a case study of group work

Discussion Forum

Keys to Facilitating Successful Student Group Work

by Amanda Reilly

Working in teams is an important part of being an effective learner and employee, yet students from high school through professional schools tend to groan when teachers assign a team project. How can teachers foster positive attitudes before, during and after group experiences?

“It’s not about loving the group work; it’s about developing the skills,” said Dr. Maryellen Weimer, professor emerita at Penn State Berks and the keynote speaker at the 2015 spring seminar of Simmons College’s Center for Excellence in Teaching. Dr. Weimer, a renowned authority on effective college teaching, presented on successful methods for encouraging effective student group work. She said that although professors typically encourage their students to be “self-directed learners” (rather than “groupies,” who depend on others to learn), educators still must cultivate rewarding group experiences so that students can be productive in a variety of educational and professional scenarios.

Dr. Weimer detailed several ways in which teachers can facilitate student group work:

Focus on the details. Early in their work together, group members must delineate expectations, clarify roles, understand each other’s work styles, and commit to how they will work together. When group members establish their own group norms, they lay a solid foundation for their work, such as a group member “bill of rights” – what the group has a right to expect from each member.
Maintain an ideal size. What group size is most effective? Dr. Weimer argues that the ideal group is small enough for all members to share their opinions and large enough for diversity of views. A group with three members often does not possess enough diversity of thought and resources; in a group of six or seven members, some members may remain silent during discussions, and work may be divided inequitably. A group of five members is often ideal, eliminating the concerns associated with both smaller and larger groups.
Thoughtfully construct the group. With diversity in mind, teachers should assemble groups according to a common interest. If you allow students to self-select, it is important to help them build diverse teams. Self-selection, however, can cause introverted students undue stress and social anxiety. Weimer has found that students who don’t know each other before they do group work often create the most outstanding work, whereas students who already know each other tend to socialize more and make less progress during group work, thereby not producing exceptional results.
Don’t underestimate peer pressure. Students who don’t carry their own weight (e.g., “social loafers,” “freeloaders”) or who dominate and exclude (e.g., “alpha lone wolves”) have to acclimate to the group dynamic. Group conflict can be a valuable opportunity for personal growth. Dr. Weimer asks that groups share techniques for effective communication and team member accountability with the class, ensuring that each student brings something to the experience.
Discuss and share best practices to help groups process problems. Facilitate group work by empowering groups to solve their own problems. This helps group members understand that they are responsible for their problems and that overcoming obstacles is part of the group work process. Collaboration is a valuable part of learning how to work effectively in groups, so it is essential for teachers to provide vehicles for students to communicate and share, such as online wikis or Google Docs. Urge groups to observe how other groups communicate, or assign groups the task of making study guides for other groups.
Use peer formative feedback and provide summative feedback. Students are more accountable to each other when they understand that a portion of their grade is based on peer formative feedback. Formative assessment can help students identify not only their strengths but also opportunities for improvement. This type of process feedback can help groups with the parsing of duties, and assessment of their group needs. Also, remember that students place the most value on the teacher’s summative feedback, typically conveyed through a final evaluation of a group’s process and end product.

Group collaboration is an essential skill for students to learn before they enter the professional world, and the collaborative classroom is an ideal place in which students can develop this skill. With a foundation with which to build better groups, students not only learn teamwork accountability and commitment, but also enhance their ability to master course content.

Dr. Maryellen Weimer has a loyal following of educators from law, medicine, and business programs at colleges and universities across the country. More than 15,000 educators subscribe to her newsletter and read her weekly blog, The Teaching Professor Blog. If you are curious about how to incorporate learner-centered policies, practices, techniques, and approaches in your classroom, check out Dr. Weimer’s teaching resources and strategies at www.facultyfocus.com .

Amanda Reilly is the Program Associate for HLS Case Studies.

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Case Study #1

Erika pribanic-smith, department of communication, project description.

My goal was to determine if interventions to improve team cohesion through interpersonal communication would result in better team performance as measured by presentation cohesiveness on the final project. I conducted this assessment in a required course for all majors in the Department of Communication. Initial enrollment for the course was 123 students; four withdrew before the semester ended, and nine additional students stopped attending class but did not drop.

Each semester, students self-select into teams of 6-7 students on the first day of class. Students work in these teams throughout the semester on discussion exercises after lecture, team quizzes, and ultimately, a team presentation. In previous semesters, teams that communicated well with each other delivered excellent presentations, but most delivered the dreaded “patchwork project”; team members independently completed their tasks and then cobbled everything together at the last minute without knowing what others on the team were doing. Furthermore, Student Feedback Surveys indicated that a few students loved the team aspect of the course, but many hated it.

Employing team cohesion literature as well as Decision Emergence and Social Penetration theories, I hypothesized that developing stronger interpersonal ties among teammates via self-disclosure would assist in developing team cohesion, which in turn would motivate students to achieve team goals as a unit and keep each other accountable. I encouraged self-disclosure by developing discussion exercises that required students to come up with examples from their own lives for theoretical application. The disclosures grew more personal over the first half of the semester, starting with “Describe a situation in which you were misunderstood” (General Semantics Theory) and progressing to “Describe a situation in which someone shared your secret or you shared someone else’s” (Communication Privacy Management). A second intervention I employed to improve communication involved guided in-class team meetings, in which I assigned specific tasks related to the presentation assignment and provided instruction on the teamwork behaviors that should be exhibited at that stage of the project.

To measure team cohesion, students completed a team cohesion assessment survey (adapted from a Group Communication textbook’s team cohesion index) at four points during the semester: Week 2, Week 6, Week 10, and Week 14; the index consisted of 20 Likert-scale questions and one open-response question (“Is there anything you’d like to add?”). A Toastmasters list of criteria for group presentation cohesiveness was converted into a rubric for analyzing team performance on the final presentation.

Project Evaluation

Overall, the team cohesion assessment revealed a steady decline in team cohesion from the Week 2 survey to the Week 10 survey, then a spike between the Week 10 and Week 14 surveys. However, the literature recommends assessing team cohesion at both the individual level and the group level, and each level of analysis told a slightly different story in this project. The assessment survey included both individual-level and group-level questions, such that most individual-level questions (e.g., “I identify with the team and its members”) had a group-level counterpart (e.g., “Members of the team identify with the team”). The index of questions that gauged individual team members’ level of connection and commitment to the team demonstrated a relatively even measure of cohesion across the first three surveys with a slight bump in the second survey; the individual-level index rose sharply for the fourth survey. However, the index of questions that asked students to assess their fellow team members’ level of connection and commitment to the team sharply declined from Week 2 to Week 6, stayed nearly the same from Week 6 to Week 10, and then sharply rose by Week 14. In each survey, the individual-level index was higher than the group-level index, though the two indices were closer at Weeks 2 and 14 than in Weeks 6 and 10. (See figure below.)

Significantly, the Week 6 survey coincided with a presentation progress report deadline, and the Week 10 survey occurred around the deadline for teams’ presentation outlines. The open-ended responses at Week 10 in particular indicated that tensions were running high on teams in which students perceived their teammates were not doing their parts to complete the work. The Week 14 survey fell in the middle of presentations, and the overwhelming success of the presentations seems to have generated good will among most of the respondents.

Only one out of the 20 teams failed to score 100 percent on the presentation cohesiveness rubric, for an overall average of 96.4 percent (per Blackboard statistics). Nearly all of the presentations had good flow, consistent visuals (design of each PowerPoint slide), and consistent voice. In most cases, each teammate demonstrated knowledge of what each other teammate was doing. The presentations were tight and well-rehearsed. In short, most teams met the criteria for presentation cohesiveness. However, some went well beyond the Toastmasters criteria. Some teams coordinated their wardrobes; a few even coordinated the size and color of their notecards. Overall, with only one exception, the presentations were engaging and informative. Anecdotally speaking, they were the best presentations I have seen in my seven years teaching theory at UTA. A few even drew enthusiastic ovations from their peers.

Therefore, the class achieved the ultimate goal of cohesive team presentations, and despite dips in the middle, team cohesion was higher at the end of the semester than at the start. I do not believe the self-disclosure intervention affected team cohesion as anticipated, however. Reflections submitted the last week of the semester revealed that several students learned communication is a crucial part of effective teamwork, and some students even indicated that getting to know their teammates made a difference. I think much of that communication and bonding occurred outside of class, though. More significantly, because the team cohesion index increased amid successful presentations, team achievement affected team cohesion more than team cohesion affected team performance. I believe improved communication affected presentation cohesiveness directly rather than affecting team cohesion as a mediating factor .

Though a few students stubbornly insist that teamwork is terrible and they do better work on their own, the end-of-semester reflection responses were overwhelmingly positive, demonstrating that students found the teamwork experience this semester to be not only valuable but also enjoyable. Several students indicated they made close friends or at least expanded their campus network, and some said they loved the class because of their teams. (See responses to the teamwork reflection in Appendix A.)

In sum, I believe the project was successful, not only at improving the team presentations but also at improving most of my students’ ability to work in teams and their view of teamwork in an academic setting.

Despite the successes outlined above, some issues arose that limited the development of team cohesion in some teams and specifically hampered the self-disclosure intervention. These are issues I hope to address in future semesters:

Several students were absent the first class, and a handful missed the whole first week. Therefore, some students were placed into groups that already had formed and were not able to self-select into teams, and a few of those students were vocal about disliking the teams to which I assigned them. Significantly, the one team that consisted entirely of people who first attended on the second day of class had a disastrous presentation, and direct communication with some of the students on that team revealed they never gelled.
Attendance throughout the semester became an issue for multiple teams. Based on open-ended survey responses, some students who missed a lot of class did not bond with their teammates as much as students who did attend, and those students also missed a lot of the decision-making and task-planning for the presentation, so they were not as involved or invested in the project as other team members.
Some teams did not fully and properly engage in the self-disclosure exercises. I eventually discovered that some teams skipped the discussion altogether and just had the person who was providing the real-life example write out the discussion report due at the end of class to save time. Therefore, the members of those teams weren’t learning about each other at all; they just treated the exercise as something they had to turn in for a participation grade. Furthermore, although a different person was supposed to provide an example each time so that everyone was disclosing about themselves, some groups had the same person sharing an example every time.
Attrition occurred on a handful of teams as some students officially dropped the class or simply stopped coming. Two teams suffered severely; both began the semester with seven members, but one presented with three members at the semester’s end, and another ended the term with only two members. Those few teammates certainly bonded, but their view of the team experience was negative.

Future Direction

Given the general success of this project, I will continue emphasizing communication in future semesters. However, to overcome some of the issues I encountered this semester, I will make a few changes.

I feel self-selection works great for the most part. However, I will shift team selection to the second day of class to reduce the number of students who are absent at the time of selection and do not get to select their own teams.
I will monitor the self-disclosure exercises more closely to ensure that teams are a) actually discussing and b) distributing the self-disclosure across team members more evenly. Though it will make attendance record-keeping more difficult and eliminate a valuable check on students’ understanding of the concepts, I will consider doing away with the written report so that students are more focused on the discussion and not just submitting something for a grade.
I will have more in-class team meetings. We only had three this semester, and they were in the last half-hour of quiz days because I knew most students would be present for the quizzes. Some students stated in their open-ended responses that coordinating schedules outside of class was difficult, though, and they wished we had some full class periods designated for team work. Therefore, I will work some full-class work days into the schedule next time. Deadline stress and failure of teammates to contribute seemed to hamper team cohesion more than anything else, but hopefully having more time to work together in person will increase participation in the project and decrease tension. Doing so in class also will give me more opportunity to guide their communication and teamwork behaviors.
Some students still will skip class and fail to become a true part of the team or contribute meaningfully to the project. Therefore, I will do more to monitor and alleviate those situations earlier in the semester. Some teams exercised their ability to “fire” team members after the outline, but others didn’t realize or remember that was an option and complained that they presented with teammates who hadn’t contributed to the research and writing. Furthermore, teams only exercised the firing option after the outline was due; none did so earlier in the semester. I believe completing a large component of the project with dead weight increased tension and decreased team cohesion. I will make sure at every checkpoint that students remember they can remove teammates who are not participating in the project, and I will increase the number of peer evaluations students complete to facilitate this process. After they present, students complete a peer evaluation that evaluates each teammates’ cooperation, timeliness of contribution, preparation (research, writing, selecting/producing visuals), and presentation performance. I considered implementing a modified version of that evaluation at each checkpoint but decided against it because I didn’t want students to confuse the peer evaluations with the team cohesion assessments or become overwhelmed with paperwork. I will discontinue the team cohesion assessments, though, and have students complete peer evaluations more frequently instead. These will alert me to issues earlier while encouraging students to think critically about their teammates’ contributions throughout the process and take action as needed. Hopefully issues coming to light sooner will enable me to combine teams that may end up with few members well before the presentation.

Reflection: What is the most important thing you learned about teamwork this semester? (unedited responses)

Be flexible when working with everyone’s schedules

Being ahead of the curve.

being flexible and allowing others to contribute

Coming together in person can make a lot of things a lot simpler as opposed to doing it all online

Communication is the key for a successful team environment.

Communication so the team can adjust to fit everyones’ needs.

Don’t let negativity ruin a good presentation.

Everybody has to work together toward the team’s goals. One person can’t carry the team effectively and if one or more people don’t do their work it make the rest of the team’s jobs much harder and more frustrating. With that said, when people do actually participate it helps to bond those members together and make a better, cohesive, end project.

How to collaborate

How to communicate & get things done on time by planning as a team.

How without fail, working as a team is awful.

I didn’t learn it because I already knew it, but the most important thing I already know is that I work better alone and I still really don’t like group work with random people.

I know now to be here the first day of class, so I can pick my own group members considering I have to pay over a thousand dollars a class.

I learned how to better understand people’s opinions and what they had to say about the issues we were talking about.

I learned that a lot of the time someone on the team will not put in as much effort and will just float along in which the other members will have to carry the extra weight.

I learned that if everyone is on the same page and at least somewhat dedicated to the end goal, the group work will be successful and maybe even enjoyable, which contradicted my previous ideas of group work.

I learned that if you set up expectations for how you want your team to work, it will be more successful.

I learned that most people are not willing to work on teams no matter how old they are or the level of education they have.

I learned that working on big teams is difficult and its important to find meeting times.

I learned that you cannot expect the same amount of effort from each team member, but that oftentimes other members of the team will step up and fill the gaps made. The best strategy for success is to work well with those who demonstrate a willingness to give their time and effort to making the project the best it can be.

If you don’t get to know the people you are in a group with, it makes it hard to work with them.

It definitely takes a lot of work to make your team effective. You must always put in effort to try to restructure your schedule so everyone can meet. You also have to trust and depend on one another.

It is tough to have all team members focus on a task and be organized, especially when we each have much more going on in our lives, but as long as we all communicate well the job can definitely be done. Communication is key, for sure.

Leaders shape the future, and every team needs a strong leader to succeed.

Learning to speak up and state my own opinion even when I’m not entirely confident. Communication and openness is key in order to fully thrive in a group project. I enjoyed my group and the time we spent working together. I consider them my friends.

making new friends 🙂

Making sacrifices to achieve the big picture the team set out to attain.

Most people do things last minuet and you can’t make anyone do anything on your time frame.

Not everyone is going to do their part, but what counts is that the other members have the integrity to step up and cover the people who are slacking.

Organization is important

Planning and communication are key

Sometimes, you gotta pick it up and be leader.

Start the team project ahead of time and not wait until last minute because then you might get some team members that do not contribute.

Teams hold me down and block me from my shine I learned I don’t work well well with others. But the assignment was cool. Groups make my head hurt

that communication is very important

That everyone needs to do their part to make the team run smoothly. Also, communication is key.

That google docs saves lives. It is very easy for everyone to be working on the same slides at once and that automatically save once you stop typing so nothing gets lost.

That some people are disrespectful. I also learned that others are extremely respectful. Projects definitely can’t be pushed back to the last minute. I also learned that understanding concepts after a lesson were much easier to understand working in a group because we were able to apply them to things we knew in real life.

That time is a key concept in getting things done in the time allotted, giving us the opportunity to finish our work thoroughly to where we have time to go over it a second time.

That time managing is essential to being prepared.

That we all have busy lives and we all work differently but we all trusted each other and that we would get all of our parts done, not micro manage each other and it would all workout.

The important thing I learn is that communication is one of the most important things to make a team successful. We kicked a few people out of our team because they did not execute their role as agreed. Once they were notified they were kicked out they were offended because the rest of the team did not understand their personal life situations, nonetheless, they never spoke about the problems they had at all to maybe find an alternate way as a team to complete each task as we had agreed to. We could not help them at the end nor feel empathic because they were not communicating with us how they said they were. Everyone was open about their situations they had going on outside of class, either school related, work or even personal but those people never did. They would agree to everything and say they would do it but at the end they did not and we did not feel compassionate about it because they never once did communicate anything about the possible encounters they could have or had been facing.

The longer we worked together the more stuff we had in common and accomplished our goals.

The most important thing I learned about being on a team is that unplanned circumstances happen and you have to be ready for them.

The most important thing I learned about working in a team is that sometimes, you can’t count on everyone to keep their word.

The most important thing I learned about working with a team this semester was planning and working around difficult schedules, improvising to get the job done.

The most important thing I learned from working in a team, was mostly time management and working together to achieve the same goal. Our theory had a lot to do with how our team functioned so it was nice to incorporate the two together.

The most important thing I learned on this team is that its best to not be last minute about things but to be ahead of things.

The most important thing I learned this semester about working in a team is how busy schedules can impact your plans. This led to working even harder in finding the best solution, where sometimes it meant dividing up who meets up on one day and who the other, with some meeting both days. Figuring out schedules can be the most daunting task but it can easily have a solution if you begin making a plan.

The work gets done when everyone is involved!

Things move better when you work together

This has been one of my favorite classes yet and I am thrilled to have gotten to meet every member in my group. I personally believe we will all never forget each other.

This semester i learned that even in a college setting where everyone is here to learn and get a good grade you may still encounter other that don’t play well. Sometimes it takes someone to be the bigger person and groom the team to just understand that we are all here just to get the job done.

To be more assertive in all aspects of my life.

To listen more than anything because there are so many things to learn and value about one another. We all come different places but somehow we all ended up in the same group! I love my team!!

To make sure that I am available to the team and to organize my time around the team’s schedule so as to make sure we get everything done.

to properly plan and create timetables for the group assignment.

We’re all different and unique, but yet we all think as one, all have the same mindset in order to reach our goal for this semester.

When everyone puts out and carries their own responsibilities like they should, the team can take ideas and form them into what we need, be it for an assignment or anything else.

Working in a big team is difficult but if at least most of the members coordinate to work towards the same goal then the team can create a fantastic piece of work.

Working in a team requires a lot of organization and patience. Now that we are in college, we all have different schedules and sometimes is hard to contact each member of the group however it’s not impossible. I have seen many people with busy schedules and still made the effort to contribute to the team. I have learn that we must be willing to work hard, have patience, and organization in order to have a strong contributing team. I am glad this class requires to grade our members because in that way I can show the great or minimal effort that each member did on the project.

You have to be willingly to sacrifice your schedule in order to work effectively with a team.

You need to be patient with people, but you can’t be a pushover.

Teamwork: An Open Access Practical Guide - Instructor Companion Copyright © 2020 by Andrew M. Clark and Justin T. Dellinger is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Center for Teaching Innovation

Resource library, examples of collaborative learning or group work activities.

Getting Started with Designing Group Work Assignments
Getting Started with Evaluating Group Work
Team-Based Learning Collaborative

Stump Your Partner

Students take a minute to create a challenging question based on the lecture content up to that point.
Students pose the question to the person sitting next to them.
To take this activity a step further, ask students to write down their questions and hand them in. These questions can be used to create tests or exams. They can also be reviewed to gauge student understanding.

Think-Pair-Share/Write-Pair-Share

The instructor poses a question that demands analysis, evaluation, or synthesis.
Students take a few minutes to think through an appropriate response.
Students turn to a partner (or small groups) and share their responses. Take this a step further by asking students to find someone who arrived at an answer different from their own and convince their partner to change their mind.
Student responses are shared within larger teams or with the entire class during a follow-up discussion.
Stop at a transition point in your lecture.
Have students turn to a partner or work in small groups to compare notes and ask clarifying questions.
After a few minutes, open the floor to a few questions.

Fishbowl Debate

Ask students to sit in groups of three.
Assign roles. For example, the person on left takes one position on a topic for debate, the person on right takes the opposite position, and the person in the middle takes notes and decides which side is the most convincing and provides an argument for his or her choice.
Debrief by calling on a few groups to summarize their discussions.
Create four to five case studies of similar difficulty.
Have students work in groups of four or five to work through and analyze their case study.
Provide 10-15 minutes (or adequate time) to work through the cases.
Walk around and address any questions.
Call on groups randomly and ask that students share their analysis. Continue until each case study has been addressed.

Team-Based Learning

Start a course unit by giving students some tasks to complete, such as reading or lab assignments. Consider assigning these to be completed before class.
Check students' comprehension of the material with a quick multiple-choice quiz. Have students submit their answers.
Assign students to groups and have them review their answers with group members to reach consensus. Have each group submit one answered quiz.
Record both the individual student assessment scores and the final group assessment score (both of which are used toward each student's course grade).
Deliver a lecture that specially targets any misconceptions or gaps in knowledge the assessments reveal.
Give groups a challenging assignment, such as solving a problem or applying a theory to a real-world situation.
Find more information on this strategy at  the Team-Based Learning Collaborative .

Group Problem-Solving

There are many instructional strategies that involve students working together to solve a problem, including inquiry-based learning, authentic learning, and discovery learning. While they each have their own unique characteristics, they fundamentally involve:

Presenting students with a problem.
Providing some structure or guidance toward solving the problem. Note however, that they are all student-centered activities in which the instructor may have a very minimal role.
Reaching a final outcome or solution.

Author Rights
Diversity, Equity & Inclusion

JOLE 2023 Special Issue
Editorial Staff
20th Anniversary Issue
Case Study: Student Perceptions of Groups & Teams in Leadership Education

Natalie Coers, Marianne Lorensen, M.Ed., James C. Anderson II, Ph.D. 10.12806/V8/I1/RF1

Introduction

This qualitative study emerged out of a desire to improve the course, Leadership in Groups and Teams, by gaining a better understanding of student perceptions of group and team experiences in classroom settings. In particular, this course centered on learning about group and team processes from a research-based text, hypothetical case studies, and practical application on the part of the students via a semester-long group/team project. The use of interviews as a qualitative methodology allowed the researchers to gain narrative responses from students regarding these perceptions and experiences. Interviewing students regarding group or team projects within a course can provide valuable insight to structural and contextual information needed for successful integration of group or team projects in that particular course.

The students enrolled in the class were divided into groups of four to six members based on expressed interest in specific areas of service (i.e., environmental issues, education, agriculture, etc.) and finalized by the instructors within the first two weeks of class. In this way, both students and instructors had some input into the creation of the groups. This provided some structure for the students and also allowed them some degree of choice. Students remained in their groups for the duration of the term. Although the central focus was their semester project, they also worked with their groups on class activities, presentations, quizzes, and case studies. In this way, they were fully immersed in the group/team experience. Two textbooks were used to provide a contextual and practical base of knowledge in groups and teams: Daniel Levi’s (2007) Group Dynamics for Teams, 2nd edition , and Patrick Lencioni’s (2002) The Five Dysfunctions of a Team . Students were challenged to connect course concepts to their group/team project via three individual reflection papers and three group/team project reports, in addition to the final group/team project portfolio and presentation. The data gained from this particular study was intended to help improve the course, and it also has broader implications for utilizing groups and teams within leadership education.

The Learning Environment

The learning environment of a traditional lecture-based class model utilized at universities across the country is not, in and of itself, sufficient to encompass the active learning styles of today’s students. Bobbitt, Inks, Kemp, and Mayo (2000) explained, “While it is noted that lectures have a place in the learning environment, it is clear that lectures alone are not the most effective pedagogy for universities” (p. 15). Although most scholars support the efficacy of group and team-based learning in the classroom, the actual practice of the pedagogy is limited at institutions of higher education (Rassuli & Manzer, 2005; Bobbitt et al., 2000). Bobbitt, et al. further noted that, “The structural shift toward teams that is occurring in many businesses should be reflected in today’s classroom training” (p. 16). Holter (1994) noted that the opportunity exists for group and team work to be used in a complementary way with lecture-based courses as an effective means of learning and applying higher order thinking skills. Rassuli and Manzer (2005) asserted that team learning modules can take on various forms depending upon the educational discipline, the objective for the instructor’s use of groups and teams in a course, and the instructor’s creativity. Although challenging, Smith and MacGregor (1992) emphasized the flexibility and adaptability of cooperative learning to any academic discipline. As the educational paradigm shifts to a focus on student development (Rassuli and Manzer, 2005), it is the responsibility of educators to provide those experiences that will enable students to become leaders in our changing society (Ricketts, Bruce & Ewing, 2008). The responsibility, however, is two-fold. The educator must provide the opportunities for students to gain knowledge and experience while the student must take the initiative to learn and apply the knowledge gained. Bobbitt, et al. (2000) emphasized, “Too often, students receive instruction on the important concepts and theories in one course, only to move on to the concepts and theories of another course without even considering the integration of material learned previously” (p. 16). Group work is designed to allow students to learn from one another and be actively engaged in one another’s learning process (Rassuli & Manzer, 2005). Ricketts, et al. (2008) discovered that students are not making connections between group work in the classroom and the rising use of teamwork in the “real world” – a necessary connection considering the trend for leadership through collaboration and cooperation. Astin and Astin (2000) noted that “our rapidly changing society desperately needs skilled leaders who are able to address complex issues, build bridges, and heal divisions” (p. 31). Students need to take responsibility for their learning in order to effectively lead our diverse generation of scholars and workers.

Student and Instructor Roles

For effective team-based learning to occur, instructors and students alike must change their teaching and learning methods. According to Barbour (2006), “To educate future leaders in a post-modern era, instructors must attempt nontraditional teaching methods that combine theories and practices of team leadership” (p. 28). Simply, students actively involved in the learning process via sharing and helping others will have a deeper knowledge of that subject matter (Knabb, 2000). Smith and MacGregor (1992) identified collaborative learning as an effective means for instructors and students to create an intellectual synergy while addressing and clarifying challenging issues and topics – achieving higher learning in the process. Higher levels of learning are important considerations from the instructional standpoint, but there are other benefits that come to the student through groups and teams. “A benefit accrued through cooperative learning and not individual assignments is the enhancement of students’ interpersonal skills through learning to work with students of various backgrounds, work ethic, and problem-solving styles” (Bobbitt, et al., 2000, p. 16). Barbour (2006) also mentioned that students are provided the opportunity to take on various group roles in order that they may gain a full perspective on the process of team building.

From the instructional standpoint, Attle and Baker (2007) emphasized the required commitment and detail in developing a fitting cooperative learning experience. For success with groups and teams in the classroom, Barbour (2006) suggested that “an instructor must be able to understand, model, and lead group processes, which includes the roles all team members will play and the dynamic of team members within those roles” (pp. 32-33). At the same time, students must hold one another accountable and be actively engaged in their learning (Haberyan, 2007). Michaelsen (2004) noted that “students should stay in the same group for the entirety of the semester. Although even a single well-designed group assignment usually produces a variety of positive outcomes, it is only when students work together over time that they become cohesive enough to evolve into self-managed and truly effective learning teams” (p. 30). Barbour (2006) also noted that leader follow-through and active participation from all group members lead to the greatest team success. Michaelsen (2004) stressed that groups must be properly formed and managed, students must be made accountable (for both individual and group work), assignments must promote both learning and team development, and students must receive frequent and immediate feedback on their progress.

Impacts on Student Perception

Outside events that go beyond the confines of a classroom make a strong impact on student teams (Weeks & Kelsey, 2007). Kreie, Headrick, and Steiner (2007) noted this via the end of course evaluation forms. “Many students indicated that they liked working in teams, but – not surprisingly – a few expressed frustration with teammates who did not show up for team activities or did not actively participate” (p. 55). Pauli, Mohiyeddini, Bray, Michie, and Street (2008) discussed several issues that may be faced in group and team settings, including motivation, logistics, and other personal or process issues. “Insofar as students are concerned, attitudes in the classroom are an important consideration in shaping the perceptions of the effectiveness of the team-learning method” (Rassuili & Manzer, 2005, p. 26). Group time and commitment are also issues potentially impacting student perceptions (Tan, Ivy, Sharan, & Lee, 2007). Su’s (2007) work explored the preferences students have for team learning in the classroom based upon individual abilities. A significant difference was found between the three identified levels of ability in the expressed preference for team-based learning.

Lower ability correlated with the highest preference, medium ability noted a lower preference, and high ability expressed the lowest preference for team-based learning. These influences on student perception hold valuable information to understanding the student perspective on group and team work in the classroom, and to improving this pedagogy used in leadership education.

Continued Evaluation

Many researchers call for more qualitative, longitudinal studies to explore the impact of leadership education (DiPaolo, 2008). Lamont and Friedman (1997) asserted the need for regular curriculum review to ensure the needs of students are being met and faculty talents and interests are being utilized. Student feedback is a natural and necessary tool for improving the effectiveness of curriculum (Duke & Reese, 1995). Given the present American colleges and universities, Blackwell, Cummins, Townsend, and Cummings (2007) emphasized that qualitative research is needed in order to effectively utilize the “opportunity to coalesce theory and experience in a learning environment” (p. 40). Such research would enrich the understanding of student perceptions and ultimately strengthen leadership education programs and the use of groups and teams in the educational setting.

After concluding that individual ability impacted student perception of team- based learning, Su (2007) emphasized the need for deeper study of student perceptions of team-based learning using both quantitative and qualitative methods to better understand impacting factors and create a better educational experience for students.

In an effort to enhance the understanding of student perceptions among educators that are currently using or considering the use of groups and teams as a classroom component, the researchers embarked on a qualitative case study. The objectives of this study are as follows: (a) to determine what kinds of perceptions exist among students regarding the use of groups and teams in the classroom setting and (b) to determine if participation in the particular course, Leadership in Groups and Teams, has an impact on students’ perceptions of groups and teams in an educational setting.

Methods and Data Collection

Participants in this case study were undergraduate students enrolled in Leadership in Groups and Teams for the spring 2008 semester. The course had 20 students enrolled, 15 female and 5 male; of those enrolled, 10 females and 4 males volunteered to participate in the study. Participants were aware that they could opt out of the study at any point throughout the semester without negative consequence to their success in the course. Participants each signed an informed consent and were also given the option to provide written reflection pieces as part of data collection for the research. Although some written reflections were collected, inconsistency in submissions resulted in the decision not to use them as formal data in the study.

A series of three interviews was conducted and audio recorded throughout the semester with each participant. The first round of interviews was conducted early in the semester, followed by the second shortly after spring break, and the final interview occurred at the conclusion of the semester. The timing of the interviews allowed researchers to examine whether participation in the course was impacting the participants’ perceptions of working in groups and teams as the course and group projects evolved. Round 1 interviews provided the researchers with foundational data from each participant with regard to perceptions based on previous experiences with groups and teams in the educational setting, as each answered the following questions:

Tell me about your experiences with groups and teams in the classroom setting.
Have you had group/team experiences that are positive/negative? (Based on the response from question one above.)
When you enter a new class and discover that group or team work is a part of the course expectations, what is your reaction? Why?
When was the first time you recall working in a group/team for a class?
How often have you had to work in a group or team for a class?
What is the number of college courses you have taken that utilized group/team work for class?
Do you like working in a group or team for class? Why or why not?
What role do you typically take when working in a group or team? Why?
What do you expect of others in a group or team?
Why did you enroll in this course, Leadership in Groups and Teams?
What do you hope to learn or gain in this course?

The second round of interviews served as a check point slightly after mid- semester to determine whether previous perceptions and tendencies were present or had changed, as well as how and whether the participants demonstrated retention and application of course content. The following questions were posed during the second round of interviews:

What information learned from the course readings is most helpful to you in groups and teams?
What stage do you think your group in currently in?
What leadership styles/strategies do you observe in your group?
What perspective do you view your group in (group or project based)?
What concerns do you have with the groups and teams project for this course?
How/Do you plan to address these issues?
Is social loafing present in your group or team? Why or why not?
Who are the other high contributors in your group?
What role are you taking in the group project? Is this consistent with your typical role?
How cohesive is your group? Why?
Reflect on your experience with your group/team in this course. In what ways was it similar to experiences you have had with other class related groups/team?
In what ways was it different?
What are the most important things you have learned from your group/team experience in this course?
How might what you have learned be useful to you in future group/team experiences?
Do you think that reading the texts for the course had an impact on the way you engaged with your group/team (as opposed to the manner in which you have engaged with other class-related groups and teams)?
If so, how?
If not, why not?
Consider your group/team at the end of the semester. In what stage of group and or project development do you think your group ended the course?
Why do you think so?
Is this a logical progression, in light of what you know about group and or project development from your course readings?
Why or why not?
What material from the texts was most useful to you in your group/team?
What material from the texts was most useful to you in other groups and team experiences (now and or in the future)?
What did you like most about the way this course was structured?
What would you change about the way this course was structured?
Do you think that participating in this course has changed your perceptions of working in groups or teams?
If so, how has it changed your perceptions?
Has participating in this course reinforced any of your previously held perceptions of working in groups or teams?
If so, what perceptions has it reinforced?
Do you have any additional thoughts or comments you would like to share?

The questions posed in each interview provided a framework for students to express their thoughts about current and past group or team experiences. Participants were not limited on time for any response, which allowed for as little or as much information to be disclosed by the participant. If needed, participants could ask for clarification of any question. Following the interviews, the researchers reviewed the recordings to compile data based on the responses, coded responses, and transcribed components of the interviews for analysis.

Round 1 Interviews

From the original 14 participants that began this study, 11 completed the series of three interviews. Participants in the Round 1interviews provided insight regarding a positive or negative perception held, like or dislike of working in groups/teams, and made reference to themselves as a hard worker and concerns of social loafing among others. Seven participants involved in the Round 1 interviews indicated a positive perception of groups and teams, where four perceived them as negative. Also, one participant qualified both a positive and negative perception and one participant listed positive perceptions, but said groups and teams “can be difficult.” It is also noteworthy that one participant mentioned never having had a negative groups and teams experience.

When recalling the first time participating in a group or team, four participants identified kindergarten or elementary school as the time when that occurred; three identified middle school or junior high; one identified high school; and four experienced their first class-related group/team in college. One individual that identified college, also recalled high school experiences in groups/teams, but could not provide an example of a specific experience. Participants then estimated the number of college courses taken where groups and teams were utilized. The responses ranged from two to 15 courses with an average of seven. One participant did not provide an estimated number of courses, but answered that “most courses” the student had taken in college required group/team work.

Participants also discussed whether they liked working in groups and teams for class. Nine participants said they liked working in groups and teams, while two said they did not. Within the nine positive responses, three participants conditioned their responses to be dependent upon the task assigned (group paper versus activity) or the academic level of the course (general curriculum versus major concentration area). The researchers noted that the participants who disliked groups and teams in the educational setting also discussed having had mostly negative experiences or rationalized their dislike of groups and teams. Participants also identified self-perceived roles within groups and teams. Three participants identified themselves as a “leader”; three as “organizers” or “facilitators”; one as “in charge”; and, four as other roles (such as “scribe” or “pleaser”).

Although a question was not directly posed to the participants relating to self- perception as a hard worker or issues dealing with social loafing (an individual putting forth less effort in the group setting than if the task were only to be completed individually), the researchers observed the emergence of these issues throughout the interviews (Barr, Dixon, & Gassenheimer, 2005). During five interviews social loafing was implicitly mentioned as a main concern in groups and teams. Also, in four instances, responses to the questions in this round of interviews lent themselves to support self perception as a strong contributor in groups and teams (i.e., mention of personal high standards or high expectations). To avoid issues of social loafing or one individual carrying a significant portion of the work, emphasis should be placed on all group participants doing their part, regardless of assigned or attributive role within the group (Payne, Monk-Turner, Smith, & Sumter, 2006).

In looking at reasons for course enrollment, the participants tended to merge the final two questions of the interview (reason for enrollment and what participant hopes to gain from the course); therefore, the emergent themes were taken from the combined final two questions. Students enrolled in Leadership in Groups and Teams for four main reasons: (a) general interest in the topic (6), (b) self- awareness (7), (c) skill development (8), and (d) a positive impression of the course or instructor (based on word of mouth and/or prior experience in a course taught by the same instructor) (7).

Round 2 Interviews

Participants were interviewed a second time approximately one-half way through the semester so that researchers could gain insight on group developmental progress and the impact of course content. Students identified their personal roles taken on in the course project. Four recognized themselves as a facilitator or organizer and seven identified with other roles which were primarily task related, such as writing reports or securing event locations. However, no participants identified themselves as the group leader and no participants claimed to be in charge. These role identifications differed from the previous interviews presumably as a result of the projects being underway and group dynamics at work. These factors would potentially result in a difference between what an individual expressed in the first round of interviews when compared the actions now being taken, especially when consideration is given to other team member roles. At this interview time, only three participants (two having previously expressed this concern in the first interview) mentioned social loafing as an issue or continued concern. This may mean that some of the student’s previously held concerns in this regard did not continue in this team project.

Other concerns regarding the group project were also expressed, including the main concerns mentioned by nine of the participants were task-related, such as securing a location or ensuring promotional materials were completed and dispersed. Further concerns identified were accountability/trust, commitment, and communication. Some of these other concerns may arise from the variable group dynamics and level of cohesion among the members. Six participants said group cohesion was moderate and four participants experienced high group cohesion. However, increased instructor facilitation and structure of a group project could minimize communication and task-related issues within a group (Barbour, 2006; Payne, et al., 2006).

Participants were also asked whether their groups were more demonstrative of group development models (such as Tuckman and Jensen) or project development models (such as McGrath or Ancona and Caldwell) as discussed within the course content. Participants were also asked, depending on the model they selected, to note the stage in which their group was currently functioning. Five students identified with the group development model and utilized the respective stages of development in their stage description. However, the remaining seven students identified their groups with the project development model and then subsequently utilized the group development model for describing the current stage of development (forming, performing, creation, resolution). To the researchers, this demonstrated that participants may not have retained course content focused on project development models.

Even though some course content such as that pertaining to group and task development models may not have been fully retained (Kemp & Seagraves, 1995), participants did identify course content topics that were helpful to them in the class and with groups outside of the class. Participants noted helpful aspects including (a) three participants mentioned that information about group conflict was helpful, (b) three found content on group communication most valuable, (c) one participant identified cooperation and competition content as useful, (d) three found most benefit to be sections of the course focused on decision making and problem solving, and (e) three identified team building or group development content as helpful to their work in groups and teams.

One participant expressed realization of the impact of the course content, stating “I think learning about the stages of development and seeing that anything else can be applied to that for the most part, like conflict and working as a team as a whole, you can understand what stage you’re in and when you’re adjusting … and understanding that it’s okay to have conflict in a group and that it can promote creativity in a team.”

Another participant emphasized the importance of understanding the role of conflict: “I think the material that’s been most salient or important has to do with group conflict. Initially, that was a topic that really didn’t concern me, but having six members and six different types of personalities and different ways of thinking certainly creates conflict. Because we’re so diverse, (learning about conflict and how to deal with it) has really helped us out.”

It was evident that the particular topics covered in this course, such as conflict, communication, cooperation and competition, decision making or problem solving, and team building or group development, heightened the students’ awareness of what is expected in a group or team setting.

Round 3 Interviews

The final round of interviews was conducted at the end of the semester, with all group projects completed. Participants were asked to compare and contrast their course project with previous class-related groups and teams experiences. Students primarily noted the differences of their Leadership in Groups and Teams course project: four mentioned the length of the project assignment, noting the semester- long project as different than past experiences of shorter time frames to work on a group project; seven emphasized the social aspect of this project that built trust in the group; and three mentioned the real-life application of the information gained and experience of carrying out a project from inception to implementation.

One of the participants responded, saying, “This was a little different in that we had a specific set goal. There are always going to be—maybe slackers isn’t the right word– but people who aren’t as committed and dedicated as the rest of the team members. That definitely stood out the entire semester … It was different to be studying leadership and trying to apply or pick out things as we went through the process as we were studying it and then applying it (in our group). It helped us change along the way. Change for the better.”

Over the course of this semester project the participants identified with the various stages of group or team development. In the concluding interview, students noted the ending stage of their group or team. Six participants said their group or team reached the final stage of the group development process identified by Tuckman and Jensen (1977) (i.e., adjourning) while three students said their group or team was in the performing stage. One participant believed the group to be in the norming stage and another participant identified the forming stage of development due to various issues within that particular group including members withdrawing from the course approximately one-half way through the project. At the conclusion of the course students related strongly to the Tuckman and Jensen (1977) model of group development.

In the final interview as participants reflected on the group or team experience for the course, they noted (a) a need for improved socialization within their group(s) (5), (b) social loafing as a problem (4), (c) a need for improved communication (3), (d) role confusion (4), and (e) schedule coordination (7).

In the final interview all 11 participants expressed that one or both of the course texts had an impact on the manner in which they interacted within the groups or teams. Also, 10 participants noted that the course experience changed their perception of groups and teams in the classroom setting and this change was expressed as a positive one.

One student expressed a changed perception for the better, noting that this experience proved that there can be effective groups or teams in class. This participant noted that “I know that there can be really effective teams now. I think before that I was always really frustrated with class teams. Not only can there be effective teams, but it’s built. It doesn’t just happen. It’s a process. I guess I thought before that you get a group of people together that work really well together and everything goes well. But now I know that that’s not necessarily true. Effective teams have steps to become that, and sometimes things fall into place; but a lot of times it’s working toward it. I think that’s going to be my biggest take-away, because I know that whatever group I get in to isn’t static and can change. It can be shaped to be more effective, and I can probably help in that process.”

“Time to go through a group process” and an “acceptance of conflict as a normal part of that process” were expressed by the participants as helpful components of this change in perception. Another student also noted the improved perception that came from an understanding of what a team or group should look like and go through based on the knowledge gained from the course material. One participant expressed the impact in this way: “The class was not only about reading and class discussion. We actually went out there and tried to apply. It happens so often that theoretical tools are given to you and you’re told that you can apply them in this and that way, but this was one of the rare occasions where you actually get the tools and the books and discussion and then go out there and see (for yourself).” Another stated, “My idea of leadership has changed. The leader is not the person who tells others what to do. In some cases, yes, but my idea of what a leader has to do has changed. My previous idea that you can just work on a task without knowing others has changed too. So much of what goes on in someone’s personal life will affect the way they function. Their background, culture, everything.” Yet, another indicated that “This course has been different, because I’m not walking away with memorized facts and concepts. I’m walking away with the overall team experience, and that’s definitely something I can apply in grad school or future employment, in the community or at church. Wherever teams are involved.” The researchers greatly benefitted from this insight gained for the course, as well as in general, regarding the perception students held of groups and teams in the classroom.

Conclusions

As a result of this project, the researchers were able to develop some conclusions connected to their original objectives, which are discussed here. Additionally, the researchers came away with some valuable feedback which could be used to modify their course and could also be helpful when devising instructional strategies for other leadership classes.

Objective 1

In exploring the existing student perceptions of group or team work in an educational setting, the researchers discovered a generally positive perception of group work prior to the course. However, the existing perception was dependent upon each student’s prior experiences with group or team work in the classroom. Frequency of group or team experiences in the past, or concurrently during the semester, may also be connected to an individual’s perception. Some students experience burnout or overload of group work that can detract from the value of such an experience with peers in the educational setting. This burnout could mean that group or team work is currently being overused in the educational setting, a stark contrast to research that highlights the limited use of groups and teams or collaborative learning in the classroom (Bobbitt, et al., 2000; Rassuli & Manzer, 2005).

These findings could also imply that the use of groups and teams in the classroom lacks a foundational basis of the group development process needed for students to fully understand and appreciate the benefits of group or team work. Barbour (2006) identified the need for groups and teams in the classroom to be combined with knowledge of the group development process. Further research is needed to establish the relationship between student perceptions and the frequency of group or team work experiences by students in the classroom setting. Additional research is also necessary to determine the degree to which introducing students to the process of group or team project development impacts student perception of group or team work use in the educational setting.

Objective 2

It was evident to the researchers through this case study that an increased awareness of the group or team development processes had a positive impact on the individual’s perception of group or team work. All four participants that perceived group or team work in the classroom negatively at the beginning of the semester indicated a change in perception to a positive outlook by the end of the semester. Additionally, other participants who indicated a positive perception at the beginning of the semester attributed the course material to a better understanding of past group experiences, a better appreciation of their fellow group members, and an understanding of the importance of the social or relational aspect of group work. Thus, participation in the course Leadership in Groups and Teams was an effective method of impacting students’ attitudes or perceptions of group or team work in the educational setting. In this case, student participants were able to reflect on having a personal experience through the semester project complemented with the knowledge of how a team should work in the educational setting.

Instructional Strategy

In addition to the findings for each of the objectives, the researchers were also able to make some cursory observations about instructional strategies that helped to make the course useful and successful. The course, Leadership in Groups and Teams, was one that fully immersed students in a group or team experience while they were learning about group and team issues and processes. It was also a course that facilitated the social side of group and team development, in addition to providing a task. The students had some ownership in determining their task and choosing a project that was meaningful to them. Since the class was reading from relevant literature, they were also very conscious of how what they were learning from their textbooks would play out in their actual experience. The researchers also noticed the contrast between group performance, in that one group embraced “team” learning and implemented a strong, cohesive project whereas another group took the “divide and conquer” approach resulting in several small tasks for the project implemented by the individuals of the group, but not as a whole.

Further research is needed in courses that do not have a direct focus on groups and teams within the curriculum, as well as in specific leadership courses focused on groups and teams, to determine the level of immersion needed for students to fully grasp the process and application of group and team development.

Limitations

This case study was relatively small. It focused on one class during the course of one semester. Continuing to explore student perceptions in this and other similar classes throughout future semesters would likely yield even more useful findings. Furthermore, because the researchers were also instructors in the course, it is

possible that some participants censored their responses even though they knew their participation was not connected to their grade in the course. If this study were to be continued or replicated in the future, it would be helpful to have interviewers who were not connected to the course and make the information available to instructors only after grades have been posted for the term.

Implications

Although focused on only one course, these findings provide further support for the continuous evaluation of curriculum and use of student feedback to make instructional improvements (Lamont & Friedman, 1997; Duke & Reese, 1995). Educators utilizing groups and teams in the classroom should continue using qualitative research methods to explore the impact of course content on student perceptions as well as gaining feedback from students regarding the importance of project structure in a successful group/team experience. Consequently, instructors would have a better understanding of student needs and could incorporate information on the group development process into the classroom prior to utilizing group work. Also, leadership educators and other educators utilizing group and team work in the classroom should be intentional about ensuring students connect leadership content to real life applications. Inclusion of group and team development processes should also be incorporated into instruction (Barr, et al., 2005). Astin and Astin (2000) noted that leadership education is an emerging component of undergraduate education. Programs and degree pathways focused on leadership continue to expand at a rapid pace today. Leadership education, both formal and informal, plays an important role in developing the necessary leadership skills desired by employers and needed by our society today (Payne, et al., 2006; Blackwell, et al., 2007). Groups and teams are an integral part of our society; students and instructors alike must realize and take on the responsibilities and experiences needed for preparation and practice of leadership today and into the future.

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Case Study - Group work: flipping the focus

Dr Bjorn Lee Cleton, AACME

Abstract

This case study describes a change in approach to group work within Part A students. The focus of the group work in Part A needs to change from teaching them about a topic using group work, to teaching them about group work by using a topic. If applied successfully this could influence the group work in Part B and C students in a positive manner.

1. Background

During academic and industrial careers working as a group is essential and most of the time a requirement to complete a project. To help prepare students for this lecturer incorporate group work within different modules as required by Learning objectives set out at Programme level and which is often also a requirement of accrediting bodies. Nevertheless, a lot of lecturers also think group work is a method to reduce their workload, the idea here is by using groupwork you could reduce the amount of grading that needs to be done and reduce the amount of time guiding the students. However, a substantial number of lecturers experience increased workload due to group work, this could have a multitude of reasons, one of which is that students are not always taught how to work as a group. They are expected to know this already when they start working as a group regardless of which academic year there are in. This has resulted in students having a growing negative view towards group work as the academic year’s progress. If one would ask students why this is, it tends to be that they feel their grade is too much influenced by their fellow peers and have difficulty holding fellow students accountable for their work.

2. Methodology

As stated above often the issue that lecturers find with groupwork is that students haven't been equipped with the skills to carry it out successfully, therefore the focus of the group work in Part A needs to change from teaching them about a topic using group work, to teaching them about group work by using a topic.

These are the key principles that I implement:

When creating group work in Part A the topic should of course be related to the module but is of less importance, the real focus should be on the group work skills.

The lecturer should propose a general topic but should be open to allowing groups to change the topic (within the confines of the module). This encourages the group to be creative and agree on a more specific project title together.

Part A should have random group allocation.

Substantial time should be allowed for lectures or seminars focusing on how to work as a group and use project management methods and skills.

- This should include topics like; Project management, how to break down objectives, how to manage time as a group (Gantt charts), how to hold team members accountable, how to conduct meetings, how to make meeting agendas and meeting minutes, learning structured methods on how to generate ideas and how to be inclusive in group work.

Simulate line-manager meetings with the groups to imitate industrial situations (at least one time during a semester but preferably two).

Monitor groups closely to prevent problems within groups at the end of the module (use technology for this like MS teams)

Make sure the students are aware their contribution is monitored.

Conduct 2 Two Peer Assessment activities (Web PA)

- The first is formative with no grade attached but can be used as evidence of how well or not well the group is working together.

- The second one will be at the end of the semester this will influence the individual grade.

Intervene early when groups show problems (by requesting a meeting with the group or sending a general email to the group)

When there is a problem with a member in the group the lecturer should not single out members to the whole group meetings but address the whole group about an issue.

If members still do not contribute after meetings lecturers could approach them 1 to 1 to find out what the problem is.

Allow for drop-in sessions for students to show up and ask questions they might not want to ask in front of the whole class or within the group setting.

3. Issues

Problems tend to arise in group work when the lecturer can't monitor the activity in the group. For example, students are using non-University systems to communicate or aren't recording their interactions and notes. I, therefore, recommend that students use MS Teams for all group communications outside of face-to-face and that they store files in Teams too. If students refuse to do this there is very little a lecturer can do if problems, then arise at the end of the module. However, by applying a second Peer Assessment activity in the middle of the module. One could try and pre-empt any problems that might have gone unnoticed before due to the students not using MS teams. Alternatively, one could require each student to fill in a contribution monitor form which states what they have done for the project each week and how many hours they spend on the project. This must then be stored on the MS teams group and every week the lecturer could then look at it, if a student did not fill it in they would get a warning, with the consequence of failure to fill it in multiple times would lead to point reduction at the end of the module.

4. Benefits

I think this approach is beneficial for the student as well as for the lectures in Part B and Part C as teaching the student the right etiquette for group work and how should work in Part A, this should reduce the problems in Part B and C. I would also recommend continuing with these methods of setting up and managing groupwork through Part B and C. This should also improve the student’s perspective on group work in later years as if it’s done successfully in earlier years, they will look more positively to applying the skills in later years.

5. Evidence of Success

The original group project was run during the start of COVID, and the alterations took place during the COVID period, however, no formal feedback was requested by the university during this time. When asking the students about this approach they seem to appreciate the information on how a group should work and how relevant it is for the industry. They also react positively to being allowed to choose a topic there keener on.

When presenting this at the Learning and Teaching conference there was a lot of positive feedback from the audience. After the conference, there has been a multitude of lecturers as well as management that would like to introduce a similar approach to their group within their modules or as guidance for lectures. There is also a substantial amount of literature on how to manage a project a lot of the lecture topics that were presented to the student came from Project Management: A Practical Approach by Roel Grit.

6. How Can Other Academics Reproduce This?

I think this approach is applicable to any discipline. By following the above approach and reading the literature mentioned one should be able to reproduce this within their own module.

7. Reflections

One thing I think contributed to the success of this case was that the students were allowed to choose their own topic within the boundaries of the module. This had a massive positive impact as students chose topics, they themselves found interesting thus the amount of students enthusiastic about the groupwork increase compared to when it was a fixed topic the year before. Even with the new methods to monitor students, problems still arise but I do believe you can now intervene a lot sooner than normally would happen. I don’t think I would have done anything differently.

8. References

Grit, R. (2021). Project Management: A Practical Approach (5th ed.). Routledge. https://doi.org/10.4324/9781003194392

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6.5: Case Study- The Group Project

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Heather Burns, Connie Ogle, & Allyson Valentine

Heather Burns, Connie Ogle, & Allyson Valentine
Harrisburg Area Community College (HACC)

Case Study: The Group Project

The semester ends in one month, and Janet, Rio, John, and Mia still haven't finished their final group project.

Janet is frustrated by the progress of the group. There has been a lot of talking but not a lot of doing. She thinks that once again, she is going to have to do this all by herself and make sure this project is turned in on time and done right. She finds all the chatting in meetings to be irritating and off task.

Mia wants to meet again to collaborate. She is feeling a little lost in the project and wants to connect. She also wants to make sure everyone feels OK and understands their roles and responsibilities. Mia enjoys socializing and thinks that working together on tasks would make the project go more quickly and be more interesting.

John prefers to just split everything up in projects and work independently. He is detail-oriented and wants to make sure he understands his role/responsibilities completely but then would like to be left alone to do his part. John feels like Janet is micromanaging and that makes him uncomfortable.

Rio is stressed out by the project. He has a lot going on right now and has missed some classes. He's not really sure what his group is doing or what he should be working on. Rio has a lot of assignments to work on before this one is due so this project is not really his priority right now. He thinks they should still have time to get it done before the end of the semester. He feels he works his best under pressure anyway.

1. To which of these characters do you most relate?

2. What suggestions would you have to help this group work more effectively together?

3. What strengths could each character bring to the group if they worked interdependently?

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What Is a Case Study?

Weighing the pros and cons of this method of research

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Cara Lustik is a fact-checker and copywriter.

Verywell / Colleen Tighe

Pros and Cons

What Types of Case Studies Are Out There?

Where do you find data for a case study, how do i write a psychology case study.

A case study is an in-depth study of one person, group, or event. In a case study, nearly every aspect of the subject's life and history is analyzed to seek patterns and causes of behavior. Case studies can be used in many different fields, including psychology, medicine, education, anthropology, political science, and social work.

The point of a case study is to learn as much as possible about an individual or group so that the information can be generalized to many others. Unfortunately, case studies tend to be highly subjective, and it is sometimes difficult to generalize results to a larger population.

While case studies focus on a single individual or group, they follow a format similar to other types of psychology writing. If you are writing a case study, we got you—here are some rules of APA format to reference.

At a Glance

A case study, or an in-depth study of a person, group, or event, can be a useful research tool when used wisely. In many cases, case studies are best used in situations where it would be difficult or impossible for you to conduct an experiment. They are helpful for looking at unique situations and allow researchers to gather a lot of˜ information about a specific individual or group of people. However, it's important to be cautious of any bias we draw from them as they are highly subjective.

What Are the Benefits and Limitations of Case Studies?

A case study can have its strengths and weaknesses. Researchers must consider these pros and cons before deciding if this type of study is appropriate for their needs.

One of the greatest advantages of a case study is that it allows researchers to investigate things that are often difficult or impossible to replicate in a lab. Some other benefits of a case study:

Allows researchers to capture information on the 'how,' 'what,' and 'why,' of something that's implemented
Gives researchers the chance to collect information on why one strategy might be chosen over another
Permits researchers to develop hypotheses that can be explored in experimental research

On the other hand, a case study can have some drawbacks:

It cannot necessarily be generalized to the larger population
Cannot demonstrate cause and effect
It may not be scientifically rigorous
It can lead to bias

Researchers may choose to perform a case study if they want to explore a unique or recently discovered phenomenon. Through their insights, researchers develop additional ideas and study questions that might be explored in future studies.

It's important to remember that the insights from case studies cannot be used to determine cause-and-effect relationships between variables. However, case studies may be used to develop hypotheses that can then be addressed in experimental research.

Case Study Examples

There have been a number of notable case studies in the history of psychology. Much of Freud's work and theories were developed through individual case studies. Some great examples of case studies in psychology include:

Anna O : Anna O. was a pseudonym of a woman named Bertha Pappenheim, a patient of a physician named Josef Breuer. While she was never a patient of Freud's, Freud and Breuer discussed her case extensively. The woman was experiencing symptoms of a condition that was then known as hysteria and found that talking about her problems helped relieve her symptoms. Her case played an important part in the development of talk therapy as an approach to mental health treatment.
Phineas Gage : Phineas Gage was a railroad employee who experienced a terrible accident in which an explosion sent a metal rod through his skull, damaging important portions of his brain. Gage recovered from his accident but was left with serious changes in both personality and behavior.
Genie : Genie was a young girl subjected to horrific abuse and isolation. The case study of Genie allowed researchers to study whether language learning was possible, even after missing critical periods for language development. Her case also served as an example of how scientific research may interfere with treatment and lead to further abuse of vulnerable individuals.

Such cases demonstrate how case research can be used to study things that researchers could not replicate in experimental settings. In Genie's case, her horrific abuse denied her the opportunity to learn a language at critical points in her development.

This is clearly not something researchers could ethically replicate, but conducting a case study on Genie allowed researchers to study phenomena that are otherwise impossible to reproduce.

There are a few different types of case studies that psychologists and other researchers might use:

Collective case studies : These involve studying a group of individuals. Researchers might study a group of people in a certain setting or look at an entire community. For example, psychologists might explore how access to resources in a community has affected the collective mental well-being of those who live there.
Descriptive case studies : These involve starting with a descriptive theory. The subjects are then observed, and the information gathered is compared to the pre-existing theory.
Explanatory case studies : These are often used to do causal investigations. In other words, researchers are interested in looking at factors that may have caused certain things to occur.
Exploratory case studies : These are sometimes used as a prelude to further, more in-depth research. This allows researchers to gather more information before developing their research questions and hypotheses .
Instrumental case studies : These occur when the individual or group allows researchers to understand more than what is initially obvious to observers.
Intrinsic case studies : This type of case study is when the researcher has a personal interest in the case. Jean Piaget's observations of his own children are good examples of how an intrinsic case study can contribute to the development of a psychological theory.

The three main case study types often used are intrinsic, instrumental, and collective. Intrinsic case studies are useful for learning about unique cases. Instrumental case studies help look at an individual to learn more about a broader issue. A collective case study can be useful for looking at several cases simultaneously.

The type of case study that psychology researchers use depends on the unique characteristics of the situation and the case itself.

There are a number of different sources and methods that researchers can use to gather information about an individual or group. Six major sources that have been identified by researchers are:

Archival records : Census records, survey records, and name lists are examples of archival records.
Direct observation : This strategy involves observing the subject, often in a natural setting . While an individual observer is sometimes used, it is more common to utilize a group of observers.
Documents : Letters, newspaper articles, administrative records, etc., are the types of documents often used as sources.
Interviews : Interviews are one of the most important methods for gathering information in case studies. An interview can involve structured survey questions or more open-ended questions.
Participant observation : When the researcher serves as a participant in events and observes the actions and outcomes, it is called participant observation.
Physical artifacts : Tools, objects, instruments, and other artifacts are often observed during a direct observation of the subject.

If you have been directed to write a case study for a psychology course, be sure to check with your instructor for any specific guidelines you need to follow. If you are writing your case study for a professional publication, check with the publisher for their specific guidelines for submitting a case study.

Here is a general outline of what should be included in a case study.

Section 1: A Case History

This section will have the following structure and content:

Background information : The first section of your paper will present your client's background. Include factors such as age, gender, work, health status, family mental health history, family and social relationships, drug and alcohol history, life difficulties, goals, and coping skills and weaknesses.

Description of the presenting problem : In the next section of your case study, you will describe the problem or symptoms that the client presented with.

Describe any physical, emotional, or sensory symptoms reported by the client. Thoughts, feelings, and perceptions related to the symptoms should also be noted. Any screening or diagnostic assessments that are used should also be described in detail and all scores reported.

Your diagnosis : Provide your diagnosis and give the appropriate Diagnostic and Statistical Manual code. Explain how you reached your diagnosis, how the client's symptoms fit the diagnostic criteria for the disorder(s), or any possible difficulties in reaching a diagnosis.

Section 2: Treatment Plan

This portion of the paper will address the chosen treatment for the condition. This might also include the theoretical basis for the chosen treatment or any other evidence that might exist to support why this approach was chosen.

Cognitive behavioral approach : Explain how a cognitive behavioral therapist would approach treatment. Offer background information on cognitive behavioral therapy and describe the treatment sessions, client response, and outcome of this type of treatment. Make note of any difficulties or successes encountered by your client during treatment.
Humanistic approach : Describe a humanistic approach that could be used to treat your client, such as client-centered therapy . Provide information on the type of treatment you chose, the client's reaction to the treatment, and the end result of this approach. Explain why the treatment was successful or unsuccessful.
Psychoanalytic approach : Describe how a psychoanalytic therapist would view the client's problem. Provide some background on the psychoanalytic approach and cite relevant references. Explain how psychoanalytic therapy would be used to treat the client, how the client would respond to therapy, and the effectiveness of this treatment approach.
Pharmacological approach : If treatment primarily involves the use of medications, explain which medications were used and why. Provide background on the effectiveness of these medications and how monotherapy may compare with an approach that combines medications with therapy or other treatments.

This section of a case study should also include information about the treatment goals, process, and outcomes.

When you are writing a case study, you should also include a section where you discuss the case study itself, including the strengths and limitiations of the study. You should note how the findings of your case study might support previous research.

In your discussion section, you should also describe some of the implications of your case study. What ideas or findings might require further exploration? How might researchers go about exploring some of these questions in additional studies?

Need More Tips?

Here are a few additional pointers to keep in mind when formatting your case study:

Never refer to the subject of your case study as "the client." Instead, use their name or a pseudonym.
Read examples of case studies to gain an idea about the style and format.
Remember to use APA format when citing references .

Crowe S, Cresswell K, Robertson A, Huby G, Avery A, Sheikh A. The case study approach . BMC Med Res Methodol . 2011;11:100.

Crowe S, Cresswell K, Robertson A, Huby G, Avery A, Sheikh A. The case study approach . BMC Med Res Methodol . 2011 Jun 27;11:100. doi:10.1186/1471-2288-11-100

Gagnon, Yves-Chantal. The Case Study as Research Method: A Practical Handbook . Canada, Chicago Review Press Incorporated DBA Independent Pub Group, 2010.

Yin, Robert K. Case Study Research and Applications: Design and Methods . United States, SAGE Publications, 2017.

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

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).

Frequency polygon for the initial performance

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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Home » Case Study – Methods, Examples and Guide

Case Study – Methods, Examples and Guide

Table of Contents

A case study is a research method that involves an in-depth examination and analysis of a particular phenomenon or case, such as an individual, organization, community, event, or situation.

It is a qualitative research approach that aims to provide a detailed and comprehensive understanding of the case being studied. Case studies typically involve multiple sources of data, including interviews, observations, documents, and artifacts, which are analyzed using various techniques, such as content analysis, thematic analysis, and grounded theory. The findings of a case study are often used to develop theories, inform policy or practice, or generate new research questions.

Types of Case Study

Types and Methods of Case Study are as follows:

Single-Case Study

A single-case study is an in-depth analysis of a single case. This type of case study is useful when the researcher wants to understand a specific phenomenon in detail.

For Example , A researcher might conduct a single-case study on a particular individual to understand their experiences with a particular health condition or a specific organization to explore their management practices. The researcher collects data from multiple sources, such as interviews, observations, and documents, and uses various techniques to analyze the data, such as content analysis or thematic analysis. The findings of a single-case study are often used to generate new research questions, develop theories, or inform policy or practice.

Multiple-Case Study

A multiple-case study involves the analysis of several cases that are similar in nature. This type of case study is useful when the researcher wants to identify similarities and differences between the cases.

For Example, a researcher might conduct a multiple-case study on several companies to explore the factors that contribute to their success or failure. The researcher collects data from each case, compares and contrasts the findings, and uses various techniques to analyze the data, such as comparative analysis or pattern-matching. The findings of a multiple-case study can be used to develop theories, inform policy or practice, or generate new research questions.

Exploratory Case Study

An exploratory case study is used to explore a new or understudied phenomenon. This type of case study is useful when the researcher wants to generate hypotheses or theories about the phenomenon.

For Example, a researcher might conduct an exploratory case study on a new technology to understand its potential impact on society. The researcher collects data from multiple sources, such as interviews, observations, and documents, and uses various techniques to analyze the data, such as grounded theory or content analysis. The findings of an exploratory case study can be used to generate new research questions, develop theories, or inform policy or practice.

Descriptive Case Study

A descriptive case study is used to describe a particular phenomenon in detail. This type of case study is useful when the researcher wants to provide a comprehensive account of the phenomenon.

For Example, a researcher might conduct a descriptive case study on a particular community to understand its social and economic characteristics. The researcher collects data from multiple sources, such as interviews, observations, and documents, and uses various techniques to analyze the data, such as content analysis or thematic analysis. The findings of a descriptive case study can be used to inform policy or practice or generate new research questions.

Instrumental Case Study

An instrumental case study is used to understand a particular phenomenon that is instrumental in achieving a particular goal. This type of case study is useful when the researcher wants to understand the role of the phenomenon in achieving the goal.

For Example, a researcher might conduct an instrumental case study on a particular policy to understand its impact on achieving a particular goal, such as reducing poverty. The researcher collects data from multiple sources, such as interviews, observations, and documents, and uses various techniques to analyze the data, such as content analysis or thematic analysis. The findings of an instrumental case study can be used to inform policy or practice or generate new research questions.

Case Study Data Collection Methods

Here are some common data collection methods for case studies:

Interviews involve asking questions to individuals who have knowledge or experience relevant to the case study. Interviews can be structured (where the same questions are asked to all participants) or unstructured (where the interviewer follows up on the responses with further questions). Interviews can be conducted in person, over the phone, or through video conferencing.

Observations

Observations involve watching and recording the behavior and activities of individuals or groups relevant to the case study. Observations can be participant (where the researcher actively participates in the activities) or non-participant (where the researcher observes from a distance). Observations can be recorded using notes, audio or video recordings, or photographs.

Documents can be used as a source of information for case studies. Documents can include reports, memos, emails, letters, and other written materials related to the case study. Documents can be collected from the case study participants or from public sources.

Surveys involve asking a set of questions to a sample of individuals relevant to the case study. Surveys can be administered in person, over the phone, through mail or email, or online. Surveys can be used to gather information on attitudes, opinions, or behaviors related to the case study.

Artifacts are physical objects relevant to the case study. Artifacts can include tools, equipment, products, or other objects that provide insights into the case study phenomenon.

How to conduct Case Study Research

Conducting a case study research involves several steps that need to be followed to ensure the quality and rigor of the study. Here are the steps to conduct case study research:

Define the research questions: The first step in conducting a case study research is to define the research questions. The research questions should be specific, measurable, and relevant to the case study phenomenon under investigation.
Select the case: The next step is to select the case or cases to be studied. The case should be relevant to the research questions and should provide rich and diverse data that can be used to answer the research questions.
Collect data: Data can be collected using various methods, such as interviews, observations, documents, surveys, and artifacts. The data collection method should be selected based on the research questions and the nature of the case study phenomenon.
Analyze the data: The data collected from the case study should be analyzed using various techniques, such as content analysis, thematic analysis, or grounded theory. The analysis should be guided by the research questions and should aim to provide insights and conclusions relevant to the research questions.
Draw conclusions: The conclusions drawn from the case study should be based on the data analysis and should be relevant to the research questions. The conclusions should be supported by evidence and should be clearly stated.
Validate the findings: The findings of the case study should be validated by reviewing the data and the analysis with participants or other experts in the field. This helps to ensure the validity and reliability of the findings.
Write the report: The final step is to write the report of the case study research. The report should provide a clear description of the case study phenomenon, the research questions, the data collection methods, the data analysis, the findings, and the conclusions. The report should be written in a clear and concise manner and should follow the guidelines for academic writing.

Examples of Case Study

Here are some examples of case study research:

The Hawthorne Studies : Conducted between 1924 and 1932, the Hawthorne Studies were a series of case studies conducted by Elton Mayo and his colleagues to examine the impact of work environment on employee productivity. The studies were conducted at the Hawthorne Works plant of the Western Electric Company in Chicago and included interviews, observations, and experiments.
The Stanford Prison Experiment: Conducted in 1971, the Stanford Prison Experiment was a case study conducted by Philip Zimbardo to examine the psychological effects of power and authority. The study involved simulating a prison environment and assigning participants to the role of guards or prisoners. The study was controversial due to the ethical issues it raised.
The Challenger Disaster: The Challenger Disaster was a case study conducted to examine the causes of the Space Shuttle Challenger explosion in 1986. The study included interviews, observations, and analysis of data to identify the technical, organizational, and cultural factors that contributed to the disaster.
The Enron Scandal: The Enron Scandal was a case study conducted to examine the causes of the Enron Corporation’s bankruptcy in 2001. The study included interviews, analysis of financial data, and review of documents to identify the accounting practices, corporate culture, and ethical issues that led to the company’s downfall.
The Fukushima Nuclear Disaster : The Fukushima Nuclear Disaster was a case study conducted to examine the causes of the nuclear accident that occurred at the Fukushima Daiichi Nuclear Power Plant in Japan in 2011. The study included interviews, analysis of data, and review of documents to identify the technical, organizational, and cultural factors that contributed to the disaster.

Application of Case Study

Case studies have a wide range of applications across various fields and industries. Here are some examples:

Business and Management

Case studies are widely used in business and management to examine real-life situations and develop problem-solving skills. Case studies can help students and professionals to develop a deep understanding of business concepts, theories, and best practices.

Case studies are used in healthcare to examine patient care, treatment options, and outcomes. Case studies can help healthcare professionals to develop critical thinking skills, diagnose complex medical conditions, and develop effective treatment plans.

Case studies are used in education to examine teaching and learning practices. Case studies can help educators to develop effective teaching strategies, evaluate student progress, and identify areas for improvement.

Social Sciences

Case studies are widely used in social sciences to examine human behavior, social phenomena, and cultural practices. Case studies can help researchers to develop theories, test hypotheses, and gain insights into complex social issues.

Law and Ethics

Case studies are used in law and ethics to examine legal and ethical dilemmas. Case studies can help lawyers, policymakers, and ethical professionals to develop critical thinking skills, analyze complex cases, and make informed decisions.

Purpose of Case Study

The purpose of a case study is to provide a detailed analysis of a specific phenomenon, issue, or problem in its real-life context. A case study is a qualitative research method that involves the in-depth exploration and analysis of a particular case, which can be an individual, group, organization, event, or community.

The primary purpose of a case study is to generate a comprehensive and nuanced understanding of the case, including its history, context, and dynamics. Case studies can help researchers to identify and examine the underlying factors, processes, and mechanisms that contribute to the case and its outcomes. This can help to develop a more accurate and detailed understanding of the case, which can inform future research, practice, or policy.

Case studies can also serve other purposes, including:

Illustrating a theory or concept: Case studies can be used to illustrate and explain theoretical concepts and frameworks, providing concrete examples of how they can be applied in real-life situations.
Developing hypotheses: Case studies can help to generate hypotheses about the causal relationships between different factors and outcomes, which can be tested through further research.
Providing insight into complex issues: Case studies can provide insights into complex and multifaceted issues, which may be difficult to understand through other research methods.
Informing practice or policy: Case studies can be used to inform practice or policy by identifying best practices, lessons learned, or areas for improvement.

Advantages of Case Study Research

There are several advantages of case study research, including:

In-depth exploration: Case study research allows for a detailed exploration and analysis of a specific phenomenon, issue, or problem in its real-life context. This can provide a comprehensive understanding of the case and its dynamics, which may not be possible through other research methods.
Rich data: Case study research can generate rich and detailed data, including qualitative data such as interviews, observations, and documents. This can provide a nuanced understanding of the case and its complexity.
Holistic perspective: Case study research allows for a holistic perspective of the case, taking into account the various factors, processes, and mechanisms that contribute to the case and its outcomes. This can help to develop a more accurate and comprehensive understanding of the case.
Theory development: Case study research can help to develop and refine theories and concepts by providing empirical evidence and concrete examples of how they can be applied in real-life situations.
Practical application: Case study research can inform practice or policy by identifying best practices, lessons learned, or areas for improvement.
Contextualization: Case study research takes into account the specific context in which the case is situated, which can help to understand how the case is influenced by the social, cultural, and historical factors of its environment.

Limitations of Case Study Research

There are several limitations of case study research, including:

Limited generalizability : Case studies are typically focused on a single case or a small number of cases, which limits the generalizability of the findings. The unique characteristics of the case may not be applicable to other contexts or populations, which may limit the external validity of the research.
Biased sampling: Case studies may rely on purposive or convenience sampling, which can introduce bias into the sample selection process. This may limit the representativeness of the sample and the generalizability of the findings.
Subjectivity: Case studies rely on the interpretation of the researcher, which can introduce subjectivity into the analysis. The researcher’s own biases, assumptions, and perspectives may influence the findings, which may limit the objectivity of the research.
Limited control: Case studies are typically conducted in naturalistic settings, which limits the control that the researcher has over the environment and the variables being studied. This may limit the ability to establish causal relationships between variables.
Time-consuming: Case studies can be time-consuming to conduct, as they typically involve a detailed exploration and analysis of a specific case. This may limit the feasibility of conducting multiple case studies or conducting case studies in a timely manner.
Resource-intensive: Case studies may require significant resources, including time, funding, and expertise. This may limit the ability of researchers to conduct case studies in resource-constrained settings.

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What the Case Study Method Really Teaches

Nitin Nohria

Seven meta-skills that stick even if the cases fade from memory.

It’s been 100 years since Harvard Business School began using the case study method. Beyond teaching specific subject matter, the case study method excels in instilling meta-skills in students. This article explains the importance of seven such skills: preparation, discernment, bias recognition, judgement, collaboration, curiosity, and self-confidence.

During my decade as dean of Harvard Business School, I spent hundreds of hours talking with our alumni. To enliven these conversations, I relied on a favorite question: “What was the most important thing you learned from your time in our MBA program?”

Nitin Nohria is the George F. Baker Professor of Business Administration, Distinguished University Service Professor, and former dean of Harvard Business School.

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Unit 4: Case Study Group Work-Problem Identification

Authors: Rebecca Boger, Brooklyn College, [email protected], Amy E. Potter, Armstrong State University, [email protected], and Russanne Low, Institute for Global Environmental Strategies, [email protected].

Learn more »

Science and Engineering Practices

Analyzing and Interpreting Data: Analyze and interpret data to provide evidence for phenomena. MS-P4.4:

Asking Questions and Defining Problems: Define a design problem that involves the development of a process or system with interacting components and criteria and constraints that may include social, technical, and/or environmental considerations. HS-P1.8:

Cross Cutting Concepts

Patterns: Graphs, charts, and images can be used to identify patterns in data. MS-C1.4:

Structure and Function: Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem. HS-C6.1:

Disciplinary Core Ideas

Global Climate Change: Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts. HS-ESS3.D1:

Ecosystem Dynamics, Functioning, and Resilience: Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. HS-LS2.C2:

Biodiversity and Humans: Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS-LS4.D1:

Performance Expectations

Ecosystems: Interactions, Energy, and Dynamics: Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. HS-LS2-6:

This activity was selected for the On the Cutting Edge Reviewed Teaching Collection

This activity has received positive reviews in a peer review process involving five review categories. The five categories included in the process are

For more information about the peer review process itself, please see https://serc.carleton.edu/teachearth/activity_review.html .

Units 4, 5, and 6 provide the opportunity for students to delve into a greater examination of food security at a regional level in small teams selecting one of the following locations (Caribbean, New York City, or Nebraska) OR a new location of their choice (provided that information and datasets are easily available and students will work with the instructor prior to the start of the unit) to apply skills and concepts taught in Units 1-3. Unit 4 materials are designed to provide a place-based overview for students to prepare them for the summative assessment, to be submitted in Unit 6, a community-based action plan of how the selected community can increase food security and lessen vulnerability.

Expand for more detail and links to related resources

Activity Classification and Connections to Related Resources Collapse

Grade level.

Learning Goals

After students have completed Units 4, 5, and 6 they will be able to:

Brainstorm solution(s) to the wicked problem of food security using spatial tools.
Synthesize multiple data sets and types of background material.
Describe the various factors that influence food security in three different regional contexts.
Make connections between the Earth system and cultural, economic and political processes to understand the wicked problem of food security.

Context for Use

After working through background materials individually, students work together in groups of 3-6 students to identify issues that pertain to a region and work together to understand the scope of the problem using spatial and non spatial data. Students will be provided data sets and readings. Ideally the students will have two class periods to complete units 4 and 5, and will present their analyses to the class for critique in Unit 6. More detailed analysis is possible if students are assigned part of the work as a homework project and there is a week of time between units 4 and 5 and the submission of the assignment in week 6, and/or if they are given time after the class presentations to incorporate feedback into a final submission.

This unit builds on food security and Earth system science covered in the first three units. It can be taught in any course discussing food security or it can be modified to fit a variety of courses in the sciences and social sciences. The activities included in this unit are appropriate for introductory-level college students or as a basis for more in-depth class discussions on food security for upper-level students.

This unit consists of a 90-minute face-to-face class period and is the first component of a three-part exploration (See then Units 5 and 6). This unit is appropriate for lower division undergraduates who are enrolled in social science, environmental science, or ecology courses. The lesson as designed requires a prior introduction to global food security (see unit 1 as an example), and an introduction to Earth's climate zones and climate change (see Unit 2 and 3).

Description and Teaching Materials

4.1 pre-class assignment.

Based on the region that was assigned at the end of Unit 3, students will complete background readings so that they come prepared to begin their regional case study work. Each assignment includes questions that students will use to focus their thinking and prepare them for group work during class.

Pre-Class Assignment for NYC Region (Microsoft Word 2007 (.docx) 76kB Sep17 16)
Pre-Class Assignment for Nebraska Region (Microsoft Word 2007 (.docx) 92kB Dec2 16)
Pre-Class Assignment for Caribbean Region (Microsoft Word 2007 (.docx) 163kB Dec2 16)

4.2 Class Session (15 minutes total)

Materials needed:

Flip chart or large format paper for each team of 2-4
Post-it Notes

Discussion: Guided Introduction to Case Study Areas

Introduction to NYC Case Study Slides: NYC Overview (PowerPoint 2007 (.pptx) 15.6MB Dec2 16)
Introduction to Nebraska Case Study Slides: Introduction to Nebraska Case Study Slides (PowerPoint 2007 (.pptx) 12.2MB Nov8 16)
Introduction to Caribbean Case Study Slides: Caribbean Overview (PowerPoint 2007 (.pptx) 672kB Dec2 16)

4.3 Group Discussion (45 minutes total)

After the instructor introductions, students will break off into their case study groups and work through the following steps:

Students will work through the materials provided (See Materials for Regions 1, 2, and 3 below). Some of the materials in the documents were given as homework to get them started on their regions.

Case Study Materials for Unit 4

Region 1 (New York): NYC background materials (Microsoft Word 2007 (.docx) 139kB Dec2 16)
Region 2 (Nebraska): Nebraska background materials (Microsoft Word 151kB Dec2 16)
Region 3 (Caribbean): Caribbean background materials (Microsoft Word 2007 (.docx) 157kB Dec2 16)

4.4 Team Brainstorm (30 minutes total)

In their teams of 3-6 members, students should first discuss food security issues or problems that they believe are salient to their region in the context of the assigned reading Wicked Problems. As a group, students should use a flip chart or white board to identify and describe at least one of the issues, using as many of the characteristics of wicked problems presented from the reading, as appropriate.

Based on these ideas, teams will then identify what aspect of food insecurity they would like to specifically explore in their analysis in the context of their community/regional plan. Before leaving class, each team should create a list of the types of data (each case study provides additional resources students can utilize) that they will need to assist in the development of the community/regional plan and distribute the tasks between members.

Combined Case Study Materials for Units 4, 5, 6 : We have divided the case study materials among Units 4, 5, 6. Should the instructor want case study materials for all three units see combined file below:

Region 1 (New York): NYC case study all materials (Microsoft Word 2007 (.docx) 85kB Dec2 16)
Region 2 (Nebraska): Nebraska case study all materials (Microsoft Word 2007 (.docx) 162kB Dec2 16)
Region 3 (Caribbean): Caribbean case study all materials (Microsoft Word 2007 (.docx) 163kB Dec2 16)

4.5 Post Class Assignment

Some of the students may not be able to complete the case study materials and readings in 45 minutes. Students should finish the readings outside of class and work on their assigned tasks for the community/regional plan.

References and Resources

Note: lists of resources for use by regional case study teams for units 4 and 5 will be provided by case study.

Learn more about Gallery Walks from Pedagogy in Action http://serc.carleton.edu/sp/library/gallerywalk/index.html

Beckford, C. L. and Campbell, D.R. (2013) Domestic Food Production and Food Security in the Caribbean: Building Capacity and Strengthening Local Food Production Systems. Palgrave Macmillan: New York.

FAO (2015) Regional Overview of Food Insecurity – Latin America and the Caribbean. FAO. http://www.fao.org/3/a-i4636e.pdf

FAO (2013) Climate- Smart Agriculture Sourcebook .

Ritchie, T. (2013) Wicked problems: Modelling social messes with morphological analysis . Acta Morphologica Generalis 2(1): 1-12.

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Module Overview
Unit 1: Introduction to Global Food Security
Unit 2: Systems Thinking and the Wicked Problem of Global Food Security
Unit 3: Climate Change and Food Security
Unit 5: Case Study Group Work-Spatial Data Investigation
Unit 6: Regional Case Study Community Action Plans
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Johnson Museum exhibit considers migration and its effects and Showcases Work of FGSS Student Group

4/18/2024 By | Kathy Hovis , A&S Communications

At Cornell’s Johnson Museum of Art, the work of renowned artist Guadalupe Maravilla is on display in the same space as that of Ingrid Hernandez-Franco, a Salvadoran woman whose asylum case was championed by a Cornell professor and her students.

Their common themes? Migration, activism and healing.

The exhibit, “Guadalupe Maravilla: Armonía de la Esfera” (Harmony of the Sphere) opened in January and will run through June 9. During its development, Maravilla visited campus twice and met with Franco, students in the Cornell Anti-Detention Alliance (CADA) and their advisor, Jane Juffer , professor of literatures in English and feminist, gender and sexuality studies in the College of Arts and Sciences. These meetings inspired new directions for the exhibition, which includes letters that Franco wrote to Juffer during the more than two years she was detained at the Buffalo Federal Detention Center in Batavia, N.Y., as well as artwork Franco did during that time.

Franco also contributed to a game of lines called Tripa Chuca, which Maravilla includes with all of his at exhibitions and which adorns three of the museum's massive walls. (Sharifa “Elja” Sharifi, an artist who fled Afghanistan in 2021 and became a visiting scholar at the Johnson Museum, also played the game, so her work is also evident here.)

person standing next to a wall with artwork

“Guadalupe’s work is very multifaceted,” said Rodrigo Guzman-Serrano, a doctoral student in history of art, who co-curated the show with Jessica Levin Martinez, the Richard J. Schwartz Director of the Johnson Museum. “He engages with ideas of healing, sound and sculpture, also pre-Hispanic objects, indigenous art and immigration, popular culture, urban Hip-Hop.”

During Maravilla’s visits to campus, members of CADA told him about ex https://museum.cornell.edu/event/a-coiled-serpent-archaeological-and-artistic-perspectives-on-pre-hispanic-art/ periences working with immigrants also detained for undue periods of time, such as Franco. While advocating for the abolition of detention, CADA documents injustices of those detained, writes letters and visits people in Batavia. During her stay thee, Franco experienced homophobia and racism in addition to the injustice of being imprisoned for seeking refuge in the U.S., Juffer said. Maravilla’s work connects to these experiences and other forms of trauma that immigrants to the U.S. encounter, she said. One of his talks during an earlier visit is available to see here.

Sebastian Young ’25 was able to join Maravilla and Martinez for dinner during one of his visits to campus.

“To have the opportunity to get insight from Guadalupe on his migration story, as well as brainstorm how CADA could help with outreach for the exhibit, was great,” Young said.

Maravilla will be visiting the museum again in late April to offer several small sonic experiences, which are already full, but he will also join a symposium at the Museum on April 30: “A Coiled Serpent: Archaeological and Artistic Perspectives on Pre-Hispanic Art,” from 9:30 a.m. to 12:45 p.m. The event includes two panel discussions, one with anthropology professor John S. Henderson (A&S) and graduate students Rafael Cruz Gil and Andrea Mauri (anthropology), and a second with Guzman-Serrano in conversation with Maravilla, Ananda Cohen-Aponte (associate professor in the Department of History of Art & Visual Studies in A&S), and artist Emilio Rojas (visiting critic, Department of Art). More information is available on the museum’s website .

As part of the Johnson exhibition, Maravilla also selected a number of pre-Hispanic objects from the Johnson Museum’s permanent collection and Cornell’s Anthropology Collections. These pieces highlight continuities in movement, transit and exchange across the Americas.

Guzman-Serrano said Maravilla’s work is very autobiographical, focusing on his own journey to the U.S. from El Salvador as an unaccompanied child at the age of 8. So, Maravilla connected with Franco and her story. Franco fled El Salvador due to persecution based on her sexual orientation; she recently was granted political asylum.

several letters and pieces of artwork under glass

“Maravilla not only confronts his own trauma but also invites us to consider the potential for renewal and healing inherent in embracing one’s past,” Guzman-Serrano wrote in the notes for the exhibition.

Maravilla has presented solo exhibitions at the Museum of Modern Art; the Brooklyn Museum; the Museum of Contemporary Art Denver; Henie Onstad Kunstsenter; Socrates Sculpture Park; the Institute of Contemporary Art, Miami; the Institute of Contemporary Art, Boston; and elsewhere.

This is the second in a series of exhibitions and programs at the Johnson Museum developed in conjunction with the Migrations Global Grand Challenge, part of Global Cornell, with support from the Andrew W. Mellon Foundation’s Just Futures Initiative. The museum also worked with Frederic W. Gleach , curator of the Anthropology Collections (A&S), and Leonardo Santamaría-Montero, also a doctoral student in the history of art, who provided research and writing on the pre-Hispanic works on view.

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COMMENTS

Keys to Facilitating Successful Student Group Work
Dr. Weimer detailed several ways in which teachers can facilitate student group work: Focus on the details. Early in their work together, group members must delineate expectations, clarify roles, understand each other's work styles, and commit to how they will work together. When group members establish their own group norms, they lay a solid ...
Strengths-Based Group Practice: Three Case Studies
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PDF Social Work Practice with Groups Guide
Special issues include values and ethics in group work practice and social justice concerns. This is an elective course that builds upon the knowledge and skills acquired in the first year Foundations of Practice courses. A. Relevance of these Case Studies to this Course Each of the three case studies will be used on many levels in this course.
Groups & Teams: Articles, Research, & Case Studies on Groups & Teams
by Julia J. Lee, Francesca Gino, Daniel M. Cable, and Bradley R. Staats. Despite their potential to perform at high levels and make decisions that are better than those of individual members, teams are often unable to capitalize on this potential. Two studies show the importance of affirming team members' self-concept prior to team formation.
Group Work Assessment: Assessing Social Skills at Group Level
Group work assessment is often described by teachers as complex and challenging, with individual assessment and fair assessment emerging as dilemmas. ... Strijbos J. (2005). Formative peer assessment in a CSCL environment: A case study. Assessment & Evaluation in Higher Education, 30, 417-444. Crossref. Google Scholar *Rafiq Y., Fullerton H ...
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Tackling taboo topics: Case studies in group work.
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Case Study #1
Case Study #1 Erika Pribanic-Smith, Department of Communication ... knew it, but the most important thing I already know is that I work better alone and I still really don't like group work with random people. I know now to be here the first day of class, so I can pick my own group members considering I have to pay over a thousand dollars a ...
Tackling Taboo Topics: Case Studies in Group Work
Frequently, group work process involves confronting uncomfortable issues, for group members and the leader. This article focuses on taboo topics in the group, providing examples of how a taboo topic can present in the group, the leader's use of self in confronting the taboo topic, and the benefits of addressing these sensitive subjects in the ...
Examples of Collaborative Learning or Group Work Activities
Create four to five case studies of similar difficulty. Have students work in groups of four or five to work through and analyze their case study. Provide 10-15 minutes (or adequate time) to work through the cases. Walk around and address any questions. Call on groups randomly and ask that students share their analysis.
Getting the Group to Work as a Team: A Mini Case Study
Develop processes and procedures for how the team will: share work, meet the objectives of the project, solve problems and resolve conflicts and make decisions. When the team members get to know each other, they will begin to support each other and will be more concerned about their team mates. Bottom line, they will function as a team.
Case Study: Student Perceptions of Groups & Teams in Leadership
In particular, this course centered on learning about group and team processes from a research-based text, hypothetical case studies, and practical application on the part of the students via a semester-long group/team project. ... Group work is designed to allow students to learn from one another and be actively engaged in one another's ...
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This case study describes a change in approach to group work within Part A students. The focus of the group work in Part A needs to change from teaching them about a topic using group work, to teaching them about group work by using a topic. If applied successfully this could influence the group work in Part B and C students in a positive manner.
6.5: Case Study- The Group Project
Case Study: The Group Project. The semester ends in one month, and Janet, Rio, John, and Mia still haven't finished their final group project. Janet is frustrated by the progress of the group. There has been a lot of talking but not a lot of doing. She thinks that once again, she is going to have to do this all by herself and make sure this ...
Case Study: Definition, Examples, Types, and How to Write
A case study is an in-depth study of one person, group, or event. In a case study, nearly every aspect of the subject's life and history is analyzed to seek patterns and causes of behavior. Case studies can be used in many different fields, including psychology, medicine, education, anthropology, political science, and social work.
Create a Case Method Group Activity to Engage Students in Critical
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 … Continue reading "Create a Case Method Group ...
What Is a Case Study?
A case study is a detailed study of a specific subject, such as a person, group, place, event, organization, or phenomenon. Case studies are commonly used in social, educational, clinical, and business research. A case study research design usually involves qualitative methods, but quantitative methods are sometimes also used.
Case Study
A case study is a qualitative research method that involves the in-depth exploration and analysis of a particular case, which can be an individual, group, organization, event, or community. The primary purpose of a case study is to generate a comprehensive and nuanced understanding of the case, including its history, context, and dynamics.
What the Case Study Method Really Teaches
It's been 100 years since Harvard Business School began using the case study method. Beyond teaching specific subject matter, the case study method excels in instilling meta-skills in students.
Unit 4: Case Study Group Work-Problem Identification
4.1 Pre-class Assignment. Based on the region that was assigned at the end of Unit 3, students will complete background readings so that they come prepared to begin their regional case study work. Each assignment includes questions that students will use to focus their thinking and prepare them for group work during class.
Case Study Methodology of Qualitative Research: Key Attributes and
A case study is one of the most commonly used methodologies of social research. This article attempts to look into the various dimensions of a case study research strategy, the different epistemological strands which determine the particular case study type and approach adopted in the field, discusses the factors which can enhance the effectiveness of a case study research, and the debate ...
Group Case Interview: How To Prepare & Crush It
A group case interview is exactly what it sounds like: a case study solved with a group of competing candidates. Underscore the use of the word 'with' in the previous sentence, as that is pivotal to understanding the entire exercise. That can often be the deciding factor in the end. The idea behind group case interviews is to mimic the ...
Johnson Museum exhibit considers migration and its effects and
At Cornell's Johnson Museum of Art, the work of renowned artist Guadalupe Maravilla is on display in the same space as that of Ingrid Hernandez-Franco, a Salvadoran woman whose asylum case was championed by a Cornell professor and her students. Their common themes? Migration, activism and healing.