant observation, and field visits during 2017. The fundamental values and traditional teachings associated with food sovereignty within the community are aligned with the spirit of sharing, including sharing ethics and protocols, social learning within the community, and intergenerational transmission. In recent years, changing environmental, developmental activity, government policies and laws, lifestyle changes and affordability dynamics have continued to threaten the self-determination and food sovereignty of Indigenous peoples in the community. Their perspectives, teachings, and voices are rarely present in any scholarly work. Enhanced intergenerational transmission of traditional teachings, education and language revitalization, and local leadership involvement can strengthen these social and cultural values to enhance Indigenous food security and sovereignty in Miskoziibiing. This research identifies the knowledge and views of Elders, hunters, trappers and fishers, contributing to the current studies associated with traditional food systems and teachings. Strengthening social and cultural traditions and values is vital in working towards Indigenous food governance, sovereignty, and revitalization of their Indigenous food systems.

Keywords: Indigenous values1, social values2, cultural values3, food sovereingty4, food system governance5, Indigenous food security6, traditional foods7, self-determination8

Received: 13 Oct 2023; Accepted: 22 Apr 2024.

Copyright: © 2024 Young, Shukla and Wilson. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: PhD. Shailesh Shukla, University of Winnipeg, Winnipeg, R3B 2E9, Manitoba, Canada

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