Cases, case studies or case histories “are narratives that present real-life scenarios/problems and allow students to experience how professionals address problems encountered in the field” say Davis and Yadav (2014, 161). Stated differently, a case study is a written account of something actually done; a micro-context focussing on a specific subset of a larger domain. Davis and Yadav (2014, 162) mention three major types of cases, namely (a) descriptive or analytical, (b) problem-solving or synthetical, and (c) problem identification. Citing Merseth (1994), cases comprise three main elements convey Davis and Yadav (2014, 161), namely:
- “they are based on real-life events or realistic situations that allow students to experience problems they are not likely to encounter first-hand;
- they present both contextual and technical information that is based on careful research and study;
- [and] they may present no clear-cut solutions to allow students to develop multiple perspectives”.
It therefore follows that cases mimic real-world scenarios, which require students to solve authentic ill-structured problems with complexities, and to experiment within safe confines.
Case studies have a long and effective teaching history, since 1870, in business, law and medicine. The Harvard Business School adopted in 1908 case studies as instructional method. In 1940s an entire science course was offered by means of case studies. Since the 1950s cases have been used in chemical and civil engineering.
Davis, C. and Yadav, A. 2014. Case studies in engineering, pp. 161 – 180. In A. Johri and B.M. Olds (eds). 2014. Cambridge handbook of engineering education research. New York: Cambridge University Press.
Merseth, K.K. 1994. Cases, case methods, and the professional development of educators. Eric Digest. Retrieved 14 July 2014 from http://eric.ed.gov/?id=ED401272
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